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TRANSCRIPT
K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSIntroduction Please print and have readily available
the list of materials. Participants can begin with a copy of the PowerPoint. Distribute the rest of the materials as needed.
Module PPT Blank Name the Standards Activity
Sheet Copy of Annotated K-3 Opinion
Writing Samples Opinion K-3 Prompts Opinion K-3 Writing Samples Copy of Annotated K-3 Informative
Writing Samples Informative K-3 Prompts Informative K-3 Writing Samples Copy of Annotated Narrative K-3
Writing Samples Narrative K-3 Prompts Narrative K-3 Writing Samples K-3 Learning Progression Packet for
each writing type Culminating Activity Graphic
Organizer Exit Ticket
The participants for this module can sit by grade level. It may be more valuable to heterogeneously group participants to discuss the writing types along a broad spectrum.
Name the Standard
Hand out blank “Name the Writing Standards” Activity Sheet. Explain the directions listed above. Participants will work with a partner to record a 1-5 word phrase for each writing standard. The phrase should focus on the most important aspect of the standard.
Blank Name the Standard Activity Sheet
CCSS Standards document (pgs. 18)
Pairs
K-2 Writing: Module 5 Page 1
K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSExpected Outcomes for the Module
Provide focus for teachers
Questions to guide our purpose
Outline these. We will revisit at the end.
We will review the writing process. Writing process poster from www.nikkiwoodsmedia.com
K-2 Writing: Module 5 Page 2
K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSThe idea of stamina is not a new one but it has come back into discussions with the CCSS. Models that support daily free writing time, such as Daily 5, encourage this. Writers notebooks used throughout the day provide sources for topics. Modeling of drafting by the teacher with lots of details, tangents, etc. is a way to let kids see how the brain works while drafting is taking place.
Source : Acts of Teaching book Ratiocination bookIn the teaching of writing as a process, the complaint I hear the most is that the students are not learning grammar. Without going into all the research, the conclusion of educational researchers and practitioners is that teaching grammar in isolation does not improve writing; in fact, it hurts because it takes instructional time away from writing. (Hillocks)
K-2 Writing: Module 5 Page 3
K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSClocking is a structured peer-editing activity that involves mini-lessons and application of skills. Students inspect the papers of other students under the guidance of the teacher focusing on one aspect of the paper at a time. This is done as the last step prior to publishing. Students sit across from each other in an inner/outer circle or in rows. They switch paper and clocking sheets, then they look for any errors on the number they are working on – spelling, end punctuation, commas. After checking for one skill, the inner circle moves and the papers are switched again to check for the next skill. This type of peer editing works because it is structured and focused. When editors have only on skill to look for, they are more successful at finding errors. Adjustments for skills can be made according to the language skills per the CCSS and needs of the students.
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K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSAuthor’s chair is still relevant, but it can get old.Encourage real purposes for publishing – i.e. Write a poem for you dad for Father’s Day, decorate it and put it in a frame.Use technology, such as Story Kit or other web-based publishing opportunities.
Review the progression from K-2. Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Discuss with partners how the progressions build off of one anotherDistribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
pairs
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K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSDiscuss with partners how the progressions build off of one anotherDistribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Pairs
Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Whole Group
Look at progressions
Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Whole Group
Look at Progressions
Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Whole Group
K-2 Writing: Module 5 Page 6
K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSLook at Progressions
Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Whole Group
Progressions Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Progressions Discuss how the progressions build off of one another.
Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Progressions Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Pairs or Small Group
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K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGSProgressions Discuss how the progressions build off
of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Whole Group
Progressions Discuss how the progressions build off of one another.Distribute K-2 Learning Progressions for Informative/Explanatory Writing
Sample progression are listed on pages 31-39 of this packetLearning progressions found at http://www.doe.k12.de.us/Page/2425
Whole Group
Stages of development
Answer:1. Pre-phonemic, early phonemic, letter naming, transitional stage, and conventional writing stage2. A learning progression is a road or pathway that students travel as they progress toward mastery of the skills needed for career and college readiness. Each road follows a route composed of a collection of building blocks that are defined by the content standards for a subject. (https://www.pdesas.org/ContentWeb/Content/ LearningProgressions )
Power point
Pair
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K-2 Writing: Module 5
TOPIC ACTIVITY FACILITATOR TIPS MATERIALS GROUPINGS
Developmental progressions
Students will progress through the stages at their own pace. Practice writing and exposure to literary stories will impact the rate of progression.
Information from Stages of Writing Development www.ovesc.k12.oh.us/Downloads/Stages%20of%20Writing.pdf
We will be investigating core descriptors for each of the writing types.
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K-2 Writing: Module 5
The CCSS promotes opinion vs. persuasion. In the younger grades we want to help students form an opinion on a topic and support it with evidence from experiences and/or information from books. When you get to 6th grade the shift moves to argumentative writing where students will develop claims and opposing claims. CCSS does not consider persuasive writing a text type. See chart in supplemental resources.
