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Introduction to the New K-3 ELA Writing Standard W2

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Introduction to the New K-3 ELA Writing Standard W2

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    1. Introduction to the New K-3 ELA Writing Standard (W2) Presentation for Local Systems and Schools Important Note to Presenter(s): Please have teachers sit in mixed groups (not by grade level). Good Morning or Good Afternoon. This presentation is intended for all K-5 teachers. This includes regular education, special needs, EIP, ELL, Paraprofessionals, Media, and other specialists (in order to integrate writing across the curriculum) at the school building level. Even though the information presented today will directly impact Grades K-3, there will be an indirect effect on Grades 4-5 and beyond. For that reason, as well as the need to increase ELA vertical alignment in schools, it is important that all elementary faculty be present to be made aware of this curriculum change and ways that they can have a positive effect on writing. In addition, this session will be given in every district and/or at every elementary school across the State during preplanning or within the first two weeks of school. This will ensure timely and consistent dissemination of the introductory information about this new ELA Writing Standard. Additional professional development will be offered over the next two years as this new Writing Standard is implemented. As we go through this presentation together, please refer to your PowerPoint copy so that you may take notes. Important Note to Presenter(s): Please have teachers sit in mixed groups (not by grade level). Good Morning or Good Afternoon. This presentation is intended for all K-5 teachers. This includes regular education, special needs, EIP, ELL, Paraprofessionals, Media, and other specialists (in order to integrate writing across the curriculum) at the school building level. Even though the information presented today will directly impact Grades K-3, there will be an indirect effect on Grades 4-5 and beyond. For that reason, as well as the need to increase ELA vertical alignment in schools, it is important that all elementary faculty be present to be made aware of this curriculum change and ways that they can have a positive effect on writing. In addition, this session will be given in every district and/or at every elementary school across the State during preplanning or within the first two weeks of school. This will ensure timely and consistent dissemination of the introductory information about this new ELA Writing Standard. Additional professional development will be offered over the next two years as this new Writing Standard is implemented. As we go through this presentation together, please refer to your PowerPoint copy so that you may take notes.

    2. The New K-3 ELA Writing Standard/Elements: Writing in a Variety of Genres (W2) Office of Standards, Instruction, & Assessment The title of this presentation is “The New K-3 ELA Writing Standard/Elements: Writing in a Variety of Genres.” The Georgia Department of Education and the Office of Standards, Instruction, and Assessment thank you for being here to find out more about what this new Writing Standard entails and how it will affect teaching and learning in English Language Arts across the State. The title of this presentation is “The New K-3 ELA Writing Standard/Elements: Writing in a Variety of Genres.” The Georgia Department of Education and the Office of Standards, Instruction, and Assessment thank you for being here to find out more about what this new Writing Standard entails and how it will affect teaching and learning in English Language Arts across the State.

    3. The New ELA Standard (W2) ELAKW2, ELA1W2, ELA2W2, ELA3W2 No Standard/Elements have been eliminated This new Standard/Elements are in addition to what already existed This new Standard will not be on the CRCT/GKIDS until 2011 This year (2008-09) is a “Teaching and Learning Year” for teachers and students to become familiar with W2 Before we find out all the details about the new ELA Writing Standard or W2, we want to be clear with you about a few points. First of all, the new Standard will be called ELAKW2 in Kindergarten, ELA1W2 in First Grade, ELA2W2 in Second Grade, and ELA3W2 in Third Grade. By no means have any ELA Standards or Elements been eliminated from the curriculum. All of the existing Standards/Elements are in effect and must be taught (i.e., ELAKW1, ELA1W1, ELA2W1, and ELA3W1). The new ELA Writing Standard (W2) will not be reflected on the CRCT or GKIDS until 2011. Lastly, this school year (2008-09) will serve as a “Teaching and Learning Year”, which will provide teachers and students the opportunity to become familiar with the new ELA Writing Standard at their grade level. Before we find out all the details about the new ELA Writing Standard or W2, we want to be clear with you about a few points. First of all, the new Standard will be called ELAKW2 in Kindergarten, ELA1W2 in First Grade, ELA2W2 in Second Grade, and ELA3W2 in Third Grade. By no means have any ELA Standards or Elements been eliminated from the curriculum. All of the existing Standards/Elements are in effect and must be taught (i.e., ELAKW1, ELA1W1, ELA2W1, and ELA3W1). The new ELA Writing Standard (W2) will not be reflected on the CRCT or GKIDS until 2011. Lastly, this school year (2008-09) will serve as a “Teaching and Learning Year”, which will provide teachers and students the opportunity to become familiar with the new ELA Writing Standard at their grade level.

    4. More About the New ELA Standard (W2) The new ELA Standard (W2) will require students to write in a variety of genres (Narrative, Informational, Persuasive, and Response to Literature) Specific elements for each of these four genres will assist with teaching and learning The additional Standard (W2) passed at the June State Board Meeting (2008) This new K-3 Standard became a part of official Georgia Performance Standards documents and the GADOE website in July So what is the new ELA Standard or W2? The goal of the new ELA K-3 Writing Standard is to have all students writing in a variety of genres by the end of the school year. The genres or types of writing that all K-3 students will be expected to know and be able to demonstrate are: narrative, informational, persuasive, and response to literature. The same four genres will be the focus in Grades 4-5. Each genre will have its own specific elements that will be taught by teachers and evidenced in student work at a particular grade level. These elements are developmentally appropriate for the students at each grade level. These specific elements will scaffold student learning and promote mastery over the course of the school year. This new ELA Writing Standard (W2) was approved this past June by the State School Board. All Georgia Performance Standards documents (including those on the GADOE and GeorgiaStandards.Org websites) will now reflect this change.So what is the new ELA Standard or W2? The goal of the new ELA K-3 Writing Standard is to have all students writing in a variety of genres by the end of the school year. The genres or types of writing that all K-3 students will be expected to know and be able to demonstrate are: narrative, informational, persuasive, and response to literature. The same four genres will be the focus in Grades 4-5. Each genre will have its own specific elements that will be taught by teachers and evidenced in student work at a particular grade level. These elements are developmentally appropriate for the students at each grade level. These specific elements will scaffold student learning and promote mastery over the course of the school year. This new ELA Writing Standard (W2) was approved this past June by the State School Board. All Georgia Performance Standards documents (including those on the GADOE and GeorgiaStandards.Org websites) will now reflect this change.

