Embed Size (px)
Citation preview
Facilitators Sign-in Sitting arrangement (K-2 and 3-5) Handouts
PPT copy for notesParticipant GuidePersuasive and Informational Vertical
AlignmentsCopies of ELA Standards (K-2 or 3-5)
Understanding the Vertical Approach
of the K-5 Writing Standards
Office of Academic Standards ETC Presentation
Today’s Agenda
Activity 1: Comparing and Contrasting W1 and W2 (9:00-10:15 am)
Break (10:15-10:30 am) Activity 2: Analyzing a W2 Element
(10:30-11:30 am) Lunch (11:30 am-12:30 pm)
Today’s Agenda
Activity 3: Roll/Call and Analyzing Student Work (12:30-2:00 pm)
Break (2:00-2:15 pm) Activity 4: Analyzing a Three-Part
Lesson (2:15-3:15 pm) Activity 5: Resources and Closing
(3:15-3:30 pm)
Today’s Presentation
Serves as an overview of Persuasive/Informational Genres
Should be redelivered to K-5 Teachers after the Introduction Training and Module 1: Narrative and RTL Genres have been completed
Today’s ETC Presentation Will be videotaped and posted on our
website: www.georgiastandards.org Click on English Language Arts icon Scroll down and find
“Module 2: Persuasive and
Informational Genres” Download PPT with script Download Participant Guide and any
other handouts
Goals for Today
Reviewing the Georgia Performance Standards
Using the Persuasive and Informational Genres to teach integrated language arts
Continuing to plan for this “Teaching and Learning” Year
Essential Questions
How do I analyze the new K-3 Writing Standards/Elements?
How do I analyze student work, write commentary, and give feedback?
How do I teach the genres using the three part instructional framework?
What are some resources that can help?
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 backwards design will help to implement the curriculum.
Making the reading and writing connection will increase student learning.
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?
Questions
We will provide a brief time for asking questions at the end of each section. It is important that questions stay on topic and reflect the current activity.
Please pay attention to questions asked so that there is no repeating of questions. This will aid in effective participation.
Random Sharing
Please be prepared to share throughout the day.
Representatives from K-2 and 3-5 will be randomly asked to share with entire audience.
Analyzing the Persuasive and Informational Genres of the W2 Writing Standard GPS Review:
Comparing/contrasting W1 and W2Language of the Standards (LOTS)Levels of rigorous instructionScaffolding/vertical alignment
Explicitly Teach/Model With Persuasive Genre (W1 vs. W2)ELA 3W1a. Captures a reader’s interest by setting a
purpose and developing a point of viewb. 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
Explicitly Teach/Model With Persuasive Genre (W1 vs. W2)ELA 3W1e. Begins to use appropriate structures to
ensure coherencei. 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
l. Writes a persuasive piece that states a clear position
Explicitly Teach/Model With Persuasive Genre (W1 vs. W2)a. Captures a reader’s interest by stating
a clear position/opinion and developing a point of view
b. Sustains a focus
c. Includes the appropriate purpose, expectations, and length for audience and the genre
d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes
Explicitly Teach/Model With Persuasive Genre (W1 vs. W2)e. Uses appropriate organizational
structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie, and book reviews)
f. Provides a sense of closure
g. May include prewriting
h. May include a revised and edited draft
i. May be published
COMPARING AND CONTRASTING W1 & W2 for Persuasive Elements Third Grade
W1 W2 Begins to select a focus Stating a clear position/opinion States a clear position Sustains a focus Begins to use appropriate structures
Capturing reader’s interest Adds supportive details, including Begins to use specific details relevant examples, facts, anecdotes Setting a purpose Uses appropriate structures
(introduction, body, conclusion) and Developing a point of view appropriate formats (speech, brochure, advertisement, movie and book reviews) Focus Begins to include relevant examples, facts, anecdotes, and details Approopriate expectations, length, for Provides a sense of closure audience and genre May include prewriting Details May include a revised and edited draft Organizational structures May be published Writing Process
ELAKW2The student produces a persuasive piece of writing that:
ELA1W2The student produces a persuasive pieceof writing that:
ELA2W2The student produces a persuasive piece of writing that
ELA3W2The student produces a persuasive piece of writing that:
ELA4W2*The student produces a persuasive piece that:
ELA5W2*The student produces a persuasive piece that:
a. States an opinion.b. May use words, illustrations, or graphics to support an opinion.c. Begins to use formats appropriate to the genre (letter, poster).d. May include describing words.e. Prewrites orally or written to generate ideas (graphic organizers and pictures).f. May include a draft developed from prewriting.g. May include a sense of closure.
