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CCGPS Writing: Framework for Integrating Writer's Workshop and SICO Writing
Transcript of CCGPS Writing: Framework for Integrating Writer's Workshop and SICO Writing
the six step guide to your seven key sentences
Step 1: count it out
Step 5: three supporting paragraph topic sentences
Step 2: transitions
Step 3: controlling idea
Step 4: restate controlling idea
Step 6: attention grabber
acknowledgements: Dade County Middle School, Trenton, GA
(Mr. Matt Jelley and Dr. Tom Randolph)
Help is on the way!
audience + main idea + three subtopics
Did you say you have a writing assignment?
Remember Your 7 Key Sentences
1st Supporting Paragraph
2nd Supporting Paragraph
3rd Supporting Paragraph
Restate Controlling Idea
10 * 12 * 12 * 12 * 10
Thirty years ago, cell phones were an uncommon piece of technology. In today's world, cell phones are a primary means of communication. However, some parents do not allow their teens to have cell phones. Teens who have phones would not think of leaving their house without their phone. Sometimes it seems as if parents don't understand all the advantages of their children having a phone.
Directions for Writing
Write an article for a teen magazine explaining why teens need to own cell phones. Be sure to include specific facts and details to support your writing.
Writer's Workshop & Common Core
Math, Science & Social Studies
Direct Instruction: Mini-Lesson (content driven)
Writing Prompt (deconstruct)
Direct Instruction: Vocabulary
Content Area Topics/Vocabulary
practice (I do it, we do it, you do it):
25 min.-45 min.
Reteach/Proceed to Next Topic
Questions to consider:
What is the purpose for the writing?
How long will students have to complete writing assignments?
Will "assessments" be in state testing format?
When will you conference with students?
Which writings will be whole group? Student groups? Independent?
Conference with students
throughout the process
6 Traits Focus/GA Writing Domains
Common Core Math/Literacy Resources
Why We Need Common Core Writing
Framework for Integrating
Writer's Workshop and "SICO" Writing
acknowledgement: Dade County Middle School, Trenton, GA
Presenters: Susan Robinson and Stacey Wright
Instructional Coaches for Carroll County Schools
From: 6th Grade CCGPS ELA Unit 3
Thinking Maps may be developed earlier in the unit and scaffolded for differentiation
Isn't this just "teaching the test?"
Isn't this a formulaic way of writing?
Is there any data to back up this process?
Doesn't it take a long time to implement?
will it work with any writing prompt or any writing genre?
What about Thinking Maps? (Backward Design)
BSMS - 2 years implementation (One 7th grade teacher and 8th grade only; not school-wide) 13% increase in the first year
CMS - 2 years implementation (School-wide Focus including co-taught classes) 21% increase over 2 years
VRMS - 1 year implementation (Two out of three 8th grade teachers; not school-wide) 4% increase
TES - Mid-October - March implementation (One 4th and One 5th grade teacher) 9% increase
* Students may use the rubric as they write in the beginning of the year. Remove this piece mid-way through the year and only use for assessment.
word choice * voice * sentence fluency
Shifts are coming our way...
PARCC- like assessments
State Writing Assessment - ???
GA DOE Resources for Writing