Curriculum Design for Writing Instruction

Kathy Tuchman Glass - Glass Educational Consulting

Foreword by Carol Ann Tomlinson

Other Titles in:
English/Language Arts (Middle/High School) | Teaching Methods & Learning Styles

January 2005 | 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