a. Captures a reader’s interest by stating a position/opinion.b. Begins to maintain a focus.c. Adds details to support an opinion.d. Begins to use formats appropriate to the genre (letter, list of reasons, poster). e. May have a sense of closure.f. May include oral or written prewriting (graphic organizer).g. May include a draft that is revised and edited.h. May be published.
a. Captures a reader’s interest by stating a clear position/opinion. b. Begins to sustain a focus.c. Includes the appropriate purpose, expectations, and length for audience and the genre.d. Adds supportive details throughout.e. Uses appropriate formats (letter, list of pros and cons, advertisement).e. Develops a sense of closure.f. May include prewriting.g. May include a revised and edited draft.h. May be published.
a. Captures a reader’s interest by stating a clear position/opinion and developing a point of view.b. Sustains a focus.c. Includes the appropriate purpose, expectations, and length for audience and the genre.d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes.e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews).f. Provides a sense of closure.g. May include prewriting.h. May include a revised and edited draft.i. May be published.
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. States a clear position.c. Supports a position with relevant evidence.d. Excludes extraneous details and inappropriate information.e. Creates an organizing structure appropriate to a specific purpose, audience, and context.f. Provides a sense of closure to the writing.
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. States a clear position in support of a proposal.c. Supports a position with relevant evidence.d. Creates an organizing structure appropriate to a specific purpose, audience, and context.e. Addresses reader concerns.f. Excludes extraneous details and inappropriate information.g. Provides a sense of closure to the writing.h. Raises the level of language using appropriate strategies (word choice).
K-5 Noticings for Persuasive GenreW1 W2
More generalized elements for writing
More specific elements for persuasive genre
More conventions in K-2 More focus on ideas, organization, and style
Some specific strategies for teaching and learning
More specific strategies for teaching and learning
Less rigor More rigor
No mention of closure Closure element is added
Writing process an expectation Writing process expected, but not at all times with all pieces
Less focus on mastery Mastery of elements by 3rd grade
No mention of several elements until later grades
Elements introduced earlier to provide scaffolding and support for upper grade levels
Questions/Concerns
Persuasive Genre (W2)K-12-34-5
Other K-5 Persuasive Vertical Alignment Questions
Directions for Guided Practice Take 10-15 minutes to compare and
contrast W1 and W2 Informational Genre for one grade level.3-5 will need to consider 3rd GradeK-2 will need to choose a grade level
You will need the following handouts:Your Informational Vertical Alignment (W2)Your copy of GPS ELA StandardsYour blank copy of the Venn Diagram (p.3)
Directions for Guided Practice When finished, take 10-15 minutes to
complete Noticings Chart for Informational Genre (K-5).
A “noticing” is any observation, specific or general, about the K-5 Vertical Alignment.
You will need the following handouts:Your Informational Vertical Alignment (W2)Your blank copy of K-5 Noticings Chart (p.4)
Random Sharing
Compare/Contrast W1 and W2 for Informational Genre
Random Sharing
K-5 Noticings about Informational Genre Vertical Alignment
ELAKW2The student produces informational writing that:
ELA1W2The student produces informational writing that:
ELA2W2The student produces informational writing that:
ELA3W2The student produces informational writing (e.g., procedures, report, correspondence) that:
ELA4W2*The student produces informational writing (e.g., report, procedures, correspondence) that:
ELA5W2*The student produces informational writing (e.g., report, procedures, correspondence) that:
a. Involves one topic.b. Uses drawings, letters, and phonetically spelled words to share information.c. Begins to use organizational structures (steps).d. May include describing words.e. May include a sense of closure.f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures).g. May include a draft developed from prewriting.h. May publish a final copy.
a. Begins to capture a reader’s interest.b. Stays on one topic and begins to maintain a focus.c. Adds details to expand a topic.d. Begins to use organizational structures (steps , chronological order) and strategies (description). e. Begins to use graphic features (charts, pictures, headings).f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic.g. Begins to develop a sense of closure.h. May include oral or written prewriting (graphic organizers).i. May include a draft that is revised and edited.j. May be published.
