Part 1
CCSS Writing
Text Types and Purposes
Agenda
Part 1
• Text Types and Purposes
– Persuasive writing
– Informative/Explanatory
– Narrative
• Break
• Production and Distribution of Writing
– Writing Process
CCSS-Writing
• Text Types and Purposes
– Persuasive writing
– Informative/Explanatory
– Narrative
• Production and Distribution of Writing
– Writing Process
• Research to Build and Present Knowledge
• Range of Writing
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CCSS-Speaking and Listening
• Comprehension and Collaboration
– Collaborative Discussions
• Presentation of Knowledge and Ideas
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Common Core State Standards
Grades Three Through Five
Nevada State Standard
• Not addressed in Nevada
State Standards
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
discipline-specific tasks,
purposes, and audiences.
The Essentials of
Time and Space in the Workshop
There are certain physical requirements
for a writing workshop. Fletcher, 2001
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Time
• Mini-lessons
• Writing Time
• Share Time
– Teacher-Student and Student-Student
Conferences
– Author’s Chair
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Space
• A Meeting Place
• A Place for Materials
• Carefully Arranged Desks or Tables
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Common Core State Standards
Fifth Grade
Nevada Standard - Writing
Text Types and Purposes
• Writing persuasive essays
and compositions that
include a thesis statement,
supporting evidence, and
relevant evidence.
1.
Move to writing opinion pieces on
topics or texts, supporting a point
of view with reasons and
information.
– Introduce a topic or text clearly, state
an opinion, and create an
organizational structure in which
related ideas are grouped to support
the writer’s purpose.
– Provide reasons that are supported
by facts and details.
– Link opinion and reasons using words
and phrases (e.g., for instance, in
order to, in addition).
– Provide a concluding statement or
section related to the opinion
presented.
Common Core State Standards for
Opinion/persuasive Writing
Writing Process
• Prewriting
• Drafting
• Revision
• Editing
• Publishing
Writing Traits
• Ideas
• Voice
• Organization
• Word Choice
• Fluency
• Conventions
Persuasive Writing
Mini-Lesson Topics
• graphic organizers
• problem-solution
• facts vs. opinions
prewriting, drafting,
organization
prewriting, drafting
fluency, organization
prewriting, drafting,
revision, organization,
ideas, word choice
Things to Consider When Planning
Mini-Lessons
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CCSS
Students’ Immediate Needs
Writing Traits
Writing Stages
Common Core State Standards
Fifth Grade
Nevada Standard - Writing
• Writing essays and
compositions which include
a topic sentence, supporting
details, a concluding
statement, a beginning,
middle, and end, a thesis
statement, and transitions.
Text Types and Purposes
2.
Move to writing informative/explanatory
texts to examine texts to examine a topic
and convey ideas and information clearly.
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Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the
topic.
Link ideas within and across categories of
information using words, phrases and clauses
(e.g., in contrast, especially).
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
Provide a concluding statement or section
related to the information or explanation
presented.
Common Core State Standards for
Informative/Explanatory Writing
Informative/Explanatory
Mini-Lesson Topics
• Adding voice and style to informational
writing
• Craft strong openings and closing for
paragraphs for explanatory pieces
• Eliminating unnecessary word repetitions
• Reasonable statements
• What’s your point?
• Uninterrupted writing
• Domain specific vocabulary
Making the Connection…
Mini-lesson topic: Domain specific
vocabulary
Traits: word choice, sentence fluency
Stage: revision, editing
CCSS: Use precise language and domain-specific
vocabulary to inform about or explain the topic.
The Story of Chocolate
What's the world's favorite flavor? If you guessed chocolate, you're
right. In fact, the average American eats over 11 pounds of it a year!
But 500 years ago, most of the world had never heard of chocolate. From
a tree in the rain forests of South America to the fudge sauce on your ice
cream, the story of chocolate is a fascinating one.
All types of chocolate start out as beans from a tree called a cacao. The
cacao beans are shelled, roasted! and crushed to make cocoa butter, and
then the cocoa butter is heated to produce a thick paste called chocolate
liquor. When chocolate liquor is mixed with cocoa butter and vanilla, it
produces dark chocolate. Chocolate liquor, cocoa butter, sugar, and milk
are combined to create milk chocolate. White chocolate contains no
chocolate liquor at all-just cocoa butter with sugar and milk.
Common Core State Standards
Fifth Grade
Nevada Standard - Writing
• Writing multiple paragraph
papers about experiences
and/or events appropriate
to audience and purpose
that include logical
sequence, characters,
setting, plot, dialogue,
figurative language, and
sensory details.
