1 Writing to Common Core State Standards Writing to Win ® UNDERSTANDINGS TM and STRUCTURES TM instructional routines Collier County middle schools January 3, 2013 Contact Card for drawings
1
Writing to Common Core State Standards
Writing to Win®
UNDERSTANDINGSTM and STRUCTURESTM
instructional routines
Collier County middle schools
January 3, 2013
Contact Card for drawings
Why so much emphasis in the
Common Core State Standards
on writing?
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Writing is practice by doing!
• Students learn and retain information
better when they WRITE about what
they’ve learned.
3
When we write . . . we learn
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When we write . . . we learn
5
W r i t i n g
When we write . . . we learn
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W r i t i n g
Sharing PALS
To WRITE is to THINK.
“Across-the-curriculum writing finds its merit in
removing students from their passivity. Active
learners are active thinkers, and one cannot write
without thinking.” (Steffens, 1988; Walker, 1988)
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Three writing-based routines for learning that exceed Common Core State Standards
UNDERSTANDINGSTM – Common Core routine writing
Daily Writing to Learn the Curriculum
STRUCTURESTM – Common Core extended writing
A Writing Cycle for the Writing Process
PATTERNSTM – Common Core language standards
Sentence Building
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Today’s session focuses on two routines.
UNDERSTANDINGSTM – Common Core routine writing
Daily Writing to Learn the Curriculum
STRUCTURESTM – Common Core extended writing
A Writing Cycle for the Writing Process
Session Goal
Solve the major problem in teaching and learning
today: teachers working far harder than their
students.
1. It’s not the students.
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2. It’s not the teachers.
3. Look at the teaching; are the classroom
routines making it easy for students of
writing to work as hard or harder than their
teachers?
Take-away Goal
Three levels of take-away benefits. It’s up to you.
1. The full system to meet Common Core
a. writing to learn
b. extended writing.
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2. A process or two from within the system.
3. Strategies within a process to add to your
toolkit of mini-lessons of crafts and skills.
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UNDERSTANDINGSTM
Common Core “writing to learn”
The story behind the results
High School—Ware County High
Middle School—Newbern Middle
Elementary School—Pearson Elementary
Newbern Middle School
subgroup trends
2010-2011—Daily Writing to Learn the Curriculum 3 days/week;
SWD achievement gap closing: 2 of 5 indicators reach 90%.
Subject 2008 2009 2010 2011 Change
Grade 8 Writing – All 60% 46% 89% 95% +49 %
Grade 8 Writing – SWD 14% 4% 38% 63% +59 %
Grades 6-8 Math – All 60.6% 66.2% 78% 85% +18.8%
Grades 6-8 Math – SWD 28.2% 42.5% 53.6% 65% +23.5%
Grades 6-8 R/ELA – All 81.8% 81.5% 91.2% 93% +11.5%
Grades 6-8 R/ELA – SWD 50% 54% 69.6% 79% +25%
Grades 6-8 Science – All 47% 50% 69% 65% +15%
Grades 6-8 Science – SWD 24% 23% 48% 50% +27 %
Grades 6-8 S Studies – All 17% 44% 56% 71% +27 %
Grades 6-8 S Studies – SWD 16% 24% 45% 60% +36 %
• One draft
• Short (5-7 sentences)
• Frequent
• Simple critical-thinking strategy
• Unedited
• Self-assessed for content
• Formative
• Written for the writer (and teacher)
• A time-saving process
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Characteristics of writing to learn
Setting up your model
UNDERSTANDINGSTM classroom
As you setup your model classroom and invite
your colleagues to visit, keep it simple by using…
1. Simple instructional tools
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2. Five key practices
3. Brain-focused vocabulary
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1. Simple instructional design
• Log of Entries for Teacher Expectations chart
• Guide for Writing in Your Journal (p. 5)
• Log of Entries for Student Self-Check (p. 4)
• Place for students to access their writing in class
[storage bins, shelves, file drawers, crates]
• Classroom design that promotes divergent learning
[individual, PALS, small groups, whole groups]
Training Pkt Pages 4-5
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2. Five Key Practices – mnemonic (QM-GPS)
No. Practice Description
1 Quantify teacher
expectations
Prompt them using the Log of Entries for Teacher
Expectations.
2 Model teacher
writing
Read your writing as a model of each writing task
assigned to students.
3 Guide student
choices
Provide limited choices in the work session for each
critical-thinking strategy.
4 Prompt PALS to
share and
respond.
PAL-A reads a writing task aloud verbatim. PAL-B
identifies specific features of quality in writing.
Repeat for PAL-B.
5 Secure student
self-assessment
Empowers students to self-assess their performance
accurately using a simple rubric for each written
entry.
Blue Handout
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2. Five Key Practices – mnemonic (QM-GPS)
No. Practice Description
1 Quantify teacher
expectations
Prompt them using the Log of Entries for Teacher
Expectations.
2 Model teacher
writing
Read your writing as a model of each writing task
assigned to students.
3 Guide student
choices
Provide limited choices in the work session for each
critical-thinking strategy.
4 Prompt PALS to
share and
respond.
PAL-A reads a writing task aloud verbatim. PAL-B
identifies specific features of quality in writing.
Repeat for PAL-B.
5 Secure student
self-assessment
Empowers students to self-assess their performance
accurately using a simple rubric for each written
entry.
