Highly Motivating
Common Core Writing
Instruction for English
Language Learners
Across Grade Levels
Presented by Linda Fisher
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oad, Suite
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Focusing
g on
StandardsBased Writing
I
Imagine
i
Pressure
Joy
Standards-Based System
to Increase Student Achievement
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1
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Implementing
Effective
Daily Writing
Instruction
Daily Writing Instruction Frame
Lesson
Launch
Teacher
Demonstration
Student
Writing
Writing
C l b ti
Celebration
Lesson Launch
• To build interest
• To
T develop
d l background
b k
d
• To catapult the objective
• To engage learners
l
mentor texts
dialogue
anecdotes
d t
realia
student exemplars
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Demonstration Writing
Teacher Demonstration
Teacher Demonstration
• To provide high-quality
•
•
•
writing
To demonstrate
metacognition
T define
To
d fi target(s)
t
t( )
To engage multimodal
learners
Teacher –Modeled
Modeled Writing
Create from Scratch (Process)
Insight into Author
Author’ss Metacognition
pre-planned
p
p
Note: Mentor texts and student exemplars are
additional
ddi i l examples
l off great writing
i i but
b
do NOT take the place of teacher demonstration
11-2
2 teaching
points
Mentor Text
p
Student Exemplar
Children’s Literature
Student Writing
Published
Published
Analyze Writing once Analyze Writing once
Created
Created
Teacher
D
Demonstration
t ti
Discuss Video Observations:
-demo techniques
-active
i engagement
-other
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Student Writing: Independent
Student Writing
• To write high-quality
•
at- or above-standard
at
above standard
compositions
To receive differentiated
feedback
students write every day
teacher pulls groups
• conference group
• skill group
Writing Workout
Writing Workout
Independent Writing
Exercises
Logistics of Writing Workout:
• Develop Regular Routine
• Focus Students on Demonstration
Target and Independent Writing
Exercises
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Core
Training
Strength
Training
1-2 Demonstration
Targets
Menu
of Exercises
1.
2
2.
3.
4
My Goal
•
•
•
g
Individual
Partner
Group
© 2002, 2015 Learning Headquarters
Daily Writing Instruction
mp -60 MinutesSample
Writing Celebration
• To build excitement and
• Lesson Launch
pride
To share all successes
To highlight all students
st dents
To reinforce teaching
points
(5-12 minutes)
•
•
•
• Teacher Demonstration:
Modeled/Shared/Interactive
(10-15 minutes)
• Student Writing:
verbalize writing
thoughts
h
h
p
Independent/Guided
(30 minutes)
read or share
exemplary
l
word,
d
phrase, or part
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• Writing Celebration
(5-8 minutes)
5
© 2002, 2015 Learning Headquarters
Building
Bu
ld ng
Powerful
f
Sentences
Who/What Chart
• To add academic
•
•
vocabulary
To prompt students with
questioning techniques
To demonstrate sentence
development
• Grades K-2: Utilized for complete
sentence building
• Grades
G d K-6:
6 Utilized
ili d as a reference
f
for quick summaries
• “Who or what are
we going to write
about?”
 the blue bird
Tip: Create a Chant to Help
Students Spell “Because”
Because
• “What about the
“Powerful word
(It makes
g)
sentences strong),
b-e-c-a-u-s-e.”
(spelling out on fingers)
blue bird?”
 The bird is…
 The blue bird
flies.
by Debbie Weitz Otto
• “Why
“Wh can the
th bl
blue
bird fly?”
 because
b
it h
has
wings
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© 2002, 2015 Learning Headquarters
Miss Teacher
Date
Add a second sentence by asking
additional
dditi l questions:
ti
The
he B
Blue
ue B
Bird
rd
• “What else do we know about
the blue bird?
 It soars hi
high
h iin th
the sky.
k
The blue bird flies
because it has wings.
Use additional
U
dditi l questions
ti
on the
th
Who/What Chart as soon as
students
d
are ready
d
Miss Teacher
Date
The
he B
Blue
ue B
Bird
rd
The blue bird flies
because it has wings.
It soars high
h h in the
h
sky.
y
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© 2002, 2015 Learning Headquarters
Build Powerful Sentences
Using
g the
Powerful Sentences Chart
and Sentence Blueprint Cards
Powerful Sentences Chart
• To
T transform
t
f
a simple
i l
•
•
idea into powerful
sentences
To brainstorm related
y
y
words/synonyms
To develop and verbalize
new sentences
• Grades 1-6
Powerful
Sentences
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Sentence Blueprints Cards
-Travelers-
• To create a varietyy of
•
•
powerful sentences
To actively engage
students in creating new
blueprint patterns
To develop and verbalize
new sentences
49ers
using a
rocker
in
California
during the
Gold Rush.
Rush
panned for
gold
Using a
rocker,
th
the
d
desperate
t
panned
df
for
gold
i
in
California
d i th
during
the
Gold Rush.
49
49ers
Using a rocker, the desperate 49ers panned for
gold
ld d
during
i th
the G
Gold
ld Rush
R h in
i California.
C lif
i
-Double the Who’s-
-Triple Deckers-
dreamers
desperate
The desperate 49ers panned for gold
during
g the Gold Rush in California.
