Understanding the Vertical Approach of the K-5 Writing Standards:

Office of Academic Standards

Before Today,

You should have received local training on the new K-3 Writing Standards, including:Why the change was madeHow the new Standard/Elements were

createdWhat the differences are between W1 and

W2

Preplanning K-3 Training InfoGo to:

www.georgiastandards.org Click on English Language Arts icon Scroll down and find

“New K-3 Writing Standard Training Materials”

*Preplanning Introduction PPT

*Participant Handouts

Goals for Today

Reviewing the Georgia Performance Standards

Using the Narrative and RTL Genres to Teach Integrated Language Arts

Planning your “Teaching and Learning” Year

Teaching and Learning Year

Essential Questions How do I analyze the new K-3 Writing

Standards/Elements? How are the new Standards/Elements

aligned with the 3rd Grade Assessment? How do I design a progressive

teaching/learning task that is vertically-aligned to the GPS?

How do I strategically teach my students to help them as readers and writers?

What are some resources that can help?

Enduring Understandings Requiring students to write and read in a

variety of genres and for different purposes is important.

Using the major tenets of the GPS design will help to implement the curriculum.

Making the reading/writing connection will increase student learning.

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?

Quick Write/Think about Literacy Quotes Choose one of the quotes. Respond on the reflection form in your

participant guide. Be prepared to share your response

with a partner.

What We Know About Genres Typically genre has depended on

context/situation. Based on research, teachers traditionally

teach genre form and structure. Influencing factors include:

Purpose for writingChildren’s sense of the writing taskChildren’s sense of the writing instructionChildren’s reading experiences and

maturation Source: Chapman, 1999 in Farnan and Dahl

What the Research Says About Genres There is a close connection between

children’s writing and works chosen by the teacher.

Scaffolding aids in learning of genres. Chapman, 1999 in Farnan and Dahl

Children need to do more writing in genres other than narrative.

Kamberelis and Bovino, 1999 in Farnan and Dahl

Recommendations for Genres Include expanding genre learning across

subject areas by using writing for a broader range of functions.

Examples of this include:Writing to manage and organize activitiesWriting description in science observationsUsing narrative as a tool for extending social

studies (biographical accounts)Seeing that narrative is not the only genre

worthy of study

Analyzing the W2 Writing Standard GPS Review:

Correlations between W1 and W2Language of the Standards (LOTS)Level of rigorous instructionScaffolding/Vertical Alignment

Example of Correlation between W1 and W2ELA3W1

a. Captures a reader’s interest by setting a purpose and developing a point of view.

g. Begins to develop characters through action and dialogue

ELA3W2 NARRATIVE

a. Captures a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view.

f. Develops characters through action and dialogue

Comparing and Contrasting W1 and W2 for Narrative What you will need:

A copy of the Narrative K-5 Vertical Alignment (on your table)

A copy of the complete ELA Standards for your grade level (in Word), which is also on your table

Comparing and Contrasting W1 and W2 Narrative As a group, use your Venn Diagram

form (in your participant guide) to compare/contrast.

Any Narrative descriptors unique to W1 or W2 (at your grade level) should be marked in their respective areas.

Any Narrative descriptors that W1 and W2 have in common should be marked in the area where the two circles overlap.

Analyzing the W2 Writing Standard: Narrative Genre What you will need:

A copy of the Narrative K-5 Vertical Alignment (on your table)

A copy of the organizer for analyzing the W2 Narrative Genre (also in your participant guide)

An Example from 3rd Grade Narrative Genre

Element

e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases and time cue words)

An Example from 3rd Grade Narrative Genre

Element Knowledge(Nouns/Terms/Phrases & Other Specific Information-e.g., Appropriate Strategies/Examples)

e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases and time cue words)

Organizational structureCoherenceBeginning/Middle/EndSequence of eventsTransition words (e.g., suddenly, furthermore, however, otherwise)Transition phrases (e.g., by the time it was all over, at last, without warning)Time cue words (e.g., first, next, finally, meanwhile, soon, eventually)

An Example from 3rd Grade Narrative Genre

Element Knowledge(Nouns/Terms/Phrases & Other Specific Information-e.g., Appropriate Strategies/Examples)

Skills(Verbs)

e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases and time cue words)

Organizational structureCoherenceBeginning/Middle/EndSequence of eventsTransition words (e.g., suddenly, furthermore, however, otherwise)Transition phrases (e.g., by the time it was all over, at last, without warning)Time cue words (e.g., first, next, finally, meanwhile, soon, eventually)

How to use various graphic organizersHow to use an appropriate structure(s) for narrative (formulaic, nonformulaic, letter form, diary/journal)How to make a story “flow”How to write a well developed B/M/EHow to use transition words/phrasesHow to use cue words

Analyzing a W2 Element As a grade level group, complete the

analysis form for the Narrative element assigned to you.