Graphic organizer on next slide.May administer to your class and discuss results with grade level team at a later PLC.
http://oakdome.com/k5/lesson-plans/iPad-lessons/ipad-common-core-graphic-organizer-oreo-opinion-writing.php
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K-2 Writing: Module 5
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
K-2 Writing: Module 5 Page 11
K-2 Writing: Module 5
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
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K-2 Writing: Module 5
http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf
Discussion practice using rubrics
Use Rubrics to score a sample response to Best Pet
Hand out best pet (pg.43)Student response sheet (pg.44)Rubrics (pgs. 45,46,47)
Small group/Pairs
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K-2 Writing: Module 5
Share out Moderate discussion of core descriptors and expectations changing over time
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K-2 Writing: Module 5
You can adapt the text to meet the needs of your students. Graphic Organizer on next slide.May administer to your class and discuss results with grade level team at a later PLC.
Graphic organizer source; https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level
Whole Group
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K-2 Writing: Module 5
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
Whole group
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
Whole Group
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K-2 Writing: Module 5
Review Whole group
http://efront.readingandwritingproject.com/public/themes/rwproject/resources/student_writing/kindergarten/2013/Information_-_How-to_Unpack_Your_Backpack_Kindergarten.pdf
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K-2 Writing: Module 5
Group work Score writing piece All about solids and liquids responseRubrics pg. 48)Rubrics (pgs. 49, 50, 51)
pairs
Additional Books can be found at: http://www.theliteracystore.com/CategoryProductList.jsp?cat=Genre+Mentor+Texts:Expository+Writing
Share OutModerate discussion of core descriptors and expectations changing over time
Whole group
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K-2 Writing: Module 5
Graphic organizer on next slideMay administer to your class and discuss results with grade level team at a later PLC.
Link for graphic organizer http://oakdome.com/k5/lesson-plans/word/common-core-graphic-organizer-personal-narrative.php
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K-2 Writing: Module 5
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
rubrics
Using a rubric will help you to identify and students see areas of strength and areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
rubrics
Using a rubric will help you to identify and students see areas of strength and
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K-2 Writing: Module 5
areas of weaknesses within their writing. The rubric is broken down into three areas; Organization/Purpose, Evidence/Elaboration, and Language/Conventions. When grading a piece of student work, you would look at each area of writing and the requirements for each score. To receive a score of 4, a student must be producing work that is reflective of the next grade level.
rubrics
Practice scoring Print out copy of the text Cat Burglar and use rubric to scorehttp://achievethecore.org/content/upload/Narrative_K-12.pdf
Writing Rubrics (pgs. 49, 50, 51)Student response “Cat Burglar” (pg. 52)
Pairs
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K-2 Writing: Module 5
Additional text can be found at Writing Workshop Mentor Texts for 1st and 2nd Grade - Learning at the ...learningattheprimarypond.com/.../writing-workshop-mentor-texts-for-1st-and-2nd-gr...
Share out Moderate discussion of core descriptors and expectations changing over time
Whole group
discussion Review Gradual release document and discuss how this would look in your classroomSource used https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
Gradual release document (pg. 53) Small group/ pairs
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K-2 Writing: Module 5
The best way to make students proficient writers is to provide them with opportunities to write across multiple disciplines. The more opportunities to write, the stronger writers they will become. Examples include: journals, logs, micro themes, responses to written or oral questions, summaries, free writing, and notes. Do not focus on conventions.Examples include specific questions or problems, letters, projects, and more formal assignments or papers prepared over weeks or over a course. Check for grammar, punctuation, transitions.
http://www.bcps.org/offices/lis/writing/secondary/docs/SSWAC_225020_7.pdf http://michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdfhttp://www.bcps.org/offices/lis/writing/secondary/docs/Writing_to_Learn_Mathematics_306722_7.pdf
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K-2 Writing: Module 5
Remember that you can over accommodate and impede a student from making growth. Accommodations should be provided based on individual student need. Accommodations should be specific to the student and serve the purpose of providing them the opportunity to be successful with a task/activity/assignment.
Discuss as whole group
Group activity/share out
Common Core State Standards, Writing, and Students with LD: RecommendationsSteve Graham and Karen R. Harrishttp://www.udlcenter.org/advocacy/faq_guides/common_core
Group 1 article on Pages 54-56Group 2 article on pages 57-60
Link: http://www.udlcenter.org/advocacy/faq_guides/common_core
Two groups
discuss Extension activity: browse through the different websites and discuss one helpful resource/strategy that is mentioned.
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K-2 Writing: Module 5
Group and Share out
Article attached in facilitators Guide. Facilitators guide page 61
discussDiscuss and view web links if time permits.
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K-2 Writing: Module 5
Culminating Activity
Let’s see how today’s work translates to student work samples in our own classrooms. With a partner, take a closer look at a student writing sample. Which writing type are you observing? What core descriptors are used effectively? Missing? When looking at the learning progressions for this writing type, where should instruction begin for this student? Discuss your findings with a partner.
Culminating activity sheet (pg.62) pairs
Exit Ticket To close, let’s go back to our essential questions.Why is it important to know core descriptors?How will knowing the core descriptors impact our instruction for all learners?Why is it important to know the expectations across grade levels?