Blue Handout
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2. Five Key Practices – mnemonic (QM-GPS)
No. Practice Description
1 Quantify teacher
expectations
Prompt them using the Log of Entries for Teacher
Expectations.
2 Model teacher
writing
Read your writing as a model of each writing task
assigned to students.
3 Guide student
choices
Provide limited choices in the work session for each
critical-thinking strategy.
4 Prompt PALS to
share and
respond.
PAL-A reads a writing task aloud verbatim. PAL-B
identifies specific features of quality in writing.
Repeat for PAL-B.
5 Secure student
self-assessment
Empowers students to self-assess their performance
accurately using a simple rubric for each written
entry.
Blue Handout
20
2. Five Key Practices – mnemonic (QM-GPS)
No. Practice Description
1 Quantify teacher
expectations
Prompt them using the Log of Entries for Teacher
Expectations.
2 Model teacher
writing
Read your writing as a model of each writing task
assigned to students.
3 Guide student
choices
Provide limited choices in the work session for each
critical-thinking strategy.
4 Prompt PALS to
share and
respond.
PAL-A reads a writing task aloud verbatim. PAL-B
identifies specific features of quality in writing.
Repeat for PAL-B.
5 Secure student
self-assessment
Empowers students to self-assess their performance
accurately using a simple rubric for each written
entry.
Blue Handout
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2. Five Key Practices – mnemonic (QM-GPS)
No. Practice Description
1 Quantify teacher
expectations
Prompt them using the Log of Entries for Teacher
Expectations.
2 Model teacher
writing
Read your writing as a model of each writing task
assigned to students.
3 Guide student
choices
Provide limited choices in the work session for each
critical-thinking strategy.
4 Prompt PALS to
share and
respond.
PAL-A reads a writing task aloud verbatim. PAL-B
identifies specific features of quality in writing.
Repeat for PAL-B.
5 Secure student
self-assessment
Empowers students to self-assess their performance
accurately using a simple rubric for each written
entry.
Blue Handout
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3. Brain-focused vocabulary
Offer synonyms for abstract terms that distract students.
Abstract term Distraction
When students hears… they think of…
Style clothing, behavior
Ideas intelligence
Organization neatness,
personal habits
Blue Handout
Concrete term
Voice
Pictures
Flow
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Visualization
Write a description of what you see in your mind as you
write a draft for others to read.
Flow …to make understanding easy for readers
Voice …to present your writing personality
Pictures …to deliver your ideas
Blue Handout
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Use terms that keep students inside their heads
where writing emerges.
Voice – Are there voices when you write?
Writer’s Mind
Flow – Is there flow when you write?
Pictures – Are there pictures when you write?
Reader’s Mind Paper
Writing Style: word choice, sentence patterns 20%
Ideas: topic development 40%
Organization: sense of task and audience 20%
Blue Handout
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Begin with Focused-free writing
Turn to page 6 in your training packet.
Table leader will count off pairs at your table: A-B,
A-B, A-B, A-B.
You are PALS for the day.
Four PALs to a table. Extra person pairs with extra
person at nearby table.
Training Pkt Page 6
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Roles of ELA learners in the classroom
In the ELA curriculum, we ask students to assume
different roles such as…
writer poet literary critic
listener speaker
With your PAL, select one of these roles about
which to write. Then each of you write your name
and role in the blanks at the top of p. 6.
Example, I am Warren, the writer.
With your PAL, take 90 seconds to brainstorm and list
6-8 key vocabulary terms that define the role of learner
that you have selected.
Training Pkt Page 6
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A model entry (with underlined key terms)
Focused Free Writing I am Warren, the writer, but not the way most people think.
I don’t free write short stories that I send to an agent. Instead I write
about teaching writing. Of course, the writing process is just the
same. I plan, draft, revise and edit the ideas, style and organization
and hire a copy-editor who proofreads the copy. Yet my audience,
the purpose and the genre are unusual. My audience is made up of
teachers and students at the same time. First I found a vision for my
writing: getting all students to write their best. Then I rushed into
classrooms and taught students who didn’t or wouldn’t write; I kept
trying new angles for each process in writing until just the right
system for me emerged. Then the process of writing from prewriting
to publication came alive.
Training Pkt Page 6
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Roles of ELA learners in the classroom
On your own, take 5 minutes to write 5-7 sentences
describing your role as an ELA learner in the
classroom.
Use 5-6 of the key vocabulary terms that you
have just listed.
NOTE: The name of the learner you are
describing doesn’t count as a key vocabulary
term.
Training Pkt Page 6
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Simple self-check rubric Based on quantified standard (teacher) expectations
Teacher
expectations Symbol Name Grade value
Letter Number
Exceeds + Plus A 100
Meets Target B 85
Approaches Bar C 70
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Log of Entries for Teacher Expectations Primary (p. T-54); Elementary (p. T-45); Secondary (p. T-38)
Entry Teacher
Expects
Key
terms Description of writing prompt Strategy
1 5-7 sent 5-6 I am _______________, the ___________. D
2
3
4
5
6
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Log of Entries for Student Self-Check Page 4 – A simple system of self-assessment (formative)
Date Entry Teacher
expects
Key
terms
Self-
check Description of writing prompt
Stra-
tegy
1-3 1
5-7 sent
5-6 terms + I am frustrated, the writer. D
2
3
4
5
6
Training Pkt Page 4
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PALS Peer-assisted Learning System
Voice – Pictures – Flow strategy
A PALS strategy requires a student to read his/her entry
aloud and respond daily to a peer.
