Wiki-Teacher

Louisa Moats - Old Challenges, New Research, and the CCSS

Dr. Louisa Moats spoke to CCSD literacy specialists on December 1, 2011. In the videos, Dr. Moats focuses on the Common Core State Standards, particularly the impact of the new writing standards in the CCSS.

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Content Area

  • NVACS English Language Arts

Resource Type(s)

  • Miscellaneous

Grade(s)

  • Kindergarten
  • 1st Grade
  • 2nd Grade
  • 3rd Grade
  • 4th Grade
  • 5th Grade

Course(s)

  • English Language Arts Kindergarten
  • English Language Arts 1
  • English Language Arts 2
  • English Language Arts 3
  • English Language Arts 4
  • English Language Arts 5

Standard(s)/Course Objective(s)

  • W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.4.1-3.)
  • W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.4.1-3.)
  • W.4.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • W.K.1 - Use a combination of drawing, dictating, 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...).
  • W.K.2 - 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.
  • W.K.3 - 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.
  • W.K.5 - With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • W.K.9 - (Begins in grade 4)
  • W.K.10 - (Begins in grade 3)
  • W.1.1 - 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.
  • W.1.4 - (Begins in grade 3)
  • W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  • W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.1.7 - Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
  • W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • W.1.9 - (Begins in grade 4)
  • W.1.10 - (Begins in grade 3)
  • W.2.1 - 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.
  • W.2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.2.8 - Recall information from experiences or gather information from provided sources to answer a question.
  • W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are W.5.1-3.)
  • W.5.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of L.5.1-3.)
  • W.5.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
  • W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.5.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • W.3.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in W.3.1-3)
  • W.3.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3)
  • W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
  • W.3.7 - Conduct short research projects that build knowledge about a topic.
  • W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • W.2.2 - Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.3 - 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.
  • W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3 - 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.

Textbook Unit(s)

  • No Textbook Units Identified

Tag(s)

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