Exit Ticket Graphic Organizer (pg. 63) IndividualORSmall GroupORWhole Group
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K-2 Writing: Module 5
Writing standard _____
Most Impact Aspect(s)
1.2.3.4.5.
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K-2 Writing: Module 5
College and Career Readiness (CCR) Anchor Writing Standard (1): Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Grade K: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).
Grade 1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Grade 2: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
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K-2 Writing: Module 5
College and Career Readiness (CCR) Anchor Writing Standard (2): Write informative/explanatory texts to examine a topic and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Grade K: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Grade 1: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide Some sense of closure.
Grade 2: Write informative/explanatory texts in which they introduce and a topic, use facts and definitions to develop points, and provide concluding statement or section.
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K-2 Writing: Module 5
College and Career Readiness (CCR) Anchor Writing Standard (3): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Grade K: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Grade 1: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Grade 2: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure.
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K-2 Writing: Module 5
Progression to Mastery Key Concepts Guiding PromptsWith prompting and support…
Identify the title of a book or topic to write about Tell about a topic or name a book Recognize what an opinion is State an opinion or preference about a book or
topic Combine drawing, dictating and writing to create
an opinion piece Support the opinion or preference with reason(s),
example(s), and/or fact(s) Use a combination of drawing, dictating, and
writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
Opinion Topic(s) Book title(s) Reason(s) Example(s)/fact(s) Evidence/Support
What is the name of the book? What is the topic? What do you think about the topic/ or, what do
you think about the book? Why do you think this? What picture can you draw to show your opinion? What can you say about your picture? What title can you give your picture?
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K-2 Writing: Module 5
Progression to Mastery Key Concepts Guiding Prompts State an opinion or
preference about a book or topic
Use teacher selected resources to locate and choose facts and/or examples
Differentiate between important and unimportant reasons
Identify & demonstrate effective introductions (one that includes the writer’s opinion/hook)
Organize writing with a logical beginning, middle and end
Identify & demonstrate effective closure
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Opinion Topic(s) Book title(s) Reason(s) Example(s)/
fact(s) Evidence/Support Audience Format Introductions Ending/Closure Organization
What is the title of the book? What is the topic? What do you think about the topic/ or, what do
you think about the book? What is one reason you think this way about the
topic? The book? What is the best way to introduce your thinking
that will make your reader interested? What words and pictures work best to tell what
you think? How can you logically organize your thinking? What is the best way to show you reader you’re
finished?
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K-2 Writing: Module 5
Progression to Mastery Key Concepts Guiding Prompts
choose a topic Form an opinion about a topic or a text Create a list of reasons that support the opinion Choose reasons based on facts, examples, and/or
evidence that support the opinion Create an introduction that hooks the reader using
an opening technique Organize writing with a beginning, middle and end Use simple transition/linking words that show
order (e.g., first, next, finally) and/or connect reasons
Recognize closure techniques for creating a concluding statement or section
Determine a technique that helps the reader consider the key point(s) one more time
Provide a concluding statement or section Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Opinion Topic(s) Book title(s) Introduction Opening Techniques (direct
statement, personal connection, fact based question, quotation, analogy, fact or detail)
Audience Reason(s) Organization Example(s)/fact(s) Evidence/Support Linking/transition words Concluding Statement Techniques for closure
(reinforcement, quotation, personal story, question)
What is the topic? Or, what is the name of the book?
What do you think about the topic/ or, what do you think about the book?
What is the best way to state you opinion that will make your reader interested?
What are two or three reasons you can write to show what you think?
Are your reasons relevant? Do they support your opinion?
Who are your readers? What are their needs? Have you used linking words such as because and
next to connect your opinion to your reasons? Are your reasons/ideas in order? How can you write an ending sentence or two that
provides closure to and restates your opinion?
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K-2 Writing: Module 5
Learning Progressions Standard 2Progression to Mastery Key Concepts Guiding PromptsWith prompting and support…
Choose an interesting topic for writing
Provide an appropriate title for drawing or writing
Draw, dictate, or write information about the topic
Select important information to include
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Topic Title Details to support Pictures with Labels Facts Important
What are you drawing or writing about? What would be a good title for your drawing or
writing? What two or three things do you most want your
reader to know? What picture(s) will you draw to go with your
words What details can you add to the picture(s)? Why are you sharing all of this information with
your reader?
Progression to Mastery Key Concepts Guiding Prompts
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K-2 Writing: Module 5
Choose an interesting topic for writing Provide an appropriate title for writing Select important details to include Identify and use simple words to show time
order (first, next, last) Identify effective introductions and
endings/closure Identify and demonstrate effective
introductions (one that includes the writer’s topic/hook)
Organize writing with a logical beginning, middle and end
Write a logical sequence of information on the selected topic
Identify and demonstrate effective closure Write informative/explanatory texts in
which they name a topic, supply some facts about the topic, and provide some sense of closure
Topic(s) Title(s) Details(s) Example(s)/fact(s) Evidence/Support Format Introductions Ending/Closure Organization Important Time order words
What is the topic? What would be an appropriate title for your
writing? What facts will you include? How can you use pictures to add detail? How can you grab your reader’s attention
about your topic? How should you order your information? What do you want to say last about your
topic to make an interesting ending?