PAL A reads his/her entry aloud verbatim.
PAL B responds with specific, intentional PALS strategies:
“What stands out in your writing is the _____.”
(voice, pictures or flow)
PAL A writes the word that PAL B declares at the top of the
written entry: voice, pictures or flow.
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Whole-group cheer
Who declares your PAL wrote an exemplary voice entry?
Who declares your PAL wrote an exemplary picture entry?
Who declares your PAL wrote an exemplary flow entry?
Set the standard procedure of warm applause and a dramatic
cheer when students read aloud to the entire class.
NOTE: This PALS strategy yielded three solid student exemplars.
Yet I as teacher did not have to read all of the entries ahead of time.
NOTE: When you visit one another’s classrooms in this quarter, let
your students introduce themselves as voice writers, picture
writers or flow writers.
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1. Free writing
20% of entries maximum
2. Writing for critical thinking
80% of the entries minimum
Writing for critical thinking up next When writing to learn core standards, what is the
proportion of free writing to writing for critical-thinking?
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Writing to Learn routine
the
Quad Cluster strategy
using the
Guide for Writing in Your Journal
Page 5 of your training packet
In unison, read Strategy E aloud.
We’ll check to see if the model fits the guide.
Training Pkt Page 5
Model Quad Cluster Eighth-grade student
Guide 1 – phrase, word, sentence, clause
Guide 2 – phrase, word, sentence, clause
Guide 3 – Sentence is the different term in this cluster. It is a string of words that makes a complete thought and makes sense.
Guide 4 – Phrase and word and clause are all parts of a sentence. They can be adjectives or nouns or adverbs. Words can be adjectives like pretty, adverbs like really and nouns like people. Phrases can be adjectives like of the people. They can be adverbs like over the bridge or nouns like United States of America.
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sentence,
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Write your
Quad Cluster entry.
Example 2 Page 7
Training Pkt Page 7
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Log of Entries for Teacher Expectations Primary (p. T-54); Elementary (p. T-45); Secondary (p. T-38)
Entry Teacher
Expects
Key
terms Description of writing prompt Strategy
1 5-7 sent 5-6 I am _______________, the ___________. D
2 4-6 sent 5-6 narrative, explanatory, revision, argument E
3
4
5
6
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Log of Entries for Student Self-Check A simple system of self-assessment (formative)
Date Entry Teacher
expects
Key
terms
Self-
check Description of writing prompt
Stra-
tegy
1-3 1
5-7 sent
5-6 terms + I am frustrated, the writer. D
1-3 2
4-6 sent
5-6 terms
narrative, explanatory, revision, argument E
3
4
5
6
Training Pkt Page 4
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PALS Peer-assisted Learning System
Accurate – Complete – Accurate and Complete strategy
A PALS strategy requires a student to read his/her entry aloud
and respond daily to a peer.
PAL A reads his/her entry aloud verbatim.
PAL B responds with specific, intentional PALS strategies:
“Your facts in your writing are _____.”
(accurate, complete or accurate and complete)
PAL A writes the word that PAL B declares at the top of the
written entry: accurate, complete or accurate and complete.
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PALS response strategy for free writing was voice -pictures - flow
PALS response strategy for the quad cluster was accurate, complete, or accurate and complete.
What other PALS strategies can we discover today?
Anyone notice how the PALS strategy changed
from Focused Free Writing to the Quad Cluster?
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Pertinent PALS response strategies A beginning list
No. Strategy or Topic Three-part response for PALS
1 Free Writing, Narrative Voice Pictures Flow
2 Quad Cluster Accurate Complete Accurate and
Complete
3 Personal Opinion Logical Convincing Logical and
convincing
4 Research References Logic Data Examples
5 Formal Argument Clear
Claim
Clear
Alternate
Claim
Both
6
Story Telling (day in the life
of an American colonist,
Shakespearean character,
meteorologist, accountant)
Character Setting Plot
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Reflection
Write three quad clusters at the bottom of page
7 that you can use in the next two weeks of
school.
Write two insights into Common Core “writing to
learn” that you picked up this morning.
Take two minutes to share around your table.
Training Pkt Page 7
44
Break
Return in 10 minutes for the drawing of Dr.
Combs’ two professional learning texts.
Writer’s Workshop for the Common Core
Empowering Students to Write and RE-Write
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Writing to Common Core State Standards
Writing to Win®
STRUCTURESTM instructional routine
Collier County middle schools
January 3, 2013
46
Continuing agenda
Before lunch
Prewriting/drafting and the five key practices
After lunch
Three sure-fire revision strategies and the proofing strip
After break
Creating three writing prompts of a Writing Cycle based on the
curriculum for the third and fourth quarters of this year.
