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Curriculum Design for Writing Instruction
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Curriculum Design for Writing Instruction
Creating Standards-Based Lesson Plans and Rubrics



December 2004 | 264 pages | Corwin
From standards identification and translation to assessment, Glass leads the reader step-by-step through the writing process and the development of an effective standards-based writing curriculum. Using Glass' method, standards act as a solid foundation or framework, and teachers are encouraged to build as creatively upon that foundation as possible - designing lessons and units that are innovative, engaging, and which still produce measurable gains. Her four part process is as follows:

1. Identification of content-standards for writing: What do I want my students to know and be able to do?

2. Creating a teacher rubric with a clear set of criteria for writing assessment: What are the key criteria for achieving these standards and assessing students?

3. Crafting a student checklist to guide students through the unit and self-assess: What do students need to know and learn as they progress through the unit and how will they be assessed?

4. Designing lessons to achieve standards: How do I help my students meet the criteria?

The numerous strategies, examples and photocopiables focus on writing at the primary level, but are easily adapted for use by secondary teachers of science and social studies.

Carol Ann Tomlinson
Foreword
 
Acknowledgments
 
Introduction: The Tenets of Curriculum Design
Why Are Standards Important to Curriculum Design?

 
The Teacher Rubric (Scoring Guide) and Student Checklist Play a Crucial Role

 
Two Scenarios: Curriculum Design Process Analogy

 
Curriculum Design Elements

 
Identify Grade Level Writing Standards

 
Create a Teacher Rubric With a Clear Set of Writing Criteria

 
Craft a Student Checklist to Guide Students and to State Objectives

 
Design Lessons to Achieve Standards

 
One More Connection to Drive Home the Point

 
 
1. Identify Grade Level Content Standards (Part 1)
Step-by-Step Details for Identifying Grade Level Content Standards

 
Target Writing Type (Application)

 
Identify Supporting Standards

 
Note Existing Lessons and Resources

 
Determine Timing of Unit

 
Standards Identification Samples

 
Personal Narrative/Fall (2nd grade)

 
Slavery Journal/Spring (8th grade)

 
 
2. Create/Revise a Rubric (Part 2)
Suggestions to Improve Writing Program

 
Create and Revise Rubrics

 
Collect Student Anchor Papers

 
Avoid Bias

 
Use Student Scores to Inform Your Instruction

 
Rubric Definition

 
Rubrics (Six Traits)

 
Rubric Sample and Elements

 
What Rubrics Are Included in This Chapter?

 
Do Teachers Need a Rubric for Each Assignment?

 
Do Students Use These Rubrics?

 
How Many Traits and Their Elements Are Included in a Writing Assignment?

 
Creating a Teacher Rubric for Your Targeted Writing Assignment

 
Step-by-Step Details for Designing a Rubric

 
Peruse Rubrics

 
Identify Elements for Each Trait

 
Compile All Elements to Create a Rubric

 
Revise Rubric Content

 
 
3. Craft a Student Checklist (Part 3)
Uses for Student Checklist

 
How to Introduce a Student Checklist

 
Students Use the Checklist to Guide Them While Writing

 
Step-by-Step Details for Creating a Student Checklist

 
Quick Review of Suggestions for Using a Checklist

 
 
4. Design/Refine Lessons (Part 4) and the Design Process at Work
Target Your Search to Find Lessons

 
Step-by-Step Details for Designing Lessons

 
Embrace Your Student Checklist Like a Friend

 
Search for Lessons

 
Organize Your Lessons in Sequential Order

 
Review Lessons

 
Select Student Samples

 
The Parts as a Whole: Comprehensive Lessons Utilizing the Complete Process From Standards Identification to Actual Lessons

 
Single Paragraph Writing for Personal Character Description Using An Anteater Named Arthur by Bernard Waber

 
Multi-Paragraph Writing for Personal Character Description Emphasizing Detailed Examples to Support Personality Traits

 
Single- or Multi-Paragraph Writing for Fictitious Character Description Focusing on Sensory Details

 
Response to Literature Expository Composition

 
 
5. Writing Process and Recordkeeping
Writing Process Steps

 
Revision Sheets

 
Recordkeeping

 
Whole Class Writing Performance Record

 
Individual Student Writing Performance Record

 
Emphasizing the Importance of Examining Student Work

 
 
6. Using the Curiculum Design Process for Science and Social Studies (and Electives)
Standards and Worksheet Samples

 
Step-by-Step Process of How to Link Content (or Criteria) With Writing Lessons

 
Miscellaneous Social Studies and Science Writing Activities and Projects

 
Writing Genre Suggestions

 
 
7. Time Saving Options for the Curriculum Design Process
Colleagues

 
Use a Rubric Only

 
Convert the Student Checklist Into a Scoring Mechanism

 
 
8. Reviewing the Steps in the Curriculum Design Process
Identify Grade Level Content Standards

 
Create/Revise Rubric

 
Craft a Student Checklist

 
Define or Revise Lessons

 
 
Resources
Theory, Research, Practice/Curriculum Design Models

 
Six Traits Support

 
Lessons, Activities, Assessments

 
Emphasis on Rubrics

 

The author’s conversational style hooks and easily engages readers into the four-step curriculum design process, well sequenced array of design templates and lesson models, synthesis of the six traits and writing process elements, and integration of history, social science, and science content.

Carl Zon, Standards and Assessment Consultant/Coach
Connections, Sunnyvale, CA

This book effectively walks educators through the standards-based lesson design process in a way that is clear, compelling, and achievable while simultaneously building content knowledge and extending understanding.

Ruth Goldhammer, Coordinator, Curriculum and Staff Development
San Mateo County Office of Education, CA

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