WRITE FROM THE
BEGINNING ... and BEYOND
Write from the Beginning ... and Beyond, is a comprehensive writing program for
students in kindergarten through eighth grade. It is designed as an advanced
training for those teachers, schools, and districts that have implemented
Thinking Maps. Write from the Beginning... and Beyond is:
Purpose Driven: Jn many instances teachers feel they have not had enough pre-service
training in how to teach multiple modes of writing to their students; therefore, they feel ill
equipped to offer their students the knowledge and skills necessary to be proficient writers.
The overall purpose of Write from the Beginning ... and Beyond is to empower teachers and
students with this information.
Genre Based: There are four basic genre manuals in Write from the Beginning ... and Beyond;
however, each manual includes more than one type of writing. For example, the Narrative
manual includes personal thematic, personal chronological, imaginative n, fictional, and the
more sophisticated autobiographical incident narrative. Each genre of writing is framed by the
directed use of Thinking Maps to build writing proficiency.
Targeted: The school-wide, common, targeted focus is designed to insure that every teacher
in the school will be focusing on elements necessary to create effective students writers . All
teachers engage in focused modeled writing , mini-lessons and activities to teach and support
the essential criteria of effective writing, analytic diagnostic and improvement rubrics to guide
teacher instruction, and a self-assessment of implementation. Essentially, teachers strive for
excellence in writing that exceeds the expectations of state and national assessments.
Aligned: Each genre of writing in Write from the Beginning ... and Beyond has goals that are
vertically aligned from one grade level to the next. Since multiple grade levels are included in
each of the manuals, teachers can differentiate instruction for their students by establishing a
baseline of student proficiency, and then providing either remedial , grade level, or extended
instruction. In addition, including the genres in individual manuals allows schools and districts to
select training that aligns most effectively with their own state or national standards.
1
Teacher Modeled: Every teacher at every grade level engages in focused modeled writing in
Write from the Beginning ...and Beyond. This guided step-by-step approach provides students
with the direct instruction that is imperative for the highest levels of proficiency in student writing.
Menu Driven: Schools and districts are given a menu of options for writing training, and
select those genres that best meet their own needs and goals. This menu not only includes the
basic genre, such as Argumentative, but the specific types of writing that are included in each
specific manual, (Persuasive, Problem/Solution, Evaluative Argument, Formal/Logical
Argument).
Compatible: Write from the Beginning ...and Beyond is designed to be a core writing program
that can be supplemented with appropriate elements other writing programs used in a school or
districts. For example, those who use the Six Traits model can incorporate lessons from that
program into the mini-lesson strand of Write from the Beginning and Beyond, in addition to
assessing those traits using the Analytic Improvement Rubrics. Since writing is such a
comprehensive topic, no single program will ever be able to provide everything that students
need to satisfy the every-changing standards or to prepare for the ever-evolving assessments.
The most successful writing teachers begin with a strong core program, such as Write from the
Beginning ...and Beyond, and supplement as needed.
Foundational: Many students who entered high school do not have the basic skills in different
modes of writing that can empower them to be proficient writers across the content areas.
Training in the "Extending the Proficiencyn sections in each of the Write from the
Beginning...and Beyond manuals can provide this foundational knowledge for these students.
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Setting the Stage is the introductory manual for Write from the
Beginning ... and Beyond. This manual focuses on what teachers
should know about the writing characteristics and expectations for
the students they teach. Each section in Setting the Stage is
designed to build on and support the preceding section. Instruction
in this manual should precede training in Narrative,
Expository/Informational, and Argumentative Writing.
Components of Setting the Stage:
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Explanation of the five Components of Write from the Beginning ...and Beyond,
including a Self Assessment of Implementation. Each of these five components
must be in place in order to have a successful implementation.
Information about the developmental characteristics of students at each grade
level. In addition there are writing goals that are recommended for each grade
level, including some sample prompts to use for each type of writing that is
suggested.
Explanations, guiding questions, and students samples for each of the essential
components of effective students writing (main idea, support and elaboration,
organization, coherence, conventions, and voice). The teacher uses the guiding
questions to ensure that each of the criteria is in place in a student composition.
