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K-5 Writing from Sourcesand the Common Core State Standards
Strategies for Writing in the Elementary Classroom
Purposes and Outcomes
• Review the 10 Writing Anchor Standards
• Share Strategies
• Share Resources
Three Text Types
• Argument/Opinion• Informative/Explanatory• Narrative
Common Core: Anchor StandardsText Types and Purposes*• 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.• 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.• 3. Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.Production and Distribution of Writing• 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.• 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.• 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge• 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.• 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing• 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Three Types of WritingNarrative Explain/
InformOpinion/Argumentative
Elementary
35% 35% 30%
Middle School
30% 35% 35%
High School
20% 40% 40%
Common Core: Anchor StandardsText Types and Purposes*
• 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing• 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.• 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.• 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.Research to Build and Present Knowledge• 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.• 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing• 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Production and Distribution of Writing
CCRA.W.4 Development, organization, and style are appropriate to task, purpose and audience.
(Help student organize their writing with graphic organizers (structures) that demonstrate the purpose of their writing).
CCRA.W.5Improve Writing by Editing and Rewriting
CCRA.W.6Use Technology
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Text Structure
• Writers use different structures to build their ideas.
• Each text structure communicates ideas in a different way.
There are certain structures found in in texts.Each type of structure makes its own demands on
the reader and the writer. For example:
narrative sequential, description, opinion comparison, cause & effect, problem & solution.
Mentor Texts
Common Core: Anchor StandardsText Types and Purposes*
• 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing• 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.• 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.• 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge• 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.• 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing• 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge
CCRA.W.7Short Research Projects
K-2 – Participate in shared research and writing…3 & Up - Conduct short research projects….
Extended Research ProjectsCCRA.W.8Gather Information from Multiple SourcesCCRA.W.9 Supporting Evidence
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Common Core: Anchor StandardsText Types and Purposes*
• 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing• 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.• 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.• 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge• 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.• 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing• 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Range of Writing
CCRA.W.10: Routine Writing For Various Purposes and Audiences
Extended Time Frames• Research projects• Multimedia products• Analytic Writing • Formal compositions with multiple revisions
Shorter Time Frames• Notes• Summaries• Learning logs• Journal entry
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Routine Writing
• Notes• Summaries• Learning logs• Journal entry
CCR.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
• Writing to learn tasks• Response to short
text selections• Open ended
questions• Informal writing
projects
Routine Writing
Long Term Writing• Research projects• Multimedia products• Formal compositions with multiple revisions
Writing Strategies
Use Authentic Writing As ModelsUsing documents, newspapers, children’s books, magazines, how-to books, etc….
Use Visuals As Springboards to WritingPaintings, drawings, and photos can be excellent springboards to writing.
A Healthier Happy Mealhttp://www.timeforkids.com/news/healthier-happy-meal/58966
• Fast food is known for being convenient. But when it comes to nutrition, it is not considered to be the best choice. McDonald’s says they want to change that. In July 2011, the company announced a plan to provide customers with healthier options. One change since then has been the addition of apple slices to Happy Meals.
• Now, the fast-food chain is enlisting kids’ help to make changes to their kid’s meals, which they call Happy Meals. Sarah Ralston, 11, and Elanya Saley, 9, won a contest to become honorary Happy Meal chefs. Their job is to help the company’s executive chef, Dan Coudreaut, create a healthy new Happy Meal option. “I want to make sure that [kids] are being active and healthy,” Sarah told TFK.
• Kid Reporter Alice Gottesman interviews McDonald's executive chef Dan Coudreaut.
• At the company’s headquarters in Oak Brook, Illinois, the two girls started by experimenting with pocket food—a term used for food items that have a filling. They made turnovers stuffed with broccoli and cheese, empanadas packed with chicken and vegetables and ravioli made with meat and spinach.
What Did The Author Do?
_____________________
_____________________
_____________________
Argument/Opinion Read Aloud “The Giving Tree” by Shel Silverstein
• Listening to think about their position• Introduce book – Tell them about the argument they
will be considering“Is the Giving Tree strong or weak?”
• Read story – stop along and think aloud• After story - give students a few minutes to consider
the question and make their decision• Make two lines facing each other – shake hands with
the person you are facing – your opponent! http://readingandwritingproject.com/resources/howtos-and-guides.html
Analyzing and Writing About Photos and Paintings
• Step 1. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. List people, objects, and activities in the photograph.
• Step 2. InferenceBased on what you have observed above, list three things you might infer from this photograph.
• Step 3. QuestionsWhat questions do these photographs raise in your mind? Now choose one and use that question to formulate a short analysis.
Grade Level Before Common Core Common Core
Kindergarten Sample
Each one of us is different. What makes you “amazing” and why
Use My Amazing Body to draw, tell or write about why the author thinks our bodies are amazing
1st Grade Sample We have read about how our bodies area amazing. In what special ways are you amazing?
Use facts from the text to describe how your body uses the food you eat.
Writing
#9
2nd & 3rd Grade Sample
Why do you think it is important to eat healthy foods?
Why does the author think it is important to eat healthy foods? Use reasons from the text to support your answer.
4th & 5th Grade Sample
Why is it important to maintain a healthy diet?
Examine and describe the relationship between proper nutrition and a healthylifestyle. Use facts, concrete details, quotations, and other evidence from the textto explain how this information contributes to an understanding of overall health.Writing
#9
PARCC Rubric• Types of Writing Found on PARCC
• Ideas for Using the Rubrics• Grade 3 Rubric
• Grade 4/5 Rubric
Resources• www.isbe.net• www.parcconline.org • www.writingfix.net• www.edteck.com/dbq• http://
www.readandwritewithrebecca.com/Mentor-Texts.html
• www.literacyleader.comClick on ComprehensionClick on Text Structure
•
Closing Activity
As our closing activity today, on an index card please complete a 3-2-1 exit card.
Write 3 new things you learned…Write 2 questions you have….Write 1 thing you will implement in your
classroom….
Contact
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Questions or comments?
Please contact English Language Arts Specialists at: [email protected]