    5. Why Make Changes? Monitoring the implementation of the ELA GPS The Georgia Performance Standards are a “living document” Changes needed in order to continually align K-12 Writing Standards ELA Adoption timeline Based on input from the field This change to the ELA curriculum was the result of many factors. First of all, the Georgia Department of Education (GADOE) has been monitoring the implementation of the English Language Arts Georgia Performance Standards since their inception. GADOE has observed that the implementation was not as consistent throughout the State as they would have preferred it to be. Making this change now to the ELA portion of the GPS, which is considered a “living document,” would allow us to reinforce the initial implementation of GPS and strengthen the overall ELA Standards/Elements. The need to make this change became even more evident due to what was being seen and heard in schools and systems regarding the lack of alignment of the K-5 ELA Writing Standards. There was a need for a progression in genre specific information as students moved from one grade level to another. Moreover, any changes made now would potentially impact materials purchased by systems that would support the implementation of a new Writing Standard (since it is a Language Arts Textbook Adoption Year). This change to the ELA curriculum was the result of many factors. First of all, the Georgia Department of Education (GADOE) has been monitoring the implementation of the English Language Arts Georgia Performance Standards since their inception. GADOE has observed that the implementation was not as consistent throughout the State as they would have preferred it to be. Making this change now to the ELA portion of the GPS, which is considered a “living document,” would allow us to reinforce the initial implementation of GPS and strengthen the overall ELA Standards/Elements. The need to make this change became even more evident due to what was being seen and heard in schools and systems regarding the lack of alignment of the K-5 ELA Writing Standards. There was a need for a progression in genre specific information as students moved from one grade level to another. Moreover, any changes made now would potentially impact materials purchased by systems that would support the implementation of a new Writing Standard (since it is a Language Arts Textbook Adoption Year).

    6. Input from the Field “Gap” between elementary and middle/high schools Need to make primary Writing Standards more “genre specific” Results in more cohesive transition between grades Rigor added to curriculum Assessment aligned with Writing Standards The most important reason to make such a change was based on the specific input from the field. Teachers, Teacher Leaders, Building Level Administrators, Supervisors/Directors, and even Assistant Superintendents of Curriculum across the State have noticed a “gap” in student writing performance between the elementary and middle/high school levels. In order to address this gap, people such as those listed above repeatedly said that the K-3 Writing Standards needed to be made more genre specific, much like the ELA Writing Standards in Grades 4-12. Their reason for doing such was that a more cohesive transition would occur between grades. By closing such gaps, there would be an increase in levels of student achievement. Students would be better prepared for writing in genres in upper grades if they were exposed to models and writing experiences at an earlier age. This would thereby make the curriculum more rigorous and truly align the K-3 ELA GPS with the Third Grade Writing Assessment.The most important reason to make such a change was based on the specific input from the field. Teachers, Teacher Leaders, Building Level Administrators, Supervisors/Directors, and even Assistant Superintendents of Curriculum across the State have noticed a “gap” in student writing performance between the elementary and middle/high school levels. In order to address this gap, people such as those listed above repeatedly said that the K-3 Writing Standards needed to be made more genre specific, much like the ELA Writing Standards in Grades 4-12. Their reason for doing such was that a more cohesive transition would occur between grades. By closing such gaps, there would be an increase in levels of student achievement. Students would be better prepared for writing in genres in upper grades if they were exposed to models and writing experiences at an earlier age. This would thereby make the curriculum more rigorous and truly align the K-3 ELA GPS with the Third Grade Writing Assessment.

    7. Precision Review Process Previous K-3 ELA Writing Standards were analyzed Team reviewed national writing standards and writing curriculums from noted states Best practices in writing instruction, as well as developmental appropriateness levels were considered Products were created that bridged the “gaps” between writing instruction and assessment The precision review process involved a thorough analysis of the previous ELA Writing Standards, as well as those from other states having strong writing curriculums. The review team then synthesized their findings to create products that took into consideration best practices and developmental appropriateness. Most of all, these products eliminate any previous gaps between what is taught and assessed.The precision review process involved a thorough analysis of the previous ELA Writing Standards, as well as those from other states having strong writing curriculums. The review team then synthesized their findings to create products that took into consideration best practices and developmental appropriateness. Most of all, these products eliminate any previous gaps between what is taught and assessed.

    8. Results of Precision Review Recommended that a new Writing Standard (W2) be added to each grade level (K-3) This Standard would require students to write in a variety of genres More focused teaching/learning due to inclusion of explicit elements for each genre ELA Vertical Alignment in K-5 The Precision Review of the previous ELA Writing Standards resulted in the team recommending a new Writing Standard be added to Grades K-3, which would indeed require students to write in a variety of genres. By having specific elements for each genre, the writing instruction will be more explicit than ever before in K-3. If this ladder style approach is implemented, students will be better prepared for the Third and Fifth Grade Writing Assessments, as well as the increased expectations of middle and high schools.The Precision Review of the previous ELA Writing Standards resulted in the team recommending a new Writing Standard be added to Grades K-3, which would indeed require students to write in a variety of genres. By having specific elements for each genre, the writing instruction will be more explicit than ever before in K-3. If this ladder style approach is implemented, students will be better prepared for the Third and Fifth Grade Writing Assessments, as well as the increased expectations of middle and high schools.

    9. Feedback and Approval The drafts of the new K-3 Standard/Elements were posted for sixty days on the GADOE website for public review/comments Numerous councils and professional groups gave input The overwhelming majority of comments received by GADOE were positive and supportive of this change Constructive comments were considered in revisions Data was submitted to the State Board The State Board unanimously approved the new K-3 Standard at its June meeting After recommendations were made by stakeholders—which included classroom teachers--drafts of the new K-3 Writing Standard were posted for public review. GADOE received input from many groups and individuals concerning the possible changes (including teachers and administrators across the State, the Georgia Council for Teachers of English, the Kindergarten Assessment Council, Georgia Language Arts Supervisors, and the English Language Arts Advisory Council), and we took into consideration every comment. Some revisions were made to the original drafts. Many of the comments and concerns will be integrated into future trainings. Based on the feedback that was received, the new K-3 Writing Standard met Board approval.After recommendations were made by stakeholders—which included classroom teachers--drafts of the new K-3 Writing Standard were posted for public review. GADOE received input from many groups and individuals concerning the possible changes (including teachers and administrators across the State, the Georgia Council for Teachers of English, the Kindergarten Assessment Council, Georgia Language Arts Supervisors, and the English Language Arts Advisory Council), and we took into consideration every comment. Some revisions were made to the original drafts. Many of the comments and concerns will be integrated into future trainings. Based on the feedback that was received, the new K-3 Writing Standard met Board approval.