Discuss how to dissect the element into the knowledge (nouns/phrases) and skills (verbs) that students should understand and be able to demonstrate.

Include any specific examples, strategies, or other appropriate information to share with students regarding this element.

Resources

Glossary for Narrative Genre Glossary for RTL Genre

(both are located in your participant guide)

Linking the GPS to Assessment GPS Review:

Backwards Design ApproachPerformance-Based AssessmentRubrics for Evaluation and Teaching

Third Grade Writing Assessment Assessment is similar to 5th Grade State

Writing Test. Third Grade writing portfolios include

pieces from all four genres. Writing samples are scored using the

State Rubric, which measures Ideas, Organization, Style, and Conventions.

Third Grade Narrative Rubric You have a copy in your participant

guide. Let’s consider the domains of Ideas,

Organization, and Style. Each domain has its own components. Now take a look at ELA3W2 for

Narrative, which is next in your guide.

Group Discussion about Rubric Decide which narrative element applies to

each component of the Third Grade Rubric. In the table section above 3W2, record the

element that is associated with each rubric component.

Refer to the example completed for you on the table.

Once your group has completed the table, discuss the purpose of doing this activity.

Resources

Writing Assessment and Instructional Guide Assessment, Teaching, and Learning

Materials for Third Grade

Assessment/Instructional Guide Includes: Definitions of genres Methods of teaching specific to genres Types of writing specific to genres Examples of student work samples that

Meet/Exceed Standards w/commentary Charts to help with teaching students Other tips about teaching genres Modifications for other grades

Link to 3rd Grade Writing Assessment Page

http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CITestingWA3

Link to Other Rubrics (K-5) for All Genres

http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_WA

Think/Pair/Share

With a partner, discuss an Aha! Moment from the activities thus far.

Reflect on the importance of analyzing Standards/Elements and making sure assessment drives instruction.

Discuss possible next steps for you, your school, and/or your system.

Analyzing Tasks

GPS Review:Parts of a taskPerformance Task vs. Teaching/Learning

Task (Instructional Task)Progressive (vertical) nature of tasks

An Example of a Kindergarten Narrative Instructional Task Turn to this task in your participant

guide. Consider this as a model. Recognize the different components

of the task. Share and discuss with a partner about

what you observe.

Instructional Task Components One/two elements are the focus of the

task. You may have complementary

Standards/Elements. The task centers around particular text. The task is constructed to reflect best

practices (i.e., Three Part Lesson, Ongoing Assessment Piece)

Student work samples

Progressive Narrative Tasks for K-5 Please quietly look through the other

narrative task examples that follow the Kindergarten example (in your participant guide).

Make sure you closely read the example for your grade level.

Share your observations with a partner. Share strategies for how you teach

particular narrative elements for your grade level.

Examples of Progressive RTL TasksK 1st 2nd 3rd 4th 5th

Retells story orally, through pictures, or in writing.

Makes different types of connect-ions with the text (including T-S, T-W, and T-T)

Writes a letter to the author telling his/her opinion of the book and supporting his/her opinion

Rewrites the story from a different point of view, making sure that closure is provided

Writes a book recomm-endation that advances a judgment and includes a summary with main idea and most significant details of the book

Writes a book review that interprets significant events and their impact on character. Includes section on favorite excerpts from text (e.g., words, phrases)

RTL K-5 Vertical Alignment Notice the similarities between the RTL

and Narrative Vertical Alignments. Notice that there are also elements

specific to the RTL genre.

K-5 RTL Task Examples

In your participant guide, you will find examples of RTL Performance and/or Instructional Tasks.

Resources

K-3 Integrated Teaching/Learning

(Instructional) Tasks Tasks for 4-8 Vertically Aligned Tasks for 3-12

Link to ELA Tasks Page

http://www.georgiastandards.org/elaframework.aspx

Link to ReadWriteThink Site

www.readwritethink.org

Research on Teaching/Learning Gradual Release of Responsibility

Teacher ModelingGuided PracticeCollaborative PracticeIndependent PracticeApplication

Source: Fisher and Frey, in Better Learning Through Structured Learning: A Framework for the Gradual Release of Responsibility

Some Research-Based Best Practices for ELA

Three Part Lesson/Instructional FrameworkUse of authentic text Read alouds, shared reading, teacher

modeling, think aloudsPurposeful independent readingConnection between reading and writing genresDaily writing time to practiceBalanced, integrated literacy

Reading/Writing Connection Research demonstrates that the reading

and writing connection increases comprehension.