Progression to Mastery Key Concepts Guiding Prompts
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K-2 Writing: Module 5
Choose an interesting topic for writing Provide relevant information (facts and
definitions) to elaborate or clarify the subject
Write an effective introduction for the topic
Determine how to group related information
Identify and use simple transition/linking words that show order (e.g., first, next, finally)
Define important words for the reader Provide a concluding statement/section Write informative/explanatory texts in
which they introduce a topic, use facts and definitions to develop points, and provide concluding statement or section
Topic(s) Reason(s) Example(s) facts/points Evidence/Support Introduction Ending/Closing Organization Transition/linking
words Time order words
What do you want to explain about your topic?
What detail/facts will you include to give enough information?
Is there an important word you have learned that you can define for your reader?
What should you say first, second, and third so that you make a clear point about your topic?
What ideas can you adapt from books (pictures with captions, labeled drawings) to help you illustrate your piece?
How can you use transition words to show order?
When you think about your topic, what do you want to say as a final point or ending?
Learning Progressions Standard 3
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K-2 Writing: Module 5
Progression to Mastery Key Concepts Guiding Prompts Identify an event(s) Draw a picture that tells a story about the event(s) Discuss what has been drawn Identify the who, what and when of the event Describe feelings during the event/series of events Tell a story about several events Draw, write or dictate events in the order they
happened Use a combination of drawing, dictating, and writing
to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened
Draw Who, What and
When Retell Events Order/Sequence Feelings Reaction
How can you draw, dictate, or write about an event(s)?
Do you want to tell about a real event(s) that really happened? Or do you want to make up a story?
What happened? What happened first? Next? And then?
How does it end? What do you think about what happened?
Or, what do the characters feel?
Progression to Mastery Key Concepts Guiding Prompts
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K-2 Writing: Module 5
Choose an experience to write about Identify the character and setting Choose two or more events to include in the
piece Include relevant details that describe what
happened Tell the events in order Choose temporal words that move the story
forward Use temporal words in order to signal a change
of events (long time ago, today, later, first, next, then, and last)
Provide an ending or some sense of closure Write narratives in which they recount two or
more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure..
Character(s) Setting Order/Sequence Details Event(s) Temporal words Ending/Closure
Is the story real or made up from your imagination?
What happens? And in what order do things happen?
Have you added enough details so readers can understand?
Have you made it clear how one event leads to another?
Have you used temporal words to show the order of the events?
How does the story end?
Progression to Mastery Key Concepts Guiding Prompts
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K-2 Writing: Module 5
Choose an experience to write about Identify the character and setting Choose relevant details that describe what
happened during the event(s) Include and elaborate on details to describe
actions, thoughts and feelings related to the events
Identify sequence of event(s) Choose temporal words that move the story
forward Use temporal words in order to signal a
change of events (long time ago, today, later, first, next, then, and last)
Provide a sense of closure Write narratives in which they recount a well-
elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure
Narrative Setting Character(s) Details Descriptive words Event(s)/experience(s) Actions, thoughts and
feelings Sequence/time Temporal words Closure
Is the story real or is it one you made up from your imagination?
What happens? What is the main event? And what order do things happen?
How can you include details to express an event in order?
Have you added enough details that describe people’s actions, thoughts, and feelings?
Have you made it clear how one event leads to another?
Have you used temporal words to show the order of the events?
How does the story end?
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K-2 Writing: Module 5
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K-2 Writing: Module 5
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K-2 Writing: Module 5
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K-2 Writing: Module 5
Prompt for Opinion Writing Common Core Standard W.CCR.1(Passage should be read aloud by the teacher)
The Best Pet
My friend Ann says her pet is better than mine! I have a brown cat named Fluffy. Ann has a black and white dog named Spot. We each think our pet is the best. I told Ann that cats are better pets because they are clean, quiet and very cute. Cats wash themselves with their tongues. You don’t haveto walk them. They use a litter box. Also cats are sweet and quiet. I think dogs are too noisy! They bark a lot. They don’t clean themselves or use a litter box. Dogs need someone to give them baths, train them and walk them. Dogs are more work. Ann says that cats are no fun! She says that dogs are better to play with. Spot always wags his tail when he sees her. He can even do tricks. He barks when she says, “Speak”. He knows how to roll over! Ann says dogs are also better because they protect their owners. Spot always barks when there is someone at the door. It makes Ann feel safe. So, Ann thinks dogs are best. I guess Ann’s dog is pretty cool, but so is Fluffy. Maybe different kinds of pets are good for different people.