    10. Example of a Current Standard ELA3W1: Competency in the Writing Process In order to understand the new Standard/Elements, let’s first look at an example of an existing ELA Writing Standard. Let’s consider ELA3W1, which states that students will demonstrate competency in the writing process. Keep in mind that this Standard has not been eliminated. It is still one of the ELA Standards that Third Grade Teachers will be responsible for teaching to students. In order to understand the new Standard/Elements, let’s first look at an example of an existing ELA Writing Standard. Let’s consider ELA3W1, which states that students will demonstrate competency in the writing process. Keep in mind that this Standard has not been eliminated. It is still one of the ELA Standards that Third Grade Teachers will be responsible for teaching to students.

    11. Current Grade 3 ELA Writing Standard ELA3W1 The student demonstrates competency in the writing process. The student a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue.   h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others.   If we look to see how the ELA3W1 Standard is organized, we see that generalized content/idea elements such as Element A: “Captures a reader’s interest by setting a purpose and developing a point of view” is grouped with generalized organization elements like Element C: “Writes text of appropriate length.”If we look to see how the ELA3W1 Standard is organized, we see that generalized content/idea elements such as Element A: “Captures a reader’s interest by setting a purpose and developing a point of view” is grouped with generalized organization elements like Element C: “Writes text of appropriate length.”

    12. ELA3W1 d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. We continue to see that different genre information is found under this one Standard. For instance, Element D: “Uses organizational patterns for conveying information. . .” deals more with the informational genre of writing. Element G: “Begins to develop characters through action and dialogue” is more concerned with the narrative genre. We continue to see that different genre information is found under this one Standard. For instance, Element D: “Uses organizational patterns for conveying information. . .” deals more with the informational genre of writing. Element G: “Begins to develop characters through action and dialogue” is more concerned with the narrative genre.

    13. ELA3W1 h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. The trend of mixing genres continues when examining this Standard. For example, Element K: “Writes a response to literature” falls under this same Standard.The trend of mixing genres continues when examining this Standard. For example, Element K: “Writes a response to literature” falls under this same Standard.

    14. ELA3W1 l. Writes a persuasive piece that states a clear position. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others.   Lastly, we see that the persuasive genre has one element integrated into this Standard. Writing process stages such as those in Elements M and N are also included. Overall, it is easy to see that there is not enough explicit genre information for teachers or students in the fourteen elements represented currently in ELA3W1. This pattern is also seen in other K-2 Writing Standards (ELAKW1, ELA1W1, and ELA2W1). One important note is that currently Grade 3 has a separate ELA Standard for Conventions (ELA3C1). On the other hand, Grades K-2 currently incorporate their skills/conventions into their one Writing Standard. Consequently, K-2 is having to focus on all writing components (i.e. process, content/ideas, organization, skills/conventions, etc.) in one Standard. Lastly, we see that the persuasive genre has one element integrated into this Standard. Writing process stages such as those in Elements M and N are also included. Overall, it is easy to see that there is not enough explicit genre information for teachers or students in the fourteen elements represented currently in ELA3W1. This pattern is also seen in other K-2 Writing Standards (ELAKW1, ELA1W1, and ELA2W1). One important note is that currently Grade 3 has a separate ELA Standard for Conventions (ELA3C1). On the other hand, Grades K-2 currently incorporate their skills/conventions into their one Writing Standard. Consequently, K-2 is having to focus on all writing components (i.e. process, content/ideas, organization, skills/conventions, etc.) in one Standard.

    15. Additional 3rd Grade Writing Standard ELA3W2: Writing in a Variety of Genres The addition of a new ELA Writing Standard in K-3 allows teachers to know exactly what genre specific information needs to be taught and learned at each grade level. Let’s take a look at the new ELA3W2. Important Note to Presenter(s): During this next section of the presentation, there will be some opportunities for cross grade level discussion about the new ELA Standards in K-3. There may be comments and/or questions that will be addressed to the whole group by participants. Because there may be different levels of knowledge among those presenting this material to teachers, the GADOE asks that presenters use their own discretion when responding to comments and/or answering questions. If a presenter feels unsure of an answer to a question, then he/she can take note of the question and say, “Allow me to find out the answer to that question, and then I will get back to you.” The ELA Unit at the DOE is available to help with any questions or concerns. Please inform us about any comments and/or questions so that we can integrate them into future trainings. The addition of a new ELA Writing Standard in K-3 allows teachers to know exactly what genre specific information needs to be taught and learned at each grade level. Let’s take a look at the new ELA3W2. Important Note to Presenter(s): During this next section of the presentation, there will be some opportunities for cross grade level discussion about the new ELA Standards in K-3. There may be comments and/or questions that will be addressed to the whole group by participants. Because there may be different levels of knowledge among those presenting this material to teachers, the GADOE asks that presenters use their own discretion when responding to comments and/or answering questions. If a presenter feels unsure of an answer to a question, then he/she can take note of the question and say, “Allow me to find out the answer to that question, and then I will get back to you.” The ELA Unit at the DOE is available to help with any questions or concerns. Please inform us about any comments and/or questions so that we can integrate them into future trainings.

