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Before Today,. You should have received local training on the new K-3 Writing Standards, including:Why the change was madeHow the new Standard/Elements were createdWhat the differences are between W1 and W2. Preplanning K-3 Training Info. Go to: www.georgiastandards.orgClick on English Language Arts iconScroll down and find
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1. Narrative and Response to Literature Genres Understanding the Vertical Approach of the K-5 Writing Standards: This is the title of today’s presentation. We will be going deeper into the Narrative and RTL Genres for K-5. Module 2 will occur in early 2009 and will focus on the Persuasive and Informational Genres for K-5.
Note to presenter: Grade level teams should sit together for this module’s activities. Multigrade teachers should choose a grade with which to sit. This training is most effective if an administrator facilitates, along with the help of teacher leaders. Also, you may want to read all slides aloud during the training.This is the title of today’s presentation. We will be going deeper into the Narrative and RTL Genres for K-5. Module 2 will occur in early 2009 and will focus on the Persuasive and Informational Genres for K-5.
Note to presenter: Grade level teams should sit together for this module’s activities. Multigrade teachers should choose a grade with which to sit. This training is most effective if an administrator facilitates, along with the help of teacher leaders. Also, you may want to read all slides aloud during the training.
2. Before Today, You should have received local training on the new K-3 Writing Standards, including:
Why the change was made
How the new Standard/Elements were created
What the differences are between W1 and W2 These were the topics of the Introduction to the New K-3 Writing Standard Training. This Training should have occurred at the local system/school level before your attendance at this module. The intent of today’s training is to offer additional guidance/support to systems/schools/teachers in implementation of the new K-3 Standard.
Note to presenter: This is not intended to be a traditional redelivery “train the trainer” module. However, schools/systems have options of how they choose to share this information with other teachers. The content of this module is based on needs observed across GA. The previous ELA GPS training/implementation varied widely across the State. Also, there have been many new teachers hired since the original training. Hence, there was a need for a GPS ELA refresher for K-5. That need, as well as the new K-3 Writing Standard are the driving forces behind this training. Please keep that in mind as you go through today. Also, remember the intended audience of this training is teachers. Think about how you as a teacher leader will best share this information with them. For instance, you may share it with them entirely or in parts, depending on their needs.These were the topics of the Introduction to the New K-3 Writing Standard Training. This Training should have occurred at the local system/school level before your attendance at this module. The intent of today’s training is to offer additional guidance/support to systems/schools/teachers in implementation of the new K-3 Standard.
Note to presenter: This is not intended to be a traditional redelivery “train the trainer” module. However, schools/systems have options of how they choose to share this information with other teachers. The content of this module is based on needs observed across GA. The previous ELA GPS training/implementation varied widely across the State. Also, there have been many new teachers hired since the original training. Hence, there was a need for a GPS ELA refresher for K-5. That need, as well as the new K-3 Writing Standard are the driving forces behind this training. Please keep that in mind as you go through today. Also, remember the intended audience of this training is teachers. Think about how you as a teacher leader will best share this information with them. For instance, you may share it with them entirely or in parts, depending on their needs.
3. Preplanning K-3 Training Info Go to: www.georgiastandards.org
Click on English Language Arts icon
Scroll down and find
“New K-3 Writing Standard Training Materials”
*Preplanning Introduction PPT
*Participant Handouts Note to presenter: If teachers want additional copies of the K-3 Intro, they can access the information by going to this link. This background information would be beneficial to all teachers in K-5 (including Specialists, Paraprofessionals, Special Needs, etc.).Note to presenter: If teachers want additional copies of the K-3 Intro, they can access the information by going to this link. This background information would be beneficial to all teachers in K-5 (including Specialists, Paraprofessionals, Special Needs, etc.).
4. Goals for Today Reviewing the Georgia Performance Standards
Using the Narrative and RTL Genres to Teach Integrated Language Arts
Planning your “Teaching and Learning” Year These are the overall goals for this presentation. This information may be new for you, or it may serve as a reminder of best practices and standards-based ELA classrooms. It is always good to be refreshed or reminded of major GPS concepts.
Note to presenter: If you choose to “chunk” the information, you may want to divide the session up into three parts, since there are three overarching goals (this is just one option). Or, you may want to do the activities separately (those involved in the presentation). These are the overall goals for this presentation. This information may be new for you, or it may serve as a reminder of best practices and standards-based ELA classrooms. It is always good to be refreshed or reminded of major GPS concepts.
Note to presenter: If you choose to “chunk” the information, you may want to divide the session up into three parts, since there are three overarching goals (this is just one option). Or, you may want to do the activities separately (those involved in the presentation).
5. Teaching and Learning Year We are looking at this year as being a “Teaching and Learning Year.” This is your opportunity to “test drive” the new car (or the new Standard) so to speak. It is a great chance to get comfortable with the new Standard/Elements before becoming accountable for teaching them in 2009-10. As we go through the information and activities today, we want you to think about what you are already doing in your classrooms with genres. We would like for you to think about how you can expand on what you are doing, as well as how you can try some new things this year in order to do more reading and writing in different genres with your students. Please do not forget that all teachers will be accountable for teaching the genres in 2009-10. All students will be expected to receive instruction in the genres at that time. Also, the new W2 Standard will be tested in 2010-11 (including the Reading and ELA portions of the CRCT and on the GKIDS).We are looking at this year as being a “Teaching and Learning Year.” This is your opportunity to “test drive” the new car (or the new Standard) so to speak. It is a great chance to get comfortable with the new Standard/Elements before becoming accountable for teaching them in 2009-10. As we go through the information and activities today, we want you to think about what you are already doing in your classrooms with genres. We would like for you to think about how you can expand on what you are doing, as well as how you can try some new things this year in order to do more reading and writing in different genres with your students. Please do not forget that all teachers will be accountable for teaching the genres in 2009-10. All students will be expected to receive instruction in the genres at that time. Also, the new W2 Standard will be tested in 2010-11 (including the Reading and ELA portions of the CRCT and on the GKIDS).
6. Essential Questions How do I analyze the new K-3 Writing Standards/Elements?
How are the new Standards/Elements aligned with the 3rd Grade Assessment?
How do I design a progressive teaching/learning task that is vertically-aligned to the GPS?
How do I strategically teach my students to help them as readers and writers?
What are some resources that can help? There are five essential questions for this presentation. Hopefully, this training will enable everyone to answer these questions by the end of the session(s). There are five essential questions for this presentation. Hopefully, this training will enable everyone to answer these questions by the end of the session(s).
7. Enduring Understandings Requiring students to write and read in a variety of genres and for different purposes is important.
Using the major tenets of the GPS design will help to implement the curriculum.
Making the reading/writing connection will increase student learning. These are the general understandings that we would like for everyone to walk away with at the end of the training session(s). These are the general understandings that we would like for everyone to walk away with at the end of the training session(s).
8. Please remember to ask yourself as you reflect. . . How can our school/system continue to improve on our overall writing program as we seek to successfully make this change?
What are some steps that we need to take to ensure that students will be receiving instruction in the new Standard/Elements? This slide is important because systems/schools and even teachers are all at different places in implementing genres within reading and writing. Self-assess where you and your school/system is presently in this process and determine today where it is that you want to go next with training, implementation, etc. This slide is important because systems/schools and even teachers are all at different places in implementing genres within reading and writing. Self-assess where you and your school/system is presently in this process and determine today where it is that you want to go next with training, implementation, etc.
9. Quick Write/Think about Literacy Quotes Choose one of the quotes.
Respond on the reflection form in your participant guide.
Be prepared to share your response with a partner. Note to presenter: Allow five-ten minutes for this hook activity. Also, it would good to ask a few people to share out in front of the whole group.Note to presenter: Allow five-ten minutes for this hook activity. Also, it would good to ask a few people to share out in front of the whole group.
10. What We Know About Genres Typically genre has depended on context/situation.
Based on research, teachers traditionally teach genre form and structure.
Influencing factors include:
Purpose for writing
Children’s sense of the writing task
Children’s sense of the writing instruction
Children’s reading experiences and maturation Source: Chapman, 1999 in Farnan and Dahl This is some background research on genres and how they have been typically taught. Genre has typically depended on the purpose/context/situation for writing (persuade, respond, inform, entertain, etc.). Form and structure for writing has typically depended on the genre, as in Informational writing has structures that differ from Narrative (e.g., 5 paragraph essay vs. B/M/E). We know that explicitly teaching the elements for particular genres does indeed work with students. Children need to have a purpose for their writing. They also need to understand the task before them (explicitly what they are to do, what the work should look like, etc.). They also need to have highly effective writing instruction from their teacher (based on best practices). Lastly, students need time to practice and grow as writers and readers in the different genres. All of these factors will influence how well students perform and produce in the different genres. This is some background research on genres and how they have been typically taught. Genre has typically depended on the purpose/context/situation for writing (persuade, respond, inform, entertain, etc.). Form and structure for writing has typically depended on the genre, as in Informational writing has structures that differ from Narrative (e.g., 5 paragraph essay vs. B/M/E). We know that explicitly teaching the elements for particular genres does indeed work with students. Children need to have a purpose for their writing. They also need to understand the task before them (explicitly what they are to do, what the work should look like, etc.). They also need to have highly effective writing instruction from their teacher (based on best practices). Lastly, students need time to practice and grow as writers and readers in the different genres. All of these factors will influence how well students perform and produce in the different genres.
