Please make a name tent.
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Common Core State Standards
Writing
Grades K, 1, and 2
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Agenda
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Introductions
Narrative Writing
Revising and Editing
CCSS Writing Samples
Argument (Opinion) Writing
CCSS Writing Samples
Informative/Explanatory Writing
CCSS Writing Samples
Research
Final Reflections, Planning Ahead, Questions, and
Discussion
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Objectives
• Compare CCSD Power Standards and Common
Core State Standards in writing, grades K-2
• Familiarize participants with Common Core
State Standards in writing, grades K-2
• Review writing definitions for Common Core
State Standards
• Participate in narrative, argument (opinion),
and informative/explanatory writing activities
• Analyze writing samples using the Common
Core State Standards
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Introductions
2 Facts and a Fib
Adapted from Fact or Fib? From Revisit, Reflect, Retell by Linda Hoyt
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Writing - Definitions
What is narrative, argument (opinion), and
informative/explanatory writing?
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Narrative Writing
Common Core Standards
Grade K
3. Move to using 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
3. Move to writing 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
3. Move to writing 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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Narrative
Grade
K
NV State Standard
CC State Standard #2
Drawing or writing about familiar
experiences and/or events.
2. Move to using 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.
1
Writing sentences about experiences and/or
events appropriate to audience and
purpose, with assistance.
2. Move to writing 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.
2
Write paragraphs about experiences and/or
events appropriate to audience and purpose
that include logical sequence, character, and
setting, with assistance.
2. Move to writing 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
In your small group, look at the comparison chart of the same standards in grades K, 1,
and 2 for narrative writing.
•What similarities and differences do you see between the standards?
•What scaffolding or spiraling do you notice?
•What differences in rigor do you notice when comparing the new CCSS to the
old Nevada standards?
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Narrative Writing
What is narrative writing?
Develop a group definition.
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Narrative Writing
What is narrative writing?
A type of fiction or nonfiction that tells a
story or a series of event.
CCSD ELA/Reading Glossary, CEF, XII - 5
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Narrative Writing
What is narrative writing?
Narrative writing conveys experience, either real or
imaginary, and uses time as its deep structure. It
can be used for many purposes, such as to inform,
instruct, persuade, or entertain. In English
language arts, students produce narratives that
take the form of creative fictional stories, memoirs,
anecdotes, and autobiographies.
Turn to pages 23-24 in Appendix A to see the complete CCSS definition.
Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects
Appendix A: Research Supporting Key Elements of the Standards
Glossary of Key Terms
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Narrative Writing
Personal Narrative: Small Moments
“ A ‘small moment’ is one-place, one-time.”
~ Lucy Calkins
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Narrative Writing
Personal Narrative: Small Moments
• We want to help our students think of a moment –
one place, one time, as Lucy Calkins says.
• A “small moment” in writing is taking a special
place in writing and putting it under a magnifying
lens to enlarge it, just the way scientists use
microscopes and magnifying lenses to look at
something very small and make it much bigger so
they can observe all of the details.
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Units of Study for Primary Writing: A Yearlong Curriculum
Small Moments: Personal Narrative Writing
Lucy Calkins
Narrative Writing
Personal Narratives and
The Value of Mentor Texts
We all need mentors in our lives – those knowledgeable
others who help us learn how to be teachers, mothers,
musicians, artist, athletes – who help us do what we
could not do before on our own. So, too, do our young
writers need mentors.
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
Personal Narratives and
The Value of Mentor Texts
Although it is impossible to have our students open their
notebooks and write alongside Cynthia Rylant or Jane
Yolen, we can bring the literature of these authors and
many others into our classroom communities to serve as
mentors.
How do you see mentor texts
fitting into your writing instruction?
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
Personal Narratives and
The Value of Mentor Texts
Drawing and talking to
find topics.
Mentor Text:
In My Momma’s Kitchen
by Jerdine Nolen
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
Teaching With Mentor Texts
• Mentor texts can be used to spur ideas, but they can also be
used to teach a particular skill or strategy.
• Select some good books, both narrative and informational.
They should be books that you love and books that your
students have already enjoyed and studied as readers.
• Talk about the authors and how they wrote their books.
What can you find that makes the writing splendid?
Onomatopoeia? Alliteration? Repetition? Interesting word
choice? Unique beginning or ending? Unique word
formation? Strong character development? Rhythm or
rhyme?
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
Teaching With Mentor Texts
• As you and the students point out places in texts where
writers have used particular writing techniques, name the
techniques and label them with post-it notes or highlight
the passages with highlighter tape.
• Students will begin to go back to these mentor texts as
models for their writing.