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Group one articleCCSS is a complex and ambitious tool for reforming K-12 education in the United States. It has the potential to transform how writing and other subjects are taught, but its success is not guaranteed because it will take considerable will, intelligent planning, financial resources, professional development, and dedication from the profession to overcome the momentum of doing the same old thing (with relatively minor adjustments).With writing, this is going to be particularly challenging, as writing instruction in most general and specialeducation classrooms is in need of a serious upgrade. For many students with LD, this will also be a challenge as their writing is typically impoverished. We do not pretend that we possess all of the solutions that will ensure that CCSS in writing is a success for students with LD, but we do offer four recommendations: increase how much teachers know about writing and writing development; develop a writing environment where students withLD can thrive; implement evidence-based writing practices for all students in the general classroom; and implement evidence-based writing practices that have been shown to work with students with LD. We examine each of these recommendations next.Recommendation 1: Increase General andSpecial Education Teachers’ Knowledge aboutWriting DevelopmentIt would be impossible to cover all that is known about writing development in a single journal article. Our goal is more modest. We examine five important catalysts that fuel writing development, in the hope that it will provide a general framework for thinking about the strengths and limitations of the CCSS writing benchmarks and wet reader’s appetite to gain even more knowledge.Presently, our understanding of how writing develops is not complete, but we know enough to be certain that the road from novice to competent writer is influenced by the context in which writing takes place and changes in students’ writing skills, strategies, knowledge, and motivation (Graham,2006a). fundamentally, writing is a social activity involving an implicit or explicit dialogue between writer and reader (the writer is also a reader of his/her work). The purposes and meaning of writing are not static, but shaped by cultural, societal, and historical factors. For instance, writing differs considerably from what students are expected to write at school versus the writing that occurs when a group of friends tweet each other (Nystrand, 2006). Writing is also a cognitive activity, requiring the application of a variety of mental and affective processes. It is goal-directed and self-sustaining, involving the skillful management of the writing environment; the constraints imposed by the writing topic; the intentions of the writer(s); and the processes, knowledge, and skills involved in composing(Zimmerman & Reisemberg, 1997).Writers must master and juggle a commanding array of skills, knowledge, and processes. This includes strategies for planning, drafting, revising, editing, and publishing text; knowledge about topic and genre; and the skills needed to craft and transcribe ideas into sentences that convey the author’s intended meaning. The development of digital writing tools has added the need to develop additional skills, knowledge, and processes, as writing now includes symbolic as well as visual and auditory information. Consistent with these conceptualizations, two basic approaches have dominated much of research about how writing develops. One approach concentrates on how context shapes writing development (Russell, 1997), whereas the other focuses mostly on the role of cognition and motivation in writing (Hayes, 1996). Scholars of writing typically align themselves with one view or the other. This is a mistake in our opinion, as writing development cannot be adequately understood without considering both conceptualizations. Russell (1997) developed a model that we draw upon to illustrate the contextual view of writing development. One basic structure in this model is the activity system. This describes how actors (a student, pair of students, student and teacher, or class—perceived in social terms and taking into account the history of their
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involvement in the activity system) use concrete tools, such as paper and pencil or word processing, to accomplish an action leading to an outcome, such as writing an essay. The outcome occurs in a problem space where the actors use writing tools in an ongoing interaction with others (peers and teachers) to shape the composition that is being produced over time in a shared direction.Another basic structure in Russell’s model (1997) is the concept of genre, which is defined as “typified ways of purposefully interacting in and among some activity system(s)” (p. 513). These typified ways of interacting become stabilized through repeated use among and by students, creating generally predictable approaches for writing within a classroom (this might take the form of following a general approach to composing involving the following steps: selecting a topic, planning, drafting, revising, editing, and publishing). These genres are conceived as temporarily stabilized structures, however, they are subject to change depending upon the context.For instance, a new student entering a class with an established genre for writing may apply some of the routinized tools used by his classmates, such as creating a semantic web for organizing writing ideas before drafting a paper. In turn, the new student may disrupt current patterns of writing in the class, as other students adapt unfamiliar routines applied by their new classmate, such as “free writing’ ideas about the topic before creating a first draft of the paper.In contrast, the cognitive/motivational view of writing development focuses on the individual writer and the mental and affective processes involved in writing. We illustrate this approach via a model of skilled writing developed by Hayes (1996). In his model, Hayes identifies the mental moves and motivational resources writers draw on as they write. This includes the mental operations of text interpretation, reflection, and text production. Writers draw on these processes to create a representation of the writing task, develop a plan to complete it, draw conclusions about the audience and possible writing content, use cues from the writing plan or text produced so far to retrieve needed information from memory; turn these ideas and information into written sentences, and evaluate plans and text and modify them as needed. The model also details the interplay between other cognitive processes when writing, including long-term memory (knowledge of the writing topic and audience as well as vocabulary, linguistic, morphological, and genre knowledge, including schemas for carrying carry out particular writing tasks), working memory (which serves as an interface between cognitive processes, motivation, and memory, providinga mental place for holding information and ideas for writing as well as carrying out mental operations that require the writer’s conscious attention), and motivation (the goals, predispositions, beliefs, and attitudes that influence the writer and the writing process). Not explicitly identified in Hayes’s model, but important nevertheless, are the skills and abilities writers use to transform ideas into sentences that are then translated into text through handwriting, typing, and spelling. Hayes (1996) and Russell’s (1997) models provide essential information (complementing and extending CCSS) on what needs to be attended to when designing a writing programs for students with and without LD. It is important to create a writing environment where students’ development as writers can thrive and to make sure they acquire the skills, strategies, knowledge, and will needed to become competent writers.