Text Types and Purposes
3.
Move to writing narratives to develop
real or imagined experiences or events
using effective technique, descriptive
details, and clear event sequences.
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Orient the reader by establishing a
situation and introducing a narrator and/or
characters; organize an event sequence
that unfolds naturally.
Use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or show
the responses of characters to situations.
Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
Provide a conclusion that follows from the
narrated experiences or events.
Common Core State Standards for
Narrative Writing
Narratives
Mini-Lesson Topics
• Use concrete words and phrases and sensory
details to convey experiences and events
precisely.
• If you are noticing that most of your students’
writing is paced so evenly that everything
seems equally important, you will need to
intervene.
• Uninterrupted writing
• Sticking to the topic
Making the Connection…
Mini-lesson topic: slowing down the
climatic moment of their narratives
Traits: word choice, sentence fluency
Stage: revision, editing
CCSS: Use concrete words and phrases and
Sensory details to convey experiences and
events precisely.
Mini-Lessons
Using Picture Books
• Lessons can be designed as trait studies where
the teacher uses books from a variety of
authors that spotlight a specific writing trait.
– Ideas, Organization, Voice, Word Choice,
Conventions, and Sentence Fluency
• Lessons can be designed as author studies
where each lesson uses books by a mentor
author and all writing crafts are discussed.
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Narrative Mini-Lesson Topics
Using Picture Books for Ideas
• Nothing Ever Happens on 90th Street by Roni
Schotter
• Mama Played Baseball by David A. Alder
• The Polar Express by Chris Van Allsburg
• Lincoln and Me by Louise Borden
• The Days of Summer by Eve Bunting
• Lilly’s Purple Plastic Purse by Kevin Henkes
• Stone Soup by Jon J. Muth
• Thank You, Mr. Falker by Patricia Polacco
• The Secret Knowledge of Grown-Ups by David
Wisniewski
Part 1
CCSS Writing
Brain Break
Part 1
CCSS Writing
Production and Distribution of
Writing
Writing Workshop
1.Effective Mini-Lessons
2.Planning Mini-Lessons for:
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Prewriting
Drafting
Revising
Editing/Publishing/Sharing
3. Student Writing
Writing Workshop
4. Conference Questions for:
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Prewriting
Drafting
Revising
5. Editing/Publishing/Sharing
6. Student Writing
Common Core State Standards
Fifth Grade
Nevada Standard - Writing
Production and Distribution of
Writing
• Not addressed in Nevada
State Standards
4. Produce clear and
coherent writing in which
the development and
organization are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1–3 above).
IDEAS AND ORGANIZATION
Mini-lessons/conference topics for the drafting stage
would focus on addressing the following questions:
• What form should this take (report, letter, brochure,
story, poem, etc.)?
• What’s an organizational pattern that makes sense?
Time? Space? Comparison/Contrast? Main point and
support? List of key questions with answers?
• What new details can I include?
• Where do I begin?
• Where do I go next?
• How do I know when to stop?
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Common Core State Standards
Fifth Grade
Nevada Standard - Writing
Production and Distribution of
Writing
• Using prewriting strategies
to plan written work;
editing and revising drafts.
5. Move to developing and
strengthening writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach
with guidance and support
from peers and adults.
Mini-Lessons: Revision Stage
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Write Alouds (teacher models revision)
Adding details
Sensory language
Strong leads
Powerful conclusions
Facts vs. opinions
Smooth transitions
Expanding on writing
Persuasive phrases
Cutting out unnecessary words
Declarative sentences
IDEAS, ORGANIZATION,
AND VOICE
Mini-lessons/conference topics for the revision stage would
focus on addressing the following questions:
• What are the missing pieces?
• What are the unanswered questions?
• Does the organizational pattern work?
• Did I waste time telling readers things they know already?
• Is my opening a grabber?
• Is my MAIN message clear?
• Is this the right tone/voice for this audience and topic?
• Does the language communicate?
• Did I end in a good spot? Did I end with a thought,
surprise, or question that will make my readers think?
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Common Core State Standards
Fifth Grade
Nevada Standard - Writing
Production and Distribution of
Writing
• Not addressed in Nevada
State Standards
6. With some guidance and
support from adults, use
technology, including the
Internet, to produce and
publish writing as well as
to interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to type a
minimum of two pages in a
single sitting.
What do these changes
mean to you?
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More specific standards
New daily objectives
Report card changes… again
New pacing calendar
Creation of assessments and assignments
that support the CCSS
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End of Part 1
CCSS Writing