a. Captures a reader’s interest.b. Begins to sustain a focused topic.c. Includes the appropriate purpose, expectations, and length for the audience and genre.d. Adds facts and details.e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers). f. Uses graphic features (charts, tables, graphs).g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.h. Develops a sense of closure.i. May include prewriting.j. May include a draft that is revised and edited.k. May be published.
a. Captures a reader’s interest by setting a purpose and developing a point of view.b. Sustains a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and the genre.d. Includes relevant examples, facts, anecdotes, and details.e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers).f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.g. Provides a sense of closure.h. May include prewriting.i. May include a draft that is revised and edited.j. May be published.
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Frames a central question about an issue or situation.c. Creates an organizing structure appropriate to a specific purpose, audience, and context.d. Includes appropriate facts and details.e. Excludes extraneous details and inappropriate information.f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.h. Provides a sense of closure to the writing.
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Develops a controlling idea that conveys a perspective on a subject.c. Creates an organizing structure appropriate to a specific purpose, audience, and context.d. Includes appropriate facts and details.e. Excludes extraneous details and inappropriate information.f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.h. Provides a sense of closure to the writing.i. Lifts the level of language using appropriate strategies incl. word choice.
Summarize K-5 Noticings for Informational GenreW1 W2
More generalized elements for writing
More specific elements for informational genre
More conventions in K-2 More focus on ideas, organization, and style
Some specific strategies for teaching and learning
More specific strategies for teaching and learning
Less rigor More rigor
No mention of closure Closure element is added
Writing process an expectation Writing process expected, but not at all times with all pieces
Less focus on mastery Mastery of elements by 3rd grade
No mention of several elements until later grades
Elements introduced earlier to provide scaffolding and support for upper grade levels
Questions/Concerns
Informational Genre (W2)K-12-34-5
Other K-5 Informational Vertical Alignment Questions
Implications for Training/Next Steps Comparing/Contrasting W1 and W2 in
Grades K-3 for Persuasive and Informational Elements
Considering the K-5 Vertical Alignment for Persuasive and Informational Genres
Developing the language of the GPS (W2) with teachers and students
Essential Question Review How do I analyze the new W2 Writing
Standard?
Analyzing an Element from the W2 Standard GPS Review:
Language of the W2 ElementsStrategies for learningStrategies for teachingCollaborative planning
Explicitly Teach/Model WithPersuasive Genre (W2)Element Knowledge (Nouns/Terms/
Phrases)Skills(Verbs)
ELA3W2d: Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes
SupportiveDetailsThroughoutRelevantExamplesFactsAnecdotesOther
How to add supportive details; How to add relevant examples; How to add relevant facts; How to add relevant anecdotes (all of which may be throughout the persuasive paper); Other
Strategies for Teaching and Learning
Identifying supportive details, examples, etc., in reading; Distinguishing between relevant and non-relevant examples, facts, and anecdotes; Teacher modeling; Teacher read alouds; Guided reading practice; Independent reading practice w/feedback; Other
Teacher modeling of adding supportive details and relevant examples; Teacher modeling of adding relevant facts; Teacher modeling of adding relevant anecdotes; Guided and independent writing practice w/feedback; Publishing 1-2 pieces by end of unit; Other
Directions for Guided Practice Take 10-15 minutes to analyze an element
from W2 Informational Genre.3-5 will analyze Element “e” from ELA3W2.K-2 will choose either ELAKW2c, ELA1W2d, or
ELA2W2e.As a group, you will analyze the assigned
element by listing the knowledge and skills that are associated with the element.
As a group, you will then list teaching and learning strategies for the knowledge and skills sections.
Directions for Guided Practice You will need the following handouts:
Your Informational Vertical Alignment (W2)Your blank copy of the Element Analysis
Form (p. 6)
Random Sharing
Element Analysis from Informational Genre Standard
Summarize Element Analysis for Informational Genre (W2)Element Knowledge
(Nouns/Terms/Phrases)Skills(Verbs)
ELA3W2e: Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers).