Mini-lessons to address the six essential criteria of effective writing for students
in kindergarten through grade eight. This section provides instructional ideas
related to the information received in the previous section of the manual.
Instruction in how to use Thinking Journals for cross-curricular writing. Each of
the eight Thinking Maps is included with ideas to spur thinking in multiple content
areas.
Observation tools for administrators to use to maintain the fidelity of the
instruction and the overall implementation of Write from the Beginning... and
Beyond.
Additional resources such as guides to students conferencing and suggested
literature to teach the essential criteria of effective writing.
3
Training Models for Setting the Stage:
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Training of Trainers - recommended one full day of training using both the
Setting the Stage Teacher's Manual and the Setting the Stage Trainer's Manual,
which includes a picture and commentary for each slide in the presentation, as
well as individual practice activities
Direct Teacher Training - recommended one full day of training - can be
delivered to all teachers at the same time or in grade level groupings
· "''......
·-- I The Write from the Beginning ...and Beyond Narrative Manual is
divided into two parts. The first part focuses on the personal
narrative, which includes the personal thematic narrative, the
personal chronological narrative, and the more sophisticated
autobiographical incident. The second part of the manual focuses on
the imaginative and ficitional narratives. Training in Setting the Stage
is a prerequisite for training in Narrative Writing.
Components of Writing from the Beginning .... and Beyond Narrative Manual:
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Overview Section - explanation of the essential elements and different types of
narrative writing, including grade level specific goals for each type.
Laying the Foundation Section - expectations for compositng the personal
narrative in kindergarten and first grade, including step-by-step guidelines for
teacher directed modeling, suggested prompts, analytic rubrics to guide
instruction, individual and classroom profiles, and mini-lessons
Building the Structure Section - expectations for compositng the personal
narrative in second and third grade, including step-by-step guidelines for teacher
directed modeling, suggested prompts, analytic rubric to guide instruction,
individual and classroom profiles, and mini-lessons.
Developing with Strategies Section - expectations for composing the personal
narrative in fourth and fifth grade, including verification of the basic stuction
through teacher modeling, reverse mapping, and the Basic Structure Rubie. In
addition, step-by-step guidelines for teaching ten strategies for narrative writing:
zoom to a narrow focus; incorporating intermittent feelings and emotions; using
multiple, subtle and embedded transition words, phrases and divices such as
dynamic symmetry within the writing; quality support and elaboration using the
five media questions; well thought-out openings; well thought-out closings; vivid
descriptive language including strong verbs; effective use of monologue and
dialogue; indirect characterization; and the use of authentic voice. Included are
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analytic rubrics to guide instruction, individual and classroom profiles, and
various support activities.
Extending the Proficiency Section expectations for composing the
autobiographical incident in sixth through eighth grade, including step-by-step
guidelines for teacher directed modeling; analytic rubrics to guide instruction;
individual and classroom profiles; suggested prompts; and using narrative poetry,
children's literature, visual representations, histoircal figures and events, and
hyperbole poems to stimulate autobiographical incident writing. In addition to the
autobiographical incident, information regarding modeling and the assessing the
personal categorical (memoir/reflective) narrative is also included.
Imaginative/Fictional Narratives Section - overview of the organizational
structures (problem/solution and intriguing adventure) and the essential elements
(drama, suspense, tension, and humor) of the imaginative/fictional narrative, in
addition to how to model, assess, and support this type of writing at each grade
level.
Training Models for Write from the Beginning ... and Beyond Narrative Writing:
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Training of Trainers - recommended four full days of training using both the
Narrative Writing Teacher's Manual and the Narrative Writing Trainer's Manual,
which includes a picture and commentary for each slide in the presentation, as
well as individual practice activities.