11. What the Research Says About Genres There is a close connection between children’s writing and works chosen by the teacher.
Scaffolding aids in learning of genres.
Chapman, 1999 in Farnan and Dahl
Children need to do more writing in genres other than narrative.
Kamberelis and Bovino, 1999 in Farnan and Dahl
The quality of children’s literature used in the classroom is of vital importance. Students need good models/examples of genres to emulate. The research also indicates that having the genres broken down/scaffolded across grade levels is key so that expectations are developmentally appropriate and attainable. There is also much research that indicates that young children need to be writing more/exposed to more in genres other than narrative stories. As a State, Georgia needed to start earlier with genres. That was why we decided to add the new K-3 Standard (W2).The quality of children’s literature used in the classroom is of vital importance. Students need good models/examples of genres to emulate. The research also indicates that having the genres broken down/scaffolded across grade levels is key so that expectations are developmentally appropriate and attainable. There is also much research that indicates that young children need to be writing more/exposed to more in genres other than narrative stories. As a State, Georgia needed to start earlier with genres. That was why we decided to add the new K-3 Standard (W2).
12. Recommendations for Genres Include expanding genre learning across subject areas by using writing for a broader range of functions.
Examples of this include:
Writing to manage and organize activities
Writing description in science observations
Using narrative as a tool for extending social studies (biographical accounts)
Seeing that narrative is not the only genre worthy of study
Here are some other recommendations for genre teaching/learning based on the research. These could be some possible next steps for a teacher/school/system. There are many opportunities to integrate the learning of elements with various subject matter. For instance, students can write down goals, reflections about their work, homework lists, or “exit slips” that tell what they learned. Students can do procedural (informational) writing in science by telling about the steps in an experiment. Students can tell a story from the life of a famous person in history. Students can write math story problems or tell the steps of how they solved a problem. Before such blending can occur, it is important for teachers and students to understand the explicit nature of the genres and their elements. Elements have to be modeled by teachers and practiced by students before they can be applied to other subject areas. Teachers do tend to be more comfortable with narrative, but we must do better with teaching students about the different genres.Here are some other recommendations for genre teaching/learning based on the research. These could be some possible next steps for a teacher/school/system. There are many opportunities to integrate the learning of elements with various subject matter. For instance, students can write down goals, reflections about their work, homework lists, or “exit slips” that tell what they learned. Students can do procedural (informational) writing in science by telling about the steps in an experiment. Students can tell a story from the life of a famous person in history. Students can write math story problems or tell the steps of how they solved a problem. Before such blending can occur, it is important for teachers and students to understand the explicit nature of the genres and their elements. Elements have to be modeled by teachers and practiced by students before they can be applied to other subject areas. Teachers do tend to be more comfortable with narrative, but we must do better with teaching students about the different genres.
13. Analyzing the W2 Writing Standard GPS Review:
Correlations between W1 and W2
Language of the Standards (LOTS)
Level of rigorous instruction
Scaffolding/Vertical Alignment By participating in several miniactivities related to analyzing the W2 Writing Standard, we will be touching on these major GPS components. By participating in several miniactivities related to analyzing the W2 Writing Standard, we will be touching on these major GPS components.
14. Example of Correlation between W1 and W2 ELA3W1
a. Captures a reader’s interest by setting a purpose and developing a point of view.
g. Begins to develop characters through action and dialogue
ELA3W2 NARRATIVE
a. Captures a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view.
f. Develops characters through action and dialogue Take a look at one example of a comparison between W1 and W2. Note the similarities and differences between 3W1 and 3W2. 3W1 is embedded in 3W2. Note that when you are doing 3W2 in the classroom, you will naturally doing 3W1 at the same time. You will also note that the words personal, fantasy, and imaginary have been added. You can find definitions of these words in your Narrative Glossary (check your participant handouts). Also, take note of the increase in rigor when comparing element G of W1 and element F in W2. With W2 Narrative, third graders will now be expected to develop their characters by the end of the year and not just begin to develop characters. The expectation level has clearly been raised in third grade. Take a look at one example of a comparison between W1 and W2. Note the similarities and differences between 3W1 and 3W2. 3W1 is embedded in 3W2. Note that when you are doing 3W2 in the classroom, you will naturally doing 3W1 at the same time. You will also note that the words personal, fantasy, and imaginary have been added. You can find definitions of these words in your Narrative Glossary (check your participant handouts). Also, take note of the increase in rigor when comparing element G of W1 and element F in W2. With W2 Narrative, third graders will now be expected to develop their characters by the end of the year and not just begin to develop characters. The expectation level has clearly been raised in third grade.
15. Comparing and Contrasting W1 and W2 for Narrative What you will need:
A copy of the Narrative K-5 Vertical Alignment (on your table)
A copy of the complete ELA Standards for your grade level (in Word), which is also on your table
Note to presenter: You may want to have copies of the complete ELA standards available to teachers, or you may ask them to bring their own copies of the Standards.
Note to presenter: You may want to have copies of the complete ELA standards available to teachers, or you may ask them to bring their own copies of the Standards.
16. Comparing and Contrasting W1 and W2 Narrative As a group, use your Venn Diagram form (in your participant guide) to compare/contrast.
Any Narrative descriptors unique to W1 or W2 (at your grade level) should be marked in their respective areas.
Any Narrative descriptors that W1 and W2 have in common should be marked in the area where the two circles overlap. Note to presenter: Grade level groups will work on this together. Remind them to see what W1 says about Narrative, as well as W2. Allow the grade level groups to quickly share about their noticings/findings/observations from doing this activity.
Allow the groups about 10 minutes to compare/contrast and 10-15 minutes for sharing.
Very important: Grades 4 and 5 will not have a new Standard for comparison, so assign them a differentiated task. Grades 4 and 5 should come up with several strategies/best practices for teaching the narrative elements. These strategies/best practices could be modified/tweaked so that they are appropriate for Grades K-3 (i.e., modeling). Grades 4-5 Teachers will share these with the Grades K-3 teachers in place of doing a comparison/contrast.
Note to presenter: Grade level groups will work on this together. Remind them to see what W1 says about Narrative, as well as W2. Allow the grade level groups to quickly share about their noticings/findings/observations from doing this activity.
Allow the groups about 10 minutes to compare/contrast and 10-15 minutes for sharing.
Very important: Grades 4 and 5 will not have a new Standard for comparison, so assign them a differentiated task. Grades 4 and 5 should come up with several strategies/best practices for teaching the narrative elements. These strategies/best practices could be modified/tweaked so that they are appropriate for Grades K-3 (i.e., modeling). Grades 4-5 Teachers will share these with the Grades K-3 teachers in place of doing a comparison/contrast.
17. Analyzing the W2 Writing Standard: Narrative Genre What you will need:
A copy of the Narrative K-5 Vertical Alignment (on your table)
A copy of the organizer for analyzing the W2 Narrative Genre (also in your participant guide)
Next we will take a closer look at analyzing the language of one narrative element in the W2 Standard. Next we will take a closer look at analyzing the language of one narrative element in the W2 Standard.
18. An Example from 3rd Grade Narrative Genre I will now model the process of analyzing an element. I chose element “E” from 3rd Grade W2 Narrative (Read the element aloud). I need to really think about what that element really means as far as knowledge and skills are concerned. Since this is a new Standard, it is crucial that teachers know and understand what the elements mean in order to teach the students about them most effectively. I will now model the process of analyzing an element. I chose element “E” from 3rd Grade W2 Narrative (Read the element aloud). I need to really think about what that element really means as far as knowledge and skills are concerned. Since this is a new Standard, it is crucial that teachers know and understand what the elements mean in order to teach the students about them most effectively.