Recommendation 2: Create a WritingEnvironment in Which Students with LD Can Thrive It is especially important to create a positive and supportive writing environment for students with LD, as most of them dislike writing and view themselves as less competent than their classmates (Graham et al., 2012), many are not certain about how to carry out the basic process involved in writing TABLE 2Activities for Establishing an Environment Where Students with LD
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Thrive1. Create a positive and enthusiastic environment, where accomplishments are rewarded and students with LD are constantly encouraged to try hard, believe that the writing skills and strategies they are learning will permit them to write well, and attribute success to effort and the tactics they are learning.
2. Set high expectations for students with LD, encouraging them to surpass their previous efforts or accomplishments.
3. Treat writing as a process, where students plan, draft, revise, edit, and share their work (this includes students working together in positive ways to support these processes).
4. Keep students with LD engaged by involving them in thoughtful activities (such as planning their composition) versus activities that do not require thoughtfulness (such as completing a workbook page that can be finished quickly, leaving many students unengaged).
5. Provide just enough support so students with LD can successfully carry out writing tasks and processes, but encourage students to act in a self-directed manner, doing as much as they can on their own.
6. Adapt writing instruction and assignments to meet the needs of individual students.(Graham et al., 1991), and many teachers set low expectations for what students with LD can do. The writing applications embodied in the CCSS writing benchmarks involve the use of complex and demanding mental activities. This includes writing to inform, persuade, and entertain; writing in a planful, thoughtful, reflective, and collaborative manner; and writing to support the analysis and learning of content material from multiple sources. Students with LD are more likely to master these skills in writing environments where process is emphasized and a pleasant, engaging, and supportive atmosphere is created. The writing practices of highly effective literacy teachers provide an excellent model for creating such an environment. Table 2 presents six practices these teachers commonly employ (Graham, 2010). These practices should be evident in all environments where students with LD write, both general and special.
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Group 2 article
Recommendation 3: Employ Evidence-BasedWriting Practices in General Education ClassesStudents, especially those with LD, are more likely to meet the CCSS writing benchmarks if exemplary writing instruction is provided right from the start, beginning when students start school. An additional advantage of this approach is that it should prevent or at least slow the development of writing difficulties in students with LD. A useful approach for identifying best practices for the general classroom is to draw on findings from scientific studies testing the effectiveness of specific writing practices. This provides a relatively trustworthy approach for identifying potentially effective practices, as such testing provides evidence on whether a procedure improved students’ writing or writing enhanced learning and understanding of content material. Table 3 identifies evidence-based practices that were tested in at least four or more scientific studies. For each.
34 GRAHAM AND HARRIS: CCSS, WRITING AND STUDENTS WITH LDTABLE 3Evidenced-Based Writing Practices Found to be Effective in the General ClassroomHave Students Write:– Increase how much students write.(ES = 0.30 for writing quality, grades 2–6, 5 studies; Graham, Kiuhara et al., in press)
Teach Students Strategies for Planning, Drafting, Editing, Revising, and Publishing Their WrittenWork– Teach students strategies for planning, revising, and/or editing text.(ES = 1.15 for writing quality, grades 2–10, 20 studies; Graham, 2006b)(ES = 1.02 for writing quality, grades 2–6, 20 studies; Graham, Kiuhara et al., in press)
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(ES = 0.82 for writing quality, grades 4–10, 20 studies; Graham & Perin, 2007a)
– Implement the process approach to writing instruction. This involves extended opportunities for writing; engaging in cycles of planning, translating, and reviewing; writing for real audiences; personal responsibility and ownership for writing; high levels of student interactions; evaluations and self-reflection about the writing process.(ES = 0.34 for writing quality, grades 1–12, 29 studies; Sandmel & Graham, 2011)(ES = 0.40 for writing quality, grades 1–6, 16 studies; Graham, Kiuhara et al., in press)(ES = 0.32 for writing quality, grades 4–12, 21 studies; Graham & Perin, 2007b)
