1. Writing (and more), Common Core
& Web 2.0 Tools
bit.ly/writingandccss
Dr. Lisa Gonzales ACSA Vice President of Legislative Action
ACSA Technology Leadership Group/TICAL
Dr. Devin Vodicka Superintendent – Vista Unified School District
ACSA Technology Leadership Group/TICAL
2. 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
3. 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
4. Streamlined Writing
Applications
CA Standards:
CCSS:
Narratives
Expository Descriptions
Friendly Letters
•Opinion (K-5)/ Personal or Formal Letters
Response to Literature
Argument (6-12) Information Reports
Summaries
Persuasive Letters/Compositions
Research Reports
•Informative/ Fictional Narratives
Explanatory Texts
Biographical/Autobiographical Narratives
Career Development Documents
Technical Documents
Reflective Compositions
Historical Investigation Reports
•Narratives Job Application/Resume
5. NAEP Alignment in Writing
Three mutually reinforcing writing capacities:
• To persuade
• To explain
• To convey real or imagined experience
6. 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
12. 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)
13. EL Considerations & Assumptions
• English Proficiency Level
• Age/Grade Level Appropriateness
• Language Skills & Objectives
• Content Knowledge
• Family & Community Connections
• Technology Resources and work-arounds
14. Rationale
ENGAGE
• 21st century learner
• Student centered, cooperative learning
• Knowledge is created by the learner
• Explore and construct meaning
• Visual connections
• Authentic contexts
15. Rationale
EMPOWER
• Motivate
• Highlight strengths
• Give students some choice
• Build a safe community of learners
16. Rationale
EXPRESS
• Give learners authentic reasons for
speaking and writing
• Help students make meaningful
connections
• Help students find their stories/identity
21. 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
Hinweis der Redaktion
Devin 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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Lisa 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.
