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Writing Instruction as we
Transition to Common Core
Local District 4Instructional Seminar #6
April 26, 2012
Dale Vigil, Ed.D., Superintendent
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Objectives
Evaluate the LPA in relationship to the CA 3rd Gradewriting standards and the implications to the 3rd Grade
Common Core writing standards
Review the writing content and procedures in LPA #3 Analyze and evaluate lessons for instruction in the
content and procedures
Determine, for school site application, how to establishand sustain grade level proficiency in writing
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Background
With your elbow partner,recall your own fourth gradeexperience:
Can you recall what you wereasked to write?
Can you recall how you wereinstructed?
At what point in your own lifedid you decidedly describe
yourself as a proficient writer?
What evidence did you have toprove your writing proficiency?
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Reviewing the Prompt
Lets review the fourth grade prompt. Using a T-chart, lets read through the prompt to
determine what are the content and procedures studentsare asked to engage in.
Now lets review the Administrator Guide. Lets record,using the same chart, the routines and content.
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Where in the program can we
practice the routines and content?
Remember the prompt and unit are not necessarily aligned So, we need to review the guide to determine which lessons
support students in writing to the prompt
( Weve taken the time to prepare some sample lessons.)
Before we start discussing the sample lessons allow me tosuggest a think aloud
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Reviewing Writing Lessons
With the chart in mind, what is the purpose ofthe lesson? Is the lesson:
an opportunity for me to practice a procedure thatsupports any type of writing?
explicitly designed to teach the content? designed to do both?
See
Attend
Instruction
CALIFORNIA
STANDARDS
What is the factual, procedural, and/or conceptualknowledge you are attempting to teach? Whatopportunities develop metacognitive knowledge?
Establish the PURPOSE and RATIONALE of the lesson
SYNTAX - the method of your instructionHow do you explain and model the content of thelesson?How did you enable guided or independentpractice for the student to internalize the content? How
do you activate prior knowledge throughout thelesson?
OUTCOME students demonstrate evidence
What evidence is there that demonstrates factual,procedural, and/or conceptual understanding of thelesson by the student? Can the students articulate how
they acquired their understanding of the knowledge?
G
uidingPrinciples
G
uidingPrinciples
New
perspectives
ininstruction
Ourown
perspective
CRRE instruction is contextualized through our beliefs, values, experiences and language.
Challengeourselvesininstructional
conversations.
Throughout the teaching of a lesson we build more comprehensive perspectives ofthe student, instruction and content.
Structure for Effective Instruction
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Literacy Constructed
Response Time to practice the routine at your tables With your elbow partner review the third grade third LPA Fill in the graphic organizer with the writing procedures
and content
Share your graphic organizers at your tables to calibratewhat the prompt requires
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Time for Treasures
Reviewing lessons Is the lesson: an opportunity to practice procedures to improve
writing in general?
explicitly designed to teach the content?
designed to do both? Recall purpose, syntax, and student outcomes in
evaluating the lesson.
See
Attend
Instruction
CALIFORNIA
STANDARDS
What is the factual, procedural, and/or conceptual
knowledge you are attempting to teach? Whatopportunities develop metacognitive knowledge?
Establish the PURPOSE and RATIONALE of the lesson
SYNTAX - the method of your instruction
How do you explain and model the content of thelesson?How did you enable guided or independent
practice for the student to internalize the content? How
do you activate prior knowledge throughout the
lesson?
OUTCOME students demonstrate evidence
What evidence is there that demonstrates factual,procedural, and/or conceptual understanding of the
lesson by the student? Can the students articulate how
they acquired their understanding of the knowledge?
GuidingPrinciples
GuidingPrinciples
New
perspectives
ininstruction
Ourown
perspective
CRRE instruction is contextualizedthrough our beliefs, values, experiences and language.
Challengeourselvesininstructional
conversations.
Throughout the teaching of a lesson we build more comprehensive perspectives ofthe student, instruction and content.
Structure for Effective Instruction
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Journal
Thinking of this current school year: What did you observe in the writing of your students? What evidence, do you recall, demonstrates they can
independently write to the grade level standards?
Preparing for next year: When would you schedule the review of the LPAs? How can you establish and sustain the writing content? Which instructional procedures would you intentionally
observe for in writing?
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Writing
Common Core
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Common Core Third
Grade Writing Review the Common Core pages (total of three) for
Writing Standards K-5
Look at third grade, note the organization. Draw a bracket { on items 1-3, 4-6, and 7-9 Review and discuss with your elbow partner the
following. If you had to name the clusters, which clusterwould you name the What, the How, and the
Why cluster?
Come to consensus as a table.11
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So Now Lets Look at the College
Career Readiness and Anchor
Standards for Writing
Review the Anchor standards Draw a bracket { on items 1-3, 4-6, and 7-9 Review and discuss with your elbow partner the
following. If you had to name the clusters, which cluster
would you name the What, How, and Why
cluster?
Come to consensus as a table12
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Expository Text
inCommon Core
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What is not in the
Common Core
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Planning for Next Year
With the reduction of budgets and personnelhow can you plan now to efficiently address
writing instruction in your school?
What would you like to achieve in writinginstruction next year ? What are the key events impacting your writing
instruction?
Where can you get additional support? Who can support your professional development
on staff, from neighboring schools, or anyone
else?
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Table Group Share Out
Share with your elbow partneryour individual responses to each
of the questions
Take note of your peers responsesand write down any ideas that may
serve your school sites needs
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Thank You
Please fill out your evaluations
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