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  • these are the skills used in the workplace
  • Lisa The 4 areas of writing in CC directly correlate with the college & career readiness standards. Text type – the kind of writing – is it intended to tell a story? Inform? Production – its all about editing and the process itself to make it presentable Research – this is where the 21 st century skills come in to have student know how to research, cite sources, recall, pull info from research Range – its about increasing their ability to focus for long periods time to write a decent piece
  • Lisa CC puts everything into 3 buckets – so we’ve gotten rid of that laundry list of genres. Only 3 areas – teachers choose genres to teach that text type
  • Lisa EXPOSITORY WRITING NARRATIVES Based on that last slide, you can see how it is impacting the percentages of what we are now supposed to focus on. This is important. Our CCSS are finally aligned to NAEP. Persuade & explain are expos – 65% here…. Bigger push for expository reading and writing in CC. More expos writing that is required at each grade level…look at grade 12 – only 20% is narrative. Notice the decreasing emphasis on writing to convey an experience (narrative), and the increase in writing to persuade or explain.
  • Lisa How many of you are aware of Appendix C? This is really good to use to compare district anchor papers – working smarter and not harder….they have given you the EXEMPLARS…..this is the NASA philosophy.
  • Lisa Kindergarten – argumentative/opinion EXPLANATORY
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  • Suggestions: Can have an open blog and use student pseudonyms Identify and rotate student editors to help stronger students or motivate others Understand & respect multiple POV Develop novel ideas Synthesize and evaluate thoughts of others “ listen” in communication Engage in collaboration & complex dialogue Advantages of using web tools for editing or for adding a little flair when they need it Looking up definitions, synonyms, antonyms – using lexipedia, Instagrok or visuwords to see words, hear them spoken Instagrok – fast facts, area for journaling; teacher can set up an entire class and allow journals, images, videos, concept map, websites Wordle/Tagxedo – paste in text or post web link/page; way to share writing compositions and research assignments (CREATIVITY) and (CRITICAL THINKING) via word frequency that allow for main ideas, making predictions, critiquing writing Use them to activate prior knowledge – brainstorm with students what they know. Self assessment – students writing words they know as a pre and post.
  • these are the skills used in the workplace

Writing and cc   calsa Writing and cc calsa Presentation Transcript

  • Writing (and more), Common Core& Web 2.0 Tools http://bit.ly/calsawritingDr. Lisa Gonzales Coordinator, Curriculum & Instruction, Santa Clara COE ACSA Vice President of Legislative ActionGreg Pitzer Academic Technologist, Santa Clara COE
  • Outcomes:• Participants will better understand the new Common Core State Standards (CCSS) in writing• Participants will review four types of web tools that support and benefit English Learners: reading, writing, listening, speaking• Participants will have time to explore new tools in each of the four categories
  • Writing Standards - CCSS• The writing standards consist of 10 standards and are broken up into 4 areas: • Text Types and Purposes • Opinion/Argument • Informative/Explanatory • Narrative • Production and Distribution of Writing • Develop and Organize the Piece • Edit and Revise • Produce and Publish using Technology • Research to Build and Present Knowledge • Research, Evidence, Recall Information • Range of Writing • Increase endurance to write over a period of time
  • Streamlined Writing Applications CA Standards:CCSS:   Narratives Expository Descriptions  Friendly Letters•Opinion (K-5)/   Personal or Formal Letters Response to LiteratureArgument (6-12)  Information Reports  Summaries  Persuasive Letters/Compositions•Informative/   Research Reports Fictional NarrativesExplanatory Texts  Biographical/Autobiographical Narratives  Career Development Documents  Technical Documents  Reflective Compositions•Narratives   Historical Investigation Reports Job Application/Resume
  • NAEP Alignment in Writing Three mutually reinforcing writing capacities: • To persuade • To explain • To convey real or imagined experience
  • Appendix C• Appendix C in the Common Core Document lists student samples of proficient writing.• To locate the appendix, • Google: Common Core Appendix C • www.corestandards.org
  • Appendix C Anchors
  • 2 grade writing & artwork nd
  • 3 Grade writing and rdartwork
  • EL Considerations• Over half of EL students were born in the United States. But close to half of the EL’s in grades six through twelve are foreign born (Capps, et al. 2005; NCELA, 2007)• Currently…..it takes between four and seven years on average for EL students to become proficient in academic English• EL students who attend high-poverty schools tend to acquire English at a slower rate than other EL’s (Abedi & Dietel, 2004; Hakuta, et al. 2000; Jepsen & de Alth, 2005)
  • EL Considerations & Assumptions• English Proficiency Level• Age/Grade Level Appropriateness• Language Skills & Objectives• Content Knowledge• Family & Community Connections• Technology Resources and work-arounds
  • Rationale ENGAGE• 21st century learner• Student centered, cooperative learning• Knowledge is created by the learner• Explore and construct meaning• Visual connections• Authentic contexts
  • Rationale EMPOWER• Motivate• Highlight strengths• Give students some choice• Build a safe community of learners
  • Rationale EXPRESS• Give learners authentic reasons for speaking and writing• Help students make meaningful connections• Help students find their stories/identity
  • Strategy #1 – Reading tools
  • Strategy #2 – Writing tools
  • Strategy #3 - Speaking Tools
  • Strategy #4 – Listening tools
  • Outcomes:• Participants will better understand the new Common Core State Standards (CCSS) in writing• Participants will review four types of web tools that support and benefit English Learners: reading, writing, listening, speaking• Participants will have time to explore new tools in each of the four categories
  • Evalu ation
  • • Where are we headed?