• Grades 2-6: Travelers
• Grades
d 3-6: Triple
i l Deckers
k
• Grades 3-6: Double the Whos
Th
The
The
h
hopeful
f l
James
Marshall,
M
h ll
panned through investigated the and searched at
Mother Lode,
their land claim
riverbeds,
in the Sierra
Nevada mountains
every
waking hour.
a gold
seeker,
k
i 1849
in
hunted for
nuggets
t
to
prosper.
James Marshall, a gold seeker, hunted for
nuggets in the Sierra Nevada mountains in 1849
to prosper.
The hopeful dreamers panned through riverbeds,
investigated the Mother Lode, and searched at
their land claim every waking hour.
-with TravelersTo prosper, James Marshall, a gold seeker,
hunted for nuggets in the Sierra Nevada
mountains in 1849.
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Defining
g
Grade-Level
Rigor
DataWORKS’
Curriculum Calibration
• 174 Schools in 62 CA Districts
• % of grade level work at standard:
Grade K
Grade 1
G d 2
Grade
Grade 3
Grade 4
Grade 5
Grade 6
95.3%
87.2%
62.1%
62 1%
71.8%
46
46.5%
5%
40.1%
38.0%
Grade 7
Grade 8
G d 9
Grade
Grade 10
Grade 11
Grade 12
32.9%
27.6%
11.8%
11 8%
18.5%
17.1%
17 1%
16.7%
DataWORKS Educational Research (2006).
(
)
Curriculum calibration per California standards:
Percentage of assignments on grade level.
Fowler, CA: DataWORKS Educational Research.
DataWORKS’
Curriculum Calibration
Findings
DataWORKS’ Conclusions
Students must be taught on grade level
because:
provides equal
q
• Grade-level instruction p
opportunity for students to learn
“Through
“Th
h our analysis
l i off over 2
million pieces of student work,
we have
h
discovered
di
d that
th t students
t d t
have been assigned work two or
four grades below their current
grade-level.”
• Students cannot learn what they’re not
taught
h
• Students perform no higher than the level
of assignments given
• Students learn more when taught at a
higher level than at a lower level
• State tests assess grade-level content
The Goal of Instruction is High Student
-The
Success on Grade-Level Content-
DataWORKS Educational Research ((2012).
) Curriculum.
Retrieved April 18, 2012 from the World Wide Web:
http://www.dataworks-ed.com/services
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DataWORKS Educational Research ((2007).
) Curriculum
calibration collection and presentation of findings.
Retrieved July 17, 2007 from the World Wide Web:
http://www.dataworks-ed.com/services/cc/workshop.php.
10
© 2002, 2015 Learning Headquarters
Publish
•
•
•
Showcase
•
To make work ppresentable to
the reader
To select the final format that
b t suits
best
it the
th task,
t k purpose, andd
audience
To finalize and revel in the
satisfaction that the writer
accomplished all set out to do
•
•
To illustrate student evidence of
the writing process in the final
state
T di
To
display
l writing
iti evidence
id
off
at- or above-standard student
goals met within this practice
To promote student joy and
accomplishment toward meeting
or exceeding rigor of grade level
writing standard
musical
i l chair
h i partner
t
share
h
said anything in anger back. Instead, she
prayed forgiveness for these angry people.
Ruby standing her ground ultimately paid
off, showing that perseverance has its rewards.
Mrs. Third
This determined first grader went to school
Date
Writing
each morning despite the protests. She stayed
on a constant path toward her goal. In the end,
R
Ruby
b
B
Bridges:
id
A
R
Role
l
M
Model
d l
R b stayed
Ruby
t d in
i school
h l long
l
enoughh to
t
graduate high school.
Have
you ever taken a stand on an
This little girl proved that one person
can
important
make a difference. Ruby held her head
high issue? In 1960, a judge ordered
Ruby
as she went to school by herself with
no Bridges
other to attend first grade at William
Elementary in New Orleans, Louisiana.
kids to support her. In the midst ofFrantz
a difficult
was
the only African American at the
situation, she fought for what was She
right.
Due
to her bravery, all children can nowschool.
attendShe stayed strong against mobs of
angry people to receive the education she
school together.
Ruby Bridges can be describeddeserved.
as a true Ruby Bridges is best described as
role model
role model for children and adults aalike.
As a for people around the world.
took her right to a quality education
result of her accomplishments, we canRuby
all take
seriously, as we all should do. She was the
pride in attending schools where children
only
f
from
all
ll bbackgrounds
k
d can llearn ttogether.
th student in class. With all of the chaos
outside, it would have been easy to lose
interest in learning. Instead, this model
student went to school every day to learn
how to read and write.
The respectful youth taught us to do the
right things even when others are doing
wrong. Every day as Ruby went to school,
people shouted nasty things at her. She never
writing
display
Word choice
powerpoint presentation
3 Things I’ve Learned that
I’ll
I
ll Implement Immediately:
Thank You!
•
•
For more information on
Common Core writing
materials and inservices,
please visit us at
www.learningheadquarters.com
•
Illustrations by Heidi Harmes and Nancy Fetzer
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