Organizational structuresChronological orderCause and effectSimilarities and differencesQuestions and AnswersConveyInformationOther
How to use chron. order; How to use cause/effect; How to use similarities and differences; How to use question and answer (in order to convey information); Other
Strategies for Teaching and Learning
Identifying organizational structures (chron. order, cause/effect, etc.) in reading; Teacher modeling; Teacher read alouds; Guided reading practice; Independent reading practice w/feedback; Other
Teacher modeling of using chron. order and cause/effect; Teacher modeling of using similarities and differences; Teacher modeling of using question and answer; Guided and independent writing practice w/feedback; Publishing 1-2 pieces by end of unit; Other
Questions/Concerns
Analysis of an ElementK-23-5
Implications for Training/Next Steps Analyzing Informational Genre Elements
as a grade level team over the remainder of the school year
Analyzing Persuasive Genre Elements as a grade level team over the remainder of the school year
Collaborating as a team to share strategies for teaching and learning with the W2 genres/elements (planning)
Essential Question Review How do I analyze an element of the new
W2 Writing Standard?
Analyzing Student Work with Persuasive and Informational Genres (W2) GPS Review:
Formal teacher analysis/commentaryInformal student commentaryInformal student feedbackNext steps for instruction
Explicitly Teach/Model with Persuasive Genre (W2) Look at 5th Grade Elements for
Persuasive Genre. Do shared reading of 5th Grade
Persuasive piece. Use Analysis Form for teacher
commentary. Focus on student commentary and
feedback.
5th Grade W2 Standard: Persuasive Genre Elements Please refer to your list of these
elements in your Participant Guide (p. 7)
Providing Teacher Commentary Focus on piece of student work. Focus on what elements are present . Focus first on ideas, organization, and style
(W2). Look for evidence of elements that can be
extracted from the piece. Consider what specific strategy was used by
the student in order to demonstrate evidence of the element.
Be positive!
VaccinationsWhat! How can some people be against
vaccination? Well, believe it or not some people are against vaccination! I am not against vaccination. Are you? Here I am to prove that vaccination is good to children to prevent diseases. Read my paragraphs to hear my facts about my opinion.
If you don’t vaccinate your child then it endangers other children. If your child has chicken pox and has not been vaccinated he can spread it to other children! If your child is vaccinated then his classmates aren’t in danger. A woman from the internet said, “If too many kids aren’t vaccinated then the ones who are vaccinated are in risk of danger!” This is one of my facts to prove that you should vaccinate your child.
Although the vaccination is not 100% perfect it still increases the resistance to the diseases. It helps the odds decrease that carries around and expose to other people. Vaccination is good for children although that it isn’t 100% sure it still causes a small chance of causing a problem, but the risks are much smaller if the children is vaccinated.
Well, did you hear what I had to say? I backed up my opinion with facts. Now do you think children should be vaccinated against diseases? I still think you should. If you agree with me then go out there and vaccinate your child if you haven’t. Thank you for listening to my opinion. Goodbye!
Element Evidence/Example(s) Strategies Useda. Engages the reader by
establishing a context, creating a speaker’s voice, and otherwise developing reader interest
“What! How can some people be against vaccination?Well, believe it or not some people are. . .”
Making an emotional statement that develops reader interestTakes on the opposing viewpoint in a way that creates a speaker’s voice
b. States a clear position in support of a proposal
“I’m not against vaccination. Are you?Here I am to prove that vaccination is good to prevent diseases.”
Makes definite statement about what will be proven in the piece
c. Supports a position with relevant evidence
“If your child has chicken pox and has not been vaccinated he can spread it to other children!”“It helps the odds decrease. . .the risks are much smaller.”“A woman from the internet said. . .”
Gives relevant examples of evidence for the argument of being “pro vaccination”
Attempts to use a quote from a source
Element Evidence/Example(s) Strategies Usedd. Creates an organizing structure
appropriate to a specific purpose, audience, and context
“Read my paragraphs to hear my facts about my opinion.”“Although the vaccination is not 100% perfect it still increases the resistance to the diseases.”
Using paragraphs to show introduction, facts/details, and conclusionUse of transition words and phrases
e. Addresses reader concerns “Although the vaccination is not 100% perfect it still increases the resistance to the diseases.”
