Yesterday’s Big Ideas
Speaking and listening overlay the reading and writing standards.
“Writing floats on a sea of talk.”
—James Britton
Conventions of Standard English
Demonstrate command of the conventions
of standard English grammar and usagewhen writing or speaking.
Demonstrate command of the conventionsof standard English—capitalization,
punctuation, and spelling—when writing.
Knowledge of Language
Apply knowledge of language to understand
how language functions in different
contexts, to make effective choices for
meaning or style, and to comprehend
more fully when reading or listening.
Begins Grade 3
• One writes a sentence, given a word and conditions about the placement of the word.
• It forces attention to grammar and word meaning.
• Student examples are used for editing.
Generative Sentences
Vocabulary Use and Acquisition
• Determine the meaning of unknown and
multiple meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting
general and specialized reference materials.
• Demonstrate understanding of figurative language,
word relationships, and nuances in word meaning.
• Acquire and use a range of general academic and
domain-specific words and phrases, and
independently gather vocabulary knowledge when
considering a word or phrase.
Look Inside the Word:
Morphology
• Affixes
• Root words
• Derivations
• Cognates for English
learners
• Beware of false cognates!
(embarrassed/embarazada)
Look Outside the Word:
Context
• Definition/explanation
• Restatement/synonym
• Contrast/antonym
• Inference/general context
• Punctuation
Look Outside the Word:
Resources
• Peer resources from
productive group work
• Dictionaries
• Bookmarked Internet
resources
• Phone a Friend, dictionary
use on doc camera (model
how you use these)
Alphabet Vocabulary Chart
A–B C–D
crater
E–F G–H
I–J K–L
lava
M–N
magma
O–P
Q–R S–T U–V–W
volcano
X–Y–Z
Alphabet Vocabulary Chart
A–B
ash
C–D
crater
cinder cone
E–F
flow
G–H
I–J K–L
lava
M–N
magma
magnitude
O–P
Q–R
Rim of Fire
S–T
shield volcano
tremor
U–V–W
volcano
vent
volcanologist
X–Y–Z
Alphabet Vocabulary Chart
A–B
ash
active
balsat
C–D
crater
cinder cone
caldera
E-–F
flow
eruption
extrusion
G–H
geothermal
harmonic
tremor
I–J
intrusion
K–L
lava
lahar
M–N
magma
magnitude
mantle
O–P
obsidian
pahoehoe
pillow lava
Q–R
Rim of Fire
S–T
shield volcano
Tremor
U–V–W
volcano
vent
Volcanologist
X–Y–Z
xenoliths
• What is our current level
of knowledge about this standard?
• How can we increase our expertise?
• How will we measure our growth?
Discussion
Examine Language Standards
4–6 in Your Grade Band
Text Types and Purposes
• Write arguments to support claims and
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
• Write informative texts to convey complex ideas
through effective selection, organization, and
analysis of content.
• Write narratives using effective technique,
well-chosen details, and event sequences.
32
Grade Persuade Explain Convey
Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
NAEP Alignment in Writing
(National Governors Association, 2010, p. 5)
GIST Summary Writing
• Shorter than the original piece
• Paraphrases the author’s words
• Focuses on the main ideas only
(Cunningham, 1982)
Writing lessons on how to survive an
avalanche, wrestle an alligator, and survive
when your parachute fails
(Frey, Fisher, & Hernandez, 2003)
Opinion Writing
(K–5)
Contains elements
of more formal
argumentation.
Not just a claim, but
also an explanation that
justifies (reasons).
Argumentation
(6–12)
• To change a reader’s
point of view
• To bring about action
on the reader’s part
• To accept the writer’s
explanation or
evaluation
Ethos (writer’s credibility)
Pathos (emotional appeal)
Logos (logical reasoning)
PersuasionThree out of five
dentists
recommend …
ArgumentComparative studies
of gum chewers and
non-chewers
by Smith (1985)
found …
Formal Argument Writing
• Claim: the assertion
• Qualifications: if there are circumstances
where the claim would not apply
• Evidence: sources and facts that support
the claim
• Warrant: how evidence supports the claim
• Backing: cultural or historical supports for the
warrant
• Counterarguments: acknowledgement of
opposing claim (Toulmin, 1958)
Claim: I have the right to hold and use the remote control to
the TV as I see fit.