• Students will also soon be able to go through their favorite
books and label elements of splendid writing style with
post-it notes or highlighter tape all by themselves.
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
The Value of Mentor Texts
• Mentor texts serve to show, not just tell,
students how to write well.
• They, along with the teacher, provide
wonderful examples that help students grow
into successful writers through supportive
partnerships.
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
The Value of Mentor Texts
Don’t forget…YOU are a mentor too.
• Write in front of your students.
• When we write, it helps us engage in the same
struggles as our young writers and the same
problem-solving strategies we want them to
use.
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Narrative Writing
The Value of Mentor Texts
• It helps us be more fluid and flexible through
experimentation with targeted skills and strategies
for specific writing situations. Therefore, it
becomes easier to help our students in
teacher/student conferences.
• It would be difficult to teach someone how to
swim if you didn’t do it yourself first…
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
The Value of Mentor Texts
• We write to capture our lives, and that’s what our
students need to see us model (Morgan, 2005).
• We join our students as a player in the classroom
writing community instead of standing apart as a
spectator.
• If you have never written in front of your students
before, take the plunge: They will appreciate your risk
taking, and you will have a much clearer idea of what
you are actually asking them to do (Routman, 2005).
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Mentor Texts: Teaching Writing Through Children’s Literature K-6
By Lynne R. Dorman and Rose Cappelli
Narrative Writing
The Value of Mentor Texts
“With a room full of authors to help us teach,
teaching writing doesn’t have to be so lonely.”
~ Katie Wood Ray, Wondrous Words
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CCSS Writing Samples
Thinking about the standards we’ve covered
during the first session…
What evidence do you see of these standards in
the writing models from the Common Core
Standards? (Turn to Appendix C)
Discuss at your groups.
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CCSS Writing Samples
My first tooth is gone
I recall one winter night. I was four. My sister and I were running down the hall and something happend. It was my
sister and I had run right into each other. Boy! did we cry. But not only did I cry, my tooth was bleeding. Then it felt
funny. Then plop! There it was lying in my hand. So that night I put it under my pillow and in the morning I found
something. It was not my tooth it was two dollars. So I ran down the hall, like I wasen’t supposed to, and showed
my mom and dad. They were suprised because when they
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lost teeth the only thing they got is 50¢.
Food for Thought
• What is one new idea about narrative writing
that you can go back and share with your staff
as you prepare for the new CCSS?
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Break
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Revising and Editing
Common Core Standards
Grade K
5. Move to responding to questions and
suggestions from peers and adding details to
strengthen writing as needed, with guidance
and support from adults.
Grade 1
5. Move to responding to questions and
suggestions from peers and adding details to
strengthen writing as needed, with guidance
and support from adults.
Grade 2
5. Move to focusing on a topic and
strengthening writing as needed by revising
and editing, with guidance and support from
adults and peers.
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Revising and Editing
Grade
NV State Standard
CC State Standard #5
Revising drafts of ideas, voice, and audience,
with assistance.
5. Move to responding to questions and
1
Revising drafts for relevant details, with
assistance.
5. Move to responding to questions and
2
Revising and editing drafts, with assistance.
5. Move to focusing on a topic and
K
suggestions from peers and adding details to
strengthen writing as needed, with guidance
and support from adults.
suggestions from peers and adding details to
strengthen writing as needed, with guidance
and support from adults.
strengthening writing as needed by revising
and editing, with guidance and support from
adults and peers.
In your small group, look at the comparison chart of the same standards in grades K, 1,
and 2 for revising and editing.
•What similarities and differences do you see between the standards?
•What scaffolding or spiraling do you notice?
•What differences in rigor do you notice when comparing the new CCSS to the
old Nevada standards?
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Writing Partnerships
“Writing, like teaching, can
be a lonely enterprise
because there are ways in
which both are always done
alone. How crucial it is that
the solitude of writing
(like the solitude of teaching)
is balanced and supported by
intervals of collaboration.”
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Units of Study for Primary Writing: A Yearlong Curriculum
Small Moments: Personal Narrative Writing
Lucy Calkins
Writing Partnerships
"Each year, when we ask employers to rate the importance
of a variety of skills and abilities, communication comes out
on top," says Marilyn Mackes. "At the same time, however,
employers view many other attributes as critical. This year,
for example, employers cite the ability to work in a team,
interpersonal and problem-solving skills, and initiative as among
their most preferred qualities. They’re looking for the wellrounded candidate who can work well with others and function
effectively in the workplace."
Why is this important?
What does this have to do with writing partnerships?