Online assessment of training
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Three writing-based routines for learning that exceed Common Core State Standards
UNDERSTANDINGSTM —Common Core routine writing
Daily Writing to Learn the Curriculum
STRUCTURESTM —Common Core extended writing
A Writing Cycle for the Writing Process
PATTERNSTM —Common Core language standards
Sentence Building
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STRUCTURESTM
Common Core extended writing The resources
Professional Learning texts –
Empowering Students to Write and RE-Write (gr. 6-12)
Writer’s Workshop for the Common Core (gr. K-8)
A Writing Cycle packet –
Working Portfolio
Unassisted Writing Sample
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Page Description Task
4 Overview of a Writing Cycle Label Wks 1, 2, 3, 4, 5, 6
5-8 Prewriting - first draft process Read bars at top of pages
17-19 Revision process Read bars at top of pages
Insert Proofreading process Circle student names
21-22 Final evaluation rubrics Label student, teacher
23 Conversion scale Raw score standard
STRUCTURESTM Student Exemplar Overview of a Working Portfolio
Student Exemplar
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STRUCTURESTM Common Core extended writing
The story behind the results
10 high schools
14 middle schools
28 elementary schools
51
School
W2W
since…
Percent meet and exceed
+ / -- Yr prior 2010 2011 2012
Atkinson County MS* 2007 30.0 80.0 67.0 87.0 + 57.0
Newbern MS, Valdosta City* 2009 47.0 83.0 93.0 90.0 + 43.0
Washington MS, Grady Co. 1988 52.1 72.9 76.2 78.5 + 26.4
Whigham ES, Grady Co.* 1988 67.5 89.2 84.2 92.5 + 25.0
Sumter County MS* 2011 47.3 88.0 47.3 70.1 + 22.6
Staley MS, Sumter Co. 2011 43.2 51.7 43.2 65.5 + 22.3
Callaway MS, Troup Co. 2009 42.0 56.0 56.0 64.1 + 22.1
Terrell County MS* 1989 62.0 82.0 82.0 83.0 + 21.0
Shiver ES, Grady Co.* 1988 77.0 92.6 96.8 96.6 + 19.6
E. Columbus Magnet, Muscogee * 2008 63.0 74.3 78.0 81.1 + 18.9
Bacon County MS 2011 66.0 59.2 66.0 83.3 + 17.3
Valdosta MS, Valdosta City* 2009 69.0 78.0 78.0 84.5 + 15.5
Heritage MS, Catoosa Co.* 2008 77.0 86.0 86.0 87.6 + 10.6
Ringgold MS, Catoosa Co. 2008 81.0 88.0 88.0 91.3 + 10.3
Georgia 77.0 76.0 79.0 79.0 + 2.0
14 Middle Schools
This session focuses on
STRUCTURESTM
A Writing Cycle for the Writing Process
The research of Douglas Reeves (2001-2010)
shows that frequent non-fiction writing assess-
ments significantly increase student knowledge in
math, science, social studies and the English
language arts.
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• Several drafts on different topics
• Long (multiple paragraphs)
• Planned
• Written for a specific audience
• An assigned or chosen purpose
• Specific tone
• Rubric-based
• Peer collaboration
• Pens of contrasting colors for revision
• Edited
• On-going project with kids working harder than you!
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Characteristics of learning to write
With STRUCTURESTM
• System of a Working Portfolio (teach a genre)
– Concrete processes of • Prewriting
• Drafting
• Revising
• Proofreading (editing)
• Evaluating (scoring with a rubric)
• Publishing
– Concrete tools and strategies within each process
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While teaching and learning to write is never simple,
the stress can be eased . . .
With STRUCTURESTM
• System of an Unassisted Writing Sample (test a genre)
– Mock test of students’ use of the processes of • Prewriting
• Drafting
• Revising
• Proofreading (editing)
• Evaluating (scoring with a rubric)
• Publishing
– Concrete tasks, tools and strategies in each process
55
Follow the system of a working portfolio . . .
Setting up your model
STRUCTURESTM classroom
As you setup your model classroom and invite
your colleagues to visit, keep it simple by using…
1. Simple instructional tools
56
2. Five key practices
3. Brain-focused vocabulary
57
1. Simple instructional design
• Working Portfolio for each genre of Common Core
• Unassisted Writing Sample
• Place for students to access their writing in class
[storage bins, shelves, file drawers, crates]
• Classroom design that promotes divergent learning
[individual, PALS, small groups, whole groups]
58
2. Five Key Practices – mnemonic (QM-GPS)
No. Practice Description
1 Quantify teacher
expectations
Prompt them prominently, using the Writing Cycle Log
of Teacher Expectations.
2 Model teacher
writing
Read your writing as a model of each writing task
assigned to students.
3 Guide student
choices
Provide limited choices in the work session for each
step of the writing process.
4 Prompt PALS to
share and respond.
PAL-A reads a writing task aloud verbatim. PAL-B
identifies specific features of quality in writing.
Repeat for PAL-B.
5 Secure student
self-assessment
Empowers students to self-assess their performance
accurately using a simple rubric for each writing task.
59
3. Brain-focused vocabulary
A reminder of what you see and hear when you write
and read the writing of others.
Flow …to make understanding easy for readers
Voice …to present your personality
Pictures …to deliver your ideas
60
Open your PL working portfolio
Start on page 3:
1st Draft #1 – argumentative genre (pp. 5-8)
The Assignment Page, advance organizer, first draft
1st Draft #2 – informative genre (pp. 9-12)
The Assignment Page, advance organizer, first draft
1st Draft #3 – narrative genre (pp. 13-16)
The Assignment Page, advance organizer, first draft
Revision of one first draft – (pp. 17-19)
Proofreading of final draft – (p. 20)
Evaluation of final draft – (pp. 20-23)
Working Port Page 3
61
Focus on the writing prompt
Writing Situation In studies about your state, you have read texts on the
history of politics and literature. What person in politics or
literature do you think influenced your state most?