    16. You may want to refer to the full-size versions of the next two slides available in your participant handouts. This visual shows four columns for Grade 3 (one for each of the genres). Along the top of the chart, you see the names of the genres. Under each genre heading, you can find the specific elements that third graders should master for that genre by the end of the school year. The language of this Standard is very student performance oriented. Consider the Narrative Genre heading on the left, which states, “The student produces a narrative that. . .” with specific descriptors underneath. There are a total of ten elements for the Narrative Genre in Grade 3. These elements include the necessary focus on content/ideas, organization, and writing process, as they relate to the particular genre. Note the verbs being used, such as “captures,” “sustains,” “includes,” and “uses.” Also notice the nouns being addressed. Terminology such as fantasy/imaginary, point of view, and literary language are referenced. Some of the language in ELA3W2 is new, while other terms were adapted from the current ELA3W1. The Standard writers sought to use as much language as possible from ELA3W1 to remain consistent. As you and your students begin reflecting on this new ELA Standard, you will see that there are many differences. For the purposes of this presentation, some of those differences are highlighted in red. Students in third grade will now be expected with ELA3W2 to “use sensory details” (Element D) and not just “begin to use sensory details” as found in ELA3W1. This reflects a higher level of rigor in the new K-3 Writing Standard. See how informational, persuasive, and response to literature all have their own specific elements. Some of the elements are found across all genres. But there are also elements that separate genres. Also, for the purposes of this presentation, some of the elements are highlighted in blue. For instance, take a look at Element E under the narrative genre. Element E focuses on organizational structures and strategies. Examples of those structures and strategies are mentioned and highlighted. These examples listed should be taught during the study of the genre. This is another major difference between ELA3W2 and ELA3W1. Take a couple of minutes as a group to notice other differences between ELA3W1 and the new ELA3W2. There are larger versions of the ELA3W1 and ELA3W2 slides in your handouts. Use the documents to compare and contrast. Important Note to Presenter: Give groups a few minutes to look at the similarities and differences between ELA3W1 and ELA3W2. Encourage each small group to choose a spokesperson and make one or two observations in front of the entire group. You may want to refer to the full-size versions of the next two slides available in your participant handouts. This visual shows four columns for Grade 3 (one for each of the genres). Along the top of the chart, you see the names of the genres. Under each genre heading, you can find the specific elements that third graders should master for that genre by the end of the school year. The language of this Standard is very student performance oriented. Consider the Narrative Genre heading on the left, which states, “The student produces a narrative that. . .” with specific descriptors underneath. There are a total of ten elements for the Narrative Genre in Grade 3. These elements include the necessary focus on content/ideas, organization, and writing process, as they relate to the particular genre. Note the verbs being used, such as “captures,” “sustains,” “includes,” and “uses.” Also notice the nouns being addressed. Terminology such as fantasy/imaginary, point of view, and literary language are referenced. Some of the language in ELA3W2 is new, while other terms were adapted from the current ELA3W1. The Standard writers sought to use as much language as possible from ELA3W1 to remain consistent. As you and your students begin reflecting on this new ELA Standard, you will see that there are many differences. For the purposes of this presentation, some of those differences are highlighted in red. Students in third grade will now be expected with ELA3W2 to “use sensory details” (Element D) and not just “begin to use sensory details” as found in ELA3W1. This reflects a higher level of rigor in the new K-3 Writing Standard. See how informational, persuasive, and response to literature all have their own specific elements. Some of the elements are found across all genres. But there are also elements that separate genres. Also, for the purposes of this presentation, some of the elements are highlighted in blue. For instance, take a look at Element E under the narrative genre. Element E focuses on organizational structures and strategies. Examples of those structures and strategies are mentioned and highlighted. These examples listed should be taught during the study of the genre. This is another major difference between ELA3W2 and ELA3W1. Take a couple of minutes as a group to notice other differences between ELA3W1 and the new ELA3W2. There are larger versions of the ELA3W1 and ELA3W2 slides in your handouts. Use the documents to compare and contrast. Important Note to Presenter: Give groups a few minutes to look at the similarities and differences between ELA3W1 and ELA3W2. Encourage each small group to choose a spokesperson and make one or two observations in front of the entire group.

    17. Again, please take note of the different elements for the different genres in third grade.Again, please take note of the different elements for the different genres in third grade.

    18. New Vertical Alignment of K-5 Writing Standards: Narrative Genre Now you have seen what the new Standard will look like in the Narrative Genre for one grade level. Now let’s take a look at how K-2 will look regarding Narrative writing. By creating a new ELA Standard for Writing in a Variety of Genres, the GADOE now has a complete ELA vertical alignment across K-5. This promotes the backwards design. Take a look at the Narrative Genre Vertical Alignment (your next handout in your participant’s guide). Now you have seen what the new Standard will look like in the Narrative Genre for one grade level. Now let’s take a look at how K-2 will look regarding Narrative writing. By creating a new ELA Standard for Writing in a Variety of Genres, the GADOE now has a complete ELA vertical alignment across K-5. This promotes the backwards design. Take a look at the Narrative Genre Vertical Alignment (your next handout in your participant’s guide).

    19. In this one document you can see the Grades 4-5 Narrative Standard and Elements (these have an asterisk because these are their current Standards/Elements and have not changed). It is easy to see what is expected of a fifth grader by the end of elementary school. By implementing the new K-3 Writing Standard and creating a more cohesive vertical alignment of genres, more students will be successful with meeting those fifth grade expectations. It is vital that students are taught the necessary skills and knowledge in a certain grade level. This is because the knowledge and skills progressively become more advanced as students move up into the upper grades. Take five to ten minutes to explore this document and familiarize yourself with the Narrative Genre for the new Standard at your grade level. It is important to note that a glossary of terms used in all vertical alignments for all genres will be forthcoming from the GADOE. In addition, DOE will be providing correlations that help with comparing and contrasting W1 and W2 Standards/Elements. Important Note to Presenter: An example of an observation that could be shared with the whole group might be the increasing level of rigor pertaining to character development. For instance, students are expected to begin developing characters through dialogue and descriptive adjectives in first grade (Element E). In second grade, students are expected to develop characters using sensory details including descriptive adjectives and strong verbs (Element E). In addition, second graders are also expected to begin developing characters through action and dialogue (Element G). In third grade, the expectation is that, by the end of the year, students can develop characters through action and dialogue (Element F). They should also be able to use sensory details and other literary language to communicate about characters (Element D). In fourth and fifth grades, Element F states that students should be able to develop complex characters through actions describing the motivation of characters and character conversation. In this one document you can see the Grades 4-5 Narrative Standard and Elements (these have an asterisk because these are their current Standards/Elements and have not changed). It is easy to see what is expected of a fifth grader by the end of elementary school. By implementing the new K-3 Writing Standard and creating a more cohesive vertical alignment of genres, more students will be successful with meeting those fifth grade expectations. It is vital that students are taught the necessary skills and knowledge in a certain grade level. This is because the knowledge and skills progressively become more advanced as students move up into the upper grades. Take five to ten minutes to explore this document and familiarize yourself with the Narrative Genre for the new Standard at your grade level. It is important to note that a glossary of terms used in all vertical alignments for all genres will be forthcoming from the GADOE. In addition, DOE will be providing correlations that help with comparing and contrasting W1 and W2 Standards/Elements. Important Note to Presenter: An example of an observation that could be shared with the whole group might be the increasing level of rigor pertaining to character development. For instance, students are expected to begin developing characters through dialogue and descriptive adjectives in first grade (Element E). In second grade, students are expected to develop characters using sensory details including descriptive adjectives and strong verbs (Element E). In addition, second graders are also expected to begin developing characters through action and dialogue (Element G). In third grade, the expectation is that, by the end of the year, students can develop characters through action and dialogue (Element F). They should also be able to use sensory details and other literary language to communicate about characters (Element D). In fourth and fifth grades, Element F states that students should be able to develop complex characters through actions describing the motivation of characters and character conversation.