NACE Article, December 2007
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Writing Partnerships
“The standards are designed to be robust and
relevant to the real world, reflecting the
knowledge and skills that our young people
need for success in college and careers. With
American students fully prepared for the
future, our communities will be best positioned
to compete successfully in the global
economy.”
www.commoncore.org
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Writing Partnerships
Writing Partnerships by Cathy Hsu
The Reading Teacher, October 2009, Vol. 63, No. 2
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Establishing Long-Term Partnerships
• Prior to introducing partnerships, decide how
to partner your students. Consider ability
levels, friendships, and behavior issues.
• Convene your class, steering them to new
seats.
– Have your writers sit in assigned spots, next to the partner
you’ve chosen for them.
– Explain that they have almost everything writers need: tools
(pencils, markers, pens, folders, etc.), paper or booklets.
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Units of Study for Primary Writing: A Yearlong Curriculum
Small Moments: Personal Narrative Writing
Lucy Calkins
Establishing Long-Term Partnerships
• Explain that writers need one more thing:
Writers need company.
– Explain that we all need a writing friend or two and often, we
will get together with our writing friend to plan what we will
do.
• Tell children that today they will be
planning with a partner.
– Tell students, “So far, we’ve been planning by thinking in our
own minds about our stories. But writers also plan by talking
with a friend or partner. Today we’re going to use our partners
to help us plan.”
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Units of Study for Primary Writing: A Yearlong Curriculum
Small Moments: Personal Narrative Writing
Lucy Calkins
Establishing Long-Term Partnerships
• Demonstrate how writers share previously written
work and discuss future writing.
– Have your writers sit in assigned spots, next to the partner
you’ve chosen for them.
– Explain that they have almost everything writers need: tools
(pencils, markers, pens, folders, etc.), paper or booklets.
– Choose two students to demonstrate how partners work
together, or you demonstrate, role-playing partnerships with a
student.
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Units of Study for Primary Writing: A Yearlong Curriculum
Small Moments: Personal Narrative Writing
Lucy Calkins
Every standard in kinder, 1st, and 2nd grades say…
“strengthen writing as needed”
So, how can we differentiate our teaching to meet
the diverse needs of our students in writing?
Spelling Sight Words
Capitals and Periods
Adding Details
Writing Conferences
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Writing Conferences
“Conferring is the heart of the writing workshop.
Indeed, it is the very heart of teaching itself.
Conferring is hard. When it is done well, it can
change the course of a writing life forever.”
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Writing Conferences
Always keep in mind that you are teaching the
writer, not simply improving a writing piece.
“Teach the writer, not the writing.”
~ Lucy Calkins
Why is this important to consider when you’re
going into a writing conference?
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Conference Architecture
• Research
– Observe and interview to understand what the child is
trying to do as a writer. Probe to glean more about the
child’s intentions.
– Name what the child has already done as a writer and
remind the child to do this in future writing.
• Decide
– Weigh whether you want to accept or alter the child’s
current plans and processes. Decide what you will teach
and how you will teach it.
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Conference Architecture
• Teach
– Help the child to get started doing what you hope he or
she will do. Intervene to lift the level of what the child is
doing.
• Link
– Name what the child has done as a
writer, and remind the child to do
this in the future.
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Kinds of Conferences
• Content Conferences
– The listener – and this may be a teacher or peer –
encourages the writer to talk in detail about his or her
subject. Give feedback to encourage the writer. Then
retell the content in ways that spur the writer to add on.
• Expectation Conferences
– Remind an individual writer who is not behaving
appropriately that his or her behavior does not match
expectations for writing time and for writers.
• Process and Goals Conferences
– Helping students remember the processes involved in
writing and setting goals for the next step of their work.
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Methods of Teaching
In every conference and every mini-lesson, a
teacher uses one of four teaching methods.
– Guided practice: as the writer works, the teacher
interjects lean prompts that either lift the level of
what the writer is doing or scaffold the child’s work in
a step-by-step fashion
– Demonstration: the teacher names what she will
teach the writer and she sets the writer up to watch
her doing something.
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Methods of Teaching
In every conference and every mini-lesson, a
teacher uses one of four teaching methods.
– Explicitly tell and show an example: much like giving
the writer a little speech about something. Tell them
what they will do, then give an example of how it is
done.
– Inquiry: teachers invite students to study something
and extrapolate the principles they need to learn.
(Rarely used in the primary grades.)
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Units of Study for Primary Writing: a Yearlong Curriculum.
The Conferring Handbook by Lucy Calkins
Watch the Expert!
What do you notice the
teacher doing? Note the
methods and principles that
have been presented today.
What is the effect on the
student?
Big Lessons From Small Writers by Lucy Calkins
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Food for Thought
• How can conducting writing conferences
“strengthen writing as needed” and help
increase the rigor of the writing program at
your school?
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Break
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