Common Core State Standards · –Common Core State Standards ... Prewrite •Build knowledge (content; ... discuss why they believe the author chose particular

Common Core State Standards

A Focus on Writing Module 3

Session Topics

1. Writing Standard 3: Narrative – Common Core State Standards– Close reading of ELA/ELD Framework

excerpts and articles2. Narrative Writing Opportunities

– Analyze Narrative Texts– Analyze Language Demands and

Connect to ELD Standards– Review Narrative Process Writing

3. Narrative Writing Samples– Read and discuss Appendix C samples

Text Types and Purposes

Writing Standard 3: NarrativeLanguage Objective: I will examine the increasing complexity of CCSS Writing Standard 3 and describe differences between grade levels to my partner.

Language Objective: I will examine the increasing complexity of CCSS Writing Standard 3 and describe differences between grade levels to my partner.

In grade ___ students are required to ________________ while in grade ____ students must ______________________. As a grade ____teacher, this means I must __________________________________________________.

Writing Standard 3: Narrative

Narrative Writing in CCSS

Guiding Question:What are critical elements of narrative writing in Common Core Standards and how do I support the learners in my classroom?

Content Objective:We will expand our knowledge of Common Core writing by closely reading excerpts from the CA ELA/ELD Framework and article and connecting this information to CCSS Writing Standards.

Language Objectives● I will contribute to group discussions by asking relevant

questions, affirming others, and adding relevant information (ELD.PI.6.1.Ex.).

● I will explain ideas and text relationships based on close reading of texts (ELD.PI.6.6.Ex.).

● I will evaluate language choices to explain how well writers and speakers use specific language to present ideas (ELD.PI.6.7.Ex.).

● I will justify arguments/opinions by providing relevant textual evidence (e.g. quoting from the text or referring back to what the text says) (ELD.PI.6.11.Ex.).





● I will justify arguments/opinions by providing relevant textual evidence (e.g. quoting from the text or referring back to what the text says) (ELD.PI.6.11.Ex.).

Text Annotation

Practice Text AnnotationWhat is the central idea of the text excerpts? What key details support the central idea? Cite textual evidence for your claim.

The central idea of the text is ___________. This is supported by key details _____ and ______. Additional evidence from the text includes _____ and ______.

Let’s Practice Text Annotation!

Practice Text AnnotationWhat is the central idea of the text excerpts? What key details support the central idea? Cite textual evidence for your claim.

The central idea of the text is ___________. This is supported by key details _____ and ______. Additional evidence from the text includes _____ and ______.

Bats use sound to fly in the dark. First, the bat makes a sound through its mouth or nose. These calls are very high-pitched. The sound waves rush out and bounce off objects. Then the bat listens to the sounds that bounceback. Those echoes tell the bat where the sides of the cave are. The echoes also help the bat find juicy bugs toeat. Using sound in this way, bats have no trouble flying at night.

CCSS ELA Grade 3, W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (a) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (b) Develop the topic with facts, definitions, and details. (c) Use linking words and phrases to connect ideas within categories of information. (d) Provide a concluding statement or section.

Connection to Day 2: Analyze Complex Text

CCSS ELA Grade 3, L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (i) Produce simple, compound, and complex sentences.

Connection to Day 2: Analyze Complex Text

Text Annotation of Complex Text

Text Dependent QuestionsWhat is the central idea of the text excerpt? Cite textual evidence for your claim.

The central idea of the text is _____ because _________. Evidence from the text includes _____ and ______.

Text Dependent Questions

● Why did the author include prepositional phrases when writing this text?

● How do compound/complex sentences and questions contribute to the meaning?

Cite textual evidence for your claim.

Review page 1 of the text:

Text Dependent Questions

Text Annotation of Complex Text

Text Dependent QuestionsIn my opinion, the author chose the word _______ because _______. Evidence from the text includes _____ and ______.

Review page 1 of the text:● Why did the author include

prepositional phrases when writing this text?



Text Dependent Questions3. How does this excerpt connect to CCSS W.3? What can you infer about your role as a teacher in supporting learners with narrative writing? Cite evidence from the text to support your inference.

http://grammar.ccc.commnet.edu/grammar/auxiliary.htm





Content Objective:We will expand our knowledge of Common Core writing by closely reading excerpts from the CA ELA/ELD Framework and article and connecting to CCSS Writing Standards.





● I will justify opinions by providing relevant textual evidence (e.g. quoting from the text or referring back to what the text says) (ELD.PI.6.11.Ex.).



Session Topics






Writing Anchor Standards

CA ELA/ELD FrameworkWriting is taught, not merely assigned and graded. A meta- analysis of research on writing instruction (Graham and Perin 2007) revealed that the following elements of instruction have positive effects on students’ writing:● Instruction in strategies for planning, revising, and editing their work● Instruction in summarizing● Instructional arrangements whereby students work together to plan, draft,

revise and edit their work● Specific, reachable goals for a particular work, including the purpose and the

characteristics of the final product● Instruction in sentence combining● Prewriting activities designed to help students generate or organize ideas.● Inquiry activities in which students analyze data before writing, helping them

develop ideas and content for a particular writing task● A process writing approach● Opportunities to study models of good writing specific to a particular

instructional focus● Writing in the content areas

Chapter 5, page 23: http://www.cde.ca.gov/ci/rl/cf/documents/chapter5sbeadopted.pdf

http://www.cde.ca.gov/ci/rl/cf/documents/chapter5sbeadopted.pdf

CCSS Process Writing

In my classroom (at my site), we (students) ____________ during the ______ phase of writing.