Direct Teacher Training - should be delivered in the following grade level
groupings:
Kindergarten and First Grade - six total hours of training
Second and Third Grade - six total hours of training
Fourth and Fifth Grade -twelve total hours of training
Sixth through Eight Grade - twelve total hours of training
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The Write from the Beginning ... and Beyond Expository/Informative
Manual is divided into two parts. The first part focuses on the
genre of writing to explain why one has a particular opinion about a
topic or an issue. Also included is this part is the more
sophisticated writing to express why one believes a certain way
based on a specific and changing point-of view. The second part of
the manual focuses on multiple types of informative writing: to
report information; to compare and contrast; to inform by explaining
whole to part relationships; to explain how; to describe; to define; to
explain cause and effect.Training in Setting the Stage is a
prerequisite for training in Expository/Informative Writing.
Components of Writing from the Beginning .... and Beyond Expository/Informative
Manual:
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Overview Section - explanation of the essential elements and different types of
expository and informative writing, including examples and grade level specific
goals Emphasis is placed on knowing one's purpose for writing and which
Thinking Map(s) to use to accomplish that purpose.
Laying the Foundation Section - expectations for compositng writing to explain
why in kindergarten and first grade, including step-by-step guidelines for teacher
directed modeling, suggested prompts, analytic rubrics to guide instruction,
individual and classroom profiles, and mini-lessons
Building the Structure Section - expectations for compositng writing to explain
why in second and third grade, including step-by-step guidelines for teacher
directed modeling, suggested prompts, analytic rubric to guide instruction,
individual and classroom profiles, and mini-lessons to provide support and to
extend proficiency.
Developing with Strategies Section - expectations for composing writing to
explain why in fourth and fifth grade, including verification of the basic stuctture
through teacher modeling, reverse mapping, and the Basic Structure Rubric. In
addition, step-by-step guidelines for teaching six strategies for writing to explain
why: selecting quality/global reasons to support an opinion, using multiple and
varied transition words and phrases through the piece of writing to move the
reader "logically"; using clarification statements; using personal examples that
are either experienced or observed, including anecdotes; using a well thoughtout opening paragraph; and using a well thought-out closing paragraph. Also
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included in this section are rubrics to assess the use of strategies, individual and
classroom profiles, and mini-lessons.
Extending the Proficiency Section - expectations for developing a quality writing
to explain why composition in sixth through eighth grade, including guidelines fo
extending and refining the six expository strategies learned in the Developing
with Strategies and step-by-step suggestions for teaching four additional
strategies: using concrete, sensory language and figurative language as an
elaboration strategy; using compare/contrast and cause/effect as elaboration
strategies; using precise, mature language and varied sentence structures; and
using an authentic, engaging, and convincing voice. Also included in this section
are rubrics to assess the use of ten different strategies, individual and classroom
profiles, and varied activites to support this mode of writing, such as using
student samples to analyze proficiency and using character attributes, pictures
and essay frames, poetry, major historical events/decisions, political cartoons
and human interest stories to stimulate writing to explain why.
In addition to writing to explain why, there is information and guidelines for
writinga composition to explain a particular point of view regarding an issue about
which there is likely to be disagreement. Examples are whether or no wild
animals should be kept in zoos or whether or not President Truman should have
allow the barning of Hirashima. Suggested point-of view prompts are included as
well as a rubric to diagnose student needs for instruction.
Informative Writing Section - overview of the types of writing that are classified
as "informative" as well as the organizational structures involved with each.
Guildiines for resporting information, comparing and contrasting, part to whole,
explaining how, describing defining, and cause effect writing in the content areas
is included, as well as the expectations for each grade level.
Training Models for Write from the Beginning ... and Beyond Expository/Informative
Writing:
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Training of Trainers - recommended three full days of training using both the
Expository/ Informative Writing Teacher's Manual and the Expository/Informative
Writi ng Trainer's Manual, which includes a picture and commentary for each slide
in the presentation, as well as individual practice activities. It is recommended
that elementary and middle school Training of Trainers occur in different
sessions.
Direct Teacher Training - should be delivered in the following grade level
groupings:
Kindergarten and First Grade - six total hours of training
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Second and Third Grade - six total hours of training
Fourth and Fifth Grade - twelve total hours of training
Sixth through Eight Grade - twelve total hours of training
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The Write from the Beginning ... and Beyond Argumentative Manual
includes grade specific training in four different modes of writing
that fit in a continuum under the "argumentative umbrella":
persuasive writing; problem/solution writing; the evaulative
argument; and the formal, logical argument. Training in Setting the
Stage and Expository/Informative Writing are prerequisites for
training in Argumentative Writing.