Directions for Writing Write an essay that persuades your small group that a
person in American history has influenced your state in
either a positive or a negative way. Give specific details
supporting your ideas to convince the readers of your
point of view.
Working Port Page 4
62
A Writing Cycle Log for Teacher Expectations
Step Mode Teacher
expects Description of writing task
Meets
expec-
tations
1st draft #1 C 3 para A person who impacted your state
1st draft #2
1st draft #3
Revision
Proofing
Evaluate
Publish
Working Port Page 4
63
A Writing Cycle Log for Student Self-Check
A simple system of self-assessment (formative)
Step Mode Teacher
expects
Self-
Check Description of writing task
Teacher
Check
1st draft #1 C 3 para.
1st draft #2
1st draft #3
Revision
Proofing
Evaluate
Publish
Working Port Page 4
64
Focus on the Prewriting Process
On page 5 of the PL working portfolio.
The Assignment Page
Followed on page 6 with the
The Advance Organizer for Character Sketch
Working Port Page 5
65
Model of The Assignment Page
Here’s how I responded to the five items on The
Assignment Page for this writing prompt.
I completed 20% of Writing Task 1 (1st Draft #1).
Working Port Page 5
66
The Assignment Page – 1st Draft #1 20% of Writing Task 1 completed
The topic: I will write about a person in American
history or literature who affected my state.
Audience: My audience is Aunt Ruby Gates Mitchell from
Bradenton.
Purpose: I will convince her to agree with me.
Tone: My tone will be confident and convincing.
Evaluated: A student and a teacher score this draft with
the Character Sketch rubric on p. 21.
Working Port Page 5
67
Practice completing The Assignment Page
Writing Situation In studies about your state, you have read texts on the
history of politics and literature. What person in politics or
literature do you think influenced your state most?
Directions for Writing Write an essay that persuades your small group that a
person in American history has influenced your state in
either a positive or a negative way. Give specific details
supporting your ideas to convince the readers of your
point of view.
Working Port Page 5
Work Alone Silently. You have three minutes
68
Benefits of The Assignment Page
Verifies that students understand the topic.
Working Port Page 5
Sets sensitivity to audience first.
Insures that students are on the right genre.
Commits students to a tone that ignites their writing
voice (style).
Makes sure students have the “end” in mind (final
evaluation rubric).
Completes 20% of the standard for drafting.
69
Brainstorm possibilities before choosing a topic
Writing Task 1
1.
2.
3.
4.
5.
6.
Working Port Page 6
Before brainstorming specific topics in response to the
topic prompt, write a prompt in a phrase at the top of the
word bank.
70
Brainstorm possibilities before choosing a topic
Writing Task 1
1. Robert E. Lee
2. Abraham Lincoln
3. Charles Ringling
You have 90 seconds to brainstorm possible responses
to the prompt with your PALs.
4. Carl Hiaasen
5. James Weldon Johnson
6. Hernando De Soto
Working Port Page 6
71
Practice completing the brainstorm list
Writing Situation In studies about your state, you have read texts on the
history of politics and literature. What person in politics or
literature do you think influenced your state most?
Directions for Writing Write an essay that persuades your small group that a
person in American history has influenced your state in
either a positive or a negative way. Give specific details
supporting your ideas to convince the readers of your
point of view.
Work Alone or with ONE PAL. You have 90 seconds.
Working Port Page 6
72
Model of an advance organizer
Here’s how I brainstormed and jot listed vivid
words/phrases to use in my first draft.
I completed 50% of Writing Task 1 (1st Draft #1).
Working Port Page 6
73
Model jot list of vivid details for use in a draft
External Features Internal Features Typical Behaviors
Tall lanky frame Self-educated http://www.lib.niu.edu/1995/ihy950229.html
A thinking face Inner-motivated long hours meditating
Black top hat Courageous http://libertyonline.hypermall.com/Lincoln/emancipate.html
Dark beard, wavy hair Decisive http://www.shmoop.com/civil-war/abraham-lincoln.html
rough face worry lines Persistent elections, kids, war
Hooked, pointed nose Orator www.ourdocuments.gov/doc.php?doc=36
50% of Writing Task 1 is complete when all lines of the advance organizer are
filled with vivid words and phrases.
Working Port Page 6
74
Practice completing the jot list
Writing Situation In studies about your state, you have read texts on the
history of politics and literature. What person in politics or
literature do you think influenced your state most?
Directions for Writing Write an essay that persuades your small group that a
person in American history has influenced your state in
either a positive or a negative way. Give specific details
supporting your ideas to convince the readers of your
point of view.
Work Alone or with ONE PAL. You have 5-6 minutes.
PL Packet Page 6
75
Arrangement of the jot list
External Features Internal Features Typical Behaviors
Tall lanky frame Self-educated http://www.lib.niu.edu/1995/ihy950229.html
A thinking face Inner-motivated long hours meditating
Black top hat, Courageous http://libertyonline.hypermall.com/Lincoln/emancipate.html
Dark beard, wavy hair Decisive http://www.shmoop.com/civil-war/abraham-lincoln.html
rough face worry lines Persistent elections, kids, war
Hooked, pointed nose Orator www.ourdocuments.gov/doc.php?doc=36
Circle the prompt in a phrase, brainstorm list and one-sentence description of the
character (paragraph 1). Circle three of the common features (paragraphs 2-4).
#2
#3
#4
Working Port Page 6
76
Focus on the Drafting Process
1. Teacher reads a model introductory paragraph
2. Students write for 12 minutes (4 minutes per
paragraph).
