Table of Contents
Content Home- Welcome
Module Overview- Pre-Assessment
- Unit 1: Understanding and Teaching the Common Core Writing Standards
- Unit 2: Planning Lessons for Informational and Argument Writing
- 2.1 Planning CCSS-Informed Writing Lessons
- 2.2 Selecting and Using Texts Purposefully
- 2.2.1 Analyzing Teachers’ Uses of Texts
- 2.2.2 Using Text Features to Support a Claim
- 2.2.3 Using Texts to Connect the Standards across Disciplines
- Developing Language and Comprehension through Discourse
- Precise Use of Language When Researching a Topic or Issue Online
- Writing for Varied Audiences and Purposes
- 2.2.4 Assessing the Credibility of Texts and Sources
- 2.3 Writing with Digital Tools
- 2.4 Examining Lessons for Informational, Argument, and Analytical Writing
- 2.5 Looking Forward
- Unit 3: Learning From Students’ Work and Teachers’ Lessons
- Module Summary
- Post Assessment
Certificate of Completion
Resources- Module Evaluation
Unit 2: Planning Lessons for Informational and Argument Writing
Developing Language and Comprehension through Discourse
CA CCSS for ELA/Literacy Speaking and Listening Standard 1 requires that students “engage effectively in a range of collaborative discussions…” Focused classroom discussion around text is essential for preparing students for complex writing tasks. Providing scaffolds through discourse is especially important for English learners and students with disabilities as they increase their knowledge of a topic and develop their language and comprehension skills.
In the video series that follows, a 5th grade teacher scaffolds her students' reading and writing about a historical text in three stages: clarifying understanding, finding specific examples about the author's viewpoint, and paraphrasing and citing to support their written interpretations of the author's viewpoint.
As you watch, observe how the teacher uses small and large group discussion strategies prior to writing to increase students’ understanding of the text they are studying. Note especially how she points them back to the text to find and cite the author’s language that supports their interpretation and prepares students for the culminating writing activity.
Upper Elementary Example
Analyzing Texts: Brainstorm Before Writing 
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Analyzing Texts: "Text Talk Time"
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Analyzing Texts: Putting Thoughts on Paper
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Take a few minutes to reflect upon the following questions about the videos:
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Sample responses
English Language Arts: Writing to Inform, Argue, and Analyze. Brought to you by the California Department of Education, the Regents of the University of California, and the California Writing Project.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