Mentions the opposing viewpoint’s argument of vaccinations not being totally perfect; Includes a counter-argument
f. Excludes extraneous details and inappropriate information
g. Provides a sense of closure to the writing
“Well did you hear what I had to say? Now do you think children should be vaccinated against diseases?”“I still think you should. If you agree with me then go out there and vaccinate you child if you haven’t.”
Revisits questions asked in the beginning of pieceRestates stance and challenges reader to take action
h. Raises the level of language using appropriate strategies
“Prevent diseases,” “endangers,” “spread,” “risks,” “resistance”
Uses words and phrases specific to the subject (topic of vaccination)
Providing Student Commentary Choose 2-3 strengths/positives to share
with student about his/her piece. Be specific by sharing with the student
about examples and strategies used in piece.
Use the LOTS, but also be kid-friendly.
Strength/Positive Strategy Used Specific Example(s)
1.Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
“What! How can some people be against vaccination? Well, believe it or not some people are. . . “
Making an emotional statement that develops reader interest and takes on the opposing viewpoint in a way that creates a speaker’s voice
2.Creates an organizing structure appropriate to a specific purpose, audience, and context.
“Read my paragraphs to hear my facts about my opinion.”
Using paragraphs to show introduction, facts/details, and conclusion
3.
Providing Student Feedback Next, choose 1-2 next steps for the
student to take in order to show improvement .
Remember to prioritize needs. Remember to think BALANCE between
content and conventions. Use the LOTS, but also be kid-friendly.
Need Specific Next Step for Improvement
1.Excludes extraneous details and inappropriate information
In the second paragraph, reread the sentences to make sure that your point is clear. The quote that is used does not match up with your argument. You will need to revise the sentence or sentences so that they make sense.
2.Supports a position with relevant evidence Add at least two different examples of
relevant evidence that will support each argument. Make sure that you do not just restate the same details or evidence.
Questions/Concerns
Analyzing student work, teacher commentary, student commentary/feedbackK-23-5
Directions for Guided Practice As a group, read Third Grade W2
Standard/Elements for Informational Genre (p.13).
As a group, do a shared reading of a Third Grade Informational selection
(p. 14). Together, complete the Teacher
Commentary Form (p. 15-16) and the Student Commentary/Feedback Form (p. 17-18)
Be prepared to share in 20 minutes.
Eleanor RooseveltChildhood
Eleanor Roosevelt was born in 1884 in New York. She was called by her middle name elenor instead of her first name Anna. She grue up sad and unhappy. Elenor was a oforn at age 9. When elenor Became a oforn she lived with her grandpearnts. When she was 15 she went to school in enland. Her father was the Brother of Theodore Roosevelt. When she Returned from enland she helped immigrants.FDR
In 1905 Her and FDR got married. Her and FDR wer Distent causens. Thay had 6 children one Died as a BaBy. FDR was elected governor in 1928. Wile her and FDR waer on vaicon FDR go poilo in 1921. When he got poilo he cudn’t walk so he used a weel chair. He was the very first presdent to Be in a wheelchair. he wus elected presdent in 1933. Her went to parties to tell people aBout FDR. Her and FDR Both wanted to healp people.
Helping OthersEleanor worked for womens rights. She got
organizations to help her. She gave food and shelter. She asked people what they needed. She helped Marin Anderson have a concert.Work as First Lady
Elenor involved in polutics and traveld for FDR. She Represented the presdent and she rote a Nuws paper called my Day. She fighted for Afircan Amarkin’s Right’s. She also met with men and wemen in the milltary. In 1933 she got more than 300,000 Letters from people. She was the first first lady to fly in a airplane.How Eleanor Roosevelt Change Ameirica
Eleanor worked for womens, african ameirican, and human rights. She worked for world peace. She wrote Universl Declaration of Human Rights. She was a member and founder of U.N.
Random Sharing
Teacher commentary Student commentary/feedback
Element Evidence/Example(s) Strategy Used
a. Captures a reader’s interest by setting a purpose and developing a point of view
“She asked people what they needed.”“Her and FDR Both wanted to healp people.”
Oral and written language used helps to demonstrate point of view
b. Sustains a focused topic “Eleanor Roosevelt was born. . .In 1905 Her and FDR got married. . .Eleanor worked for womens rights.”
