Christina Steinbacher-Reed. Collins Type 1 Writing In five lines or more, write the things you know, think you know, and questions you have about the.
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MEETING THE TEXT COMPLEXITY DEMANDS OF THE COMMON CORE
Christina Steinbacher-Reed
Collins Type 1 Writing
In five lines or more, write the things you know, think you know, and questions you have about the Common Core Writing Standards.
Where are you with Common Core Writing?
What questions are on your agenda?
Introduce yourself and your role
Share your Type 1 response
Generate questions on post-its to add to Question Chart
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
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What/So What?
Gr. 6-12 ELA Common Core
Gr. K-12 ELA Common Core
Reading
Writing
Speaking & Listening
Language
Literature
Informational
Foundational Skills(K-5 only)
Gr. 6-12 Content Standards
Gr. 6-12 History, Science, Tech
Subjects
Reading
WritingState Content
Standards
Content Standards
Additional CC Documents
ELA Writing Standards
Appendix A – Types of Writing Defined
Appendix C – Examples of Writing
Revised Publishers’ Criteria
Common Core vs. PA Common Core
Common Core PA Common Core
All inclusive, nationally accepted literacy standards
Includes CC that are included in eligible content and state assessments
Key Design Features College and Career
Anchor Standards (pg. 18,41,60)
Vertical Progression
Technology integrated
Literacy is shared responsibility in all content areas
What are the ‘big shifts’?
1. Balance of literary and informational texts
2. Knowledge in the disciplines
3. Staircase of text complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
How do we meet the CC demands for writing?
What are the Common Core’s expectations for writing?
What are specific writing strategies for writing across the curriculum?
Seasonal Partners
What are the expectations for CC writing?
Grade To Persuade To Explain To Convey Experience
4 30% 25% 35%
8 35% 35% 30%
12 40% 40% 20%
What are the CC’s expectation for writing?
Collins Type 1 - List your top three expectations for your students’ writing. Share with a partner.
Read “Note on Range and Content of Student Writing” and mark the text
How do your lists compare to the Common Core?
Shift 5: Writing From Sources
• More time on informational writing, less on personal narratives
• Opportunities to write from multiple sources on a single topic
• Opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion
• Teach voice as drawing from powerful, meaningful evidence
• Give permission to students to have their own reaction and draw their own connections
A Special Place for Argument
Read Appendix A regarding Argument
How is writing an argument different than writing persuasive writing?
From the CC perspective, why do we need to teach argument writing? In what ways do you agree or disagree with their perspective?
What is the difference between Persuasive Writing and Writing
argument?
Persuasive Argument
Can select the most favorable evidence, appeal to emotions, and use style to persuade your readers
Propaganda and advertising
Mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals
The heart of critical thinking and academic discourse
A Closer Look
K-5 – pg. 18 Gr. 6-12 ELA - 41 Gr. 6-12 Literacy Content - Page 60
Learning Progressions- CCR.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Revised Publisher’s Criteria
Give one, get one What is CC’s stance towards:
Materials
Quality
Research
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
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5
What/So What?
How are these similar to what you are already teaching?
How are these different?
How will this impact your future planning and teaching?
Appendix C - Student Writing
Select a Grade Level Range and Regroup
Read the sample and annotation
Share reactionsHow does this compare to the
current expectations? What shifts need to happen to
meet these expectations?
RAFT Note Pass
Role – You are you
Audience – A fellow participant
Format – A note
Topic – Identify which CC writing expectations stand out to you and describe the impact this has on your thinking and practice.
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
1
2
3
4
5
What/So What?
Let’s Take a Break!
Part 2 – A Shift in Instruction The Common Core was designed as the
“WHAT”, not the “HOW”
Common Core is NOT:
What are some strategies for meeting the writing demands of
the Common Core?
Citing Textual Evidence
What did you notice? Write around
What are specific writing strategies for writing across the
curriculum?
John Collins Writing
RAFT Writing
Literacy Design Collaborative (LDC)
Writing an Argument
What is Collins Writing?
Frequent and consistent structures for writing across the content-area
Opportunities to write in a variety of formats
Focused, consistent feedback
Contextual teaching of writing skills
Five Types of Writing
Type One: Capture Ideas
Type Two: Writing to Learn
Type Three: Focused Practice
Type Four: Finished Product
Type Five: Published Work
Type One
Gets ideas on paper-brainstorming Timed and requires a minimum number
of items or lines Questions and/or guesses are permitted Evaluate with a
check (✓) or (-) One draft
Examples of Type One
For activating prior knowledge: For reflecting: For brainstorming: For predicting: For making connections: For creative thinking:
Purpose of Type 1 Writing
It is informalHelps develop writing fluency Increases academic engagementOpportunity to engage all studentsWriting is a way to focus attentionEncourages them to express what they
might be hesitant to raise their hand and say in front of the class.
“no opt out” classroom culture
Your Turn!
Create a Type 1 writing prompt for your unit.
Share with an elbow partner
Type Two
Writer knows something about a topic
A correct answer to a specific question
May be graded One draft
TYPE TWO
Can be used before, during, after Check for understanding and accountability for
learning Formative assessment at its best Format can mimic open response like questions Graded as a quiz for content only Don’t ask for “lines”….ask for “things”
Type 2 Writing
Explain two important differences between a Type 1 and a Type 2 writing.
