Common Core State Standards
A Focus on Writing
Module 1
Session Topics
Day 1: Writing routinely during shorter time frames (W.10)
such as writing short constructed responses to text dependent
questions. Featured text type: Opinion/argument pieces
using reasoning and evidence (W.1).
Day 2: Extended writing opportunities with a focus on the
writing process including planning, revising, and editing (W.
5). Featured text type: Informative/explanatory texts to
examine a topic and convey ideas and information clearly (W.
2).
Day 3: Writing opportunities for a range of tasks,
purposes, and audiences (W.10). Featured
text type: Creating narratives to develop
experiences or events (W.3).
Session Topics
1. Review Common Core State Standards
– Organization
– Text Types and Purposes
2. English Language Arts (ELA)/English Language
Development (ELD) Framework
3. Writing Opinion/Argument
– Standards
– Features
– Strategies
4. Overcoming Reluctance to Write
– Strategies
-5
- 11-12
- 11-12
- 11-12
- 11-12
- 11-12
- 11-12
- 11-12
-4
- 9-10
- 9-10
- 9-10
- 9-10
-9-10
- 9-10
- 9-10
-3
-8
-8
-8
-8
-2
-7
-7
-7
-7
-1
-6
-6
-6
-6
-6
-K/TK
-5
-5
-5
-5
-5
-4
-4
-4
-4
-4
-3
-3
-3
-3
-3
-2
-2
-2
-2
-2
-1
-1
-1
-1
-1
-TK/K
-TK/K
-TK/K
-TK/K
-TK/K
-8
- 6-8
-7
-6-8
Strand
Organization
Substrand/
Cluster
Standards
Text Types and Purposes
Opinion/
Argument
Informative/
Explanatory
Narrative
Session Topics
1. Review Common Core State Standards:
– Organization
– Text Types and Purposes
2. English Language Arts (ELA)/English Language
Development (ELD) Framework
3. Writing Opinion/Argument:
– Standards
– Features
– Strategies
4. Reluctance to Writing
– Strategies
ELA/ELD Framework
http://www.cde.ca.gov/ci/rl/cf/documents/chapter2sbeadopted.pdf
ELA/ELD Framework
Visual Representation
ELA/ELD Framework
Effective Expression:
•Writing
•Discussion
•Presenting
•Using Language
Conventions
•English Language
Development Standards
Speaking
Reading
Language
&
Writing
Listening
Language
Learning Objectives
Content Objective: We will determine main idea and
key details from an excerpt of the ELA/ELD Framework
and explain how the text informs instruction.
Language Objective: I will use sentence frames to
summarize the main idea and key details from the text and
describe how this will inform instruction, collaboration,
and instructional planning.
ELA/ELD Framework
ELA/ELD Framework
Grade TK-1:
● Chapter 3, pgs 21-22 (begin at “Writing”)
Grade 2:
● Chapter 4, pages 50-52 (begin
at “Effective Expression”)
Grade 3:
● Chapter 4, pgs. 89-90
(begin at “Writing”)
Grades 4-5:
● Chapter 4, pgs. 24-25
Grades 6-8:
● Chapter 6, pgs. 29-30 (begin at “The CA
Text-Dependent Questions
• What is the main idea of this text?
• What are key details that support the main idea? Cite
evidence from the text.
• What can you infer about instructional practice based
upon reading this text? Cite evidence from the text.
Sentence Frames
Language Objective: I will summarize the main idea and key details
from the ELA/ELD Framework and describe how this this text will
inform instruction, collaboration, and instructional planning.
The main idea of this text is ____________. Key details
that support the main idea include _________________
and ___________________.
•In my opinion, this will impact instruction by/because ___________
based on (cite textual evidence).
•In my opinion, this will impact collaboration by/because
___________ based on (cite textual evidence).
•In my opinion, this will impact instructional planning by/because
________ based on (cite textual evidence).
Session Topics
1. Review Common Core State Standards
– Organization
– Text Types and Purposes
2. English Language Arts (ELA)/English Language
Development (ELD) Framework
3. Writing Opinion/Argument
– Standards
– Features
– Strategies
4. Overcoming Reluctance to Write
– Strategies
Standard 1: Opinion/Argument
Language Objective: I will examine the increasing complexity
of CCSS Writing Standard 1 and describe differences between
grade levels to my partner.
Standard 1: Opinion/Argument
Language Objective: I will examine the increasing complexity of CCSS Writing
Standard 1 and describe differences between grade levels to my partner.
In grade ___ students are required to ________________ while in grade
____ students must ______________________. As a grade ____
teacher, this means I must ___________________________________.
Opinion Progression
K State an opinion or preference about a topic/book.
1 State an opinion, supply a reason, provide closure.
2 State an opinion, supply reasons, use linking words to
connect them (e.g., because), provide concluding statement.
3 State an opinion, provide reasons, and use linking words
and phrases to connect them (e.g., since, for example),
provide concluding statement.
4 State an opinion, provide reasons that are supported by
facts and details, and use words and phrases to link them
(e.g., in order to, in addition), provide concluding statement
related to opinion.
