Content Area Writing and

the C3 (Common Core Curriculum)

What, How, and Why

April 27, 2011

Agenda

1st Activity – Intro or Review of the 6 Traits of Writing

2nd Activity – What are the Expectations of the C3 and Writing in the Content Areas

3rd Activity – Conley’s Key Cognitive Strategies and

Implementation with Writing in the Content Areas

Brilliance Begins at Home

“Teaching, as you know, is ever evolving. We need to constantly balance what we professionals feel is right, with what the stakeholders and the politicians feel is necessary.”

Scott Christensen, April 13, 2011

Program Evaluation

How much writing and what kind of writing are students expected to produce?

Does the complexity of expectations increase with each passing year

What writing styles are emphasized?

What type of feedback do students receive?

6 Traits of Writing

Content Area Writing Focus

Why Learn the Traits?

Provides a Common Vocabulary

Identify Qualities of Good Writing

Aligns Assessment and Writing Instruction

Develop Student Self-Reflection Skills

The Six +1 Traits of Writing

IdeasOrganizationVoiceWord ChoiceSentence FluencyConventions

Stimulating IDEAS

The content of a piece

Move from general to specific

Describe the ordinary in extraordinary ways

Clear, not garbled message or argument

Logical ORGANIZATION

Internal Structure (openings/endings)

Logical Pattern of Ideas

Sticking to a Main Idea, Topic, Argument

Text Shows Connections or Sequence

Teaching about Engaging the

VOICE… Individuality

Sparkle

Personality

Liveliness, playfulness

Emotion

Recognition that the writing is for self and others

“Your feelings come through loud and clear.”

“I could tell this was you!”

“This essay made me…”

“You make the reader see/feel the things you are seeing/feeling.”

Original

WORD CHOICE Stretching to use new content vocabulary –

write and speak like an “historian”, a “scientist”, a “scholar”, a “professional”

Energy verbs

Precise or unusual use of words or phrases

Imitation of words or phrases heard in literature or videos, and read in journals or text

Effective SENTENCE FLUENCY

Graceful, not choppy

Varied

Rhythmic, almost musical

Natural, not awkward word patterns

Flow of language

Revision vs. Editing

The Art of WritingRevision: individual, creative, complex, clarify

CONVENTIONSEditing: correct, technically accurate, and standardized

Use of Rubrics

One trait area at a time

Focus on common language

Set clear goals – Trait(s) and Power Standard(s)

Improve quality of writing – self evaluation

More complex and lengthier written pieces

Tying this together…

Types of Writing and Rubrics from 6 Traits

More 6 Traits Resources

Common Core Curriculum

Readiness Anchors for College and Career Readiness

Writing Standards for Literacy in History, Social Studies, Science and Technical Studies

C3 Writing

Texts and Purposes

Production and Distribution

Research to Build and Present Knowledge

Range of Writing

Writing a Thesis StatementExamples

Try it out

Group 1

Research in the HS ClassroomData, Simulation, Inquiry Based Activities,

Experiments, Surveys

Laboratory Reports, Field Notes, …….

Examples of Purposeful and Argumentative Literacy activities in Reading, Writing and Discussion

Group 2

Articles of the Week

“The Week” news magazine Controversy of the Week Column

Group 3

Writing Re-Launched

 

Technology-Based Writing Inspirations

Group 4

Mike Schmoker,

“Write More, Grade Less”

Peer Editing Ideas

Group 5

Group Sharing

David Conley

Career and College Readiness

Key Cognitive Strategies

Problem Formation

Research

Interpretation

Communication

Precision and Accuracy

Instruction needs to engage students in challenging applications of key content knowledge.

Content Mastery is not sufficient

Curriculum demands engagement to help maximize retention of key content and concepts

Academic Skills and Behaviors

Goal Setting

Persistence

Effort over Luck

Study Skills

Time Management

Self-Reflection

Active Participation

An Intellectually Coherent Program

for Writing

WRITINGEDITING/REWRITING

RESEARCH

Assessment for C3

Informational Texts present challenges for testing Reading and Writing

Research Projects and Larger Pieces versus writing to a prompt

Essays featuring argument, support and verified claims

Common Assessments – aligned with power standards

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