writers Writing

Helping students be better writers and thinkers in CTE Courses through addressing
Common Core Writing Standards
with Common Core Writing Reading/Tasks determined within program area PLCs
Based on the anchor standards for the
Writing Standards for Literacy in History/Social Studies, Science or Technical Subjects Strand,
9-10 grade band
Text Types and Purposes
STANDARD 1: Write arguments to support claims in an analysis of substantive discipline-specific content,
using valid reasoning and relevant and sufficient evidence. *
What is the students’ assigned writing task?
How much evidence is considered sufficient?
STANDARD 2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately though the effective selection, organization, and analysis
of content.*
What is the students’ assigned writing task?
*There are many listed components to each of these Standards. Refer to the Arizona Common Core
Standards documents for details. The #1 anchor standard has been paraphrased.
STANDARD 3 is specific to literature, so will not apply to this project.
Production and Distribution of Writing
STANDARD 4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to the task, purpose, and audience.
How will students begin to generate ideas? (graphic organizers, outlines, etc.)
Will there be a group end product in addition to individual writing tasks?
STANDARD 5: Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose or
What planning/formatting tools will be used?
How many drafts will be required?
Are students fully aware of how they will be assessed?
Have students focused on the appropriate purpose and/or audience?
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STANDARD 6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link other information
and to display information flexibly and dynamically.
What technology is available and will be used to research, produce, and publish shared outcomes.
Research to Build and Present Knowledge
STANDARD 7: Conduct short as well as sustained research project to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
What is the topic of study?
How many sources of information will students use?
What specific sources will be used to gather information?
What is the prompt to the student to insure that he/she understands the material?
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
What resources will provided by the teacher?
What are the expectations for the students finding resources?
Are student-identified sources relevant to the writing task?
What is the expectation that has been communicated to students regarding the citation of evidence?
Draw evidence from informational texts to support analysis, reflection, and research.
How have students verified their analyses (outcomes)?
Range of Writing
STANDARD 10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
What short and extended time-frame writing tasks have been assigned?
S drive – Professional Development – CCSS Fall 2013
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