DCA Transfer Task Revision:
Inclusion of
Reading and Writing CCSS
July 24, 2012
Day Two Goal:
Revision of DCA transfer tasks for alignment with
comprehensive curriculum / CCSS
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Morning:
Questions – day one
Rationale for writing in the content areas
Planning for common focus in grade band / subject area groups
Audit / examine current transfer tasks for revision / alignment to CCSS
Writing DCA Transfer Tasks: Collaborative work / revision time in grade level teams
Exit Slip—Progress and Needs
Lunch
Afternoon:
Debrief exit slips / questions / needs
Writing DCA Transfer Tasks/Rubrics: Collaborative work / revision time in continues
Gallery Walk / Sharing
Setting team goals for future revision
Evaluation
Essential Questions:
Reading and Writing standards:
What is the value in defining literacy standards for focus in each quarter?
DCA Assessment:
• Where should writing and reading reside within DCA rubrics and what weight
should they have?
• To what extent should target literacy skills (reading and writing) remain
unchanged from rubric to rubric?
Source: Balog,
David, Ed. The Dana
Source Book of
Brain Science:
Resources for
Teachers and
Students 4th
edition. Dana Press,
c2006.
Source: Balog,
David, Ed. The Dana
Source Book of
Brain Science:
Resources for
Teachers and
Students 4th
edition. Dana Press,
c2006.
Challenge: Writing to Understand:
"As long as the reason of man continues fallible, and he is at liberty to exercise it,
different opinions will be formed. As long as the connection subsists between his
reason and his self-love, his opinions and his passions will have a reciprocal
influence on each other; and the former will be objects to which the latter will
attach themselves. The diversity in the faculties of men, from which the rights of
property originate, is not less an insuperable obstacle to a uniformity of interests.
The protection of these faculties is the first object of government. From the
protection of different and unequal faculties of acquiring property, the
possession of different degrees and kinds of property immediately results; and
from the influence of these on the sentiments and views of the respective
proprietors, ensues a division of the society into different interests and parties."
--James Madison’s The Federalist Papers
CCR W10—Desired Transfer
CCR 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 tasks, purposes, and
audiences.
O
CCSS for English/Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects, p. 63
 Writing
 Expect students to compose arguments and opinions and
informative/explanatory pieces
 Focus on the use of reason and cite evidence to substantiate an
argument or claim
 Emphasize ability to conduct research – short projects and
sustained inquiry
 Require students to incorporate technology as they create,
refine, and collaborate on writing
 Include student writing samples that illustrate the criteria
required to meet the standards
 (See Appendix C for writing samples)
Breaking down the standards:
 Red=verb=Skill or Understanding
 Blue=Noun=Knowledge
 Green=qualifier=Criteria for performance
CCR 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.
Example - Common Core - Writing
W.1-Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
Underline the nouns, circle the verbs, and place parenthesis around modifiers.
Example - Common Core - Writing
W.1-Write arguments to support claims in an
analysis of (substantive) topics or texts, using
(valid) reasoning and (relevant) and
(sufficient) evidence.
Underline the nouns, circle the verbs, and place parenthesis around modifiers.
Write arguments focused on discipline-specific content.
a.Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b.Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the
topic or text, using credible sources.
c.Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and
evidence.
d.Establish and maintain a formal style.
e.Provide a concluding statement or section that follows from and
supports the argument presented.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a.Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and information into broader categories
as appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b.Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
c.Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d.Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e.Establish and maintain a formal style and objective tone.
f.Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Literacy Design Collaborative
 www.literacydesigncollaborative.org
Teaching to the writing standards:
Argumentative Writing
Teaching to the writing standards:
Informative Writing
Day Two Goal:
Revision of DCA transfer tasks for alignment with the
comprehensive-transitional curriculum AND Literacy CCSS
DCA Audit
Audit / examine current transfer tasks for needed revision /
alignment to CCSS
Writing DCA Transfer Tasks:
 Collaborative work / DCA revision time in grade level teams
 Creating Rubrics for DCA Transfer Tasks
Sharing
 On poster paper
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Course (grade-subject)
DCA # and topic / content / GLEs
Reading and Writing Standard(s) targeted
Prompt / Text
(May attach printed rubric, if desired)
 Gallery Walk
Evaluating your Experience
Contact Information
Donna Herold
 Donnaher@spokaneschools.org
 www.21stcenturyschoolteacher.com
 509-979-2521