In Common: Effective Writing for All Students Collection of All Student ...



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In Common: Effective Writing

for All Students

Collection of All Student Wor k Samples, K--12

By The Vermont Writing Collaborative, with Student Achievement Partners and CCSSO

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Table of Contents

Getting Started with In Common . .................................................................................3

The Story of In Common: Where The Standards Meet the Students . ................................................... 4

In Common User Guide ............................................................................................................................................ 9

In Common FAQ ....................................................................................................................................................... 14

Section I: Argument/Opinion Writing . ........................................................................1 9 K--5 On--Demand Argument/Opinion Samples. ........................................................................................... 20 6--12 On--Demand Argument/Opinion Samples . ........................................................................................ 90 K--5 Range of Writing Argument/Opinion Samples ...............................................................................1 32 6--12 Range of Writing Argument/Opinion Samples . ............................................................................2 01

Section II: Informative/Explanatory Writing . ............................................................ 2 69 K--5 On--Demand Informative/Explanatory Samples . ............................................................................2 70 6--12 On--Demand Informative/Explanatory Samples . ..........................................................................3 40 K--5 Range of Writing Informative/Explanatory Samples . ..................................................................3 92

6--12 Range of Writing Informative/Explanatory Samples. ................................................................4 62

Section III: Narrative Writing . ................................................................................... 5 06 K--5 On--Demand Narrative Samples. .............................................................................................................5 07 6--12 On--Demand Narrative Samples . ..........................................................................................................5 48 K--5 Range of Writing Narrative Samples ...................................................................................................5 83 6--12 Range of Writing Narrative Samples . ................................................................................................6 50

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Getting Started

With

In Common

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The Story of In Common: Where

the Standards Meet the

Students

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The Story of In Common: Where the Standards Meet the Students

A Preface by James P. Patterson

Now that we are a few years removed from the June 2010 release of the Common Core State Standards (CCSS) in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, it seems possible, if still daunting, to gain some perspective on this reform--in-- progress. The product of a state--initiated effort directed by the Council of Chief State School Officers and the National Governors Association, the Standards at their inception were both the culmination of the decades--long work of the states in developing high--quality K--12 educational expectations and a broad--based commitment to the bracingly simple yet ambitious goal of getting all students college and career ready by no later than the end of high school. The Standards' impact on policy was immediate, with forty--six states and four territories moving quickly to adoption; the impact on teaching, learning, curriculum, and assessment--inevitably slower to develop but ultimately even more critical to the undertaking's success--has only increased in the time since the final version of the document was issued.

As in the areas of reading, speaking and listening, and language, the Common Core Standards in writing called for sustained, focused attention on a small set of educational priorities empirically linked to readiness for college and workforce training programs:

? Writing effectively and thoughtfully on substantive topics in the core modes of opinion/argument, informative/explanatory, and narrative;

? Developing, organizing, and expressing information and ideas in a manner appropriate to task, audience, and purpose;

? Using various processes and tools, including technology, to produce, improve, and publish writing and to interact and collaborate with others;

? Using writing as a tool to conduct research and as a medium to convey findings;

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