19. An Example from 3rd Grade Narrative Genre First of all, what is it that 3rd graders should know about Narrative organizational structure by the end of the school year? What are the nouns/terms/phrases and all other appropriate strategies/examples that are a part of such knowledge? These are the word wall terms—the language of the Standard that we want teachers and, most importantly, students to use in the classrooms. The examples given are just a few reminders to the teachers and students. They serve just as points of reference. The knowledge is pulled straight from the element being analyzed. I need to make sure that I explain these well to students in my teaching and modeling. First of all, what is it that 3rd graders should know about Narrative organizational structure by the end of the school year? What are the nouns/terms/phrases and all other appropriate strategies/examples that are a part of such knowledge? These are the word wall terms—the language of the Standard that we want teachers and, most importantly, students to use in the classrooms. The examples given are just a few reminders to the teachers and students. They serve just as points of reference. The knowledge is pulled straight from the element being analyzed. I need to make sure that I explain these well to students in my teaching and modeling.
20. An Example from 3rd Grade Narrative Genre The skills are what we expect third grade students to be able to do regarding Narrative organizational structure by the end of school year. Again, I analyzed the skills and listed them in the third column. Notice that, in my modeling, I interpreted this element and offered examples. I thought about the rigor that was involved and ways to further develop the rigor when appropriate. I will then informally assess/formally evaluate the students on their individual performance of such skills. I can only assess/evaluate after the element(s) have been modeled and practiced. Now, the Knowledge and Skills columns show the lessons that I must teach to my students in order for them to have mastery of this element.
The skills are what we expect third grade students to be able to do regarding Narrative organizational structure by the end of school year. Again, I analyzed the skills and listed them in the third column. Notice that, in my modeling, I interpreted this element and offered examples. I thought about the rigor that was involved and ways to further develop the rigor when appropriate. I will then informally assess/formally evaluate the students on their individual performance of such skills. I can only assess/evaluate after the element(s) have been modeled and practiced. Now, the Knowledge and Skills columns show the lessons that I must teach to my students in order for them to have mastery of this element.
21. Analyzing a W2 Element As a grade level group, complete the analysis form for the Narrative element assigned to you.
Discuss how to dissect the element into the knowledge (nouns/phrases) and skills (verbs) that students should understand and be able to demonstrate.
Include any specific examples, strategies, or other appropriate information to share with students regarding this element.
Note to presenter: Assign Element A (from the Narrative K-5 Vertical Alignment) to each grade level (For Kindergarten, you may want to assign Elements A and B together). Each grade level group will be responsible for analyzing the element and sharing their analysis with the group. If groups finish early, they can come up with additional and specific strategies/best practices for teaching that particular element—which they can later share. Groups should transfer their analysis information from the form to a piece of chart paper (or they may just choose to analyze and begin writing on the chart paper—it’s their choice). These grade level charts should then be shared with the whole group. This will foster observations/discussions about rigor, specificity, scaffolding, and vertical alignment. Charts should be “lined up” in grade level order for sharing. If there’s more than one table for each grade level, then you may want to ask the additional groups to share anything not already mentioned.
Allow about 15 minutes for analyzing the element and 20 minutes for sharing. Once groups have shared and everyone is able to follow along by using their Vertical Alignments, teachers will start to make connections about how elements are related to each other, how talking/sharing about strategies can help, etc. Note to presenter: Assign Element A (from the Narrative K-5 Vertical Alignment) to each grade level (For Kindergarten, you may want to assign Elements A and B together). Each grade level group will be responsible for analyzing the element and sharing their analysis with the group. If groups finish early, they can come up with additional and specific strategies/best practices for teaching that particular element—which they can later share. Groups should transfer their analysis information from the form to a piece of chart paper (or they may just choose to analyze and begin writing on the chart paper—it’s their choice). These grade level charts should then be shared with the whole group. This will foster observations/discussions about rigor, specificity, scaffolding, and vertical alignment. Charts should be “lined up” in grade level order for sharing. If there’s more than one table for each grade level, then you may want to ask the additional groups to share anything not already mentioned.
Allow about 15 minutes for analyzing the element and 20 minutes for sharing. Once groups have shared and everyone is able to follow along by using their Vertical Alignments, teachers will start to make connections about how elements are related to each other, how talking/sharing about strategies can help, etc.
22. Resources Glossary for Narrative Genre
Glossary for RTL Genre
(both are located in your participant guide) These are two resources that will help with teaching the language of the new Standard across K-5. They are both in your participant guide. There is also a list of suggested books that will assist with the teaching and learning of this new writing Standard. These are two resources that will help with teaching the language of the new Standard across K-5. They are both in your participant guide. There is also a list of suggested books that will assist with the teaching and learning of this new writing Standard.
23. Linking the GPS to Assessment GPS Review:
Backwards Design Approach
Performance-Based Assessment
Rubrics for Evaluation and Teaching
This module was created to reflect the backwards design approach. First of all we begin with Standards. Then we go to Assessment. Finally, we consider Instruction. Strategies for teaching the Standards/Elements are woven throughout the module.
We will briefly touch on formal assessment today. We will spend more time on informal assessment during the second module in the spring.This module was created to reflect the backwards design approach. First of all we begin with Standards. Then we go to Assessment. Finally, we consider Instruction. Strategies for teaching the Standards/Elements are woven throughout the module.
We will briefly touch on formal assessment today. We will spend more time on informal assessment during the second module in the spring.
24. Third Grade Writing Assessment Assessment is similar to 5th Grade State Writing Test.
Third Grade writing portfolios include pieces from all four genres.
Writing samples are scored using the State Rubric, which measures Ideas, Organization, Style, and Conventions. The fifth and third grade assessments are similar in that students should be assessed on what they can do independently—or in how they can apply what they have learned from experiences in the classroom.
Here are some specifics about the Third Grade Assessment so that everyone can understands what happens in third grade. The fifth and third grade assessments are similar in that students should be assessed on what they can do independently—or in how they can apply what they have learned from experiences in the classroom.
Here are some specifics about the Third Grade Assessment so that everyone can understands what happens in third grade.
25. Third Grade Narrative Rubric You have a copy in your participant guide.
Let’s consider the domains of Ideas, Organization, and Style.
Each domain has its own components.
Now take a look at ELA3W2 for Narrative, which is next in your guide. Note to presenter: You may want to guide participants through looking at the 3rd Grade Rubric (showing the domains and components).
The reason we are not focusing today on conventions is because the current W1 Standard is heavy in conventions/skills and not ideas/content (as is the new W2). Note to presenter: You may want to guide participants through looking at the 3rd Grade Rubric (showing the domains and components).
The reason we are not focusing today on conventions is because the current W1 Standard is heavy in conventions/skills and not ideas/content (as is the new W2).
26. Group Discussion about Rubric Decide which narrative element applies to each component of the Third Grade Rubric.
In the table section above 3W2, record the element that is associated with each rubric component.
Refer to the example completed for you on the table.
Once your group has completed the table, discuss the purpose of doing this activity.
Note to presenter: You may want to say that Narrative elements from W2 can be associated with more than one component of the Third Grade Rubric. Teachers may work as partners or in small groups for this activity. Allow five minutes for this matching correlation and five minutes for whole group sharing.
Make sure that the group discusses the purpose of doing this activity. Add that the Third Grade Assessment is more specifically aligned with new Standard/Elements, whereas it was not previously (if someone does not make this observation).
Note to presenter: You may want to say that Narrative elements from W2 can be associated with more than one component of the Third Grade Rubric. Teachers may work as partners or in small groups for this activity. Allow five minutes for this matching correlation and five minutes for whole group sharing.
Make sure that the group discusses the purpose of doing this activity. Add that the Third Grade Assessment is more specifically aligned with new Standard/Elements, whereas it was not previously (if someone does not make this observation).
27. Resources Writing Assessment and Instructional Guide
Assessment, Teaching, and Learning Materials for Third Grade
This is a wonderful resource available on the GADOE website that will help with the teaching and learning of the genres. There is also a Writing Assessment and Instructional Guide for Fifth Grade with similar materials. This is a wonderful resource available on the GADOE website that will help with the teaching and learning of the genres. There is also a Writing Assessment and Instructional Guide for Fifth Grade with similar materials.
28. Assessment/Instructional Guide Includes: Definitions of genres
Methods of teaching specific to genres
Types of writing specific to genres
Examples of student work samples that Meet/Exceed Standards w/commentary
Charts to help with teaching students
Other tips about teaching genres
Modifications for other grades This third grade information can be tweaked for 1st and 2nd grades. It is also good background for the 4th grade teachers if they have students who are struggling with writing and need scaffolding. This third grade information can be tweaked for 1st and 2nd grades. It is also good background for the 4th grade teachers if they have students who are struggling with writing and need scaffolding.
29. Link to 3rd Grade Writing Assessment Page
http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CITestingWA3
Link to Other Rubrics (K-5) for All Genres
http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_WA
Here’s the link for the 3rd (and 5th) Writing Assessment and Instructional Guides. Also, if you or your school is interested in developing rubrics for the different genres in K-2 that will support the Third Grade Rubric, then feel free to check out the examples on our website. Many schools and systems have already developed rubrics that they are using. You might use these when developing your own for teaching and learning. Just remember that your rubrics (including those on our website) will need to be correlated to the new W2 Standard.