    20. New Vertical Alignment of K-5 Writing Standards: Informational Genre The same vertical alignment process and documents exist for the other genres. The Informational Genre is the next handout in your participant guide.The same vertical alignment process and documents exist for the other genres. The Informational Genre is the next handout in your participant guide.

    21. Again, keep in mind that the Grade 4-5 elements for informational writing already existed. By informational writing, we are referring to several types of writing. Informational writing includes report writing, procedural writing (steps in a process/”how-to” papers), and functional writing (i.e. correspondence). Take a few minutes to vertically explore this document and familiarize yourself with the expectations for the grade level you teach. Important Note to Presenter(s): Please have participants share their cross grade level observations in the same manner as you did with the Narrative Genre Vertical Alignment. Again, keep in mind that the Grade 4-5 elements for informational writing already existed. By informational writing, we are referring to several types of writing. Informational writing includes report writing, procedural writing (steps in a process/”how-to” papers), and functional writing (i.e. correspondence). Take a few minutes to vertically explore this document and familiarize yourself with the expectations for the grade level you teach. Important Note to Presenter(s): Please have participants share their cross grade level observations in the same manner as you did with the Narrative Genre Vertical Alignment.

    22. New Vertical Alignment of K-5 Writing Standards: Persuasive Genre The vertical alignment of the Persuasive Genre is next in your handouts. Please take a look.The vertical alignment of the Persuasive Genre is next in your handouts. Please take a look.

    23. cAs with the other genres, certain grades have more elements than others. This is because many elements have already been introduced at previous grade levels, and the focus is on developing new elements and/or going deeper with elements. Keep in mind that these genre elements drive what should be taught in the classroom pertaining to persuasive writing. These elements should be the focus of many minilessons in writing time over the course of a genre study. Teachers can model how to write pieces that include these elements. Moreover, student work examples can be shared that use these elements to reinforce the teaching of these concepts and writing behaviors. Important Note to Presenter(s): Please have participants share observations about their cross grade level observations in the same manner they did for the Narrative and Informational Vertical Alignments.cAs with the other genres, certain grades have more elements than others. This is because many elements have already been introduced at previous grade levels, and the focus is on developing new elements and/or going deeper with elements. Keep in mind that these genre elements drive what should be taught in the classroom pertaining to persuasive writing. These elements should be the focus of many minilessons in writing time over the course of a genre study. Teachers can model how to write pieces that include these elements. Moreover, student work examples can be shared that use these elements to reinforce the teaching of these concepts and writing behaviors. Important Note to Presenter(s): Please have participants share observations about their cross grade level observations in the same manner they did for the Narrative and Informational Vertical Alignments.

    24. New Vertical Alignment of K-5 Writing Standards: Response to Literature Genre The fourth and final genre to be taught across all grade levels in K-5 is Response to Literature. This genre can be easily integrated into the reading block. A written response is one way to respond to reading in all content areas. Please take a look at the next handout in your participant’s guide. The fourth and final genre to be taught across all grade levels in K-5 is Response to Literature. This genre can be easily integrated into the reading block. A written response is one way to respond to reading in all content areas. Please take a look at the next handout in your participant’s guide.

    25. Please take a few minutes to vertically explore the Response to Literature elements/expectations for the grade level you teach. Again, take note of the strategies in parentheses for certain elements. By teaching these strategies, students will be better able to demonstrate evidence of understanding in their writing performances/products. A glossary of terms will be forthcoming from the GADOE. Lastly, understanding these different vertical alignments for the genres is key. It is very important for teachers to be aware of the Standards at the grade level they teach and the grade levels above and below the grade level which they teach. Important Note to Presenter(s): Please have participants share observations about their cross grade level observations in the same manner they did for the Narrative, Informational, and Persuasive Vertical Alignments.Please take a few minutes to vertically explore the Response to Literature elements/expectations for the grade level you teach. Again, take note of the strategies in parentheses for certain elements. By teaching these strategies, students will be better able to demonstrate evidence of understanding in their writing performances/products. A glossary of terms will be forthcoming from the GADOE. Lastly, understanding these different vertical alignments for the genres is key. It is very important for teachers to be aware of the Standards at the grade level they teach and the grade levels above and below the grade level which they teach. Important Note to Presenter(s): Please have participants share observations about their cross grade level observations in the same manner they did for the Narrative, Informational, and Persuasive Vertical Alignments.

    26. Implementation Plan New Standard for K-3 Writing will be introduced during 2008-2009 school year 2008-09 will be considered a “Teaching and Learning Year” for teachers and students Preplanning communication with curriculum directors, administrators, and teachers during spring and summer of 2008 Training module development is in process Professional learning will be offered across the State New Standard for K-3 Writing will be fully implemented during 2009-10 school year Important Note to Presenter(s): Please read aloud this important slide’s bullets to teachers. So, this year (2008-09) should serve as an opportunity for teachers to begin teaching the genres and learning about how to do such more effectively as the year progresses. At the same time, students should be benefitting from receiving this information and having opportunities to become better writers in the different genres. It is important to be familiarizing yourself and your students with this new Standard/Elements because teachers will be accountable for full implementation in the 2009-2010 school year.Important Note to Presenter(s): Please read aloud this important slide’s bullets to teachers. So, this year (2008-09) should serve as an opportunity for teachers to begin teaching the genres and learning about how to do such more effectively as the year progresses. At the same time, students should be benefitting from receiving this information and having opportunities to become better writers in the different genres. It is important to be familiarizing yourself and your students with this new Standard/Elements because teachers will be accountable for full implementation in the 2009-2010 school year.