In addition, I must consider______________________.

Prewrite

• Build knowledge (content; language) • Make meaning • Organize Information

Language Objective: I will explain to my partner/group how I can apply strategies for using narrative text to assist my students with narrative writing.

Response Frame: I can employ the strategy ______________________ by ____________________ using the complex text/resource ___________________. This will assist my students with narrative writing by/because __________________________________.

Strategies to Help Students Improve Writing by Analyzing Narrative Texts

Content Objective: We will learn a variety of strategies for using narrative text as a resource to assist my students with writing.

Guiding Question: Why did the author make the choices he/she did when writing this narrative? How can this help me to become a better reader and author of narrative text?


1. Unpack/Map Narrative Texts: Find well-written examples of narrative texts. Map the structure of the text and have students discuss why they believe the author chose particular elements/structures.

2. Closely Read and Annotate Narrative Texts: Find well-written examples of narrative texts. Have students annotate particular features. Align prompts and text-dependent questions to CCSS Reading and Writing standards.

3. Analyze Language Choices in Narrative Texts: Find well-written examples of narrative text and discuss author’s language choices. Align to CCSS Language standards and ELD standards.


Listening

Speaking

Writing

Reading

&

Language

Language

Narrative Writing: Unpack/Map Narrative Text

CA ELA/ELD Framework, Chapter 3 (TK-1), pg. 14


CA ELA/ELD Framework, Chapter 3 (TK-1), pg. 91








Response Frame: This strategy will help my students to become better writers by/because_________________.”

Discuss Strategy 1: Unpack/Map Narrative Text






Narrative Writing: Analyze/Annotate Narrative Text


Your Turn: 1. Read your narrative text sample.2. Determine the structural features and elements that

are important for students to note in the narrative text. (Review your CCSS Reading and Writing standards to determine grade level specifics.)

3. Annotate your text and highlight the aforementioned features (note structural features of the text in the LEFT margin) as a guide for developing your close reading sequence and questions.

4. Write text dependent questions for close reading to focus students’ attention on specific elements/features and to facilitate their collaborative conversations about author’s choices in a narrative text.


Example TDQs: 1. W.3.3a: How did the author introduce the character ______

in the beginning of the narrative text?2. W.3.3a: Why are events ____ and ____ in this order in the

text? 3. W.3.3b: How did the author use dialogue in paragraph

____ to develop the events (or characters)?4. W.3.3.b: How did the author show or describe the

character’s response to _______ in the text?5. W.3.3.c: How does the word ____ (temporal word) support

the sequence of events?6. W.3.3.d: How does the author conclude the story (or

resolve the problem)?7. RL.3.6: How did the author show the point of view of the

narrator?



Your Turn: 1. Read your narrative text sample.2. Determine the structural features and elements that

are important for students to note in the narrative text. (Review your CCSS Reading and Writing standards to determine grade level specifics.)

3. Annotate your text and highlight the aforementioned features (note structural features of the text in the LEFT margin) as a guide for developing your close reading sequence and questions.

4. Write text dependent questions for close reading to focus students’ attention on specific elements/features and to facilitate their collaborative conversations about author’s choices in a narrative text.


Discuss Strategy 2 Closely Read and Annotate Narrative Texts: Find well-written examples of narrative texts. Have students annotate particular features. Align prompts and text-dependent questions to CCSS R, W, and L standards.


Response Frame: This strategy will help my students to become better writers by/because_________________.”






Listening

Speaking

Writing

Reading

&

Language

Language

Narrative Writing: Analyze Language Choices

CCSS ELA Grade 3, L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (i) Produce simple, compound, and complex sentences.

Example from Day 2: Analyze Complex Text

Example from Previous Task:In my opinion, the author chose the word _______ because _______. Evidence from the text includes _____ and ______.

Review page 1 of the text:● Why did the author include

prepositional phrases when writing this text?



Understanding Phrases

CA ELD Standards, Appendix B, p. 13

Text Dependent Questions2. Why did the author choose particular words and phrases (linking words; adverbials/ prepositions) when writing this text? Cite textual evidence for your claim.

In my opinion, the author chose the word _______ because _______. Evidence from the text includes _____ and ______.

Your Turn: 1. Reread your narrative text sample.2. Determine the language and grammatical structures that

are important for students to note in the text. Review Language and ELD standards to determine grade level specifics.

3. Annotate your text and highlight the aforementioned language and grammatical structures (make notes in the RIGHT margin) as a guide for planning how to integrate ELD into content instruction and how to support ELs during Designated ELD.

4. Write text dependent questions to utilize during close reading to focus students’ attention on specific language and grammar and to facilitate their collaborative conversations about author’s choices.