Routman (2005) said that making such a connection leads to more authentic teaching, improved reading and writing, and higher scores on tests.

Reading/Writing Connection As readers, we identify in text what it is

that good authors do. As writers, we then apply what good

authors do to our own text.

Readers think like writers, and writers think like readers.

An Example from 3rd Grade Narrative Select an element(s) that you need to

teach to the students—less is more. ELA3R1n: Identifying story elements ELA3W2a: Capturing reader’s interest

ELA3W2d: Using sensory details Brainstorm and create a list of possible

strategies that authors use to demonstrate evidence of an element(s).

Brainstorming a List of Strategies Sources of Strategies for Elements:

Your experience as a teacher and writerYour colleagues on your grade level and at

your schoolConsidering what good authors do in quality

children’s literatureSamples of tasks and student work Professional resources Textbook/writing support materialsWebsites

Some Strategies Authors Use to Capture Readers’ Interest in Narrative Beginnings Questions Idioms Descriptive setting Quotation Exaggeration (hyperbole) Alliteration Words in capitals, bold, or italics

More Strategies Authors Use to Capture Readers’ Interest in Narrative Beginnings Talking directly to the reader Exclamation Noise (onomatopoeia) Introducing the narrator Intriguing detail Dramatic effect

Sharpen Your Lesson Focus Choose one/two strategies

(e.g., creating a descriptive setting). This will be a focus during both reading

and writing times (whole group direct instruction).

Reading Instructional Task Select text from children’s literature that

serve as good models of writing. Think about purposefully using a familiar

text. Share the examples with the students in

a reading minilesson/opening. Record examples of these strategies

that good authors use.

Reading Instructional TaskOpening/Minilesson Share the examples by reading aloud

the beginnings of several books/stories that demonstrate evidence of the author effectively using setting.

Use read aloud/think aloud strategy. Chart findings with students (the actual

excerpts that show how setting was described).

Reading Instructional Task Worktime During independent reading time,

students will practice reading narrative text with a purpose.

The purpose will be tied to the minilesson/opening (identifying the setting strategy in narratives).

Students may record their findings, but their focus is on reading text.

Reading Instructional TaskClosing During the closing/share time, students will

share examples where the author used a particular strategy to capture reader interest in the beginning (e.g., creating a descriptive setting).

The students will also tell why the author used the strategy.

The closing/share time will be linked back to the focus of the day’s lesson.

The teacher and/or students will summarize the lesson.

An Example of Reading Instructional Task Charts

Narrative Settings

Good authors describe the time and place where a story occurs.

Example: School in winter

Example: Grandma’s house in August of 2007

Good authors add sensory details.

Sight, sound, smell, taste, touch

Good authors tell how a setting makes them feel.

Authors Use Details to Describe Setting

Title Author Example

Tomas and the Library Lady

Pat Mora It was midnight. The light of the full moon followed the tired old car. Tomas was tired too. Hot and tired. He missed his own bed, in his own house in Texas. Tomas was on his way to Iowa again with his family.

Something Beautiful Sharon Dennis Wyeth When I look through my window, I see a brick wall. There is trash in the courtyard and a broken bottle that looks like fallen stars. There is writing on the front of my building.

Authors Use Details to Describe Setting

Title Author Example

Thundercake Patricia Polacco On sultry summer days at my grandma’s farm in Michigan, the air gets damp and heavy. Stormclouds drift low over the fields. Birds fly close to the ground. The clouds glow for an instant with a sharp, crackling light, and then a roaring, low, tumbling sound of thunder makes the windows shudder in their panes.

Authors Use Details to Describe Setting

Title Author Example

The Year of the Perfect Christmas Tree

Gloria Houston It was getting toward Christmas in the valley of Pine Grove. . .the Appalachian Mountains lay blanketed with snow. The road wound like white ribbons around the misty blue ridges, tracked by the runners of wagons, sleds, and sleighs. Occasionally an auty-mobile chugged its way through the silence. . . in the valley all was at peace.

Reading Instructional Task Chart During your independent reading time

today, read and think about how the author captures your interest.

Look for evidence of the strategies we have discussed about so far this year.

Mark your evidence with sticky notes. Look especially for evidence of the

author using the descriptive setting strategy. Be ready to share.

Writing Instructional TaskOpening/Minilesson The teacher models writing and use of

particular strategies (e.g., creating a descriptive setting).

The teacher uses the write aloud/think aloud strategy.