Main idea is the same throughout the piece—meaning that the piece tells all about her life from childhood through being First Lady.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre
Information was included about the life of Eleanor Roosevelt (“When she Returned from enland she helped immigrants.”)
The purpose was to tell about a famous figure in American history.
a. Includes relevant examples, facts, anecdotes, and details
“Eleanor worked for womens, african ameirican, and human rights. She worked for world peace.”
Significant details and examples of Eleanor Roosevelt’s contributions to society
a. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers)
Information is organized in chronological order (Childhood, FDR, Helping Others, Work as First Lady, etc.)
Use of headingsDates are referenced
a. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic
a. Provides a sense of closure
Strength/Positive Specific Example(s) Strategy Used
1. Includes relevant examples, facts, anecdotes, and details
“Eleanor worked for womens, african ameirican, and human rights. She worked for peace.”
Significant details and facts about Eleanor Roosevelt’s contributions to society
2. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers
Information is organized in chronological order (Childhood, FDR, Helping Others, Work as First Lady, etc.)
Use of headings for sectionsDates are referenced in order
3.
Need Specific Next Step for Improvement
1. Provides a sense of closure Add a closing paragraph for the informational piece about Eleanor Roosevelt. Make sure that you summarize the end of her life and “wrap up” your piece by providing a strong statement about her life.
2. Captures a reader’s interest by setting a purpose and developing a point of view
Begin your piece by introducing your topic to the reader. Think of a creative way to start this beginning paragraph. Tell who you will be writing about and why.
Communicate Student Commentary and Feedback Can be given in oral or written form Best communicated in individual
conferences Difference between public and private
commentaries The importance of monitoring feedback
Implications for Training/Next Steps Teachers collaboratively analyzing
student work and writing teacher commentary
Teachers collaboratively writing student commentary and feedback
Communicating commentary and feedback to students
Having students to analyze and assess their own work and that of their peers
Essential Question Review How do I analyze student work and
provide commentary/feedback to students?
Analyzing a Three-Part Lesson (W2) GPS Review:
Three-Part Instructional Framework
(Opening, Worktime, Closing)Instructional tasks for teaching/learningInformal assessment by teacherUse of commentary and feedbackUse of research-based “best practices”
Viewing a Third Grade W2 Persuasive Lesson We will watch four different segments
Opening/MinilessonWorktimeClosing/SharingClassroom Artifacts and Teacher Interview
Explicitly Teach/Model with Persuasive Opening/Minilesson Watch Opening/Minilesson segment. Make noticings about what the teacher and
students are doing. Write down noticings on the Viewing
Organizer (p. 19). Refer to the section for Opening/Minilesson.
Be prepared to share your noticings with your table group.
Explicitly Teach/Model with Persuasive Opening/Minilesson
What is the teacher doing? What are the students doing?
Giving explanations and directions Using LOTS
Explicitly teaching and reviewing Answering questions
Discussing expectations for student work
Looking at examples on instructional board
Reading examples/models Giving feedback about student work
Asking questions and clarifying information
Telling how to move a piece forward (i.e. from Meets Standards to Exceeds)
Using LOTS, Essential Questions, etc.
Giving the task for the worktime
Questions/Concerns
Opening/Minilesson
K-5
Guided Practice with Persuasive Worktime Watch Worktime segment. Make noticings about what the teacher
and students are doing. Write down noticings on the Viewing
Organizer (p. 19). Refer to the section for Worktime.
Be prepared to share your noticings with your table group.
Random Sharing
Noticings about Worktime
Guided Practice with Persuasive Worktime
What is the teacher doing? What are the students doing?
Conferring with several students Using oral and written language
Prompting and questioning the students about elements of the genre and LOTS
Reading aloud
Writing commentary about what student is doing well--SPECIFIC
Revising and editing
Integrating content with spelling, grammar, etc.
Developing their vocabulary and thinking skills
Writing goals/next steps for student--SPECIFIC
Conferencing with the teacher, or working independently, as partners, etc.
Focusing on a particular part of the piece (i.e. closing)
Writing about topics of their own choice
Coaching, reteaching, remediating, monitoring, and accelerating students
Including elements of the genre and the LOTS
Questions/Concerns
Worktime
Guided Practice with Persuasive Closing/Sharing Watch Closing/Sharing segment. Make noticings about what the teacher
and students are diong. Write down noticings on the Viewing
Organizer (p. 19). Refer to the section for Closing/Sharing.
