Grimmway AcademyProfessional Learning

Tuesday, July 23, 2013Please sign in and take your

name tent.

Introductions

Who We Are…• An affiliate of the National Writing

Project Network– http://www.nwp.org

• A site of the California Writing Project– http://www.californiawritingproject.org/

• Teachers Teaching Teachers since 1974

Since 1974…• Teachers teaching teachers• Improving learning through writing

Two hundred plus university-based writing project sites span all 50 states, Washington, D.C., Puerto Rico, and the Virgin Islands, providing professional development and leadership opportunities to more than 100,000 K-16 educators every year.

The California Writing Project

• A Statewide Professional Development Network–16 regional sites• 8 at University of California campuses• 8 on California State University campuses• Every year, over 30,000 teachers participate

in CWP campus, school, and district programs.

A Core Principle

• Writing can and should be taught, not just assigned, at every grade level.

Teachers Need to Write!

Agenda• Introductions• Housekeeping• Fundamentals of Writers’ Workshop and Writing

Instruction• Break• Writers’ Workshop Demonstrated: Getting Started• Another Demonstration: Sensory Details and Text

Structures• Working Lunch• Understanding the CCCSS: An Overview• Break• Integrating CCCSS-aligned Writing into Exiting Curricula• Wrap-up

• Tools of the Trade–Writer’s

Notebooks– Pens and Post-its– Highlighters

• Parking Lot

The Wiki• http://

grimmway.wikispaces.com/

FUNDAMENTALS OF WRITERS’ WORKSHOP AND WRITING INSTRUCTION

Checking in…• What conditions exist in your

classroom that allow students opportunities to write and to become better writers?

• 5 minute Quickwrite (start writing and keep writing until the timer tells us that time is up).

5 Minutes: Chat with Elbow Partners

A Basic Premise• Effective writing instruction—at ALL

grade levels—results from conditions for learning that the teacher creates.

• What is meant by “conditions for learning”?

Count Off 1-6

“7 Conditions for Effective Writing”

1. Time2. Choice3. Response4. Demonstration5. Expectation/Room Structure6. Evaluation

15 Minutes• Groups read assigned section

(together or independently—you decide).

• Design a poster explaining (to other teachers) how to USE the information in that segment in their classrooms.

Going Public!• 3-5 minutes each group: Share your

poster—then post it for us to refer to.

Self-Evaluation Checklist• Same on both sides so you can write

on one and have a clean copy to keep.

• 5 minutes• Group share– Grade level groups?

Final Reflection• Last page• TRUE popcorn reading

Your Thoughts?

Break

ENTRANCE TICKET: WRITE 1-3 SENTENCES: WHAT HAVE YOU LEARNED? WHAT QUESTIONS DO YOU HAVE?

WRITERS’ WORKSHOP DEMONSTRATED: GETTING STARTED

What Can I Write About?

Film from CD• Demonstration: I Go/ You Go from

Chapter 5

10 Minutes

Share with a Partner• Writer reads aloud.• Audience– One authentic

question (if you have one)

– One star

ANOTHER DEMONSTRATION: SENSORY LANGUAGETEXT STRUCTURE

Sensory Detail

Sensory Detail Passage• Listen HARD. • As you listen, mark the sensory

details you hear.• Share in groups of 3.–Which senses did the author use?–What passages did you find that use

sensory details?

• Comments? Questions?

The Lion, the Witch, and the Wardrobe

Count Off 1-5• As a group, read, discuss, and mark

up your passage, identifying language that SHOWS strong sensory detail.

• 5 minutes

Categorize What You Noticed

Chart Your Categories

Categorize What You Noticed

Some Possible Categories• Color• Size• Shape• Twins• Number of holes• No holes• Material (e.g. plastic, bone, metal, or

wood)

Next Steps…

• Categorize and chart what your group noticed in the Narnia text.

• Share out…

William Carlos Williams

• "Forcing twentieth-century America into a sonnet…is like putting a crab into a square box. You've got to cut his legs off to make him fit. When you get through you don't have a crab anymore.”