Note to presenter: Make sure that teachers use an underscore whenever there is a space between words in a link.Here’s the link for the 3rd (and 5th) Writing Assessment and Instructional Guides. Also, if you or your school is interested in developing rubrics for the different genres in K-2 that will support the Third Grade Rubric, then feel free to check out the examples on our website. Many schools and systems have already developed rubrics that they are using. You might use these when developing your own for teaching and learning. Just remember that your rubrics (including those on our website) will need to be correlated to the new W2 Standard.
Note to presenter: Make sure that teachers use an underscore whenever there is a space between words in a link.
30. Think/Pair/Share With a partner, discuss an Aha! Moment from the activities thus far.
Reflect on the importance of analyzing Standards/Elements and making sure assessment drives instruction.
Discuss possible next steps for you, your school, and/or your system. Note to presenter: Here are some possible next steps. 1)Looking for more similarities and differences between W1 and W2 at each grade level; and 2)Analyzing the complete Narrative and RTL Genres at each grade level; 3)Exploring rubrics that have been developed and/or constructing genre specific rubrics for K-3; 4)Familiarizing yourselves with the GADOE Third Grade Assessment/Instructional Guide; 5)Using the language of the Standards more (teachers and especially students).
Give partners a few minutes to share possible next steps for themselves, their grade levels, and/or their schools.Note to presenter: Here are some possible next steps. 1)Looking for more similarities and differences between W1 and W2 at each grade level; and 2)Analyzing the complete Narrative and RTL Genres at each grade level; 3)Exploring rubrics that have been developed and/or constructing genre specific rubrics for K-3; 4)Familiarizing yourselves with the GADOE Third Grade Assessment/Instructional Guide; 5)Using the language of the Standards more (teachers and especially students).
Give partners a few minutes to share possible next steps for themselves, their grade levels, and/or their schools.
31. Analyzing Tasks GPS Review:
Parts of a task
Performance Task vs. Teaching/Learning Task (Instructional Task)
Progressive (vertical) nature of tasks
There are specific parts of a task. We will be taking note of these in a few minutes. It’s also important to recognize that there are Performance Tasks, and there are Teaching/Learning Tasks (now being referred to as Instructional Tasks by GADOE). Performance tasks usually take place at the end of a unit of study to show what the student has learned over time (as in the case of a narrative product). They always have some formal assessment piece that is attached (i.e. rubric). Instructional Tasks, on the other hand, are the teaching/learning tasks along the way that contribute to the student completing a particular end of unit product and/or performance. In an Instructional Task, a student can create a mini-performance/product with teacher guidance and support. The types of whole group tasks (regardless of whether they are end of unit Performance or Instructional) should differ between grade levels. This is because there are differences in Standards/Elements when looking at different grade levels. There should be an increase in rigor as one progresses through the grades. By rigor we mean an increase in complexity pertaining to the process, product, and/or performances expected at a particular grade level. This is tied directly to the differences in Standards/genre expectations for each grade level.There are specific parts of a task. We will be taking note of these in a few minutes. It’s also important to recognize that there are Performance Tasks, and there are Teaching/Learning Tasks (now being referred to as Instructional Tasks by GADOE). Performance tasks usually take place at the end of a unit of study to show what the student has learned over time (as in the case of a narrative product). They always have some formal assessment piece that is attached (i.e. rubric). Instructional Tasks, on the other hand, are the teaching/learning tasks along the way that contribute to the student completing a particular end of unit product and/or performance. In an Instructional Task, a student can create a mini-performance/product with teacher guidance and support. The types of whole group tasks (regardless of whether they are end of unit Performance or Instructional) should differ between grade levels. This is because there are differences in Standards/Elements when looking at different grade levels. There should be an increase in rigor as one progresses through the grades. By rigor we mean an increase in complexity pertaining to the process, product, and/or performances expected at a particular grade level. This is tied directly to the differences in Standards/genre expectations for each grade level.
32. An Example of a Kindergarten Narrative Instructional Task Turn to this task in your participant guide.
Consider this as a model.
Recognize the different components
of the task.
Share and discuss with a partner about what you observe. This is an example of a model instructional task used in a Kindergarten classroom. This task has been deemed developmentally appropriate. Keep in mind that no task is perfect. Every task/lesson has strengths and weaknesses and can be improved in some way. Look for what is strong in this particular task. Participants should take five minutes to skim over the K task and look for the “big ideas” or components. Participants can do this in partners.This is an example of a model instructional task used in a Kindergarten classroom. This task has been deemed developmentally appropriate. Keep in mind that no task is perfect. Every task/lesson has strengths and weaknesses and can be improved in some way. Look for what is strong in this particular task. Participants should take five minutes to skim over the K task and look for the “big ideas” or components. Participants can do this in partners.
33. Instructional Task Components One/two elements are the focus of the task.
You may have complementary Standards/Elements.
The task centers around particular text.
The task is constructed to reflect best practices (i.e., Three Part Lesson, Ongoing Assessment Piece)
Student work samples Overall, these are some strengths that one may find in an instructional task. Complementary Standards/Elements may include those in Reading, Writing, or LSV.
Refer back to the Kindergarten task concerning what the author did well.
Note to presenter: Point out that this is one of the new K-3 integrated tasks available on the web. We’ll be providing you with the link.Overall, these are some strengths that one may find in an instructional task. Complementary Standards/Elements may include those in Reading, Writing, or LSV.
Refer back to the Kindergarten task concerning what the author did well.
Note to presenter: Point out that this is one of the new K-3 integrated tasks available on the web. We’ll be providing you with the link.
34. Progressive Narrative Tasks for K-5 Please quietly look through the other narrative task examples that follow the Kindergarten example (in your participant guide).
Make sure you closely read the example for your grade level.
Share your observations with a partner.
Share strategies for how you teach particular narrative elements for your grade level.
Remind participants that the task section is subdivided by grade level. Encourage them to take note of the page numbers at the bottom of each task (e.g., “P. 1 of 5”).
Point out the increase in rigor across grade levels (materials used, strategies, etc.). Encourage teachers to take these tasks back and copy/share with colleagues at various grade levels. Also, take note of particular strategies shared at your table. You may want teachers to consider what their task for their specific grade level had in common with the Kindergarten task (those “big ideas” or task components). Remind participants that the task section is subdivided by grade level. Encourage them to take note of the page numbers at the bottom of each task (e.g., “P. 1 of 5”).
Point out the increase in rigor across grade levels (materials used, strategies, etc.). Encourage teachers to take these tasks back and copy/share with colleagues at various grade levels. Also, take note of particular strategies shared at your table. You may want teachers to consider what their task for their specific grade level had in common with the Kindergarten task (those “big ideas” or task components).
35. Examples of Progressive RTL Tasks Just like whole group/grade level narrative tasks should differ between grade levels, there should also be differences in RTL tasks between grades. This is a visual that shows the progressive nature of some student performance and/or instructional tasks for a RTL to a particular text. The chart above shows examples of RTL tasks that are progressive in their level of difficulty and appropriateness for the different grades. Most importantly, these tasks are aligned with the new W2 Standard for RTL. You may want to refer teachers to the RTL K-5 Vertical Alignment on their tables. Schools/systems need to be having cross grade level vertical discussions about the products/performances that they are requiring of students so that rigor is indeed increasing (according to the GPS).
Some possibilities for cross grade level vertical conversations may include: weekly grade level meetings, lunch and learn, monthly writing strategy sessions, nine week planning meetings (to focus on genre strategies). Just like whole group/grade level narrative tasks should differ between grade levels, there should also be differences in RTL tasks between grades. This is a visual that shows the progressive nature of some student performance and/or instructional tasks for a RTL to a particular text. The chart above shows examples of RTL tasks that are progressive in their level of difficulty and appropriateness for the different grades. Most importantly, these tasks are aligned with the new W2 Standard for RTL. You may want to refer teachers to the RTL K-5 Vertical Alignment on their tables. Schools/systems need to be having cross grade level vertical discussions about the products/performances that they are requiring of students so that rigor is indeed increasing (according to the GPS).
Some possibilities for cross grade level vertical conversations may include: weekly grade level meetings, lunch and learn, monthly writing strategy sessions, nine week planning meetings (to focus on genre strategies).
36. RTL K-5 Vertical Alignment Notice the similarities between the RTL and Narrative Vertical Alignments.
Notice that there are also elements specific to the RTL genre. Some of the similarities between Narrative and RTL include 1)Capturing reader interest/engaging the reader; 2)Closure; and 3)Organizational structure (that which is appropriate to the genre and the student’s grade level). The idea with the new Writing Standard is to think quality in terms of pieces and not quantity. By going more deeply into the teaching of elements, students will hopefully be able to transfer their knowledge and skills across genres.