Increase Students’ Knowledge about Writing:– Teach students the basic building structure of different types of text (e.g., persuasive text has a premise, reasons to support the premise, and so forth).(ES = 0.55 for writing quality, grades 2–6, 8 studies; Graham, Kiuhara et al., in press)
– Provide students with exemplary models of specific types of text and ask them to emulate them in their own writing.(ES = 0.25 for writing quality, grades 4–12, 6 studies; Graham & Perin, 2007b)
Teach Basic Writing Skills:– Teach handwriting, typing, and spelling.(ES = 0.55 for writing quality, grades 1–3, 8 studies; Graham, Kiuhara et al., in press)
– Teach sentence construction using sentence-combining procedures (i.e., teacher models how to combine simpler sentences into more complex ones; students practice combining such sentences).(ES = 0.50 for writing quality, grades 4–9, 5 studies; Graham & Perin, 2007b)
Scaffold Writing So Students Succeed:– Have students work together to plan, draft, and/or revise their compositions.(ES = 0.89 for writing quality, grades 2–6, 4 studies; Graham, Kiuhara et al., in press)(ES = 0.75 for writing quality, grades 4–12, 7 studies; Graham & Perin, 2007b)
– Set specific goals for the writing students are to complete (e.g., a goal to include specific text elements, goals to add 3 new ideas while revising).(ES = 0.76 for writing quality, grades 4–6, 7 studies; Graham, Kiuhara et al., in press)(ES = 0.70 for writing quality, grades 4–12, 5 studies; Graham & Perin, 2007b)
– Engage students engaging in prewriting activities (such as using a graphic organizer) to help them obtain, generate, or organize ideas for their composition.(ES = 0.54 for writing quality, grades 2–6, 8 studies; Graham, Kiuhara et al., in press)(ES = 0.32 for writing quality, grades 4–9, 5 studies; Graham & Perin, 2007b)
– Provide students with feedback about their writing or their progress learning-specific writing skills (seehttp://www.jimwrightonline.com/pdfdocs/cbaManual.pdf for progress monitoring assessments in writing).(ES = 0.77 for writing quality, grades 2–9, 16 studies; Graham et al., 2011)– Teach students to assess their own writing.(ES = 0.46 for writing quality, grades 3–12, 7 studies; Graham et al., 2011)
– Have students use word processing as their primary writing tool.(ES = 0.47 for writing quality, grades 1–6, 10 studies; Graham, Kiuhara et al., in press)(ES = 0.55 for writing quality, grades 4–12, 18 studies; Graham & Perin, 2007b)
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Use Writing to Support Comprehension of Text and Learning– Ask students to answer questions about text or generate and answer their own written questions.(ES = 0.27 for reading comprehension, grades 6–12, 8 studies; Graham & Hebert, 2011)
– Have students take written notes about text read.(ES = 0.45 for reading comprehension, grades 3–12, 25 studies; Graham & Hebert, 2011)
– Ask students to write written summaries of text read.(ES = 0.54 for reading comprehension, grades 3–12, 19 studies; Graham & Hebert, 2011)
– Have students write extended responses analyzing text (e.g., indicating how information from text can be applied, personalizing information in text, defending a point of view about ideas presented in text).(ES = 0.68 for reading comprehension, grades 2–12, 9 studies; Graham & Hebert, 2011)
– Ask students to write about the content they are learning in class.(ES = 0.23 for learning/recall, grades 4–12, 26 studies; Graham & Perin, 2007a)
Fpr each practice, we describe it briefly, identify the outcome measure, provide the average effect of the procedure, the number of studies testing it, and the grades in which it was tested. The data supporting each of the identified practices were taken from meta-analyses we conducted (Graham, 2006b; Graham et al., 2011b; Graham, Kiuhara, McKeown, & Harris, in press; Graham & Perin, 2007a, 2007b; Graham & Hebert, 2011; Sandmel & Graham, 2011) and represent the work of a host of writing researchers form both regular and special education including Virginia Berninger, Charles MacArthur, Ralph Ferretti, Carol Sue Englert, Jill Fitzgerald, Marlene Scardamalia, and Carl Bereiter, to name a few of the contributors to this database. Data from multiple reviews are cited for many of the practices. More complete descriptions of specific interventions can be found in Graham,MacArthur, and Fitzgerald (2007, in press). It is important to note that the scientific testing of instructional practices is not without its own limitations. Just because a scientifically validated practice was effective in multiple research studies does not guarantee that it will be effective in all other situations. There is rarely a perfect match between the conditions under which a procedure was implemented in a scientific study and the conditions in which it will subsequently be applied in the classroom. The safest course of action is to monitor the effects of any evidence based practice identified in Table 3 to be sure it works in the classroom(s) where it is applied. Furthermore, general and education teachers should work together to ensure that the types of best practices identified in Table 3 are implemented with integrity in general education classrooms.