Underline the key words or phrases that identify these two differences.
BLOOMS TAXONOMY
Math: What are three distinguishing attributes of a three-dimensional figure? (Remembering)
ELA: Describe two text features of a nonfiction introduction. (Understanding)
Science: Explain two differences between volume and mass. (Analyzing)
Social Studies: Describe two geographical facts about our town/city that have influenced its development. (Evaluating)
Any: Give two reasons why this cannot be a correct answer for this problem (or question). (Analyzing)
Your Turn!
Create a Type 2 writing prompt for your unit.
Share with an elbow partner
Type 3 Writing
Has content Meets three specific standards called
Focus Correction Areas (FCAs) Revision and editing are done on the
original One draft Read out-loud by the writer to see if
writing meets the FCA’s
Type 3 Writing
Compare and contrast the first three types of Collins Writing and give an example of each.
FCAs: Begins with an introductory sentence that
introduces the topicUses a clear compare/contrast text structureProvides a strong conclusion statement
FCAs and Grammar!
Your Turn!
Create a Type 3 writing prompt for your unit
Share with an elbow partner
Share your writing prompts with your fall partner.
What are the benefits and challenges of using Collins Writing?
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
1
2
3
4
5
What/So What?
RAFT Writing
Role – Who am I? What is your viewpoint?
Audience – Who is reading this? What is your purpose of the writing?
Format – What is the format? Letter to the editor, news article, diary, contract, obituary
Topic – What is the my focus?
RAFT Writing - History
Role Audience Format
Abigail Adams John Adams Dinner table conversation
Ben Franklin French Delegation Letter or Speech
Tradesman Other indentured servants
Pub argument
Recent Immigrant
Relative back in England
Letter to relative
Samuel Adams Boston Tea Party protesters
Motivational Speech
Topic: The reasons patriots felt that severing ties with England with England was necessary
RAFT Writing – Newton’s Laws of Motion
Role Audience Format Topic
A cherry A heavy rock
A condolence note The Big Upset – How I was able to fall from the Tower of Pisa as fast as you did
Pool Ball Galileo Note sent back in time
Why I slowly come to a stop on the pool table
Chair Lazy human
Fireside chat Why are you able to stay seated on me and not float up or crash on the floor
Your Turn!
Create a RAFT writing prompt for your unit.
iu17commoncore.wikispaces for ideas
Literacy Design Collaborative
Assignments aligned to CC that integrate content and literacy
All LDC tasks require students to Read, analyze, and comprehendWriteApply literacy standards to content
Examples of LDCs
After researching fundamental elements of the Constitution, landmark Supreme Court cases, and a modern constitutional issue, write a letter to a member of Congress arguing your position on a constitutional issue of your choosing. Support your position with evidence from your research, by giving examples from past or current events or issues to illustrate, clarify, and support.
Writing an Argument
Arguments of Fact
Arguments of Judgment
Argument of Policy
Argument of Fact – Slip or Trip?
At 5’6’’ and 110 pounds, Queenie Volupides was a sight to behold and to clasp. When she tore out of the house after a tiff with her husband, Arthur, she went to the country club where there was a party going on. She left the club shortly before one in the morning and invited a few friends to follow her home and have one more drink. They got to the Volupides house about ten minutes after Queenie, who met them at the door and said, “Something terrible has happened. Arthur slipped and fell on the stairs. He was coming down for another drink – he still had the glass in his hand – and I think he’s dead. Oh, my God – what shall I do? The autopsy conducted later concluded that Arthur had died from a wound on the head and confirmed he’d been drunk.
Argument of Fact
Evidence Rule Conclusion
Argument of Judgments
A Voluptuary under the horrors of Digestion
What details in the picture indicate the prince is a voluptuary?
What details does Gillray use to portray the prince as voluptuary?
Using Criteria to Make Judgments
The Giraffe Project
What is the criteria?
Apply criteria to award candidates
“Students who have learned to
think through criteria for making
judgments are less likely to jump to
conclusions; they consider their
ideas more carefully” – George
Hillocks, Jr.
Arguments of Policy
1. Identify and clarify the problem
2. Plan an investigation and/or research
3. Conduct the investigation and/or research
4. Use findings to create an argument of policy
Your Turn!
How could you incorporate argument writing into your unit?
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
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Chalk Talk
1. Common Core expectations for writing
2. John Collins
3. RAFT
4. Literacy Design Collaborative
5. Writing an Argument
6. Idea Exchange
Identify all of the writing strategies shared today. Which strategies do you feel will have the most impact on your students’ learning?
Next Steps
Balance the types of writing
Individual and collective shifts in instruction
Curriculum shifts
iu17commoncore.wikispaces.com
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
1
2
3
4
5
Remember, it’s a process . . .
What are the Common Core’s expectations for writing?
What are specific writing strategies for writing across the curriculum
Upcoming ELA Common Core Learning Opportunities Feb 6 (C) and 13 (W) – Meeting Common
Core’s Demand for Text Complexity
March 13 (C) and March 18 (W) – Meeting Common Core’s Demand for Rigorous Writing Across the Gr. 4-12 Curriculum – Canton
April 30 (C) and May 1 (W) – Meeting the Common Core Demands for Writing at the Elementary Level
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