Components of Writing from the Beginning.... and Beyond Argumentative Manual:
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Overview Section - explanation of the essential elements and different types of
argumentative writing, including a comparison of the formal argument and
persuasive writing. Also included are grade level goals for each of the types of
writing as well as the suggested prerequisites.
Laying the Foundation Section - expectations for compositng argumentative
writing as it is presented in both persuasive and problem/solution writing at the
kindergarten and first grade level. Included are step-by-step guidelines for
teacher directed modeling, analytic rubrics to guide instruction, individual and
classroom profiles, planning guides, and mini-lessons. Emphasis is placed on
argumentative thinking and acknowledging opposing views.
Building the Structure Section - expectations for compositng argumentative
writing as it is presented in both persuasive and problem/solution writing at the
second and third grade level. Included are step-by-step guidelines for teacher
directed modeling, analytic rubrics to guide instruction, individual and classroom
profiles, planning guides, and mini-lessons.
Emphasis is placed on
argumentative thinking and acknowledging opposing views.
Developing with Strategies Section - expectations for composing argumentative
writing as it is presented in both persuasive and problem/solution writing at the
fourth and fifth grade level. Included is verification of the basic stuctture through
teacher modeling and the Basic Structure Rubric.
In addition, step-by-step
guidelines for teaching seven strategies for persuasive writing: selecting
quality/global reasons that are most appealing to your audience and arranged
according to anticipated impact; using a well thought-out opening paragraph;
incorporating the use of four appeals (common ground, emotions, benefits to the
audience, and statistics); using counterarguments; using varied strategies to
support each reason; using strong and connotative language to incluence the
thinking of the reader; and a well thought-out closing paragraph. Also included in
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this section are rubrics to assess the use of strategies, individual and classroom
profiles, classroom planning guides, and several support activities.
In addition to persuasive writing, there are step-by-step guidelines for teaching
seven strategies for problem/solution writing: determining the purpose of the
prompt; using a well thought-out opening that identifies causes and effects of the
problem and convey a sense of urgency; proposing and examining several
solutions for the problem, inclusing the advantages and disadvantages of each;
determining the most effective solution to the problem and relating reasons for
the choice; using varied strategies to support each reason; using a well thoughtout closing that provides benfits to the audience; and using counterarguments to
diffuse or refute the opposing points of view. Also included for problem/solution
writing are rubrics to assess the use of the strategies, individual and classroom
profiles, classroom planning guides, and several support activities.
Extending the Proficiency Section expectations for developing qualitiy
evaluative argument and the formal, local argument composition in sixth through
eighth grade. Included are guidelines for both the evaluative argument and the
formal, logical argument to: analyze and explore the essential elements of each
domain of writing; determine the necessary background skills; practice the
thought process; analyze written and published samples; as well as step-by-step
instructions for modeling both types of writing. Also included are rubrics to
assess and support student proficiency, individual and classroom profiles,
classroom planning guides, and several support activities.
Training Models for Write from the Beginning... and Beyond Argumentative Writing:
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Training of Trainers - recommended three full days of training using both the
Argumentative Writing Teacher's Manual and the Argumentative Writing Trainer's
Manual, which includes a picture and commentary for each slide in the
presentation, as well as individual practice activities. It is recommended that
elementary and middle school Training of Trainers occur in different sessions.
Direct Teacher Training - should be delivered in the following grade level
groupings:
Kindergarten and First Grade - six total hours of training
Second and Third Grade - six total hours of training
Fourth and Fifth Grade - twelve total hours of training
Sixth through Eight Grade - twelve total hours of training
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The Write from the Beginning ... and Beyond Response to
Literature Manual includes background information that teachers
will need to know before instructing students in how to respond to
literature. In addition, there specific grade level guidelines for
responding as well as sample lessons that focus on different
elements of responding (analyzing character, summarizing plot,
using direct quotations, determining big ideas, etc.) Also
included are rubrics for assessing student proficiency, planning
guides, and step-by-step preparation for formal response to
literature in the upper grades.
