CCSS English Language Arts
nd
2 Grade Pre-Service
Connecting CCSS Reading to Writing
Summer/Fall 2013
Presenter: Patty Tong
Welcome & Introductions
Good Morning!
How much experience do we
have in the room?
Logistics
• Today’s Schedule
o 8:00-12:00 training
o Planning time in the afternoon
at school sites
• Restrooms
• Workshop Contents – CCSS
Website
Contents of Summer Training
• Speaking/Listening standards
– Structured Student Interaction
– Implications for diverse learners
• Reading – Foundational Skills
• Reading – Literature/Informational Text
– Text Dependent Questions
– Close Reading
nd
2 Grade Outcomes
Examine Language Standards
Understand text types and purposes of the
Writing Standards
Connect writing to reading
Turn reading tasks into writing prompts or
assessment questions
Use rubrics to help plan writing instruction
Language Standards
Standards-at-a-Glance
Handout
Examine Language Standards
Directions:
1. Read Conventions of Standard English
standards 1-3.
2. Read Vocabulary Acquisition and Use
standards 4-6.
3. Discuss the implications for teaching #4-6
during both reading and writing
instruction.
Big Ideas
Language = Conventions + Vocabulary
Acquisition and Use
Vocabulary is heavily emphasized and
should be woven into both reading and
writing instruction.
Organization of the Writing
Standards
Writing Strand “Cluster”
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Standard #
1-3
4-6
7-8
10
Examining Writing Standards
Pages 4-5:
Writing Trace:
Text Types and Purposes - #1-3
Let’s walk
through
#1
together.
Debrief Writing Trace
 What commonalities BETWEEN writing
standards #1-3 did you notice (e.g., “sense of
closure” at first grade for all three standards)?
What are the
implications for
classroom instruction?
Writing Standards 4-10
• Read the remaining writing standards in
the “clusters” of 4-6, 7-9, and 10.
Big Ideas
Writing has 3 text types and purposes: 1)
opinion, 2) informational/explanatory, and
3) narrative.
Explicit writing skills overlap within
standards 1-3.
Writing instruction requires a K-12 “team”
approach due to its interdependence.
Connecting Writing to Reading
CCSS – Measuring Grade-Level
Appropriate Text
3 Factors:
1. Qualitative
(content/sophistication)
2. Quantitative
(lexile/readability measures)
3. Reader and Task (purpose
and complexity of assignment)
p. 9 - CCSS
Reading Tasks:
Connecting Reading to Writing
Examine Reading Tasks
THINK-PAIR-SHARE
Which of these tasks
for your grade-level
TWO-FER!
would could be/best
be assessed through
a writing task?
Big Ideas
Use reading standards in connection with a
writing standard.
Appendix B provides an opportunity to look
at examples of reading tasks that would best
be assessed through a writing task.
Assess both reading and writing—a “two-fer.”
It is like watching a DVD.
Focus Standards
RL 2- Recount stories, including fables and
folktales from diverse cultures, and determine
their central message, lesson, or moral
W1- 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 provide reasons,
and provide a concluding statement or
section.
Task Analysis
• Summarize the story
• Idea of learning lessons (central message)
• Finding evidence
– Use of a graphic organizer to cite evidence
– What is evidence supports the central
message?
– Relevant reasons
• Topic Sentence
• Concluding statement or section
• Linking words
Concrete to Abstract
Mini Lesson: Central Message
Mini Lesson : Central Message
CHECKLIST:
 It is written as a complete sentence.
 It is a message or lesson from the
author.
 It does not mention specific characters
or events from the story.
 It has text evidence to support the
central message(s).
Example: “The Three Little Pigs”
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it
is best to stay calm and think things
through.
Select: A and G
This evidence (does/does not) support the
central message because_____.
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay
calm and think things through.
Evidence (Examples)
G. Pig goes early, makes
dinner before the wolf gets there
Reasons
Pig thinks ahead and
gets back safely before
the wolf arrives
This evidence (does/does not) support the
central message because_____.
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it
is best to stay calm and think things
through.
Select: C and D
This evidence (does/does not) support the
central message because_____.
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay
calm and think things through.
Evidence (Examples)
G. Pig goes early, makes
dinner before the wolf gets
there
C. Hung pot of water, wolf fell in,
pig ate him for dinner
Reasons
Pig thinks ahead and gets
back safely before the wolf
arrives
When the pig saw what he was
doing, he made a plan to protect
himself and get dinner
This evidence (does/does not) support the
central message because_____.
RL: Standard #2 Graphic Organizer
Options to Scaffold Graphic Organizer
Provide to students
Provide to students
Provide to students
Provide to students
Graphic Organizer : Central Message
and Evidence
Partner Talk
For the group of students you will be
working with, at what level of scaffolding
(which mini lesson) will you need to start
for central message and why?