Note to presenter: You may want to allow partners to spend a few minutes considering the similarities and differences between Narrative and RTL Genres. Some of the similarities between Narrative and RTL include 1)Capturing reader interest/engaging the reader; 2)Closure; and 3)Organizational structure (that which is appropriate to the genre and the student’s grade level). The idea with the new Writing Standard is to think quality in terms of pieces and not quantity. By going more deeply into the teaching of elements, students will hopefully be able to transfer their knowledge and skills across genres.
Note to presenter: You may want to allow partners to spend a few minutes considering the similarities and differences between Narrative and RTL Genres.
37. K-5 RTL Task Examples In your participant guide, you will find examples of RTL Performance and/or Instructional Tasks.
The K-5 RTL Task section begins after the Fifth Grade Narrative Task. Please remember that these RTL tasks are also subdivided by grade level (refer to bottom of each task for page numbers—e.g., “P. 1 of 7”).
Note to presenter(s): You may want to repeat the same review/reading process that was used with the Narrative Tasks earlier. The K-5 RTL Task section begins after the Fifth Grade Narrative Task. Please remember that these RTL tasks are also subdivided by grade level (refer to bottom of each task for page numbers—e.g., “P. 1 of 7”).
Note to presenter(s): You may want to repeat the same review/reading process that was used with the Narrative Tasks earlier.
38. Resources K-3 Integrated Teaching/Learning
(Instructional) Tasks
Tasks for 4-8
Vertically Aligned Tasks for 3-12
All of these are on our website.
The K-3 Integrated Instructional (Teaching and Learning) Tasks are part of the overall K-3 Integrated ELA Frameworks/Units. We also have tasks for Grades 4-8 and Vertically Aligned Tasks for Grades 3-12. The Vertically Aligned Tasks show what writing looks like at different grade levels (e.g., Informational/Expository Writing at Grade 3 vs. Grade 7 vs. Grade 11).All of these are on our website.
The K-3 Integrated Instructional (Teaching and Learning) Tasks are part of the overall K-3 Integrated ELA Frameworks/Units. We also have tasks for Grades 4-8 and Vertically Aligned Tasks for Grades 3-12. The Vertically Aligned Tasks show what writing looks like at different grade levels (e.g., Informational/Expository Writing at Grade 3 vs. Grade 7 vs. Grade 11).
39. Link to ELA Tasks Page http://www.georgiastandards.org/elaframework.aspx
Link to ReadWriteThink Site
www.readwritethink.org
Here is the link for where you can access all of these tasks. In addition, you may want to check out the International Reading Association’s website for teacher friendly tasks/resources. It is called ReadWriteThink.Org. Here is the link for where you can access all of these tasks. In addition, you may want to check out the International Reading Association’s website for teacher friendly tasks/resources. It is called ReadWriteThink.Org.
40. Research on Teaching/Learning Gradual Release of Responsibility
Teacher Modeling
Guided Practice
Collaborative Practice
Independent Practice
Application
Source: Fisher and Frey, in Better Learning Through Structured Learning: A Framework for the Gradual Release of Responsibility Refer teachers to the handout in their participant guide (definitions of Five Essential Elements of Comprehension). This slide is a summary of the Gradual Release of Responsibility, which is an instructional best practice. Refer teachers to the handout in their participant guide (definitions of Five Essential Elements of Comprehension). This slide is a summary of the Gradual Release of Responsibility, which is an instructional best practice.
41. Some Research-Based Best Practices for ELA
Three Part Lesson/Instructional Framework
Use of authentic text
Read alouds, shared reading, teacher modeling, think alouds
Purposeful independent reading
Connection between reading and writing genres
Daily writing time to practice
Balanced, integrated literacy
These best practices are in line with Gradual Release of Responsibility, IRA/NCTE research, and the researchers/authors quoted today.
The three part lesson/instructional framework is the Opening/Minilesson, Student Worktime, and Closing/Sharing. You will find out more about this later when it is modeled for you.
By balanced, integrated literacy we mean being more equitable concerning reading, writing, LSV, and conventions/skills. We also look for opportunities to connect all of the English Language Arts and to integrate them with other subjects. These best practices are in line with Gradual Release of Responsibility, IRA/NCTE research, and the researchers/authors quoted today.
The three part lesson/instructional framework is the Opening/Minilesson, Student Worktime, and Closing/Sharing. You will find out more about this later when it is modeled for you.
By balanced, integrated literacy we mean being more equitable concerning reading, writing, LSV, and conventions/skills. We also look for opportunities to connect all of the English Language Arts and to integrate them with other subjects.
42. Reading/Writing Connection Research demonstrates that the reading and writing connection increases comprehension.
Routman (2005) said that making such a connection leads to more authentic teaching, improved reading and writing, and higher scores on tests. Our goal is higher student achievement. If students can express what they know orally and in written form, then we know they are truly showing proof of understanding. One major connection we need to make is between reading and writing. For example, if students are writing fantasy stories, then they should be reading fantasy stories to make better connections. Here’s another example. If students are reading poetry, then a great response to literature would be for them to possibly write their own poem.Our goal is higher student achievement. If students can express what they know orally and in written form, then we know they are truly showing proof of understanding. One major connection we need to make is between reading and writing. For example, if students are writing fantasy stories, then they should be reading fantasy stories to make better connections. Here’s another example. If students are reading poetry, then a great response to literature would be for them to possibly write their own poem.
43. Reading/Writing Connection As readers, we identify in text what it is that good authors do.
As writers, we then apply what good authors do to our own text.
Readers think like writers, and writers think like readers. This is our goal for students when they are making the reading/writing connection. We want them not only to be able to identify in reading but apply what they have learned from reading to their writing. This is our goal for students when they are making the reading/writing connection. We want them not only to be able to identify in reading but apply what they have learned from reading to their writing.
44. An Example from 3rd Grade Narrative Select an element(s) that you need to teach to the students—less is more.
ELA3R1n: Identifying story elements
ELA3W2a: Capturing reader’s interest
ELA3W2d: Using sensory details
Brainstorm and create a list of possible strategies that authors use to demonstrate evidence of an element(s).
The following slide shows my planning process for teaching some elements from the new W2 for Narrative. You might be able to combine one or two elements (so that elements are not taught in isolation). Here I have chosen to focus on two writing elements. Not only is element A being taught, but also element D (sensory details and other literary language to communicate setting, characters, and plot). In addition, 3R1n could be a related Reading Standard (element N). I will also address some complementary LSV Standards/Elements. My next job is to decide what strategy(ies) to teach to my students pertaining to the selected Standards/Elements.The following slide shows my planning process for teaching some elements from the new W2 for Narrative. You might be able to combine one or two elements (so that elements are not taught in isolation). Here I have chosen to focus on two writing elements. Not only is element A being taught, but also element D (sensory details and other literary language to communicate setting, characters, and plot). In addition, 3R1n could be a related Reading Standard (element N). I will also address some complementary LSV Standards/Elements. My next job is to decide what strategy(ies) to teach to my students pertaining to the selected Standards/Elements.
45. Brainstorming a List of Strategies Sources of Strategies for Elements:
Your experience as a teacher and writer
Your colleagues on your grade level and at your school
Considering what good authors do in quality children’s literature
Samples of tasks and student work
Professional resources
Textbook/writing support materials
Websites There are many sources for finding the strategies that I may want to use when teaching Narrative to my third graders. Here is a list. Notice that it is important to make use of multiple sources. There is a suggested professional resource called Craft Lessons by Ralph Fletcher. It has many great ideas for strategy minilessons related to different narrative elements. They are very easy to use, but as Fletcher states, we want to stress that the teacher is the best source of such lessons. His resource book, like others, are great to use after a teacher has had time to consult the Standards/Elements, think, analyze, strategize, talk with colleagues, etc. There are many sources for finding the strategies that I may want to use when teaching Narrative to my third graders. Here is a list. Notice that it is important to make use of multiple sources. There is a suggested professional resource called Craft Lessons by Ralph Fletcher. It has many great ideas for strategy minilessons related to different narrative elements. They are very easy to use, but as Fletcher states, we want to stress that the teacher is the best source of such lessons. His resource book, like others, are great to use after a teacher has had time to consult the Standards/Elements, think, analyze, strategize, talk with colleagues, etc.