Components of Writing from the Beginning .. ..and Beyond Response to Literature
Manual:
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Overview Section - explanation of the concept of responding to literature, as well
as, the stages of understanding, how to equip students for the task of
responding, how to select quality literature to use with students, and how to use
Thinking Maps as tools for understanding literature with greater depth. Also
included is an explanation and guidelines to assist teachers and students in the
instruction journey for responding to literature: oral response with justifications;
open-ended written response in a variety of formats with justifications; and
formal, written response showing understanind of characters, plots, and author's
message with justifications. In addition, there is an explanation of five types of
prompts to which students can respond and a lessons planning guide for
teachers.
Laying the Foundation Section - expectations for responding to literature at the
kindergarten and first grade level.
Included are reasons why responding to
literature is an important skills at these grade levels, as well as, the types of
response these students should be constructing . In addition, there are stpe-bystep guidelines for teacher directed modeling using numerous pieces of literature
and rubrics to assess student proficiency and guide the teacher's instruction.
Building the Structure Section - expectations for responding to literature at the
second and third grade level. Included are reasons why responding to literature
is an important skills at these grade levels, as well as, the types of response
these students should be constructing. In addition, there are stpe-by-step
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guidelines for teacher directed modeling using numerous pieces of literature and
rubrics to assess student proficiency and guide the teacher's instruction.
Writing the Formal Response Section step-by-step preparation for formal
response to literature in grade 4 - 8, including the use of; question stems for a
single text or comparing texts; simple and complex informational or literary
pieces for both "right there" texture support and "reading between the lines"
support; and activities to practice response questions using both literary and
informational text; In addition, a planing frome to capture the essential
information is a piece of literature is provided .. as well as step-by-step guidance
for modeling a formal written response to literature, as well as sample prompts,
several suggested organizational plans for responding, and a rubric for assessing
student proficiency and guiding the teacher's instruction.
Training Models for Write from the Beginning ... and Beyond Response to Literature:
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Training of Trainers - recommended one or two full days of training using both
the Response to Literature Teacher's Manual and the Response to Literature
Trainer's Manual, which includes a picture and commentary for each slide in the
presentation, as well as individual practice activities. One day will be sufficent;
for the training; however, the additional day provides the opportunity for the
partcipants to have guided practice in creating lesson plans that can be used at
different grade levels
Direct Teacher Training - can be delivered with K - 8 all together or in grade
level groupings: As with the Training of Trainers, one day will be sufficient for the
training; however, the additional day provides the opportunity for the participants
to have guided practice and grade level planning in creating lesson plans for their
own grade levels.
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Implementation Proposal for Write from the Beginning and Beyond
Orange Unified School District
Year One
Trainers
Year Two
Teachers
Trainers
Setting the Stage
Setting the Stage
Response to Lit
Narrative
Narrative
Opinion/Argument
Year Three
Teachers
Expository
Trainers
Teachers
Opinion/Argument
Response to Lit
Expository
Thinking Maps Write from the Beginning and Beyond
Implementation would provide OUSD Elementary teachers with the necessary training to move forward in both their
writing instruction and increased rigor across all curricular areas.
Correlation of Write From the Beginning•••and Beyond: Narrative
to Common Core Writing Standards- Vertical Alignment
Text Types and Purposes
, Page
#'s
College and Career Readiness (CCR) Anchor Standard W3: Write narratives to develop real or
imagined experiences or events using effective technique, well~hosen details, and well-structured event
sequences.
5- 9
Grade Level
Grade..Specific Common Core Standard
Kindergarten
Use a combination of drawing , dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened.
18 - 20,
24-28
Grade 1
Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened , use temporal words to signal event
order, and provide some sense of closure.