3. PALS read their first drafts aloud and respond to
their PAL’s draft, stating that the voice, pictures
or flow was strong.
Working Port Pages 7-8
77
Teacher reads a
model introductory paragraph…
Read along to model a “funnel” introduction.
Hernando De Soto, Robert E. Lee and Charles Ringling;
what do they all have in common? They left indelible marks
on Florida in US history. I was about to pick one of these to
describe for you when I remembered all of the times you and
Uncle Paul said the defeat of the Confederacy cost the Gates
family its entire fortune. I understand that this is fact; how-
ever, unless Florida had returned to the Union, it would have
never enjoyed the prosperity it does today. The return can
only be attributed to the most admired leader in the history of
this country, the 16th President of the United States, Abraham
Lincoln.
Working Port pages 7-8
78
Practice completing 1st Draft #1
Writing Situation In studies about your state, you have read texts on the
history of politics and literature. What person in politics or
literature do you think influenced your state most?
Directions for Writing Write an essay that persuades your small group that a
person in American history has influenced your state in
either a positive or a negative way. Give specific details
supporting your ideas to convince the readers of your
point of view.
Work Alone Silently. You have 12 minutes
Working Port pages 7-8
79
PALS Peer-assisted Learning System
Voice – Pictures – Flow strategy
Set a rotation so that all students share their performance
on every writing task in PALS and weekly in small groups.
PAL-A reads his/her writing aloud verbatim.
PAL-B responds with one of three features of writing:
voice, pictures or flow in the following sentence
“Your _________ stood out in your writing today.”
80
Log performance on
A Writing Cycle Log for Student Self-Check
Step Mode Teacher
expects
Self-
Check Description of writing task
Teacher
check
1st draft #1 C 3 para. + An honest and eloquent president +
1st draft #2
1st draft #3
Revision
Proofing
Evaluate
Publish
Working Port Page 4
81
Whole-group cheer
Is there a PAL who heard a first draft that the rest of us
would enjoy hearing?
Set the standard procedure of warm applause and a
dramatic cheer when students read aloud to the entire
class.
NOTE: This PALS strategy yielded three solid student
exemplars. And I as teacher did not have to read all of
the drafts ahead of time.
Students working as hard as their teachers!
Common Core reading text and Writing Task 1
82
Day Monday Tuesday Wednesday Thursday Friday
Dail
y l
es
so
n
ML
Introduce the Close Read of a reading text.
Model the analysis of the reading text.
Introduce writing prompt based on a text, Writing Task 1.
Introduce the word and/or sentence study of the day.
Model intro-duction to the first draft
WS
Read short text aloud; students record key and tough words.
Derive mean- ing from text; routine writ- ing.
Complete The Assignment Page and word bank/ advance organizer.
Complete sys- tematic word or sentence study. Conference with a small group on prewriting.
Write first draft.
C Daily PALS pairs – PAL A reads product of work session aloud verbatim; PAL B responds with a specific response routine.
Mini-lesson – ML (7-10 min), Work session – WS (15-20 min), Close – C (7-10 min)
83
Reflection
On the bottom of page 8, write two insights
about the benefits of STRUCTURESTM in
Common Core “extended writing” that you
picked up this morning.
Take two minutes to share around your table.
Working Port Page 8
84
Lunch
12:00 pm – 1:00 pm
Return promptly at 1:00 pm for a drawing of
Dr. Combs’ two books.
Writer’s Workshop for the Common Core
Empowering Students to Write and RE-Write
85
A Writing Cycle Log for teacher expectations
Step Mode Teacher
expects Description of writing task
Meets
expec-
tations
1st draft #1 C 3 para A person who impacted state history
1st draft #2 C 3 para Role models for teens
1st draft #3 C 3 para An unusual protagonist
Revision
Proofing
Evaluate
Publish
86
A Writing Cycle Log for Student Self-Check A simple system of self-assessment (formative)
Step Mode Self-
Check Description of writing task
Teacher
check
1st draft #1 C + An honest and eloquent president +
1st draft #2 C Rise and fall of Lance Armstrong
1st draft #3 C + Jonas and his perfect world
Revision
Proofing
Evaluate
Publish
Working Port Page 4
87
Focus on the Revising Process
Revision includes…
Selecting a preferred first draft (student)
Completing a First Draft Response Form (teacher, p. 17)
Re-reading a first draft (student) for
voice, pictures and flow
Changing a first draft (student) by
adding, deleting, moving or rewriting ideas (pp. 18-19)
Working Port Pages 17-19
First revision strategy—Writing Leads
• Read the first sentences in your draft and place a slash
where the first mental picture ends and a second begins.
• Draw a line from the bottom of the slash to the left
margin.
• Draw a line from the top of the slash to the right margin.
• Label the sentences above the line “Lead #1.”
• List lead techniques on page 18.
• Write Lead #2 on the fourth line of page 18.
• Write Lead #3 on the first line of page 19.
88
ELMO Working Port Pages 17-19
89
A Writing Cycle Log for teacher expectations
Step Mode Teacher
expects Description of writing task
Meets
expec-
tations
1st draft #1 C 3 para A person who impacted state history
1st draft #2 C 3 para Role models for teens
1st draft #3 C 3 para An unusual protagonist
Revision choice Lead 2, 3 Writing Leads
Proofing
Evaluate
Publish
Primary, K-2 (p. I-33) elementary, 3-5 and middle, 6-8 (I-26) high, 9-12 (I-24)
Model writing prompt Quotable quotes from literature
90
Writing Situation
You and your classmates have selected quotable quotations
from every author we have studied this quarter. Which quo-
tation do you remember the best?