Be prepared to share your noticings with your table group.
Random Sharing
Noticings about Closing/Sharing
Guided Practice with Persuasive Closing/SharingWhat is the teacher doing? What are the students doing?
Giving directions and facilitating Reading aloud and sharing
Reinforcing elements Listening with a purpose
Asking questions Giving positive commentary that uses LOTS
Prompting students to share Having discussion
Summarizing lesson Referring to rubric
Sharing positive commentary about student work
Referring to work samples
Referring to rubric and work samples Making suggestions for next steps (tied to LOTS)
Questions/Concerns
Closing/Sharing
Other Video Segments Classroom Artifacts
What will you notice about the artifacts used in the room for writing?
Teacher Interview
What did the teacher share with you about how she teaches writing?
Answer these questions on your Viewing Organizer (p. 20).
Be prepared to share your noticings with your table group.
Random Sharing
Classroom Artifacts Teacher Interview
Noticings about Classroom Artifacts for Writing Standards-based instructional board Samples of student work with teacher
commentary Evidence of writing rubrics Evidence of GPS Standards/Elements Charts with information about genres Charts from writing lessons
Noticings about Teacher Interview Importance of conferencing Commentary/feedback given by teacher
and peers Lesson reflecting GPS Standards and
Elements Task being referenced Use of the three-part lesson Sharing student work samples
More Noticings about Teacher Interview Use of rubrics Use of elements chart Use of GPS Standards-based
instructional board Use of graphic organizers Importance of integrating writing with
different content areas
Questions/Concerns
Classroom Artifacts Teacher Interview
Implications for Training/Next Steps Using these video clips in staff
development as models for the three-part lesson
Referring to the GaDOE Units/Tasks as examples of best practices and GPS backwards design
Having teachers share ideas and strategies for teaching (planning)
Having teachers create connected reading and writing lessons
Essential Question Review How do I teach the genres using the
Three-Part Instructional Framework?
Resources
Glossary for Persuasive Genre Glossary for Informational Genre
(both are located in your Participant Guide on pp. 21-22)
Resources
Writing Assessment and Instructional Guides for 3rd and 5th Grades
http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CITestingWA
Resources
Examples of Rubrics for K-5 (all genres)
http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_WA
Resources
Integrated Units/Frameworks and Tasks
for K-3 Tasks and Units/Frameworks for 4-8 Vertically Aligned Tasks for 3-12
http://www.georgiastandards.org/elaframework.aspx
Resources
Best Practice Videos
http://www.georgiastandards.org/english_vc.aspx
Resources
Elluminate Webinars
http://elluminate.gavirtualschool.org/doe/
Resources
Response to Intervention Pyramid in your Participant Guide (p. 23)
Standards-Based Classroom Rubric in your Participant Guide (p. 24-27)
Resources
Suggested Websites in your Participant Guide (p. 28)
Suggested Book and Video List in your Participant Guide (p. 29-30)
Summary of Resources (p. 31)
Student Samples
We are collecting samples of student work (K-3) with teacher commentary for all the genres.
These samples will be posted to our website in June.
Module 2 Training MaterialsGo to:
www.georgiastandards.org
Click on English Language Arts icon Scroll down and find Module 2:
Persuasive and Informational Genres PPT with Script, Participant Guide, and
Vertical Alignments
Questions/Comments
Resources
Implications for Training/Next Steps Share resources with fellow teachers at
future trainings and during planning. Use the Best Practice Videos in your
trainings. Participate in upcoming Elluminate
Webinars in February and March.
Essential Question Review What are some resources that can help?
Planning the Teaching and Learning Year
Have discussions with your leadership team about how to implement your next steps at the system and school levels.
Determine professional learning needs. Participate in book study/lesson study.
Implementation Expectations All GaDOE Training will be redelivered
in all systems/schools before the start of the 2009-10 school year.
All K-3 students will be receiving instruction in the new W2 Standards/Elements during the 2009-10 school year.
ELA Contact Information
Mary Stout, Program Manager
Jeffrey Dillard,
Program Specialist
Kim Jeffcoat, Teacher on Special
Assignment