5 State an opinion, provide logically ordered reasons
supported by facts and details, and use words, phrases, and
clauses to link them (e.g., consequently, specifically), and
provide a concluding statement related to the opinion.
Features of Opinion Writing
“Opinion pieces generally are
organized to include an introduction in
which the opinion is asserted, reasons
for the opinion that are supported with
facts and details, and a conclusion.
Students learn to use linking words so
that relationships among ideas are
explicit” (CA ELA/ELD Framework,
p. 55).
Persuasion vs. Argument
Both argument and persuasion have as their goal
persuading people to believe something is true or
change their beliefs or behavior.
Persuasion relies on persuasive strategies.
– Appeals to audience’s self interest, sense of identity,
emotions, credibility or authority of the writer, etc.
Argument relies on logic.
– Convinces audience because of the perceived merit
and reasonableness of the claims and proofs offered.
https://www.dlsweb.rmit.edu.au/lsu/content/4_writingskills/writing_tuts/linking_LL/linking3.html
Instructional Scaffolds
“Instruction also includes exploration and analysis of wording and sentence
structures in complex texts, as well as judicious use of sentence frames to
facilitate the use of more sophisticated phrases and grammatical structures.
Examples of open sentence frames that both focus on grammatical understandings
and provide opportunities for participating in extended academic discourse include
the following” (CA ELA/ELD Framework, p. 53):
•In other words, ________.
•Essentially, I am arguing that ___________.
•My point is not that we should ________, but that we should ________.
•What _________ really means is _________.
•To put it another way, _________.
•In sum, then, _________.
•My conclusion, then, is that _________.
•Chapter 2 explores _________ while Chapter 3 examines _________.
•Having just argued that ________, let us now turn our attention to _________.
Instructional Strategies
Speaking
Reading
Language
&
Writing
Listening
Language
Close Reading with Text-Dependent
Questions and Constructed
Response: A Focus on Opinion
Grade 4
First Read:
Key Ideas and Details
Text-Dependent Questions
•What is the main idea of this passage?
•What are key details in the text that support the main idea?
Read and Annotate Text
Response frames aligned to text-dependent questions:
•The main idea of this passage is __________________________.
•A detail in the text that supports the main idea is ____________.
•This detail supports the main idea by/because ______________.
Second Read: Craft and Structure
RI
Language
Text-Dependent Questions
racismmean in this passage?
•What does the word _____
althoughin
•Why do you think the author chose the word ______
1
paragraph __?
Section 1: Goal, Critical Principles, and Overview
Part II: Learning About How English Works
Analyze author’s language/word choice:
Cohesive Language (PII.4.2b. Modifiers to Add Details (PII. Language to Connect Ideas
Ex)
4.5.Ex)
(PII.4.6.Ex)
How are ideas, events, and
reasons linked throughout the
text using a variety of connecting
words or phrases ?
How did the author expand
sentences with adverbials
(adverbs, adverb phrases,
prepositional phrases) to provide
details (e.g. time, manner, place,
cause, etc.)?
How did the author combine
clauses in a variety of ways
(compound/complex sentences)
to make connections between
ideas or to make a concession?
Does the author use these words?:
●Since
●Next
●For example
Does the author use these words:
●in
●by
●with
●over/under
●across
●through
Does the author use these words:
●and
●but
●yet
●because
●even though
●although
Sentence frame:
●The author used the word______ in
paragraph ____in the sentence,
“______________.”
●This links ideas ______ and
__________ by__________
______________________.
Sentence frame:
●The author used the word ______ in
paragraph ____in the sentence,
“______________.”
●This allows the author to expand
ideas by_____ __________________.
Sentence frame:
●The author used the phrase ______
in paragraph ____ in the sentence,
“___________________.”
●This connects clauses ______ and
______ to connect ideas about
________________.
Second Read: Craft and Structure
Response frames aligned to text-dependent questions:
•I think the word _____ means _________ because ___________.
•I think the author used the word ________ because __________.
Third Read:
Integration of Knowledge and Ideas
Text-Dependent Question
The author said, “The most amazing thing about Jackie Robinson was
his courage.” Do you agree or disagree? Give examples from the
text to support your opinion.
Collaborative Conversations
TDQ: The author said, “The most amazing thing about
Jackie Robinson was his courage.” Do you agree or
disagree? Give examples from the text to support your
opinion.
• Reread the text (independently or with a partner).
• Determine opinion based on the text and discuss
with a partner.
• Mark details/examples to support your opinion.
NEGOTIATE
Prompt Starters
•
•
•
•
•
What is your opinion and
what is your evidence?
Do you agree or disagree
and why?
Where do you disagree?
What evidence supports
your opinion?
How can we decide
which is the more ___
idea?
