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Curriculum Design for Writing Instruction

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

Foreword by Carol Ann Tomlinson

© 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
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  
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
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  
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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