K-5 ELA Module 1 Training

1. K-5 ELA Module 1 Training Understanding the K-5 ELA Vertical Alignment Narrative and Response to Literature Genres CHAPTER 3: Analyzing the W2 Standard and Elements, Compare and Contrast Activity, Analyzing an Element Activity Suggested time for this part is between 1 hour and 1 � hours.Suggested time for this part is between 1 hour and 1 � hours.

2. 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.

3. 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.

4. 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.

5. 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. When grade levels share, this will be a great opportunity to clarify misconceptions about the new W2. 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. When grade levels share, this will be a great opportunity to clarify misconceptions about the new W2.

6. 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.

7. 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.

8. 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.

9. 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. Keep in mind that this is only my interpretation of this one particular element. It is very important that I analyze an element with other people on my team in order to have multiple perspectives. By doing such, a grade level team will have a more complete picture of what an element means. Also, it will allow for more discussion about lessons and strategies to impact teaching and learning. 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. Keep in mind that this is only my interpretation of this one particular element. It is very important that I analyze an element with other people on my team in order to have multiple perspectives. By doing such, a grade level team will have a more complete picture of what an element means. Also, it will allow for more discussion about lessons and strategies to impact teaching and learning.

10. 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.

11. 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.