    27. “Teaching and Learning Year” Teachers will begin teaching the genres of writing Teachers will be learning how to implement the writing genres throughout the year via professional learning These genres should be integrated into the current reading/writing instruction, as well as other curriculum areas (i.e. science and social studies) Again, the expectation is that the new K-3 Additional Writing Standard will be fully implemented during the 2009-10 school year Important Note to Presenter(s): Please read this important slide’s bullets aloud to teachers. The practice of writing in genres will enhance student understanding and achievement. This best practice will also reinforce reading and writing across the curriculum. Important Note to Presenter(s): Please read this important slide’s bullets aloud to teachers. The practice of writing in genres will enhance student understanding and achievement. This best practice will also reinforce reading and writing across the curriculum.

    28. Impact on Testing On the 2009 CRCT, students will be tested on the current ELA Standards in effect (ELA1W1, ELA2W1, and ELA3W1) The CRCT/GKIDS will be affected by the new K-3 Standard/Elements as follows: 2010: Field Test Items from the new K-3 Standard will occur on the CRCT/GKIDS 2011: New Items from the new K-3 Standard will be fully operational on the CRCT/GKIDS The Third Grade Writing Assessment will not change How will this new K-3 Writing Standard affect testing? Here are the answers. The Spring 2009 CRCT will be based on the current ELA Standards in full effect for writing (ELA3W1, ELA2W1, and ELA1W1), as well the other Reading, LSV (Listening, Speaking, and Viewing), and Conventions Standards (Bear in mind that Third Grade does have the Conventions Standard that will be assessed). Teachers are expected to teach these Standards while making the transition of utilizing the more genre specific additional Standard. The 2009 CRCT will not have any items from the new K-3 Writing Standard. In 2010, the CRCT and GKIDS will begin field testing items from the new K-3 Standard. In 2011, there will officially be new items from the additional Standard on the CRCT/GKIDS, and teachers and students will be accountable for the new Standard on the Statewide assessments. Finally, the Third Grade Writing Assessment will stay the same. As it stands now, the Third Grade Assessment already requires different genres to be represented in selections for a portfolio. These pieces are assessed using rubrics that have already been developed. How will this new K-3 Writing Standard affect testing? Here are the answers. The Spring 2009 CRCT will be based on the current ELA Standards in full effect for writing (ELA3W1, ELA2W1, and ELA1W1), as well the other Reading, LSV (Listening, Speaking, and Viewing), and Conventions Standards (Bear in mind that Third Grade does have the Conventions Standard that will be assessed). Teachers are expected to teach these Standards while making the transition of utilizing the more genre specific additional Standard. The 2009 CRCT will not have any items from the new K-3 Writing Standard. In 2010, the CRCT and GKIDS will begin field testing items from the new K-3 Standard. In 2011, there will officially be new items from the additional Standard on the CRCT/GKIDS, and teachers and students will be accountable for the new Standard on the Statewide assessments. Finally, the Third Grade Writing Assessment will stay the same. As it stands now, the Third Grade Assessment already requires different genres to be represented in selections for a portfolio. These pieces are assessed using rubrics that have already been developed.

    29. Assessment Timeline Here’s a visual that shows the timeline for assessment over the next three years. Also, it is important to note that the Georgia Writing Assessments in 3rd and 5th Grades should not change. Here’s a visual that shows the timeline for assessment over the next three years. Also, it is important to note that the Georgia Writing Assessments in 3rd and 5th Grades should not change.

    30. Training and Support In addition to this introductory presentation, GADOE will be offering systems and schools with professional development over the next two years Year One Training (2008-09) will consist of two modules Year One: Module 1 will be offered in fall 2008 and will focus on Understanding the New K-3 Standard/Elements, the Vertical Alignment of the K-5 Writing Standards, and Strategies for Teaching and Learning Using the Georgia Performance Standards In order to help systems and schools with this transition, GADOE will be offering trainings around the State over the next two years. Here you can see what the topics are for Module 1, which will take place during the fall of the 2008-09 school year. In Module 1, there will be a focus on the Narrative and Response to Literature Genres. In order to help systems and schools with this transition, GADOE will be offering trainings around the State over the next two years. Here you can see what the topics are for Module 1, which will take place during the fall of the 2008-09 school year. In Module 1, there will be a focus on the Narrative and Response to Literature Genres.

    31. More Training and Support Year One: Module 2 Training will be offered in spring 2009 and will focus on assessment and differentiation using the K-5 ELA Standards, analysis of student work via commentary and rubrics, and additional strategies/best practices for teaching and learning These trainings will be offered to K-5 Teacher Leaders, Literacy Coaches, Assistant Principals, and Curriculum Directors/Supervisors Curriculum Directors/Supervisors should contact local RESAs to register participants A second module will be offered in the spring of 2009. The second module has different topics than Module One, and it is important to note that the topics build on one another. The focus of Module 2 will be the Informational and Response to Literature Genres. You also see the intended audience for the trainings and how the registration process will work. A second module will be offered in the spring of 2009. The second module has different topics than Module One, and it is important to note that the topics build on one another. The focus of Module 2 will be the Informational and Response to Literature Genres. You also see the intended audience for the trainings and how the registration process will work.

    32. More Training and Support Additional professional development will be provided via online Elluminate sessions and through the ETCs Curriculum Directors will disseminate dates/times for these future sessions To access Elluminate (including last year’s recorded ELA sessions), please go to the following link: www.georgiastandards.org Click on the Training tab at the upper right, and the Elluminate links will appear in a drop down menu Besides the face-to-face training that GADOE will offer to systems via RESAs, GADOE will also do Elluminate sessions through the Internet. Curriculum Directors from local systems will let teachers know about the future dates and times of these Elluminate sessions. Use these directions to find the Elluminate link to sessions. We also will be providing a taped recording of training later in the year through the Educational Technology Training Centers (ETCs). Besides the face-to-face training that GADOE will offer to systems via RESAs, GADOE will also do Elluminate sessions through the Internet. Curriculum Directors from local systems will let teachers know about the future dates and times of these Elluminate sessions. Use these directions to find the Elluminate link to sessions. We also will be providing a taped recording of training later in the year through the Educational Technology Training Centers (ETCs).

