Curriculum Design for Writing Instruction

Kathy Glass is a former teacher who consults and presents nationally with K-12 teachers and administrators at schools, districts, conferences, and county offices of education. She offers a blend of professional development (PD) topics to target audiences in areas affecting curriculum and instruction. To deliver customized PD, she assists educators with strategic planning to determine objectives. Then she tailors PD based on requested topics such as, but not limited to: · highlights of the ELA Common Core Standards· implementation of the ELA Common Core or other standards-based curriculum using a backward design approach· essential understandings and guiding questions to frame curriculum and instruction· differentiated tools and instructional strategies · pre-, formative, summative, and self-assessments · alignment of six-traits writing instruction and assessment to curriculum goals· unit and yearlong curriculum maps· text-dependent questions to facilitate close reading, and more. To help educators directly translate what she presents into effective classroom practice that impacts students, Kathy can provide a variety of PD opportunities (e.g., presentations, lesson demonstrations and modeling, coaching, collaborative unit design, etc.). She is the author of six books: Mapping Comprehensive Units to the English Language (ELA) Arts Common Core Standards, 6-12 (May, 2013); Mapping Comprehensive Units to the ELA Common Core Standards, K-5 (© 2012); Lesson Design for Differentiated Instruction, Grades 4-9 (©2009); Staff Development Guide for the Parallel Curriculum (©2009); Curriculum Mapping: A Step-by-Step Guide to Creating Curriculum Year Overviews (©2007); and Curriculum Design for Writing Instruction: Creating Standards-Based Lesson Plans and Rubrics (©2005). In addition, Glass has served as a reader and reviewer for Reader’s Handbook: A Student Guide for Reading and Learning (2002, Great Source Education Group) and as a contributing writer and consultant for the Heath Middle Level Literature series (1995, DC Heath and Co). Website: www.kathyglassconsulting.com; email: kathy@kathyglassconsulting.com

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.

• Foreword - Carol Ann TomlinsonAcknowledgmentsIntroduction: The Tenets of Curriculum DesignWhy Are Standards Important to Curriculum Design?The Teacher Rubric (Scoring Guide) and Student Checklist Play a Crucial RoleTwo Scenarios: Curriculum Design Process AnalogyCurriculum Design ElementsIdentify Grade Level Writing StandardsCreate a Teacher Rubric With a Clear Set of Writing CriteriaCraft a Student Checklist to Guide Students and to State ObjectivesDesign Lessons to Achieve StandardsOne More Connection to Drive Home the Point1. Identify Grade Level Content Standards (Part 1)Step-by-Step Details for Identifying Grade Level Content StandardsTarget Writing Type (Application)Identify Supporting StandardsNote Existing Lessons and ResourcesDetermine Timing of UnitStandards Identification SamplesPersonal Narrative/Fall (2nd grade)Slavery Journal/Spring (8th grade) 2. Create/Revise a Rubric (Part 2)Suggestions to Improve Writing ProgramCreate and Revise RubricsCollect Student Anchor PapersAvoid BiasUse Student Scores to Inform Your InstructionRubric DefinitionRubrics (Six Traits)Rubric Sample and ElementsWhat 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 AssignmentStep-by-Step Details for Designing a RubricPeruse RubricsIdentify Elements for Each TraitCompile All Elements to Create a RubricRevise Rubric Content3. Craft a Student Checklist (Part 3)Uses for Student ChecklistHow to Introduce a Student ChecklistStudents Use the Checklist to Guide Them While WritingStep-by-Step Details for Creating a Student ChecklistQuick Review of Suggestions for Using a Checklist4. Design/Refine Lessons (Part 4) and the Design Process at WorkTarget Your Search to Find LessonsStep-by-Step Details for Designing LessonsEmbrace Your Student Checklist Like a FriendSearch for LessonsOrganize Your Lessons in Sequential OrderReview LessonsSelect Student SamplesThe Parts as a Whole: Comprehensive Lessons Utilizing the Complete Process From Standards Identification to Actual LessonsSingle Paragraph Writing for Personal Character Description Using An Anteater Named Arthur by Bernard WaberMulti-Paragraph Writing for Personal Character Description Emphasizing Detailed Examples to Support Personality TraitsSingle- or Multi-Paragraph Writing for Fictitious Character Description Focusing on Sensory DetailsResponse to Literature Expository Composition5. Writing Process and RecordkeepingWriting Process StepsRevision SheetsRecordkeepingWhole Class Writing Performance RecordIndividual Student Writing Performance RecordEmphasizing the Importance of Examining Student Work6. Using the Curiculum Design Process for Science and Social Studies (and Electives)Standards and Worksheet SamplesStep-by-Step Process of How to Link Content (or Criteria) With Writing LessonsMiscellaneous Social Studies and Science Writing Activities and ProjectsWriting Genre Suggestions7. Time Saving Options for the Curriculum Design ProcessColleaguesUse a Rubric OnlyConvert the Student Checklist Into a Scoring Mechanism8. Reviewing the Steps in the Curriculum Design ProcessIdentify Grade Level Content StandardsCreate/Revise RubricCraft a Student ChecklistDefine or Revise LessonsResourcesTheory, Research, Practice/Curriculum Design ModelsSix Traits SupportLessons, Activities, AssessmentsEmphasis on Rubrics