Directions for Writing
Choose a quotation from the authors studied this quarter.
Then write an essay that explains the meaning of the
quotation and its application to your life in the US 21st
century.
Selected quote “Nobody made a greater mistake than he who did
nothing because he could only do a little.”
Techniques for writing leads
List on first three lines of p. 18
Direct statement
Series of questions
Startling facts
Humorous anecdote
Suspense
Engaging vignette
A related joke
Shocking statistics
91
Working Port Page 18
Model of Writing Leads Lead #1 Edmund Burke once wrote, “Nobody made a greater mistake than he who did
nothing because he could only do a little.” In this quote, Burke is stating that the big-
gest mistakes are made when one is able to do a little but chooses not to do anything.
This is because the little that one person could do seems not to make a difference. If
one does not even try to solve a problem, the problem will only get worse.
Lead #2 If nothing is done, is that a mistake? Is it better to do little even though it
may not have great significance? Edmund Burke wrote, “Nobody made a greater
mistake than he who did nothing because he could only do a little.”
Lead #3 If one has a few cents in change, it seems not to make a difference if he
gives it away. If one neglects to donate that money to an organization, imagine
how much money is lost. If everyone donated one dollar a year to the American
Red Cross, millions would be made. The organization would never have to
campaign for funds again. That little amount from many does make a difference.
Million dollar mistakes are made when people neglect to do the little things.
Edmund Burke wrote it this way, “Nobody made a greater mistake than he who
did nothing because he could only do a little.”
Tally votes of participants on an Elmo sheet.
92
Empowering… Page 139
Writing Leads
• Re-read Lead # 1 on page 7 of your working portfolio.
• Turn to page 18 and review the lead techniques on
the first three lines of the page.
• Circle the technique you will use for Lead #2.
• Write 4-6 sentences for Lead #2.
Five minutes of silent write
• Circle the technique you will use for Lead #3.
• Write 4-6 sentences for Lead #3.
Five minutes of silent write
93
ELMO Working Port Pages 18-19
94
PALS Peer-assisted Learning System strategies
Set a rotation so that all students share their performance
on every writing task in PALS and weekly in small groups.
PAL-A reads Lead #1, #2 and #3 aloud verbatim.
PAL-B responds by selecting the lead that was most
engaging: #1, #2 or #3.
“Lead #__ engaged me best.”
95
Whole-group cheer
Is there a PAL who heard leads that the rest of us would
enjoy hearing?
Set the standard procedure of 1) warm applause and a
2) dramatic cheer when students read aloud to the
entire class.
NOTE: This PALS strategy yielded three solid student
exemplars. And nobody had to read all of students’
revisions ahead of time.
Students working as hard as their teachers!
96
A Writing Cycle Log for student self-check
A simple system of self-assessment (formative)
Step Mode Self-
Check Description of writing task
Teacher
check
1st draft #1 C + An honest and eloquent president +
1st draft #2 C Rise and fall of Lance Armstrong
1st draft #3 C + Jonas and his perfect world
Revision C I wrote two leads and picked #2
Proofing
Evaluate
Publish
Working Port Page 4
Second revision strategy—Jot and Blend
Task: add an average of three vivid words/sentence
• With a red pen, place a slash at the end of each
sentence.
• Total the number of sentences in the draft and
multiply by three (equals total number of words to
add).
• Add vivid words and phrases to every sentence
you possibly can.
• No picture killers allowed (vague words like thing,
stuff, cool, awesome, sort of, very, really and etc.)
97
Training Pkt
Page 10
98
A Writing Cycle Log for teacher expectations
Step Mode Teacher
expects Description of writing task
Meets
expec-
tations
1st draft #1 C 3 para A person who impacted state history
1st draft #2 C 3 para Role models for teens
1st draft #3 C 3 para An unusual protagonist
Revision choice Three
wrds/sent Jot and Blend
Proofing
Evaluate
Publish
Model of Jot and Blend Revision of Words and Phrases
Crunch, Crunch, Munch, Munch. / That is all you hear at school
during a day. / People chew food during class and everyone sitting
around that person hears it and abhors it. / Most teachers may not
take notice#, but the students usually do. / There needs to be a
cooking connection class. / The class will not only provide a solution
to that problem, but it will also teach the students the responsibility
they need for when they are living by themselves. / Without it
students will be as lost as a polar bear in Hawaii. /
99
Training Packet Page 9
Writing Situation
Your school will add a new course to the curriculum next year, and your
principal has asked for suggestions from the students.
Directions for Writing
Write a letter to your principal to persuade him/her to add the course you
think is best. Support your choice with logic, facts and emotional appeal.
Practicing Jot and Blend
Turn to page 10 of the white training packet, and
practice revising an eighth-grader’s draft.
Task: add an average of three vivid words/sentence
• With a red pen, place a slash at the end of each
sentence.
• Completely on your own, add the number of
sentences in the draft and multiply by three (equals
total number of words to add).
• No picture killers allowed.
• Revise without talking.
100
Training Pkt
Page 10
101
PALS Peer-assisted Learning System strategies
Set a rotation so that all students share their
performance on every writing task in PALS and weekly
in small groups.
