PROMPT (Choose only one and indicate which you've chosen.)
A. The standards call for a shift in the role of listening and viewing media that closely aligns with the active analytic work students are asked to do in the reading standards. What approaches for integrating “multiple sources of information” (such as digital media) do you already use or wish to integrate?
OR
B. “The language standards are written to suggest the language work should not be taught in isolation. Rather, language work should be interwoven across the day so that conventions, vocabulary, and craft moves become a seamless part of the reading, writing, speaking and listening already underway in your classroom.”
- How can the language standards, which include grammar and conventions be taught through authentic writing?
- What specific steps can you take to integrate the language standards more deliberately in lessons and assessments?
Your response to the prompt is due by Monday evening (3/3). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, March 6. If you need help posting your comment, watch this video.
Don’t forget to read chapter 11 in anticipation of next week’s prompt.
After reading Chapters 8 and 9, you now have an in-depth look at the three types of writing described in the writing standards (narrative, persuasive/argumentative, and informational). As noted, the standards are written to mirror the same learning progressions within each text type. Given that everyone may not already teach all three types, this a nice feature, allowing teachers to use similar strategies across the three types.
PROMPT (Choose only one and indicate which you've chosen.)
A. Reflect on the writing instruction in your class now that already addresses some of the writing standards. What resources and strategies have you found most successful in your work with adolescent writers? Share those here so that everyone can benefit from each other’s suggestions.
OR
B. What should we expect to see in our students’ writing samples for:
- Persuasive/Opinion/Argument Writing
- Informational and Functional/Procedural Writing
How is this different from our previous state standards?
Your response to the prompt is due by Monday evening (2/24). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 27. If you need help posting your comment, watch this video.
Don’t forget to read chapter 10 in anticipation of next week’s prompt.
Chapter 6 provides an overview of the writing standards much like Chapter 2 did for reading. Chapter 7 launches into a discussion of narrative writing. In order to get you into the writing standards, this week we’re going to look closely at the grade-level standards for narrative writing. Likely, this chapter will appeal more to the language arts teachers in the group, who will also bear most of the responsibility for teaching narrative writing. Nonetheless, it's important for all of us to understand what will be required of our students. And, indeed, so much of the popular non-fiction today weaves in narrative structure to help illuminate and engage readers around technical and other non-fiction subjects. Thus, if you're not a language arts teacher, we hope you can still find something of worth in this week's activity and prompt.
PROMPT
On pages 116-119, the authors walk us through the increasing complexity that will be demanded of our students by starting with a kindergartener’s one-frame example of the roller-coaster narrative, showing how it would develop across the grade levels. This activity has great value in that it helps you think about the standards through application and gives you the opportunity to experience the demand (and joy) that writing an increasingly complex narrative can provide.
Complete this activity in preparation for this week's prompt: Think of a true, single experience you have had. Start with a one-frame example (just jot this down on paper) similar to the drawing on page 116. Then, turn to writing standard 3 (you’ll find K-5 standards on pp. 19-20 and 6-12 on pp. 43 and 46 of the CCSS document), develop your narrative for grades 3, 6, 9 and 12. (Again, just jot this down--we won’t be asking you to post your stories, unless you want to.)
PROMPT (Choose one and indicate which you've chosen.)
A. After completing this activity respond with your thoughts about the implications this standard will have for your instruction of narrative writing as well as cross-grade and cross-school planning.
OR
B. Compare the book’s suggestions for using the continuum of narrative writing to your own method of writing instruction. Discuss similarities and differences between what is outlined on pages 123 and 124 to what you do currently. What change(s) will you make to your instruction?
Your response to the prompt is due by Monday evening (2/10). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 13. If you need help posting your comment, watch this video.