65 - 68
Grade2
Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
80 - 88,
107 -108,
111
Grade l
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences:
a. Establish a situation and introduce a narrator and/or characters; organize an
event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
114-127,
148,
152-153,
335-343
Grade4
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences:
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequences of
events.
d. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
156-173,
178-218,
350 - 354
Grade 5
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences:
a. Orient the reader by establish ing a situation and introducing a narrator and/or
characters; organize event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing to develop
experiences and events to show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequences of events.
d. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
156 - 173,
178 -218,
350. 354
Correlation of Write From the Beglnnlng... and Beyond: Narrative
to Common Core Writing Standards -Vertical Alignment
Text Types and Purposes
Page #'s
College and Career Readiness {CCR) Anchor Standard W3: Write narratives to develop real or
imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Grade Level
5-9
Grade-Specific Common Core Standard
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences:
a. Engage and orient the reader by establishing a context and introducing a
narrator and/or characters: organize an event sequence that unfolds naturally
and logically.
b.
Use narrative techniques such as dialogue, pacing, and description to develop
!
experiences, events, and/or characters.
C. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details and sensory
language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
178-224,
274-288,
350 -354
Grade7
Write narratives to develop real or imag ined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences:
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters: organize an event sequence that
unfolds naturally and logically.
b. Use narrative techniques such as dialogue, pacing, and description to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences
or events.
178-224,
274-288,
291-297,
350-354
Grade 8
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and weilAstructured event sequences:
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters: organize an event sequence that
unfolds naturally and log ically.
b. Use narrative techniques such as dialogue, pacing , description , and reflection
to develop experiences, events, andtor characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence,
signal shifts from one time frame or setting to another, and show the
relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences
or events.
178 - 224,
274-288,
291 - 297,
350-354
Grade 6
:1
II
I
Correlation of Write from the Beginning... and Beyond: Expository/Informative
to Common Core Writing Standards - Vertical Alignment
Text Types and Purposes
Page#'s
College and Career Readiness (CCR) Anchor Standard 2: Write informative/explanatory texts to
examine and convey complex ideas and infonnation clearly and accurately through the effective
selection, organization, and analysis of content.
320, 321
& 329
Grade Level
Grade-Specific Common Core Standard
Kindergarten
Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about
the topic.
Grade 1
Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
Grada 2
Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
Grade 3
Write informative/explanatory texts to examine a topic and convey ideas and information
clearty.
a. Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas within categories of information.
d. Provide a concluding statement or section.
333, 381391, 417,
418, 419,
425, 426,
437-446
Grade4
Write "nformative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related infonnation in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
a. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
b. Link ideas within categories of information using words and phrases (e.g.,
another, for example, a/so, because).
c. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
d. Provide a conclud ing statement or section related to the information or
explanation presented.
334, 335,
395-410,
419, 420,
427-434,
437-446
Grad& 5
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. 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 .
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas with in and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
334, 335,
395-410,
420, 427434, 437446
I
331, 340,
341 & 422
332, 355361,423
&424
333, 367375, 417,
418, 425,
426, 437446
Correlation of Write from the Beginning•.. and Beyond: Expository/lnformati11e
to Common Core Writing Standards - Vertical Alignment
Text Types and Purposes
Page #'s
College and Career Readiness (CCR) Anchor 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.
Grade Level
320,321
&329
Grade-Specific Common Core Standard
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect; include
Grade 8
b.
c.
d.
e.
f.
Grade 7
Grade8
formatting (e.g., headings), graphics (e.g., charts, tables}, and multimedia when
useful to aiding comprehension .
Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
Use appropriate transitions to clarify the relationships among Ideas and
concepts.
Use precise language and domain-specific vocabulary to inform about or explain
the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or
explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection , organization , and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate 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.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize Ideas, concepts,
and information into broader categories; 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.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
334, 335,
395-410,
420, 427434, 437446
334, 335,
395-410,
420, 427434, 437446
334, 335,
395-410,
420, 427434, 437446
Correlation of Write From the Beginning...and Beyond:
K-5 Expository Manual I 6-8 Argumentative Manual
to Common Core Writing Standards - Vertical Alignment
Text Types and Purposes
Page #'s
College and Career Readiness (CCR) Anchor Standard 1: Write arguments to support cla ims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Expository
15-20
Argumentative
Page 9·13, 16,
31
Expository
Grade level
Grade-Specific Common Core Standard
Kindergarten
Use a combination of drawing , dic tating and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book (e.g. My favorite book is ... )
23-25
Grade 1
Write opinion pieces In which they Introduce the topic or name the book they are
writing about, state an opinion , supply a reason for the opinion, and provide some
sense of closure.