PAL-A presents the vivid words and phrases to be
blended in.
PAL-B responds by telling PAL-A whether or not the
additions enhance the voice, pictures or flow.
“The _______ in your draft is improved.”
102
Whole-group cheer
Is there a PAL who heard revisions that the rest of us
would enjoy hearing?
Set the standard procedure of 1) warm applause and
a 2) dramatic cheer when students read aloud to the
entire class.
NOTE: This PALS strategy yielded three solid student
exemplars. And I as teacher did not have to read all
of the revisions ahead of time.
Students working as hard as their teachers!
103
A Writing Cycle Log for student self-check A simple system of self-assessment (formative)
Step Mode Self-
Check Description of writing task
Teacher
check
1st draft #1 C + An honest and eloquent president +
1st draft #2 C Rise and fall of Lance Armstrong
1st draft #3 C + Jonas and his perfect world
Revision C I blended in 3 words/sentence.
Proofing
Evaluate
Publish
Working Port page 4
Third revision strategy—Circling Picture Sentences
• Read the draft on page 12 and circle 4-5 sentences
that make a clear picture return to you mind.
• Place a #1 by the circle you can write the most
more about.
• Place a #2 by the circle you can write the second
most more about.
• Write #1 on the first line at the top of page 13.
• Write #2 on the first line at the bottom of page 13.
104
Training Pkt Pages 12-13
105
A Writing Cycle Log for teacher expectations
Step Mode Teacher
expects Description of writing task
Meets
expec-
tations
1st draft #1 C 3 para A person who impacted state history
1st draft #2 C 3 para Role models for teens
1st draft #3 C 3 para An unusual protagonist
Revision choice Two
expansions Circling Picture Sentences
Proofing
Evaluate
Publish
Model of Circling Picture Sentences Grade 8 Resource Students
“Teachers don’t understand.”
by James
“All things will change.”
by Andrew
106
Empowering… Pages 82-83
107
PALS Peer-assisted Learning System strategies
PAL-A reads picture sentence #1 and the 4-6 sentences
more about it.
PAL-B responds with
“too much added”
“just right”
“add more.”
See the rubric at the bottom of the Working Portfolio, p. 19.
Working Port Page 19
108
Whole-group cheer
Is there a PAL who heard revisions that the rest of us
would enjoy hearing?
Set the standard procedure of 1) warm applause and a
2) dramatic cheer when students read aloud to the
entire class.
NOTE: This PALS strategy yielded three solid student
exemplars. And I as teacher did not have to read all of
the revisions ahead of time.
Students working as hard as their teachers!
109
A Writing Cycle Log for student self-check
A simple system of self-assessment (formative)
Step Mode Self-
Check Description of writing prompt
Teacher
check
1st draft #1 C + An honest and eloquent president +
1st draft #2 C Rise and fall of Lance Armstrong
1st draft #3 C + Jonas and his perfect world
Revision C I wrote two new paragraphs
Proofing
Evaluate
Publish
Working Port Page 4
110
Proofreading Process
Strategy of Proofreading Triads
1. Proofing strip: ½ sheet of paper taped to right side.
2. Three students sit side-by-side.
3. Proofread one final draft at a time.
4. Writer on left, fixer in middle, caller on right.
5. Caller calls out each word, capital letter and punctuation.
6. No marks on the final draft.
7. All corrections made on the same line of the proofing strip.
8. Teacher moves about the room, assessing the percent of
errors found and fixed.
Training Pkt page 15
111
Break
Return in 10 minutes for a drawing of Dr.
Combs’ two professional learning texts.
Writer’s Workshop for the Common Core
Empowering Students to Write and RE-Write
112
The Process of Creating Writing Prompts to meet Common Core Standards
Writing Situation (2-4 sentences)
Set the context of the writing
Mention/list Common Core reading texts
Require student engagement. Example, “What do you
think about _______?”
Directions for Writing (2-3 sentences)
Allude to the genre of writing
May identify the audience
Remind students to cite at least two reading texts
Remind students of the features of the genre.
Yellow Handout
113
Present your writing prompts to your table
for refinement
Writing Situation (2-4 sentences)
Set the context of the writing
Mention/list Common Core reading texts
Require student engagement. Example, “What do you
think about _______?”
Directions for Writing (2-3 sentences)
Allude to the genre of writing
May identify the audience
Remind students to cite at least two reading texts
Remind students of the features of the genre.
Present prompts for grades 6, 7 and 8 to the whole
group.
Yellow Handout
114
Reflection on the workshop Writing to Common Core State Standards
Take 10 minutes to complete the survey provided
online at
http://surveymonkey.com/s/writing2win
Or raise your hand for a hard copy to fill out on your
own.
115
“The Unwritten” Inside this pencil
crouch words
that have never been written
never been spoken
never been thought
they’re hiding in there
dark in dark
hearing us
and they won’t come out
not for love not for time not for fire
even when the dark has worn away
they’ll still be there
hiding in the air
multitudes in days to come may
walk through them
breathe them
be none the wiser
what script can it be
that they won’t unroll
In what language
would I recognize it
would I be able to follow it
to make out the real names
of everything
maybe there aren’t
many
It could be that there’s only one word
and it’s all we need
it‘s here in this pencil
every pencil in the world is like this
W. S. Merwin http://www.youtube.com/
watch?v=k3I6DxKDb9Q