3 Integrating the Curriculum

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3 Integrating the Curriculum

• Seeing the Writing in Open Court Reading

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Introduction

• As you read this essay by Dr. Roit, (page 18
  handout), visualize how this might look in your
  classrooms. As you encounter daily activities in
  the TE, adjust your implementation to match this
  vision.

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Two approaches

• The program comes at writing from two principal
  directions
• The secretary function (conventions standards)
  is supported in GUMS
• The author function (expression) is supported in
  Seminar
• Skills are modeled in effective writing in
  authentic literature

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Three Steps

• Teach
• Blue section, mini-lessons, other modeling (CPW,
  CQB, Sentence Lifting, etc.)
• Practice
• Writing folders, Seminar, IWT, Inquiry, etc.
• Apply
• Inquiry Journals, unit project, benchmark
  assessments

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Multiple Opportunities

• Writing Skills
• Grammar, Usage, Mechanics, Spelling
• Writing Process
• Applying Unit Schema
• Exploring Unit Schema (Inquiry)
• Connecting to Arts Sciences

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Getting Started

• Informal assessment
• Establish procedures
• Day 1 (2000, p 37 2002, HO)--Writing starts with
  ideas.
• Day 2 (p 39 HO)--Writing takes time. It is
  a process.
• Day 3 (p 40 HO)--Writing is communal.
• Read other writing entries.

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Unit 3-Imagination (p 214 196)

• Goals (215 197)
• Which goals are associated with writing?
• Exploration (215A B 197A B)
• What are some of the ways writing might be used
  to support, develop or express students
  cognitive development (critical thinkers)?
• Unit Activities/ Unit Investigation (chart row 3
  column 3)
• How are these related to the writing process?
• What might we expect children to be able to do as
  a result of these experiences?

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Seeing the Writing

• 215G H 197 G H How does the Unit Overview
  plan for writing?
• Use of language
• Conventions for writing (recording language)
• Analyzing others use of language
• Other connections
• Which columns are G, R or B?

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Seeing the Writing

• 215 L 197 Q How does the Inquiry Journal
  use writing?
• Activate (and record) prior knowledge
• Motivate students to explore further
• Integrate the community through talk
• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Seeing the Writing

• 216B 213 B How does the Unit Exploration
  use writing?
• Collect data (research topics)
• Record thinking (brainstorm)
• Share thinking (group planning)
• Apply the Writing Process after several weeks
• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Seeing the Writing

• 216C D 198 D E How does the Lesson
  Planner show writing?
• Writing Process
• GUMS, Skills
• Share thinking (CPW, CQB)
• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Seeing the Writing

• 216G-L 198 K-P How does Preparing to Read
  prepare students for writing?
• Decoding and encoding are reciprocal
• Activating prior knowledge gives us material to
  write
• Extending our vocabulary enriches our writing
• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Seeing the Writing

• 216-219 198-211C, 212-213 How does the
  anthology prepare students for writing?
• Oral fluency precedes written fluency
• Extending prior knowledge gives us material to
  write
• Extending our vocabulary enriches our writing
• Effective writing is modeled (Comp. Skills)
• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Anthologies

• Carl Sandberg
• Ogden Nash
• Sid Fleishman
• A.A. Milne
• Pearl S. Buck
• Gary Soto
• David Macauley
• Alice Walker
• Martin Luther King
• Ann Frank

• Don Freeman
• Jack Prelutsky
• Maya Angelou
• Eric Carle
• John Steptoe
• Gail E. Haley
• Patricia Polacco
• Langston Hughes
• Robert C. OBrien
• Abraham Lincoln
• Scott ODell
• Percy Shelly
• Edna St. Vincent Millay

• Eloise Greenfield
• Charlotte Zolotow
• Jane Yolen
• Demi
• Gary Paulsen
• Arnold Lobel
• Margaret Wise Brown
• Shel Silverstein
• Patricia MacLauchlan
• J.R.R. Tolkien
• Isaac Singer
• Edmund Spencer

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Seeing the Writing

• 219-219B 211 B-213 D How is writing used
  here?
• Record thinking
• Public display of community knowledge (CQB)
• Private record of developing concepts (IJ
  Writing Journal)
• Extending our vocabulary enriches our writing
• Group talk (219A) builds oral fluency
• Connect to home
• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Finally, I see Writing!

• 219C--a mini lesson on genre
• 219D--(re)teaching the WP,an overview
• 219E--conventions
• 219F--literary elements
• 219G--grammar
• 219H--oracy
• 219I--research skills
• 219J--connecting to the arts sciences
• 2002 follows

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Finally, I see Writing!

• 213 E- sensory description, sensory adjectives
• 213 F- same getting ideas
• 213 G- same prewriting
• 213 H- same drafting
• 213 I - same revising
• 213 J- same editing and publishing

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Finally, I see Writing!

• Across the Unit (2000 only 2002 similar)
• Story 1 define fantasy, elements of rhyme,
  common and proper nouns, asking questions, using
  a dictionary
• Story 2 draft a fantasy, compare fantasy
  reality, determine point of view, possessives,
  group discussion, make and discuss schedules
• Story 3 proofread, sequencing, adding dialogue,
  main idea supporting details, rhyme, open and
  closed syllables, pronouns

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Finally, I see Writing!

• Across the Unit
• Story 4 description, elements of biography
  fiction, conjunctions, listening for information,
  note taking
• Story 5 revision, emotional responses to
  literature, multiple meaning words, commas in a
  series
• Story 6 proofreading, descriptions, sequencing,
  setting, single plural subjects, verb
  agreement, question response, timelines

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Finally, I see Writing!

• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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What you dont see

• Sentence Lifting (PA 25 BtC PA 31)
• Seminar (PA 27 PA 32)

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Variations between editions

• 2000
• Dictation in blue practice is dispersed
• Spelling is analytic
• One required paper

• 2002
• Dictation in green practice is clustered
• Added spelling section is rote
• Six required papers
• Adds handwriting

• How might this go awry?
• How does it look in your vision of effective
  education?
• How does it contribute to building critical
  thinkers?
• Which standards does this address?

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Preparing for the Prompts

• Program-based Unit Writing
• Long, well organized process
• _at_30 hrs classroom work
• Only required standards-based piece
• SOAR PWA
• On demand, 2-3 hrs classroom work
• Criteria referenced (rubrics)
• Benchmarks practice for annual

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What we have found A Thinking Program

• Themes that support thinking about life
• Themes develop across grades language develops
  across grades
• There is a risk of oversimplifying the content to
  accommodate students language level instead of
  supporting the cognitive demand with appropriate
  language structures.
• High-level thinking is supported low-level
  prerequisite skills are emphasized in practice.

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A Thinking Program

• We want our children to
• Function in a complex world
• Therefore they need to
• Think about complex problems
• Therefore they need to
• Access rich text
• Share complex thinking
• Build prerequisite skills all the way back to the
  representation of sounds (language) in print

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Thank you!

• What is your thinking?

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Thank you!

• Los Angeles Unified School District
• District Reading Programs
• 213-241-6444