    33. Here’s what the Elluminate drop down menu will look like on the GeorgiaStandards.Org site. You can go to this site to access last year’s Elluminate Elementary ELA sessions (including Nonfiction Reading/Writing and Integrating Conventions into Writing). You have a larger copy of this slide in your handouts. Here’s what the Elluminate drop down menu will look like on the GeorgiaStandards.Org site. You can go to this site to access last year’s Elluminate Elementary ELA sessions (including Nonfiction Reading/Writing and Integrating Conventions into Writing). You have a larger copy of this slide in your handouts.

    34. Some Suggestions. . . Develop a district and school-wide writing policy/program Daily writing time should occur in every classroom and everyday Develop classroom procedures for writing Informal writing should occur across the curriculum Formal genres should be integrated into all subject areas There should be a reading/writing connection There needs to be an increased focus on content/ideas in writing Adapted from Beliefs About the Teaching of Writing, NCTE, 2004 Important Note to Presenter(s): Please read aloud the important bullets on this slide to teachers. There are many things you can be doing to start in the right way at the system and school levels. These are a few suggestions based on research-based best practices. This list was adapted from a belief statement developed by NCTE. Many schools/districts are in the process of putting these best practices in place. It is crucial that these practices are being utilized in order for there to be an easy transition to the new K-3 Writing Standard.Important Note to Presenter(s): Please read aloud the important bullets on this slide to teachers. There are many things you can be doing to start in the right way at the system and school levels. These are a few suggestions based on research-based best practices. This list was adapted from a belief statement developed by NCTE. Many schools/districts are in the process of putting these best practices in place. It is crucial that these practices are being utilized in order for there to be an easy transition to the new K-3 Writing Standard.

    35. More Best Practices to Consider. . . Teacher modeling of how to write in different genres, in addition to the writing process Learning of grammar and mechanics in context of writing content rather than in isolation Writing for real audiences and for real purposes Constructive teacher feedback about student writing Supportive classroom environment Student ownership in writing and self assessment Source: Best Practices-Today’s Standards for Teaching and Learning in America’s Schools Important Note to Presenter(s): Please read aloud the important bullets on this slide to teachers. These are several other best practices to consider—all of which are research-based. These topics are great for ongoing staff development at the system and local levels. Overall, they are some general guidelines that will enable systems and schools to have strong writing and ELA programs.Important Note to Presenter(s): Please read aloud the important bullets on this slide to teachers. These are several other best practices to consider—all of which are research-based. These topics are great for ongoing staff development at the system and local levels. Overall, they are some general guidelines that will enable systems and schools to have strong writing and ELA programs.

    36. Develop a Learning Community Increase capacity at local school level by encouraging teacher leaders to be facilitators of writing staff development Have consistent times for teachers to share and learn from one another regarding writing instruction Plan to view past and future Elluminate sessions together and discuss Incorporate book studies/strategy sessions pertaining to any of the writing best practices suggested earlier Create a functioning ELA K-5 Vertical Alignment Team Important Note to Presenter(s): Please read aloud the important bullets on this slide to teachers. With any new implementation, it is extremely beneficial to have a supportive learning community at the system and local school building levels. GADOE encourages schools and systems to have facilitators at the system and school levels who can offer additional writing training and staff development. It is beneficial to have a regular time when teachers can come together and learn from each other regarding how they are approaching the teaching and learning of the new K-3 Standard. These are a few suggestions are included on what learning communities can do together to be successful with implementation. Important Note to Presenter(s): Please read aloud the important bullets on this slide to teachers. With any new implementation, it is extremely beneficial to have a supportive learning community at the system and local school building levels. GADOE encourages schools and systems to have facilitators at the system and school levels who can offer additional writing training and staff development. It is beneficial to have a regular time when teachers can come together and learn from each other regarding how they are approaching the teaching and learning of the new K-3 Standard. These are a few suggestions are included on what learning communities can do together to be successful with implementation.

    37. Suggested Resources to Help Websites: Please familiarize yourselves with the following websites that will help with all literacy instruction—not just the new K-3 Writing Standard. The National Council for Teachers of English (NCTE) site has the latest research on teaching writing. The Read Write Think website has teaching ideas/lesson strategies that can be used and modified by teachers. The International Reading Association (IRA) website has the latest research on teaching reading, as well as making the reading and writing connection in the classroom. The Georgia Project for Assistive Technology has information about free web resources for struggling readers and writers. The Georgia Department of Education site has links to the English Language Arts homepage, which includes important announcements (e.g. Georgia Young Authors’ Competition) and resources such as teaching units/tasks and classroom teaching videos. Georgia Standards.Org is another site that has links to resources and the Georgia Performance Standards.Please familiarize yourselves with the following websites that will help with all literacy instruction—not just the new K-3 Writing Standard. The National Council for Teachers of English (NCTE) site has the latest research on teaching writing. The Read Write Think website has teaching ideas/lesson strategies that can be used and modified by teachers. The International Reading Association (IRA) website has the latest research on teaching reading, as well as making the reading and writing connection in the classroom. The Georgia Project for Assistive Technology has information about free web resources for struggling readers and writers. The Georgia Department of Education site has links to the English Language Arts homepage, which includes important announcements (e.g. Georgia Young Authors’ Competition) and resources such as teaching units/tasks and classroom teaching videos. Georgia Standards.Org is another site that has links to resources and the Georgia Performance Standards.

    38. At the top of this slide, you will see the URL address for the English Language Arts (ELA) Standards page on GeorgiaStandards.Org. In the middle of the page, you will see that there is a link to the ELA frameworks page (indicated by red arrow). These frameworks are units that can be used and/or modified to teach the various writing genres in K-5. The frameworks include curriculum maps/pacing charts, as well as detailed teaching, learning, and performance-based tasks. You have a larger version of the slide in your handouts.At the top of this slide, you will see the URL address for the English Language Arts (ELA) Standards page on GeorgiaStandards.Org. In the middle of the page, you will see that there is a link to the ELA frameworks page (indicated by red arrow). These frameworks are units that can be used and/or modified to teach the various writing genres in K-5. The frameworks include curriculum maps/pacing charts, as well as detailed teaching, learning, and performance-based tasks. You have a larger version of the slide in your handouts.