Recommendation 4: Use Evidence-Based WritingPractices Effective with Students with LDIf students with LD are to achieve CCSS writing benchmarks, teachers need to tailor instruction that is responsive to their individual needs, using evidence-based practices that are specifically effective with them. Because these students’ are less adept at writing than their general education classmates and may acquire needed writing skills, strategies, and knowledge more slowly, they will require extra help to meet grade-level standards. Such help can be provided by general education teachers (e.g., in small groups in the classroom), the special education teachers (individually or in small groups within and outside general education classes), or both conjointly. If such extra help is to be
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maximized, we advise that the efforts of general and special educators are coordinated. To identify evidence based practices with students with LD, we undertook three meta-analyses. One focused on instructional practices tested with students with LD using true-experiments or quasi-experiments (Gillespie&Graham, 2012). A second review involved studies testing the impact of word processing programs with struggling writers (many with LD) using true-experiments, quasi-experiments, and subject as own control group designs (Morphy & Graham, 2012). The third review concentrated on studies testing the effectiveness of a specific type of strategy instruction in writing: Self-Regulated Strategy Development (SRSD; Graham, Harris, &McKeown, in press). Each meta analysis and resulting evidence-based writing practices for students with LD are presented below. The analysis by Gillespie and Graham identified the following four practices as effective (in at least four studies) in improving the quality of writing produced by students with LD: teaching strategies for planning, revising, and selfregulation (ES = 1.09, 15 studies, grades 4–10); establishing goals for students’ writing (ES = 0.57; four studies; grades4–8); dictation to another person or into a tape recorder (ES = 0.55, six studies, grades 2–8); process writing instruction (ES = 0.43, four studies, grades 1–5). With the exception of dictation, these practices are also effective with students in general (see Table 3). The findings for dictation provide further evidence that the writing of students with LD is adversely influenced by their difficulties with handwriting and spelling, as once these are removed, their writing is improved. We recommend the interested reader access Graham (1999) for more information on effective practices for teaching these skills. In an analysis of 27 studies assessing the effects of word processing, Morphy and Graham (2012) found that struggling writers in grades 2–11 who used this mode of composing saw the following gains in their writing: 0.52 ES for writing quality; 0.66 ES for ideation/organization, 0.48 ES for paper length; 0.57 ES for mechanical correctness, and 1.42 ES for motivation. Moreover ,word processing programs with added software allowing students to receive text-specific feedback and/or support with writing vocabulary, planning, and editing produced an average gain of 1.46 ES for writing quality. Consequently, no student with LD should head toschool in the morning without a computer to write on. The one caveat here is that students need to develop fluent and accurate typing skills and know how to use the computer to write. The third and final meta-analysis examined the impact of SRSD on the writing of a variety of different types of students (Graham et al., in press). With SRSD, students are explicitly taught specific writing strategies for planning and revising, the knowledge needed to use these strategies, and procedures for regulating these strategies, the writing process, and their behavior. Instruction promotes students’ ownership and independent use of writing and self-regulation strategies (see Harris, Graham, Mason, & Friedlander, 2008 for lessons plans for teaching various strategies). Students are treated as active collaborators during instruction and the role of student effort is emphasized. The level and type of feedback and instructional support provided as students learn the target strategies are adjusted to be responsive to students’ needs, gradually shifting responsibility for strategy use from teacher to student. Instruction is also criterion- rather than time-based. Across different types of writers in 28 true- and quasi experiments (grade 2–high school), SRSD produced an ES of 1.75 for writing quality, 2.24 ES for structural elements, and 0.47 ES for length (Graham et al., in press). For the most part, statistically significant gains were maintained across time and generalized to genres other than the ones instructed. For students with LD, the ES for writing quality in six studies (grade 4–high school) was 2.37.CONCLUDING COMMENTSIt will be years before we know if CCSS and its implementation make a difference in the improving education in the United States and more specifically the writing of students with and without LD. If states maintain their commitment to CCSS, there are a number of research initiatives that we encourage IES, NIH, OSEP, and other federal agencies to enact. First, we need to develop a better understanding of how writing develops and how this development varies among different groups of students, such as those with LD. This information would make it possible to update, expand, and fine-tune the writing benchmarks based on actual observations of students writing development over time (as opposed to what are mostly educated guesses at this point).K-2 Writing: Module 5 Page 60
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Second, if evidence-based writing practices are to be a central component in the implementation of CCSS, we need to have a better understanding as well as more sophisticated models for how to prepare teachers to judiciously and intelligently implement such procedures and sustain their use. This includes additional research examining how to effectively combine various evidence-based practices into a single writing program. Even more importantly, we need to focus our research efforts on professional development. Researchers have identified a variety of evidence-based writing practices for students with and without LD. Unfortunately, we have conducted little research to develop and test various models for helping teachers learn to acquire and sustain their use of such practices (see Harris et al., 2012 for an example of such research). Third, the research literature testing instructional procedures in writing is very thin. We need additional research to test a variety of writing practices for improving the writing of all students, including those with LD. Instructional research in reading and math have clearly been privileged over writing by federal funding agencies. We would like to call out directly IES, NIH, and OSEP to increase the amount of intervention research they fund in writing. This is absolutely necessary if students with LD (and many other writers too) are to meet CCSS writing benchmarks. It is also justified by the accumulated evidence showing that writing enhances reading (Graham & Hebert, 2011) and content learning (Graham & Perin, 2007a).
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Culminating Activity
With a partner, analyze the 1 writing sample from each of your classes. K-2 Writing: Module 5 Page 62
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• What core descriptors are used effectively?
• What core descriptors are missing?
Take a look at the learning progression for your grade level and writing type. Where should instruction begin for this student?
Exit Ticket
• Why is it important to know core descriptors?
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• How will knowing the core descriptors impact classroom instruction for all learners?
• Why is it important to know the expectations across grade levels?
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