46. Some Strategies Authors Use to Capture Readers’ Interest in Narrative Beginnings Questions
Idioms
Descriptive setting
Quotation
Exaggeration (hyperbole)
Alliteration
Words in capitals, bold, or italics So after brainstorming and considering multiple sources, I came up with a possible list for ways that students can capture a reader’s interest in the beginning of a narrative story. It is important to note that a writer should capture and keep a reader’s interest in the B/M/ and E of the piece. For the purposes of today’s modeling/training, I am only focusing on one portion--the beginning. Good teachers do the same thing in their classrooms—they break things down for students into chunks/parts. So after brainstorming and considering multiple sources, I came up with a possible list for ways that students can capture a reader’s interest in the beginning of a narrative story. It is important to note that a writer should capture and keep a reader’s interest in the B/M/ and E of the piece. For the purposes of today’s modeling/training, I am only focusing on one portion--the beginning. Good teachers do the same thing in their classrooms—they break things down for students into chunks/parts.
47. More Strategies Authors Use to Capture Readers’ Interest in Narrative Beginnings Talking directly to the reader
Exclamation
Noise (onomatopoeia)
Introducing the narrator
Intriguing detail
Dramatic effect
Here are some more strategies that authors use in their beginnings. You can find these strategies being used in children’s books. In your participant guide there is an example of a list of books (from a website search) that teachers can use to teach capturing readers’ interest. These books are examples of text that are good to use for teaching beginnings and endings. The link for where these were found on the web is at the top of the page. Please remember that the DOE does not endorse any particular books. You can substitute other titles to teach such elements. Here are some more strategies that authors use in their beginnings. You can find these strategies being used in children’s books. In your participant guide there is an example of a list of books (from a website search) that teachers can use to teach capturing readers’ interest. These books are examples of text that are good to use for teaching beginnings and endings. The link for where these were found on the web is at the top of the page. Please remember that the DOE does not endorse any particular books. You can substitute other titles to teach such elements.
48. Sharpen Your Lesson Focus Choose one/two strategies
(e.g., creating a descriptive setting).
This will be a focus during both reading and writing times (whole group direct instruction).
So, now I want to take you through some steps on how to teach this strategy/focus elements. This will include the three part lesson/instructional framework. I would only choose one of the previous strategies on which to focus. Remember that less is more with students. Over time, they will continue to add strategies to their writing toolbox. The strategy that I will be focusing on will be creating a descriptive setting. This strategy will enable me to teach several things at once (setting, details, capturing reader interest). I will also be focusing on this strategy during both the reading and writing times (direct instruction times for the whole group). This way, all students will be receiving on grade level instruction.
I’m going to be sharing with you how to construct and teach reading and writing tasks that are connected. So, now I want to take you through some steps on how to teach this strategy/focus elements. This will include the three part lesson/instructional framework. I would only choose one of the previous strategies on which to focus. Remember that less is more with students. Over time, they will continue to add strategies to their writing toolbox. The strategy that I will be focusing on will be creating a descriptive setting. This strategy will enable me to teach several things at once (setting, details, capturing reader interest). I will also be focusing on this strategy during both the reading and writing times (direct instruction times for the whole group). This way, all students will be receiving on grade level instruction.
I’m going to be sharing with you how to construct and teach reading and writing tasks that are connected.
49. Reading Instructional Task Select text from children’s literature that serve as good models of writing.
Think about purposefully using a familiar text.
Share the examples with the students in a reading minilesson/opening.
Record examples of these strategies that good authors use.
Here’s some background on how I would structure a reading instructional task/lesson.Here’s some background on how I would structure a reading instructional task/lesson.
50. Reading Instructional Task Opening/Minilesson Share the examples by reading aloud the beginnings of several books/stories that demonstrate evidence of the author effectively using setting.
Use read aloud/think aloud strategy.
Chart findings with students (the actual excerpts that show how setting was described).
Here are some specifics that I would do during the minilesson/opening of the reading instructional task/lesson.Here are some specifics that I would do during the minilesson/opening of the reading instructional task/lesson.
51. Reading Instructional Task Worktime During independent reading time, students will practice reading narrative text with a purpose.
The purpose will be tied to the minilesson/opening (identifying the setting strategy in narratives).
Students may record their findings, but their focus is on reading text. Here’s more information about what happens during the student worktime/independent reading. Mention that too many times writing becomes the focus of the reading time (e.g., worksheets, organizers, even too many sticky notes). It is important to think “balance.” Perhaps have the students respond one time a week in writing instead of doing such everyday. Other days, the students can respond orally or in another form. The focus of reading time should be reading with a purpose.Here’s more information about what happens during the student worktime/independent reading. Mention that too many times writing becomes the focus of the reading time (e.g., worksheets, organizers, even too many sticky notes). It is important to think “balance.” Perhaps have the students respond one time a week in writing instead of doing such everyday. Other days, the students can respond orally or in another form. The focus of reading time should be reading with a purpose.
52. Reading Instructional Task Closing During the closing/share time, students will share examples where the author used a particular strategy to capture reader interest in the beginning (e.g., creating a descriptive setting).
The students will also tell why the author used the strategy.
The closing/share time will be linked back to the focus of the day’s lesson.
The teacher and/or students will summarize the lesson. These are some specifics about the closing of the reading instructional task/lesson.
The teacher may want to have the students to tell the name of their book and author. The students can also
read the part that demonstrated descriptive setting while the other students listen purposefully.
The teacher should let a few people share during the closing. Lastly, there should be a summary of the lesson.These are some specifics about the closing of the reading instructional task/lesson.
The teacher may want to have the students to tell the name of their book and author. The students can also
read the part that demonstrated descriptive setting while the other students listen purposefully.
The teacher should let a few people share during the closing. Lastly, there should be a summary of the lesson.
53. An Example of Reading Instructional Task Charts Narrative Settings
Good authors describe the time and place where a story occurs.
Example: School in winter
Example: Grandma’s house in August of 2007
Good authors add sensory details.
Sight, sound, smell, taste, touch
Good authors tell how a setting makes them feel.
Important note to presenter: Now, have the teachers pretend that they are the students. You (the presenter) are the teacher. Start the minilesson/opening by saying, “Today, we are focusing on. . .” As the teacher, reference this instructional chart. Read it aloud to the “students.”Important note to presenter: Now, have the teachers pretend that they are the students. You (the presenter) are the teacher. Start the minilesson/opening by saying, “Today, we are focusing on. . .” As the teacher, reference this instructional chart. Read it aloud to the “students.”
54. Authors Use Details to Describe Setting Continue your minilesson modeling by showing the multiple text examples, which are good to use with students. Take the time to read only one though. Point out the sensory details that are italicized. Remember to ask the students the question, “Why did the author use this strategy?” Let the audience respond. (I usually mention the names of the books and then read The Year of the Perfect Christmas Tree excerpt).Continue your minilesson modeling by showing the multiple text examples, which are good to use with students. Take the time to read only one though. Point out the sensory details that are italicized. Remember to ask the students the question, “Why did the author use this strategy?” Let the audience respond. (I usually mention the names of the books and then read The Year of the Perfect Christmas Tree excerpt).
55. Authors Use Details to Describe Setting Note to presenter: I would just mention the name of the book Thundercake and move on (let it serve as a reminder of a past lesson).Note to presenter: I would just mention the name of the book Thundercake and move on (let it serve as a reminder of a past lesson).
56. Authors Use Details to Describe Setting Note to presenter: I would take the time to read this one exactly as it’s written. Have the “students” focus in on the descriptive details that Gloria Houston uses in her beginning. Ask the audience to visualize the setting in their minds and share what descriptive details helped them to understand the setting (time/place). Ask the audience to share how the setting made them feel and how it captured their interest as readers. Note to presenter: I would take the time to read this one exactly as it’s written. Have the “students” focus in on the descriptive details that Gloria Houston uses in her beginning. Ask the audience to visualize the setting in their minds and share what descriptive details helped them to understand the setting (time/place). Ask the audience to share how the setting made them feel and how it captured their interest as readers.
57. Reading Instructional Task Chart During your independent reading time today, read and think about how the author captures your interest.
Look for evidence of the strategies we have discussed about so far this year.
Mark your evidence with sticky notes.
Look especially for evidence of the author using the descriptive setting strategy. Be ready to share. Note to presenter: Here are some specifics of what the students would do during the student worktime/independent reading time. The children would be explicitly told what is expected of them by the end of the task. Those students who do what they are supposed to can share in the closing time. They can read the excerpt from their book that demonstrates details/descriptive setting for capturing reader interest.
Let teachers do a modified reading time here for 10 minutes. Pass out books for each table group to use. If this was a real class, the students would have a longer time to do their independent reading. Also, in a real class, it would be important for students to be reading books at their independent level—in other words, a book that is not too hard, not too easy, but “just right”. Provide them with sticky notes. Have the “students” to follow the task expectations on this instructional chart. By pretending to be students, the teachers can get a feel for purposeful independent reading during the worktime, as well as sharing what they find during the closing.
