Unpacking CCSS Writing Standard 2: Informative/ Explanatory Text WCCUSD Educational Services November, 2013 Module Objectives Participants will: Review CCSS Writing Standard 2: Writing Informative/Explanatory Texts, and reflect on implications for instruction Understand the reciprocal relationships that exist between Speaking and Listening, Reading, and Writing, especially as these relationships support students’ informative/explanatory writing View a series of lessons supporting students in informative/explanatory writing in order to identify key Common Core instructional features presented The Goal of the CCSS Writing Standards: “When is the last time an employer asked one of us to write a story about ourselves? No…they ask us to read something, and then write about it.” -Susan Pimentel Lead Author, Common Core State Standards for English Language Arts/Literacy How much student writing should be informative/explanatory? Communicative Purpose (from the NAEP Writing Framework) Grade To Persuade To Explain 4 8 12 30% 35% 40% 35% 35% 40% Opinion/ Argument Writing To Convey Experience 35% 30% 20% Narrative Writing Informative/Explanatory Writing Examples of Informative/Explanatory Texts: Exposition (e.g., texts, news, trade books, historical and scientific reports) Procedural texts and documents (e.g., manuals, memos, reports, directions) College and Career Readiness Anchor Standard: Writing Standard 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.” This involves READING. W.CCR.2 Related CCR Anchor Standard: Reading Standard 1 “Read closely to determine what the text says explicitly and to make logical inferences from it; Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” R.CCR.1 This involves WRITING. Informative/Explanatory Writing entails a number of skills: Reading Closely Citing Evidence from the Text CCR Writing Standard 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. Summarizing Speaking & Listening Video Clip #1: Preparing to Write https://www.teachingchannel.org/videos/analyzingtext-as-a-group Use the Video Viewing Guide form in your packet to take notes as you view the video. Then turn and talk with an elbow partner about what you saw/noted. Video Clip #2: Putting Thoughts on Paper https://www.teachingchannel.org/videos/analyzingtext-writing Use the Video Viewing Guide form in your packet to take notes as you view the video. Then, share your reflections with an elbow partner. You may have noticed: • Hand signals • Group discussion rules • Students prepared for conversation with notes • Teacher set purpose with specific questions • Teacher explicitly modeled citing evidence • Students cited page numbers when citing evidence • Sentence frames • Small group support • Students referred to text while writing Reflection… What are 3 points you want to remember? What squares with you or makes sense? What is still circling around in your mind?