Example TDQs: 1. L.2.1.a: Why did the author use the collective noun ___ in

paragraph ___? 2. L.2.1.e and ELD.PII.2.4: What adjectives did the author

include to describe character ____ (or setting)? Why did the author use these adjectives?

3. L.4.1.c: Why did the author include modal auxiliary ____ in paragraph ___? How does this impact the narrative?

4. L.4.1.e and ELD.PII.4.5.: How and why did the author use the prepositional phrase ____ in paragraph___?

5. ELD.PII.6.5: Why did the author chose the word or phrase (preposition) ________ in this text?

6. ELD.PII.6.2 and PII.6.6: How did the author connect events _____ and ____ in the narrative? What words did the author choose?



Your Turn: 1. Reread your narrative text sample.2. Determine the language and grammatical structures that

are important for students to note in the text. Review Language and ELD standards to determine grade level specifics.

3. Annotate your text and highlight the aforementioned language and grammatical structures (make notes in the RIGHT margin) as a guide for planning how to integrate ELD into content instruction and how to support ELs during Designated ELD.

4. Write text dependent questions to utilize during close reading to focus students’ attention on specific language and grammar and to facilitate their collaborative conversations about author’s choices.


Language Objective: I will explain to my partner/group how I can apply strategies for using complex text to assist my students with narrative writing.Response Frame: I can employ the strategy __________________ by ____________________ using the complex text/resource ___________________. This will assist my students with narrative writing by/because _____________________________________________.


Content Objective: We will learn a variety of strategies for using complex text as a resource to assist my students with writing.

Guiding Question: Why did the author make the choices he/she did when writing this narrative? How can this help me to become a better narrative writer?

CCSS Process WritingIn my classroom, we _______ during the PREWRITE phase.

In addition, I must consider ______________________ to prepare student for narrative writing.

Step Up to Writing

Planning Narrative Writing




CCSS Process WritingIn my classroom, we _______ during the PLAN phase.

In addition, I must consider ______________________ to prepare student for narrative writing.

Collaborative Rehearsal

• Oral practice.• Articulate plan with peer or group of peers.• Revise plan.• Strengthen ideas.• Discuss:

• Appropriate details?• What is missing?• What is not needed?

Draft• Must reflect student language.• Develop ideas.• Part of the formative assessment process.


Collaborative Feedback● Make the interaction engaging.

● One positive and one suggestion.

● Teach how to watch for reaction.

Revise/Edit

ARMS revision of Narrative:● Add: Students could

suggest to their peers that they expand noun or verb phrases to add details (ELD.II.3, 4, 5).

● Move: Students could suggest to their peers that they move or reorder events in a more natural or logical sequence (W.3).

Revise/Edit

CA ELD Standards, Appendix B, p. 13

Revise/Edit

Revise/Edit

Publish/Presentation• Audience

• Celebration

• Passion, not penmanship

• Assessments that inspire

• Creativity in Outcomes

Tech Tools: Blogs, Screencast, Video production, Prezi, Imovie, Educreations, Voice Thread, Wiki

Publish/Presentation

CCSS Process WritingIn my classroom, we _______ during the __________ phase.

In addition, I must consider ______________________ to prepare students for narrative writing.

Other Resources/StrategiesAchieve the Core On Demand Narrative Writing: http://achievethecore.org/page/505/common-core-narrative-writing-list-pg

Narrative Writing and Video of Hyperlinking in Published Writinghttp://www.edutopia.org/blog/common-core-in-action-narrative-writing-heather-wolpert-gawron

Constructed Response Strategies:● Expand a phrase/sentence (“fat green frog” example)● Rewrite the orientation or the conclusion of a narrative● Read a narrative, but do NOT read ending. Students

write an ending.● Add dialogue to a narrative that does not contain

dialogue.

http://achievethecore.org/page/505/common-core-narrative-writing-list-pg





http://www.edutopia.org/blog/common-core-in-action-narrative-writing-heather-wolpert-gawron



Session Topics






Language Objective: I will explain to my partner/group how the writing sample relates to CCSS Writing standard 3.

Appendix CNarrative Writing Samples

Content Objective: We will review narrative writing samples and annotations from Appendix C and determine how these samples exemplify CCSS writing standard 3.

The writing sample exemplifies CCSS Writing standard 3 by ____________ as evidenced by_________________.

Narrative WritingAppendix C - Kindergarten

Narrative WritingAppendix C - Grade 1





Narrative WritingELA/ELD Framework - Grade 6

CA ELA/ELD Framework, Chapter 6, pg. 73-75


Language Objective: I will explain to my partner/group how the writing sample relates to CCSS Writing standard 3.

Appendix CNarrative Writing Samples

Content Objective: We will review narrative writing samples and annotations from Appendix C and determine how these samples exemplify CCSS writing standard 3.

The writing sample exemplifies CCSS Writing standard 3 by ____________ as evidenced by_________________.

Session Topics






Documents

Common Core State Standards · –Common Core State Standards ... Prewrite •Build knowledge (content; ... discuss why they believe the author chose particular