Qualifications: When a parent or grandparent is in the room,
they have the right of possession of the remote control.
Evidence: I consider the opinions of others in the room before
I change the channel. I have never lost the remote control.
Warrant: My track record of courtesy and responsibility
supports my claim that I should have the right to the remote
control.
Backing: There is a tradition of granting more responsibility
and privilege to the oldest child.
Counterarguments: When I am not watching TV, I do not
have the right to possess the remote control, and I do not
expect it.
Opinion
Stations Display a statement:
Students move to a spot in
the room that corresponds to
their beliefs.
• Students discuss in their
corner or spot and then to
the whole class.
• Sentence frames are
posted in each corner.
Strongly
Agree
DisagreeStrongly
Disagree
Agree
California police can
fine distracted drivers
up to $1000, even
those eating and
applying makeup.
Let’s Try It . . .
Choosing a Claim
• What would a police officer say?
• An ACLU lawyer?
• An insurance agent?
• A driver who has been the victim of
such an accident?
• A driver who has done this for years
without incident?
Use the discussion
web in your handouts
and work with a
partner to identify
arguments in favor of
and against this law.
• Evidence:
Henry Louis Gates, Jr. was arrested at his own home.
Link
A person's color can be misused and become racial profiling.
• There are limits to tolerance.
Claim
• Evidence: Crimes against children are historically not tolerated by society.
Link
Prosecution, retribution, and alienation by community.
Armando’s graphic organizer for his essay
on an individual’s limits to tolerance
Look at Writing Standard 1
for Opinion and Argument
• What is the essence of this standard?
• What teacher actions facilitate this
standard in practice?
• Formative assessment: What evidence
will we accept that students are learning
this standard?
Production and Distribution of Writing
Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
Use Models of Good Writing
Models offer a
pattern or form
to scaffold
writing using
existing text.
Students insert
original writing.
Basic Writing Frame
Although I already knew that ________, I
have learned some new facts about
_____. For example, I learned that
_______. I also learned that ______.
Another fact I learned _______. The most
interesting thing I learned was______ .
If I Were in Charge of the World
Original
If I were in charge of the world
I'd cancel oatmeal,
Monday mornings,
allergy shots,
and also Sara Steinberg.
Edgar’s
If I were in charge of
the world
I’d cancel posers,
police raids,
country music,
and also bras.
—Viorst , If I Were in Charge of the World and Other Worries:
Poems for Children and Their Parents (1981)
.
I am from books.
From Coca-Cola and ramen noodle soup,
I am from the chair by the computer.
I am from the palm tree, and algae from the sea.
I am from trips to Texas and high blood pressure,
From Timothy, Timothy, and Timothy.
I am from the Always Right and metalheads.
From do your work and Obey Your Elders
(even if they didn’t do it themselves).
I am from kosher and Shabbos, but only when I’m with my family.
I am from Guam with the blood of Scots and Russians,
Chicken and caviar,
From the places and things my family did to escape the
Iron Curtain, the stories of concentration camps, and Vietnam.
I am an amalgamation of all I’ve heard, seen felt, and read.
“Where I’m
From”
Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject under
investigation.
Gather relevant information from multiple print and
digital sources, assess the credibility and
accuracy of each source, and integrate the
information while avoiding plagiarism.
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Proper Citation of Other
People’s Words and Ideas
• Direct quotes with proper citations
• Summarizing and paraphrasing
• Copyright and fair use
• Modeling these in your own materials
Unintentional Plagiarism
“But the author says
it better than I ever could!”
“Left-click” method
of paraphrasing
Where are intersections between:
• Writing and reading standards?
• Speaking and listening standards?
• Language standards?
Use specific examples.
Discussion
Range of Writing
Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Teams
Discussion
Use the “Implementing a
CCSS-ELA Transition
Plan” in your handouts.
Discuss the guiding
questions with your table
colleagues, and take
notes.
1. What are strengths
of the current plan?