“The Library” Sort
Short Answer
What is a central message of “The Three
Little Pigs”? Use evidence from the text to
support your answer and supply reasons
that support your opinion.
Mini Lesson: Topic Sentence
Each sentence in a
paragraph has a “job” to do.
The “job” of the topic
sentence is to tell what the
paragraph is going to be
about.
Mini Lesson: Topic Sentence
Language Frame:
The central message of “The Three Little
Pigs” is ___________________.
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay
calm and think things through.
Evidence (Examples)
G. Pig goes early, makes
dinner before the wolf gets
there
C. Hung pot of water, wolf fell in,
pig ate him for dinner
Reasons
Pig thinks ahead and gets
back safely before the wolf
arrives
When the pig saw what he
was doing,
he had his own plan
This evidence (does/does not) support the
central message because_____.
Example Topic Sentence
The central message of “The Three Little Pigs”
is when faced with a dangerous situation, it is
best to stay calm and think things through.
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay
calm and think things through.
Evidence (Examples)
G. Pig goes early, makes
dinner before the wolf gets
there
C. Hung pot of water, wolf fell in,
pig ate him for dinner
Reasons
Pig thinks ahead and gets
back safely before the wolf
arrives
When the pig saw what he
was doing,
he had his own plan
This evidence (does/does not) support the
central message because_____.
Transition Words
Grade Level Linking Words:
because, and, also
Examples of other phrases:
One example from the story…
Another…
Finally…
In addition…
Example with Evidence
The central message of “The Three Little Pigs” is
when faced with a dangerous situation, it is best to stay
calm and think things through. One
example from
the story is when the pig leaves to pick up
the turnips early.
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay
calm and think things through.
Evidence (Examples)
G. Pig goes early, makes
dinner before the wolf gets
there
C. Hung pot of water, wolf fell in,
pig ate him for dinner
Reasons
Pig thinks ahead and gets
back safely before the wolf
arrives
When the pig saw what he
was doing, he had his own
plan
This evidence (does/does not) support the
central message because_____.
Language Frames for Reasons
Ask yourself: “HOW does the evidence
help support what you said the central
message was?”
• This supports the central message
because_________.
• This shows_______ because________.
• This evidence proves how/why (restate
central message) because_______.
Example with Reason
The central message of “The Three Little Pigs” is
when faced with a dangerous situation, it is best to stay
calm and think things through. One example from the story
This
supports the central message because the
pig was thinking ahead and was able to get
home safely before the wolf arrives.
is when the pig leaves to pick up the turnips early.
Mini Lesson:
Concluding Statement
Each sentence in a
paragraph has a “job” to do.
The “job” of the concluding
statement is to sum up/
restate the topic sentence
with different words.
Example with Conclusion
The central message of “The Three Little Pigs” is
when faced with a dangerous situation, it is best to stay
calm and think things through . One example from the
story is when the pig leaves to pick up the turnips early.
This supports the central message because the pig was
thinking ahead and was able to get home safely before the
wolf arrives. Taking
time to think and problem
solve is always helpful when facing a
dangerous situation.
Table Talk
Getting students to write a paragraph from
topic sentence to concluding sentence is a
huge accomplishment.
What steps would you as a grade level team
need to take in order to achieve this goal?
Lesson Preparation
Determine possible central messages and
list evidence (cite page number) to support
the central message for the following
selections:
“Ant and the Three Little Figs”
“Come Back, Jack!”
“Story Hour, Starring Megan”
Central Message
CHECKLIST:
 It is written as a complete sentence.
 It is a message or lesson from the
author.
 It does not mention specific characters
or events from the story.
 It has text evidence to support the
central message(s).
Students will need to have
frequent, formative
feedback coupled with
opportunities to revise
and resubmit tasks.
Supporting Student Growth
Frequent Formative
Feedback Loop
Students
produce
tasks
Teachers
provide
specific,
targeted
feedback
Student use
feedback to
improve
The Power of Formative Feedback:
Austin’s Butterfly
Debrief Video
• What are significant ideas presented in
this video?
• What implications for instruction exist?
Big Ideas
Formative assessment and feedback is
critical for students to make progress as
writers and students with transferable skills.
Feedback should be targeted and narrow in
scope.
Writing tasks do not have a definitive
number of drafts.
Using Rubrics as Instructional Tools
• One way to provide formative feedback is
to use common rubrics.
• This can be done with teaching
very explicit skills.
• These rubrics can even be used
as planning tools for the teacher.
Debrief – Walk & Talk
Please choose a language frame:
• Two things that I learned about analytic or
holistic rubrics are_______ and _______.
• One thing that I learned about analytic or
holistic rubrics is _________, but I still have
a question about ________.
Evaluation
nd
th
eCPL – 2 -6 Grade Formative
Assessments
And now a word from EGUSD about
upcoming formative assessments…
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