Starting with Form…

5 Paragraph Essay Monster

Lunch

Getting to the CORE

Drop Out Rates• Nationally 22%• California 24%

Shifts

Phonological Awareness, Phonics, Fluency

Increased quantity of materials and instructional

time devoted to informational text

English Language ArtsLiterature

fiction, drama, poetry

Literary Nonfiction

Social Studies, Science, Technical Subjects

Other informational Text

Balancing Informational & Literary Texts

Balancing Informational & Literary Texts

Literature includes•Fiction•Drama•Poetry

Informational Text includes• Personal essays• Literary nonfiction• Speeches• Opinion pieces• Biographies• Memoirs

Grade Level Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Disciplinary Literacies• More informational reading

Disciplinary Literacies• More informational reading

Disciplinary Literacies

• A focus on discipline-specific vocabulary

• An acknowledgement of unique text structures found in informational text

• A focus on critical analysis and evidence

Curricular Implications• Part of “content knowledge”

becomes:– understanding disciplinary genres;–understanding language

conventions; and–understanding disciplinary

language.

Curricular Implications• Less dependence on textbooks.• Broader understanding of “text” and wider

use of multiple text genres.• Increased use of multiple texts within an

instructional sequence.• Writing, writing, writing, writing!

The Cognitive Rigor Has Shifted

CognitiveLevel

CCSS Previous Standards

Remember 3% 8%

Understand 31% 23%

Apply 24% 36%

Analyze 13% 13%

Evaluate 5% 7%

Create 23% 13%

Lexile Ranges

BIG Idea: Text Complexity

Writing Standard 7: Conduct Research

Grade KParticipate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Grades 3Conduct short research projects that build knowledge about a topic.

Grade 2Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Grades 5Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

• From teacher led to learner-centered.

• From delivery to teaching.

• From “task” to learning.

What Did California Add?

• Formal presentations, Grades 1-12

• Penmanship, Grades 2-4• Career and consumer documents

for writing in Grade 8• Analysis of text features in

informational text, Grades 6-12

Digging In

Front Matter• Table of Contents• Message from BOE and Superintendent• Introduction:

– Provides background;– Describes key design considerations in detail;– Emphasizes the shared responsibility for

literacy development;– Articulates what is NOT covered by the

standards;– Describes the habits of mind of college and

career ready students;– Explains HOW to read the document; and– Lists key features of standards.

Anchor Standards K-12 and in Disciplinary Literacy

• Reading– Informational Texts

(10)–Literature (10)

• Writing (10)• Speaking & Listening

(6)• Language (6)

Writing Standards–Anchor Standards p. 14–Text Types and Purposes ONLY–Group 1, #1, Group 2 #2, Group 3

#3–K-5 p. 15, 17 and top of p. 18 (W3)–6-12 pp. 50-52 and pp. 55-57–Literacy in History/Social Studies,

Science and Technical Subjects pp. 80-82

Additional Information K-5• Language Progressive Skills by Grade

p. 35• Standard 10: Text Complexity K-5 p.

36• Text Examples p. 37• How to Build Knowledge

Systematically K-5 p. 38

A Reminder• The K-12 ELA Anchor Standards for

reading and writing and in the Literacy in History/Social Studies, Science and Technical Subjects section are IDENTICAL.

Smarter Balanced Assessments

• Grades 3-11• Computer adaptive formative assessments

throughout the year.• Summative Assessments– 40-65 questions per content area.– Computer adaptive delivery.– Includes selected-response, technology-

enhanced constructed response and extended constructed-response items.

End-of-Year Summative Assessments: Performance Tasks

• One in reading• One in writing• Two in mathematics• Roughly half of the performance

tasks for grades 9-11 will assess ELA or math within the context of science or social studies.

Break

INTEGRATING CCCSS-ALIGNED WRITING INTO EXISTING CURRICULA

Standards Are NOT Curriculum!

Applying Learning to Practice

• In groups—grade level or content?• Review your curriculum.• CCCSS Enhancement Roadmap

Wrap-up• For tomorrow:– Read chapters 1 and 2 (pp. 1-38 in

Graves.– Look at films, “Big Changes from Small

Beginnings” and “The Mother of the Story.”

– Come ready to share your group’s CCCSS Enhancement Roadmap.

Key Take-Aways