Exemplary student work can also be used to demonstrate a strategy.

Writing Instructional Task Worktime The majority of the daily writing

worktime will be spent on practicing writing strategies.

Students will continually add strategies to their writing toolbox.

There needs to be more time spent on craft.

Conventions and process have their place—the key is to think balance.

Writing Instructional Task Worktime During independent writing time, students

will practice writing their narratives with a purpose (to capture reader interest).

They will be encouraged to write and try out new strategies that they have observed other authors use (e.g., creating a descriptive setting).

The focus will be applying what they have learned in reading to their writing.

Writing Instructional Task Closing During the closing/share time, students

who tried out the strategy will share the writing they have created.

Student work that demonstrates evidence of meeting an element(s) will reinforce what is being taught.

The teacher and/or the students will summarize the lesson.

An Example of a Writing Instructional Task Chart

Teacher Modeling of a Narrative Using Descriptive Setting

Title: Good Morning, Scotland

I slowly opened my tired eyes and quickly remembered I was in another country very different from my home. I had never spent the entire night traveling on a train before. I looked out the window of the train and saw flocks of sheep dotting the foggy, rolling

An Example of a Writing Instructional Task Chart

landscape known as Scotland. As the train sped down the tracks toward the city, I became excited about visiting my relatives. They would be picking me up at the station that morning. It was the beginning of my summer vacation.

Writing Instructional Task Chart In your narrative today, add descriptive

details to tell about your setting (where and when your story is taking place).

Try to appeal to at least two of the senses when choosing your details.

As the author, be selective in your details so that the reader will get a clear image of the setting of your story.

By doing so, you will “take them there.” Be ready to share.

Structure of Tasks

Please refer to the sample Reading and Writing Instructional Task Worksheets in your participant guide.

Your Turn: Create Reading and Writing Instructional Tasks You will need the following:

A copy of your Narrative K-5 Vertical Alignment Chart

A copy of the complete ELA Standards for your grade level (in Word), which is on your table

The sample and blank worksheets that will help you plan your Reading and Writing Instructional Tasks (in your participant guide)

Create Reading and Writing Instructional Tasks As a grade level group, you will first construct

a reading instructional task that requires students to identify what good authors do.

Using your assigned narrative element, choose a strategy (from a list you will brainstorm), and finally an appropriate text selection(s) for reading.

Plan your three part reading lesson (including an instructional chart) and then transfer to chart paper.

Create Reading and Writing Instructional Tasks As a group, you will next construct a writing

instructional task that requires students to apply what good authors do.

Use the previous narrative element and strategy chosen for the reading task. Provide a sample of teacher written text for modeling.

Plan your 3 part writing lesson (including an instructional chart) and then transfer to chart paper.

Be prepared to share both tasks.

Time to Share

Give “Glows and Grows.”

Be specific about your positive comments and next steps.

Resources Integrated Units/Frameworks/Lesson Plans

on GADOE website

Link:

http://www.georgiastandards.org/elaframework.aspx

Suggested Book/Video List (in your participant guide)

Link to Best Practice Videos:

http://www.georgiastandards.org/english_vc.aspx

Think/Pair/Share

With a partner, discuss an Aha! Moment from the afternoon.

Reflect on the importance of designing progressive vertical tasks and making the reading and writing connection in your lessons.

Discuss possible next steps for you, your school, and/or your system.

Planning the Teaching and Learning Year Implement next steps at system/school

levels. Determine professional development

needs. Participate in book study/lesson study. Participate in Module 2: Informational

and Persuasive Genres. Participate in Elluminate Sessions.

http://elluminate.gavirtualschool.org/doe/

Module 1 Training MaterialsGo to:

www.georgiastandards.org Click on English Language Arts icon Scroll down and find

Module 1 PPT: Narrative/RTL

Module 1 Handouts

Narrative Vertical Alignment

Response to Literature Vertical Alignment

We Need Your Help

If you or a teacher you know is an expert in standards-based writing instruction, please let us know. We are in need of:

Model classrooms to videotape Samples of quality student work/teacher

commentary that are correlated to W2 Model lessons and units

ELA Contact Information Mary Stout, ELA Program Manager

mstout@doe.k12.ga.us Jeffrey Dillard

jdillard@doe.k12.ga.us Kim Jeffcoat

kjeffcoat@doe.k12.ga.us Leeann Cornett

lcornett@doe.k12.ga.us

Closing

Online Evaluations Collection of Materials in Bag

10 Children’s Book Titles Copy of Craft LessonsDOE Copies of ELA StandardsSticky NotesMarkers

Thank You!