Common Core State Standards
HOW EMPOWERING WRITERS MEETS THE CCSS IN A PRACTICAL AND EFFECTIVE METHOD
As standards change and the expectations for students to write more, in a variety of genres, at younger ages becomes the norm, teachers have to ask, “Is it possible to expand the scope and breadth of what we’re teaching and expect the same level of mastery from students across the board?” It is an important question. Narrative writing, expository or informational writing, responses to texts, both literary and informational, opinion/persuasive pieces, writing informed by research, the friendly letter, poetry…can we expect youngsters to do it all well, all at once?
Without a doubt, developmentally, students cannot “do it all” at once. As educators we need to look at the “big picture” – scaffolding instruction in such a way that children learn foundational skills that are developmentally appropriate and build on these with consistent instruction and basic assured experiences over time.
We can no longer focus on a single genre over the course of a “unit of study”, leave it behind, and move to the next. Instead, objectives for each genre must be pulled, in strands, throughout the entire school year. These strands need to include numerous powerful exemplars of each genre for analysis and discussion, deconstructing these to build awareness of the salient features that make it effective. A focus on purpose and audience must become a part of every reading and writing experience. Lessons that build foundational critical thinking skills that prepare students for specific writing tasks before putting pencil to paper will be a necessity.
How do the Essential Guides to Writing (EW’s new grade level resource for Grades 2, 3, 4, & 5) accomplish these sweeping goals? Instruction is designed month by month around a theme. The theme is addressed via integrated reading and writing experiences in all genres. The specific skills needed for an exemplary piece in each genre are scaffolded across the school year, building one on the other over time. Download the preview of Grade 4 Month 3 Preview.pdf
Each month you will find:
• Comprehensive teacher background necessary to teach every genre in an informed, confident way
• Detailed lesson plans with clear objectives, plus a handy “Lesson at a Glance” overview
• Powerful exemplars of each genre for analysis and discussion
• Foundational lessons that build necessary pre-writing skills
• Tips on building the reading-writing connection
• Actual student writing samples
• Literature Connections and bibliography for background building
METHODOLOGY
The proven, research-based methodology for writing activities (as opposed to awareness building activities) is as follows:
- INTRODUCE the concept or skill through the use of published examples. In narrative writing these exemplars are taken from middle grade and/or young adult novels, depending on the maturity of the students. In expository or persuasive writing the pieces are taken from published examples, often magazine or newspaper articles. Empowering Writers also provides numerous examples for your use.
- MODEL the technique for the class, “thinking our loud” the thoughts and questions of an author. Specific questioning techniques as well as sample passages and exemplars are provided within the teacher preparation pages to assist you in the critical step. Students will not demonstrate the skills presented by simply reading, discussing, and analyzing literature. Modeling is the necessary bridge between recognizing the techniques and applying them. Each skill is presented discretely, modeled by the teacher who asks productive questions, translates student responses (in language, expression, or gesture) into powerful, fluent writing.
- Numerous GUIDED PRACTICE opportunities for students are provided as reproducible student pages. After the teacher has introduced and modeled a particular skill highlighted on the student page the class is encouraged to try the same writing task independently. The benefit through the teacher’s effective use of vocabulary and specific techniques applied. The teacher circulates, offering suggestions, sharing powerful examples, and assisting where necessary.
- After numerous MODELING and GUIDED PRACTICE opportunities the students’APPLICATION of these skills will emerge in their writing in meaningful ways.
Additionally, our Comprehensive Guides to Narrative, Expository and Persuasive writing will further enhance the opportunities for differentiating instruction.
We highly recommend attending an Empowering Writers workshop to further inform your instruction, and to go to our Youtube Channel (www.youtube.com/empoweringwriters) to view successful modeling and guided practice in the classroom.
PLANNING AND PACING
For ease of use, simply start at the beginning and work your way through the book. You’ll notice that each theme is designed to be a month long, providing time for thorough exploration and work in all genre areas. There are enough thematic chapters for the entire school year. The focus skill lessons are designed for 30-45 minutes sessions, two to three times a week. Unless otherwise noted, the preceding foundational skill lessons in the alternate genres (expository, opinion/persuasive, research, letter writing, poetry) are designed for 10-20 minute sessions and can also be used for independent work in class or for homework.
Here are some ways to adapt the pacing for the needs of your particular class:
- For students with little prior experience, break the 30 – 45 minute focus lessons into two or three shorter installments of 10 to 15 minutes each. the Making it Your Own section allows you to create additional relevant lessons. We also recommend referring to our respective Comprehensive Narrative and Expository Writing Guides for the widest range of lessons to meet your differentiating needs.
- If you begin the approach later in the school year, you’ll still want to start at the beginning and proceed in order – this to facilitate proper scaffolding. In the case of seasonal thematic units, adapt to the season at hand or use the Making it Your Own option. Later in the school year you may be able to move more quickly through the units, as your students will be a bit more mature.
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