45-56
Gt:ade 2
Write opinion pieces in which they introduce the topic or book they are writing about,
state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding
statement or section.
77-84
Grade3
Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
b. Provide reasons that support the opinion .
C. Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Grade4
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
a. 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.
b. Provide reasons that are supported by facts and details.
C. Link opinion and reasons using words and phrases (e.g., for instance, in
order to, in addition).
d. Provide a concluding statement or section related to the opinion stated.
129- 131,
135- 143,
151 -183
Write opin ion pieces on topics or texts, supporting a point of view with reasons and
information.
a. 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.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons, phrases, and clauses {e.g., consequently,
specifically).
d. Provide a concluding statement or section related to the opinion stated .
129 -131,
135-143,
151-183
Pages
-
I•
II
II
11·
il
II
11
,___
I•
Grade 5
95-105
Correlation of Write From the Beginning... and Beyond:
K-5 Expository Manual I 6-8 Argumentative Manual
to Common Core Writing Standards -Vertical Alignment
Text Types and Purposes
Page #'s
Expository
College and Career Readiness (CCR) Anchor Standard 1: Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Grade-Speclflc Common Core Standard
Grade Level
Grade6
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support the claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among the
claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument
presented.
Grade7
Wrtte arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge opposite or opposing claims and organize
the reasons logically.
b. Support the claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among the claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument
presented .
Grade B
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternative claims, and organize the reasons and evidence logically.
b. Support the claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
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 the argument
presented.
'
15-20
Argumentative
Page 9-13,
16,31
Argumentative
Paaes
252-260
270-289
*386-475
252-260
268-269
270-289
*386-475
252-260
268·269
270-289
340-343
350-351
*386-475
• formal
rgumenc
writing
A “COMMON LANGUAGE” FOR THE COMMON CORE
Thinking Maps give teachers an understanding of how to visually represent, or “Map,”
the critical thinking embedded in the Common Core State Standards. The Maps
provide students with both the scaffolds and structures to support a deeper level
of understanding, which will empower them to become college and career ready.
THINKING PROCESS
THINKING MAPS AS TOOLS
Understand and use general (tier 2) and domainspecific (tier 3) academic vocabulary.
What does _______ mean? Can you define _______?
Brainstorming or
Defining in Context
Circle Map
Use relevant descriptive details and sensory language in
reading and writing.
How would you describe _______?
What are the characteristics of _______?
Describing
Bubble Map
Compare and contrast important points in two texts of
points of view; draw comparative inferences about two
populations.
What are the differences between _______ and _______?
How are _______ and _______ alike/different?
Comparing and
Contrasting
Double
Bubble Map
Determine the main idea(s) of text(s) and key supporting
details in complex texts.
What is the main idea of _______?
What are the supporting details?
Classifying
Tree Map
Use common affixes to determine and clarify the
meaning of unfamiliar terms.
Analyze the structural parts of _______
to suggest improvements.
Part-to-Whole
Brace Map
Understand the steps and patterns in complex processes in
order to answer questions and solve problems.
What ordered steps would you follow to solve _______?
How would you demonstrate the steps for solving _______?
Sequencing
Flow Map
Evaluate the argument and specific claims in a text;
determine the impact the author’s purpose and
point of view have on a text. What is the impact of
the author’s point of view on _______? How would
you demonstrate the steps for solving _______?
Cause and Effect
Multi-Flow
Map
Seeing
Relationships
Bridge Map
COMMON CORE STATE STANDARDS & QUESTIONS
Analyze the relationship between a primary and secondary
source; analyze patterns and relationships.
What is the relationship between _______ and _______?