Response Starters/Frames
•
•
•
•
•
My opinion is ______based
on……
I see it a different way…
On the other hand…
Even though it seems that…
That is a valid point, but…
Collaborative Conversations
Opinion Formation Cards
“Students build up their opinion on a topic as they listen to the
ideas of others. Students have “evidence cards”—small cards with
different points of evidence drawn from a text or texts. Students
meet with other students who have different points of evidence,
read the points to each other, state their current opinions,
ask questions, and prompt for elaboration (Zwiers, O’Hara, and
Pritchard 2014).” ELA/ELD Framework, Chapter 2, page 51
http://www.cde.ca.gov/ci/rl/cf/documents/chapter2sbeadopted.pdf
Section 1: Goal, Critical Principles, and Overview
Part I:
Interacting
in
Meaningful
Ways
Writing an Opinion:
Constructed Response
• Review annotations.
• Select details/examples to support your
opinion.
• Write your response:
– State your Opinion
– Provide Reasons to support your
opinion.
o Link opinion and reasons with
words and phrases.
– Explain your reasons with
facts/details
– Restate/rephrase your Opinion as your
concluding statement.
Writing an Opinion:
Constructed Response
The author said, “The most amazing thing about Jackie
Robinson was his courage.” Do you agree or disagree? Give
examples from the text to support your opinion.
Response Frame
I agree/disagree with the author’s statement, “______________________.”
One reason I agree/disagree is ___________________________________.
For instance, _________________________________________________.
_____________ I agree/disagree because ___________________________.
In conclusion, _________________________________________________.
Linking Words: In addition, Additionally, Furthermore
Close Reading with Text-Dependent
Questions and Short Constructed
Response: A Focus on Opinion
Adapted from ELA/ELD Framework Vignette:
Lilly’s Purple Plastic Purse
Writing an Opinion:
Short Constructed Response
• RL.4.1 - Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from
the text.
• RL.4.3 - Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions.)
• W.4.1 - Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
• SL.4.1 - Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
http://www.cde.ca.gov/ci/rl/cf/documents/chapter4sbeadopted.pdf
Writing an Opinion:
Short Constructed Response
• Re-read the text.
• At strategic points, teacher poses text-dependent questions, which she
has prepared in advance using the language frames on the card.
• She has the children discuss the questions, locating evidence in the
book to support their ideas.
• She has modeled using textual evidence to answer questions numerous
times during teacher read-alouds and has engaged the students in
discussions about these types of questions.
http://www.cde.ca.gov/ci/rl/cf/documents/chapter4sbeadopted.pdf
Writing an Opinion:
Short Constructed Response
• Students complete an Opinion Writing task.
• Choose one of the text-dependent questions.
• Discuss it again with a partner using stems.
• Use template/frame for writing opinion.
• Support with textual evidence.
• Share what they wrote with two other students and get feedback
on whether their statements make sense and whether the textual
evidence was strong enough to support their idea.
http://www.cde.ca.gov/ci/rl/cf/documents/chapter4sbeadopted.pdf
Writing an Opinion:
Short Constructed Response
Text dependent questions:
• In your opinion, why does ________ happen?
• In your opinion, what if ________________?
• In your opinion, do you think the stranger is an
unusual person?
Cite evidence from the text to support your opinion.
Writing frame:
In my opinion ______________. The reason is
_________________________because the text
says___________________. The text supports my
opinion that _____________________.
Examples of Opinion/Argument
Examples of Opinion/Argument
Examples of Opinion/Argument
Session Topics
1. Review Common Core State Standards
– Organization
– Text Types and Purposes
2. English Language Arts (ELA)/English Language
Development (ELD) Framework
3. Writing Opinion/Argument
– Standards
– Features
– Strategies
4. Overcoming Reluctance to Write
– Strategies
Overcoming Reluctance to Write
• Can’t Stop Writing!
–
–
–
–
Set a Timer
Must Write (Draw) the Entire Time
Teacher Models
Start Small (30 Seconds) Then
Gradually Increase Time
– Brief Share With a Partner
– Add One Detail
– Share Whole Group
James W. Cunningham, Ph.D.
University of North Carolina at Chapel Hill
Power Writing Routine
4. Peer review focusing on language standards.
Overcoming Reluctance to Write
• Predictable Structured Sequence
Plan
Text Exploration
“Writing is not
something you
know, it's
something you
do! You can’t
learn to play
tennis if you
never pick up a
racket.”
James W. Cunningham, Ph.D.
University of North Carolina at Chapel Hill
Overcoming Reluctance to Write
Make Writing Doable: Quick Writes
– Before Learning
• Make Predictions
• Write Questions
– During Learning
• Summarizes “Chunks”
• Connect Segments
– After Learning
• Exit Ticket
“If we always focus
on conventions, we
perpetuate the
reluctance to write.
Focus on content and
make writing nonthreatening during
quick writes.”
James W. Cunningham, Ph.D.
University of North Carolina at Chapel Hill
Session Topics
1. Review Common Core State Standards
– Organization
– Text Types and Purposes
2. English Language Arts (ELA)/English Language
Development (ELD) Framework
3. Writing Opinion/Argument
– Standards
– Features
– Strategies
4. Overcoming Reluctance to Write
– Strategies