You may want to have the “students” to share with a partner first before doing whole group sharing during the closing time. Do not forget to have a student summarize the reading lesson. This concludes the modeling of a reading instructional task/lesson.
Note to presenter: Here are some specifics of what the students would do during the student worktime/independent reading time. The children would be explicitly told what is expected of them by the end of the task. Those students who do what they are supposed to can share in the closing time. They can read the excerpt from their book that demonstrates details/descriptive setting for capturing reader interest.
Let teachers do a modified reading time here for 10 minutes. Pass out books for each table group to use. If this was a real class, the students would have a longer time to do their independent reading. Also, in a real class, it would be important for students to be reading books at their independent level—in other words, a book that is not too hard, not too easy, but “just right”. Provide them with sticky notes. Have the “students” to follow the task expectations on this instructional chart. By pretending to be students, the teachers can get a feel for purposeful independent reading during the worktime, as well as sharing what they find during the closing.
You may want to have the “students” to share with a partner first before doing whole group sharing during the closing time. Do not forget to have a student summarize the reading lesson. This concludes the modeling of a reading instructional task/lesson.
58. Writing Instructional Task Opening/Minilesson The teacher models writing and use of particular strategies (e.g., creating a descriptive setting).
The teacher uses the write aloud/think aloud strategy.
Exemplary student work can also be used to demonstrate a strategy.
Now let’s talk for a few minutes about what happens during a writing instructional task/lesson. Here are some specifics about the minilesson/opening. Now let’s talk for a few minutes about what happens during a writing instructional task/lesson. Here are some specifics about the minilesson/opening.
59. Writing Instructional Task Worktime The majority of the daily writing worktime will be spent on practicing writing strategies.
Students will continually add strategies to their writing toolbox.
There needs to be more time spent on craft.
Conventions and process have their place—the key is to think balance. Here are a few notes about what occurs during the student worktime/independent writing time. As for the last bullet, it is important for teachers to put more emphasis on the conventions lessons when they become most appropriate (meaning the editing phase of the process). Concentrated conventions lessons could also be done during a designated skills time during the school day. This would enable the writing time to be devoted more so to teaching ideas, organization, and style (the craft of writing). Integrating conventions effectively into that craft is the goal (e.g., authors use quotation marks correctly to show dialogue being used between characters). Here are a few notes about what occurs during the student worktime/independent writing time. As for the last bullet, it is important for teachers to put more emphasis on the conventions lessons when they become most appropriate (meaning the editing phase of the process). Concentrated conventions lessons could also be done during a designated skills time during the school day. This would enable the writing time to be devoted more so to teaching ideas, organization, and style (the craft of writing). Integrating conventions effectively into that craft is the goal (e.g., authors use quotation marks correctly to show dialogue being used between characters).
60. Writing Instructional Task Worktime During independent writing time, students will practice writing their narratives with a purpose (to capture reader interest).
They will be encouraged to write and try out new strategies that they have observed other authors use (e.g., creating a descriptive setting).
The focus will be applying what they have learned in reading to their writing. Here are some more pointers about what the student worktime/independent writing should look like. Here are some more pointers about what the student worktime/independent writing should look like.
61. Writing Instructional Task Closing During the closing/share time, students who tried out the strategy will share the writing they have created.
Student work that demonstrates evidence of meeting an element(s) will reinforce what is being taught.
The teacher and/or the students will summarize the lesson. Lastly, this slide shows what takes place during the closing/sharing time of the writing instructional task/lesson. The students do not have to share their entire piece. Instead they could share the beginning (or the portion being focused on). Now we are ready to pretend again that you are the students and I am the teacher. We will now take part in a writing instructional task/lesson.Lastly, this slide shows what takes place during the closing/sharing time of the writing instructional task/lesson. The students do not have to share their entire piece. Instead they could share the beginning (or the portion being focused on). Now we are ready to pretend again that you are the students and I am the teacher. We will now take part in a writing instructional task/lesson.
62. An Example of a Writing Instructional Task Chart Teacher Modeling of a Narrative Using Descriptive Setting
Title: Good Morning, Scotland
I slowly opened my tired eyes and quickly remembered I was in another country very different from my home. I had never spent the entire night traveling on a train before. I looked out the window of the train and saw flocks of sheep dotting the foggy, rolling You may start off by saying, “Today we are focusing on. . .” Refer to the instructional chart in the minilesson/opening.
Note to presenter: You may want to delete the story used and insert your own personal narrative beginning that uses descriptive details about the setting. You may start off by saying, “Today we are focusing on. . .” Refer to the instructional chart in the minilesson/opening.
Note to presenter: You may want to delete the story used and insert your own personal narrative beginning that uses descriptive details about the setting.
63. An Example of a Writing Instructional Task Chart landscape known as Scotland. As the train sped down the tracks toward the city, I became excited about visiting my relatives. They would be picking me up at the station that morning. It was the beginning of my summer vacation. After reading through the beginning, point out the italicized details. This could be done in the form of a write aloud/think aloud.
This kind of instructional chart could have been prepared ahead of time or constructed with the students while teaching. The latter takes more time. Each method has its own purpose. Ask the students such questions as, “What details helped you to figure out the setting of the narrative?” and “What does the place look like, sound like, etc.?”After reading through the beginning, point out the italicized details. This could be done in the form of a write aloud/think aloud.
This kind of instructional chart could have been prepared ahead of time or constructed with the students while teaching. The latter takes more time. Each method has its own purpose. Ask the students such questions as, “What details helped you to figure out the setting of the narrative?” and “What does the place look like, sound like, etc.?”
64. Writing Instructional Task Chart In your narrative today, add descriptive details to tell about your setting (where and when your story is taking place).
Try to appeal to at least two of the senses when choosing your details.
As the author, be selective in your details so that the reader will get a clear image of the setting of your story.
By doing so, you will “take them there.”
Be ready to share. Reference the chart as you explicitly tell the “students” what to do during the worktime.
Let teachers do a modified writing time here by writing for five to ten minutes on their draft paper (in the participant guide). When the practice time is over, have the “students” to do a quick pair and share of what they have written. One student can share while the other student purposefully listens for setting and descriptive details. Then the students can switch roles. Have the whole group come together and have a few students share their beginnings. Have the students listening to provide the writer who is sharing with positive and specific feedback about the setting and descriptive details. Make sure that a student summarizes the instructional task/lesson at the end of the closing time.
Note to presenter. In a real class, students would have more time to draft. Students could also start a new story or revise an old one. This is the end of the writing instructional task/lesson.Reference the chart as you explicitly tell the “students” what to do during the worktime.
Let teachers do a modified writing time here by writing for five to ten minutes on their draft paper (in the participant guide). When the practice time is over, have the “students” to do a quick pair and share of what they have written. One student can share while the other student purposefully listens for setting and descriptive details. Then the students can switch roles. Have the whole group come together and have a few students share their beginnings. Have the students listening to provide the writer who is sharing with positive and specific feedback about the setting and descriptive details. Make sure that a student summarizes the instructional task/lesson at the end of the closing time.
Note to presenter. In a real class, students would have more time to draft. Students could also start a new story or revise an old one. This is the end of the writing instructional task/lesson.
65. Structure of Tasks Please refer to the sample Reading and Writing Instructional Task Worksheets in your participant guide. We have taken the lessons that were just modeled and put them into easy to follow planning worksheets (in the participant guide).
Note to presenter: Take them briefly through the sample worksheets so they can see how we transferred the information that was modeled. Please point out that the Standards/Elements are the same for both the reading and writing instructional tasks (they just were switched around depending on which was the focus and which was complementary). There are also blank templates for structuring tasks/lessons in this way. This is just a suggestion for creating tasks that use the reading/writing connection. We have taken the lessons that were just modeled and put them into easy to follow planning worksheets (in the participant guide).
Note to presenter: Take them briefly through the sample worksheets so they can see how we transferred the information that was modeled. Please point out that the Standards/Elements are the same for both the reading and writing instructional tasks (they just were switched around depending on which was the focus and which was complementary). There are also blank templates for structuring tasks/lessons in this way. This is just a suggestion for creating tasks that use the reading/writing connection.
66. Your Turn: Create Reading and Writing Instructional Tasks You will need the following:
A copy of your Narrative K-5 Vertical Alignment Chart
A copy of the complete ELA Standards for your grade level (in Word), which is on your table
The sample and blank worksheets that will help you plan your Reading and Writing Instructional Tasks (in your participant guide) The next step would be to have groups of teachers to create their own reading and writing instructional tasks that are connected. Here are some things that they would need to do such. In addition, they may need any resources that would help them with strategies for teaching the narrative elements. The next step would be to have groups of teachers to create their own reading and writing instructional tasks that are connected. Here are some things that they would need to do such. In addition, they may need any resources that would help them with strategies for teaching the narrative elements.