2. What are areas
for improvement?
3. What should appear
on the needs assessment?
4. Who are the stakeholders?
5. What PD is needed?
6. How will you garner public
support?
7. What possible barriers do
you anticipate?
8. How will the plan be
evaluated?
Response to Instruction
and Intervention (RTI2)
Tier 1:
70‒80%
Tier 2:
15‒25% Tier 3:
5‒10%
Manipulate variables …
Mistakes to Avoid
• Believing that it’s
“someone else’s job.”
• Assuming that RTI can
address every concern.
• Ignoring Tier 1, and instead building
Tier 2 and Tier 3 interventions.
• Putting practices into place,
then failing to check on them.
• Implement gradual
release of responsibility
instructional framework.
• Increase collaborative
conversations.
• Use competency-based
grading to identify
students who struggle
academically.
Tier 1: Quality Core Instruction
Red Flags for Tier 1
• Less than 70% of the school
is at or near grade level.
• There is too much
whole-group instruction.
• There is no evidence of
flexible grouping.
• Students are blamed for
failure.
• Saying, “This is how I’ve
always done it.”
Tier 2
• Tutorials
• Academic recovery
• Lunch bunch
• Progress monitoring and
assessments
Schedule intervention
to supplement, not
supplant core instruction.
Red Flags for Tier 2
When …
• It replaces instead of
supplements instruction.
• It is disconnected from
curriculum.
• No mechanism for
communication between
professionals.
• It is used as a Band-Aid to
fix other schoolwide woes.
What Does Tier 3 Look Like?
• Program
– Intensive intervention
• Grouping
– Individuals
• Assessment
– 1‒2 times monthly
• Who
– General education
teacher, reading
specialist, S/LP, coach
• Where
– Designated by school
Students who are nonresponsive may be
referred for special education testing.
Red Flags
for Tier 3
• A rush to refer to
special education
• Lack of patience
• Too much reliance on
scripted programs
• Too much reliance on
special education
staff
• Inability to support
decisions with data
Hard and Soft Data
Use the hard and
soft data chart in
your handouts.
What data will you
need to collect?
Increased progress monitoring
with specialized assessments
Analytic Writing Samples:
Vocabulary CBMs
Analytic
• Number of words
• Number of sentences
• Number of words
in sentences
• Correct capitalization
• Words spelled correctly
• Correct word sequences
Holistic
• Traits (ideas, organization,
voice, word choice,
sentence fluency,
conventions)
• Focuses on writing quality
• Not valuable when used
independently (Gansle,
et al., 2006)
Assessing Writing
My bathroom is ovor the house.
My dog in kitchen.
I am sleep in bedroom.
My sister watch his oclock.
I play my friend.
My bathroom is ovor the house.
My dog in kitchen.
I am sleep in bedroom.
My sister watch his oclock.
I play my friend.
Total words written: 24
Average # of words
written per minute: 4
Total words spelled
correctly: 21
Total # of complete
sentences: 5
Average length of
complete sentences:
4.8
Correct punctuation
marks: 5/5
Word Sequences
Adjacent word pairs that
are spelled and
capitalized correctly,
and make sense
syntactically and
semantically.
∧= Correct
word sequence
∨= incorrect
sequence
^My^bathroom^is∨ovor∨the^house^.
^My^dog∨in∨kitchen^.
^I^am∨sleep^in∨bedroom^.
^My^sister∨watch∨his∨oclock∨.
^I^play∨my^friend^.
Correct word
sequences
(CWS): 18
Incorrect word
sequences
(ICWS): 11
CWS – ICWS = 7
Teams
Discussion
Revisit “Implementing a
CCSS-ELA Transition
Plan” in your handouts.
Refine your plan and use
the resources in the room!
1. What are the strengths
of the current plan?
2. What are areas for
improvement?
3. What should appear on
the needs assessment?
4. Who are the stakeholders?
5. What PD is needed?
6. How will you garner
public support?
7. What possible barriers
do you anticipate?
8. How will the plan
be evaluated?
Revisit your personal goals from
yesterday morning. Have you met your
goals? What are your next steps?