How would you analyze the relationship
and analogies in _______?
THINKING MAPS, INC.
401 Cascade Pointe Lane
Cary, NC 27513
P 800 243 9169 P 919 678 8778
F 919 678 8782
E [email protected]
W thinkingmaps.com
twitter.com/thinkingmaps
facebook.com/thinkingmaps
GUIDING QUESTIONS FOR THE FRAME OF REFERENCE
META-COGNITIVE FRAMES OF REFERENCE
What is framing your thinking?
Where did you get the
information in your map?
Is the information
based on your
prior knowledge?
Did the information
come from a
specific source?
What personal
experiences have
you had with this
content or topic?
What are the
specific titles, page
numbers, web
addresses of the
sources you
referenced?
What background
knowledge do
you have that you
could relate to
this content or
topic?
What specific
textual evidence can
you cite to support
your inferences?
A Language for
Learning
What is influencing the
information in your map?
Is a specific point of
view influencing the
information in your
map?
Is there a specific
point of view that is
influencing the
content / ideas in
your map? Is that
point of view
biased?
Are there any
historic or social
issues influencing
the information in
your map?
Does a specific
time period
influence your
thinking about the
information in your
map?
Is the information in
Are there any
your map influenced cultural beliefs that
by a primary or a
are influencing
your thinking?
secondary source?
The Common
Core
Standards
Rigorous State
Standards and
Assessments
21st Century
Skills
What conclusions can
you draw from your map?
So what is the
main idea for the
information in
your map?
So why is the
information in
your map
important?
So what do you
now understand
about this concept
or topic because
of the thinking
you have done?
So why is this
information
important to you?
So how would you
summarize the
main idea of this
information?
So why should
this information
be important to
others?
The Frame of Reference
encourages reflective
thinking.
Thinking Maps, Inc. ©2014 All Rights Reserved
1/27/2015
Mid-Year Math 8 Update
Helen Barney and Marie LaCassa
Background
› Last Years work
– Comparing CCSS Standards to CA Textbooks
› Immediate Need
– 8th grade curriculum
› Reviewed various publisher’s materials
– Selected Math Links
– Purchased 900 student sets for 9 teachers
1
1/27/2015
Math Links
› Resources for the Teacher
– Teacher Guide: lesson planning, notes, pacing
– Assessments
– CD-ROM
› Student Materials
–
–
–
–
16 consumable packets
2-part resource guide
Manipulatives
Set of Performance Tasks for each packet
Where is it?
Three
teachers,
One
teacher,
Three
teachers,
Two
teachers,
Eight
sections,
300
students
Three
sections,
75
students
Ten
sections,
250
students
Six
sections,
200
students
2
1/27/2015
How’s it going?
Topic
Average
Content Accuracy
3.83
Content Depth
4.16
Content Scope
3.83
Curriculum Layout
3.83
Effectiveness of Curriculum
4
Lesson Plan Model
3.8
Standards Coverage
4.5
Sequencing
3.5
Math Practices
4.16
Rigor
4.3
Project Based Learning
3.16
Assessments
4.16
 Highest deviation fell
under Curriculum Layout
 Lowest deviation fell
under Rigor
One Last Question
› One a scale from 1-5, would you recommend the district
to purchase this curriculum again next year?
–
–
–
–
–
1: No way
2: Don’t like it, but maybe
3: It’s okay, maybe
4: I like it, yes
5: It’s outstanding, yes
› Average: 3.2
3
1/27/2015
Additional Comments
PROS
CONS
› Students are exposed to all Common
Core 8th grade standards.
› Short on real-world examples.
› The packets are designed for students
who are at grade level, they require
critical thinking and analysis beyond
what the students have ever been
asked to do.
› Provides a road map and a structure
for teaching curriculum.
› Provides multiple “spiral review”
opportunities.
› Packets are a logistical pain.
› At times, the standards were not
effectively covered enough.
› Doesn’t do enough to support our EL
students or students who are in
Special Education.
› Differentiation only occurs if you use
a slower pace and cover less – there
is no remediation or advancements.
› Useful professional development.
4