(Wiping sweat from brow.)
All right, let’s finish these writing anchor standards.
W.CCR.10 — that’s the 10th (and final!) College and Career Readiness anchor standard within the Writing strand of the Common Core State Standards (CCSS) for ELA/Literacy — reads as follows:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Just as R.CCR.10, the reading anchor standard that calls for grade-appropriate text complexity, is a kind of overarching principle for all of the reading standards, so W.CCR.10 is for the writing standards. So what is W.CCR.10 at its core?
Write all the time
All right, I might be overstating things, but not by much.
And this makes sense — if we want kids to be literate, that is.
One study in particular comes to mind, which I first learned of via Kelly Gallagher. In Writing to Read: Evidence for how Writing can Improve Reading, researchers share three findings:
- When students write about the texts they read, their reading and writing improve.
- When students learn and engage in the writing process behind creating texts, their reading and writing improve.
- When students write their own texts frequently, their reading and writing improve.
Good stuff, right?
Write in lots of ways
So how do we get students writing all the time? Well, W.CCR.10 is typical of the CCSS in that it leaves things pretty wide open for the teacher or curriculum writer to decide.
The only requirement, really, is that students have a balanced and generous diet of writing.
So, in writing about texts, students should/could write:
- personal reactions
In other words, students should respond to texts with pieces long and short, formal and informal, night and day 🙂
And in practicing the writing process, students should/could write:
- short stories
- narrative poems
- how-to articles
…and just about anything else you can think of.
The point is as simple as it is profound: if you’ve got students writing all the time for a lot of stuff, you’re nailing W.CCR.10 and, infinitely more important, you’re giving kids the reading/writing version of the mutant spider that bites Peter Parker. (Isn’t it about time you tweeted a bizarre metaphor?)
So how is it done in your classroom, warriors of the teaching blogosphere? Share your wisdom, ideas, triumphs, and failures in the comments section below.