67. Create Reading and Writing Instructional Tasks As a grade level group, you will first construct a reading instructional task that requires students to identify what good authors do.
Using your assigned narrative element, choose a strategy (from a list you will brainstorm), and finally an appropriate text selection(s) for reading.
Plan your three part reading lesson (including an instructional chart) and then transfer to chart paper.
Assign the following character elements to grade levels:
K: a, b (K can easily merge these two elements in order to extract character)
1st: c, e
2nd: e, g
3rd: d, f
4th: f, g
5th: f, g
Also, teachers may refer to a text in their instructional task that is not in the bag on their table. For example, K-1 teachers like to use big books with their students when modeling.
Note to presenter: Here’s an example—say that your element is character. Your strategy could be emotions/feelings of characters. You would then pick a book(s) to read aloud that does a good job of modeling such a strategy. Assign the following character elements to grade levels:
K: a, b (K can easily merge these two elements in order to extract character)
1st: c, e
2nd: e, g
3rd: d, f
4th: f, g
5th: f, g
Also, teachers may refer to a text in their instructional task that is not in the bag on their table. For example, K-1 teachers like to use big books with their students when modeling.
Note to presenter: Here’s an example—say that your element is character. Your strategy could be emotions/feelings of characters. You would then pick a book(s) to read aloud that does a good job of modeling such a strategy.
68. Create Reading and Writing Instructional Tasks As a group, you will next construct a writing instructional task that requires students to apply what good authors do.
Use the previous narrative element and strategy chosen for the reading task. Provide a sample of teacher written text for modeling.
Plan your 3 part writing lesson (including an instructional chart) and then transfer to chart paper.
Be prepared to share both tasks. And when it comes to planning a writing instructional task, the same element and strategy from the reading task would be used. This time, the teacher(s) would write their own sample of task that uses/applies the same strategy identified in authored text. And when it comes to planning a writing instructional task, the same element and strategy from the reading task would be used. This time, the teacher(s) would write their own sample of task that uses/applies the same strategy identified in authored text.
69. Time to Share Give “Glows and Grows.”
Be specific about your positive comments and next steps.
For glows and grows, have teachers to think about how the group followed directions for task construction. As groups share, have teachers do so by lining up in grade level order. Have the teachers provide positive feedback and possibly next steps about each group’s construction of reading and writing instructional tasks.
This will help show the vertical alignment and level of rigor.
Summarize the overarching goals/concepts of the day. The big ideas have been Standards/Elements, Assessment, Instructional Tasks, and Strategies. For glows and grows, have teachers to think about how the group followed directions for task construction. As groups share, have teachers do so by lining up in grade level order. Have the teachers provide positive feedback and possibly next steps about each group’s construction of reading and writing instructional tasks.
This will help show the vertical alignment and level of rigor.
Summarize the overarching goals/concepts of the day. The big ideas have been Standards/Elements, Assessment, Instructional Tasks, and Strategies.
70. Resources Integrated Units/Frameworks/Lesson Plans on GADOE website
Link:
http://www.georgiastandards.org/elaframework.aspx
Suggested Book/Video List (in your participant guide)
Link to Best Practice Videos:
http://www.georgiastandards.org/english_vc.aspx
Here are some links to resources that will help teachers with teaching the elements of the genres. The K-3 Integrated Frameworks/Units have detailed lesson plans that offer much advice on how to best teach the genres. It’s like having a virtual literacy coach beside you as you plan and teach. Also, we have included a suggested book/video list for resources that may help you plan an appropriate book/video study for your school and/or system. Lastly, we have included a link for where our best practice videos (of Georgia teachers teaching the new K-3 Standard) will be eventually located. Keep checking this link. They should be uploaded soon.
Note to presenter: This is a great time for teachers to share resources that are helpful to them as they teach about reading and writing genres. Here are some links to resources that will help teachers with teaching the elements of the genres. The K-3 Integrated Frameworks/Units have detailed lesson plans that offer much advice on how to best teach the genres. It’s like having a virtual literacy coach beside you as you plan and teach. Also, we have included a suggested book/video list for resources that may help you plan an appropriate book/video study for your school and/or system. Lastly, we have included a link for where our best practice videos (of Georgia teachers teaching the new K-3 Standard) will be eventually located. Keep checking this link. They should be uploaded soon.
Note to presenter: This is a great time for teachers to share resources that are helpful to them as they teach about reading and writing genres.
71. Think/Pair/Share With a partner, discuss an Aha! Moment from the afternoon.
Reflect on the importance of designing progressive vertical tasks and making the reading and writing connection in your lessons.
Discuss possible next steps for you, your school, and/or your system.
Note to presenter: Here are some possible next steps. 1)Having cross grade level vertical discussions about grade level tasks that exhibit rigor; 2)Developing tasks/lessons that follow best practices, including the reading/writing connection; and 3)Gathering and analyzing student work samples for Narrative and RTL genres.
Give partners a few minutes to share their next steps for themselves, their grade levels, and/or their schools.Note to presenter: Here are some possible next steps. 1)Having cross grade level vertical discussions about grade level tasks that exhibit rigor; 2)Developing tasks/lessons that follow best practices, including the reading/writing connection; and 3)Gathering and analyzing student work samples for Narrative and RTL genres.
Give partners a few minutes to share their next steps for themselves, their grade levels, and/or their schools.
72. Planning the Teaching and Learning Year Implement next steps at system/school levels.
Determine professional development needs.
Participate in book study/lesson study.
Participate in Module 2: Informational and Persuasive Genres.
Participate in Elluminate Sessions.
http://elluminate.gavirtualschool.org/doe/ GADOE will be doing an Elementary K-5 Elluminate Training on Nonfiction on Oct. 23rd. We will also be having a Q/A Session for ELA on Nov. 18th. On Tuesday, Nov. 25th, we will have an Elluminate on Strategies for Teaching Narrative Elements. On Dec. 3rd, we will have a session called Reading First and the New K-3 Standard. Elluminates for teachers start at 4pm. There will also be a session called How Administrators Can Help with The New K-3 Writing Standard on Nov. 12th at 10 am. The link is here in case you want to copy it. You can participate in live sessions or access recorded sessions at your convenience. GADOE will be doing an Elementary K-5 Elluminate Training on Nonfiction on Oct. 23rd. We will also be having a Q/A Session for ELA on Nov. 18th. On Tuesday, Nov. 25th, we will have an Elluminate on Strategies for Teaching Narrative Elements. On Dec. 3rd, we will have a session called Reading First and the New K-3 Standard. Elluminates for teachers start at 4pm. There will also be a session called How Administrators Can Help with The New K-3 Writing Standard on Nov. 12th at 10 am. The link is here in case you want to copy it. You can participate in live sessions or access recorded sessions at your convenience.
73. Module 1 Training Materials Go to: www.georgiastandards.org
Click on English Language Arts icon
Scroll down and find
Module 1 PPT: Narrative/RTL
Module 1 Handouts
Narrative Vertical Alignment
Response to Literature Vertical Alignment
You can also access clean copies of all materials from this Module on our website.You can also access clean copies of all materials from this Module on our website.
74. We Need Your Help If you or a teacher you know is an expert in standards-based writing instruction, please let us know. We are in need of:
Model classrooms to videotape
Samples of quality student work/teacher commentary that are correlated to W2
Model lessons and units
These are some goals/next steps for us at GADOE. We are planning on videotaping K-2 teachers teaching the new W2 Standard. We will also be collecting student work samples of the different genres (correlated to the new W2) for posting on our website. We will also continue to add model lessons and units. These are some goals/next steps for us at GADOE. We are planning on videotaping K-2 teachers teaching the new W2 Standard. We will also be collecting student work samples of the different genres (correlated to the new W2) for posting on our website. We will also continue to add model lessons and units.
75. ELA Contact Information Mary Stout, ELA Program Manager
mstout@doe.k12.ga.us
Jeffrey Dillard
jdillard@doe.k12.ga.us
Kim Jeffcoat
kjeffcoat@doe.k12.ga.us
Leeann Cornett
lcornett@doe.k12.ga.us
If you have any additional or future questions, comments, or concerns that were not addressed today—please feel free to contact us via email. If you have any additional or future questions, comments, or concerns that were not addressed today—please feel free to contact us via email.
76. Closing Online Evaluations
Collection of Materials in Bag
10 Children’s Book Titles
Copy of Craft Lessons
DOE Copies of ELA Standards
Sticky Notes
Markers
You should receive an online evaluation of this Module soon. Please complete it so we can have feedback in order to serve you better. Also, help us by collecting and returning all materials used today in the session. You should receive an online evaluation of this Module soon. Please complete it so we can have feedback in order to serve you better. Also, help us by collecting and returning all materials used today in the session.
77. Thank You!