    39. When you click on the link, you will go to a page that has the K-3 Integrated Frameworks. These are called Integrated Frameworks because they integrate reading, writing, speaking, listening, and viewing, as well as skills/conventions. The curriculum map (red arrow) is first, followed by the overall teaching unit (blue arrow), and finally the performance tasks and other teaching/learning tasks (green arrow). We are in the process of updating this page. By the time the 2008-09 year begins, there will be 48 more teaching and learning tasks added to this page for K-3. We will continue to add more units and tasks. Familiarizing yourself with these valuable teaching resources is a great way to become more comfortable with the teaching of the different genres. Similar resources exist for Grades 4 and 5. When you click on the link, you will go to a page that has the K-3 Integrated Frameworks. These are called Integrated Frameworks because they integrate reading, writing, speaking, listening, and viewing, as well as skills/conventions. The curriculum map (red arrow) is first, followed by the overall teaching unit (blue arrow), and finally the performance tasks and other teaching/learning tasks (green arrow). We are in the process of updating this page. By the time the 2008-09 year begins, there will be 48 more teaching and learning tasks added to this page for K-3. We will continue to add more units and tasks. Familiarizing yourself with these valuable teaching resources is a great way to become more comfortable with the teaching of the different genres. Similar resources exist for Grades 4 and 5.

    40. Here’s a quick view of what is currently on the website for teachers to use with students. You have a larger version of these two slides in your handouts.Here’s a quick view of what is currently on the website for teachers to use with students. You have a larger version of these two slides in your handouts.

    41. We also are putting together videos of classrooms where genres are being taught on a daily basis. They will be posted under the tab English Language Arts. A drop down menu will appear. Click on ELA Videos to access the video clips. We will be adding to this site over the next six months. Please check back often. These video clips will aid facilitators in professional development. Again, you have a larger version of this slide in your handouts.We also are putting together videos of classrooms where genres are being taught on a daily basis. They will be posted under the tab English Language Arts. A drop down menu will appear. Click on ELA Videos to access the video clips. We will be adding to this site over the next six months. Please check back often. These video clips will aid facilitators in professional development. Again, you have a larger version of this slide in your handouts.

    42. More Suggested Resources Books: Daniels, H. and Zemelman, S. (2005). Best Practice, Third Edition: Today’s Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann. Fletcher, R. and Portalupi, J. (2007). Craft Lessons: Teaching Writing K-8. Portland, ME: Stenhouse. Fletcher, R. and Portalupi, J. (2007). Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse. Hale, E. (2008). Crafting Writers, K-6. Portland, ME: Stenhouse. We have also included a list of suggested professional books that will aid systems and schools with implementing this new K-3 Standard. These are great for generating teaching lessons based on the GPS, as well as becoming the basis for book studies.We have also included a list of suggested professional books that will aid systems and schools with implementing this new K-3 Standard. These are great for generating teaching lessons based on the GPS, as well as becoming the basis for book studies.

    43. More Suggested Resources Books continued: Dorfman, L. and Cappelli, R. (2007). Mentor Texts: Teaching Writing Through Children’s Literature K-6. Portland, ME: Stenhouse. Schultze, B. (2008). Basic Tools for Beginning Writers (Grades K-3). Portland, ME: Stenhouse. Reid, J. and Schultze, B. (2005). What’s Next for this Beginning Writer? Portland, ME: Stenhouse. Horn, M. and Giacobbe, M. (2007). Talking, Drawing, Writing: Lessons for Our Youngest Writers. Portland, ME: Stenhouse. Here are more examples of suggested resources, many of which focus on writing in K-1. Here are more examples of suggested resources, many of which focus on writing in K-1.

    44. More Suggested Resources Books continued: Dorn, L. and Soffos, C. (2001). Scaffolding Young Writers: A Writers’ Workshop Approach. Portland, ME: Stenhouse. Videos: When Students Write (K-8) Talking About Writing (3-5) In the Beginning: Young Writers Develop Independence (K-2) All of the above are by Fletcher, R. and Portalupi, J. Lastly, we have included the titles of some suggested videos that would be helpful with staff development at the system and school levels. Lastly, we have included the titles of some suggested videos that would be helpful with staff development at the system and school levels.

    45. Conclusion New additional Standard/Elements in K-3 will: Provide a seamless transition between grade levels Develop a consistency in language used Increase rigor and relevance Impact other achievement areas Strengthen teacher understanding of requirements for writing in K-3 and beyond In conclusion, this new K-3 Standard will make our strong ELA Standards/Elements even stronger. This new Standard will result in a seamless transition between grades. There will also be more consistency and use of the GPS language. More rigor and relevance will naturally occur because of the new Standard. Because there will be more reading and writing across the curriculum, there will be a positive impact on student achievement in other subject areas. The most important benefit of this new Standard will be increased understanding of what students need to know and be able to do in order to be successful with writing in elementary school and beyond.In conclusion, this new K-3 Standard will make our strong ELA Standards/Elements even stronger. This new Standard will result in a seamless transition between grades. There will also be more consistency and use of the GPS language. More rigor and relevance will naturally occur because of the new Standard. Because there will be more reading and writing across the curriculum, there will be a positive impact on student achievement in other subject areas. The most important benefit of this new Standard will be increased understanding of what students need to know and be able to do in order to be successful with writing in elementary school and beyond.

    46. We Need Your Help If you or a teacher you know is an expert in standards-based writing instruction, then let us know. We are in need of: Model classrooms to videotape Samples of quality student work/teacher commentary Model lessons and units The GADOE is in need of help from the field. If you or someone you know can help GADOE with one or more of the areas listed here, please let us know. The GADOE is in need of help from the field. If you or someone you know can help GADOE with one or more of the areas listed here, please let us know.

    47. Contact Information Mary Stout, ELA Program Manager, mstout@doe.k12.ga.us (404) 463-1933 Jeffrey Dillard, ELA Elementary Program Specialist, jdillard@doe.k12.ga.us (404) 463-0507 Here is the contact information for the Georgia Department of Education. Please let the DOE know about your questions, comments, or concerns. Thank you for your attention with today’s informational session about the new K-3 Writing Standard. Here is the contact information for the Georgia Department of Education. Please let the DOE know about your questions, comments, or concerns. Thank you for your attention with today’s informational session about the new K-3 Writing Standard.

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