Facilitators by s00phHD

VIEWS: 33 PAGES: 100

									Facilitators
 Sign-in
 Sitting arrangement (K-2 and 3-5)
 Handouts
     PPT copy for notes
     Participant Guide
     Persuasive and Informational Vertical
      Alignments
     Copies 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 W2
     Language of the Standards (LOTS)
     Levels of rigorous instruction
     Scaffolding/vertical alignment
Explicitly Teach/Model With
Persuasive Genre (W1 vs. W2)
ELA 3W1
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
Explicitly Teach/Model With
Persuasive Genre (W1 vs. W2)
ELA 3W1
e. Begins to use appropriate structures to
   ensure coherence
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
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
ELAKW2                       ELA1W2                     ELA2W2                          ELA3W2                         ELA4W2*                       ELA5W2*
The student produces a       The student produces a     The student produces a          The student produces a         The student produces a        The student produces a
persuasive piece of          persuasive piece           persuasive piece of             persuasive piece of writing    persuasive piece that:        persuasive piece that:
writing that:                of writing that:           writing that                    that:



a. States an opinion.        a. Captures a reader’s     a. Captures a reader’s          a. Captures a reader’s         a. Engages the reader by      a. Engages the reader by
b. May use words,            interest by stating a      interest by stating a clear     interest by stating a clear    establishing a context,       establishing a context,
illustrations, or graphics   position/opinion.          position/opinion.               position/opinion and           creating a speaker’s voice,   creating a speaker’s voice,
to support an opinion.       b. Begins to maintain a    b. Begins to sustain a          developing a point of view.    and otherwise developing      and otherwise developing
c. Begins to use formats     focus.                     focus.                          b. Sustains a focus.           reader interest.              reader interest.
appropriate to the           c. Adds details to         c. Includes the                 c. Includes the appropriate    b. States a clear position.   b. States a clear position
genre (letter, poster).      support an opinion.        appropriate purpose,            purpose, expectations, and     c. Supports a position with   in support of a proposal.
d. May include               d. Begins to use formats   expectations, and length        length for audience and the    relevant evidence.            c. Supports a position with
describing words.            appropriate to the         for audience and the            genre.                         d. Excludes extraneous        relevant evidence.
e. Prewrites orally or       genre (letter, list of     genre.                          d. Adds supportive details     details and inappropriate     d. Creates an organizing
written to generate          reasons, poster).          d. Adds supportive details      throughout the paper that      information.                  structure appropriate to a
ideas (graphic               e. May have a sense of     throughout.                     may include relevant           e. Creates an organizing      specific purpose,
organizers and               closure.                   e. Uses appropriate             examples, facts, and           structure appropriate to a    audience, and context.
pictures).                   f. May include oral or     formats (letter, list of pros   anecdotes.                     specific purpose, audience,   e. Addresses reader
f. May include a draft       written prewriting         and cons, advertisement).       e. Uses appropriate            and context.                  concerns.
developed from               (graphic organizer).       e. Develops a sense of          organizational structures to   f. Provides a sense of        f. Excludes extraneous
prewriting.                  g. May include a draft     closure.                        ensure coherence               closure to the writing.       details and inappropriate
g. May include a sense       that is revised and        f. May include prewriting.      (introduction, body,                                         information.
of closure.                  edited.                    g. May include a revised        conclusion) and appropriate                                  g. Provides a sense of
                             h. May be published.       and edited draft.               formats (speech, brochure,                                   closure to the writing.
                                                        h. May be published.            advertisement, movie and                                     h. Raises the level of
                                                                                        book reviews).                                               language using
                                                                                        f. Provides a sense of                                       appropriate strategies
                                                                                        closure.                                                     (word choice).
                                                                                        g. May include prewriting.
                                                                                        h. May include a revised
                                                                                        and edited draft.
                                                                                        i. May be published.
K-5 Noticings for Persuasive
Genre
W1                               W2
More generalized elements for    More specific elements for
writing                          persuasive genre
More conventions in K-2          More focus on ideas, organization,
                                 and style
Some specific strategies for     More specific strategies for
teaching and learning            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   Elements introduced earlier to
until later grades               provide scaffolding and support for
                                 upper grade levels
Questions/Concerns
   Persuasive Genre (W2)
     K-1
     2-3
     4-5


     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 Grade
     K-2 will need to choose a grade level
   You will need the following handouts:
     Your Informational Vertical Alignment (W2)
     Your copy of GPS ELA Standards
     Your 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
ELAKW2                           ELA1W2                      ELA2W2                      ELA3W2                                 ELA4W2*                      ELA5W2*
The student produces             The student produces        The student produces        The student produces                   The student produces         The student produces
informational writing            informational writing that: informational writing that: informational writing (e.g.,           informational writing        informational writing (e.g.,
that:                                                                                    procedures, report,                    (e.g., report, procedures,   report, procedures,
                                                                                         correspondence) that:                  correspondence) that:        correspondence) that:
a. Involves one topic.           a. Begins to capture a          a. Captures a reader’s         a. Captures a reader’s          a. Engages the reader by     a. Engages the reader by
b. Uses drawings, letters, and   reader’s interest.              interest.                      interest by setting a           establishing a context,      establishing a context,
phonetically spelled words to    b. Stays on one topic and       b. Begins to sustain a         purpose and developing a        creating a speaker’s         creating a speaker’s voice,
share information.               begins to maintain a focus.     focused topic.                 point of view.                  voice, and otherwise         and otherwise developing
c. Begins to use                 c. Adds details to expand a     c. Includes the appropriate    b. Sustains a focused topic.    developing reader            reader interest.
organizational structures        topic.                          purpose, expectations, and     c. Includes the appropriate     interest.                    b. Develops a controlling
(steps).                         d. Begins to use                length for the audience and    purpose, expectations, and      b. Frames a central          idea that conveys a
d. May include describing        organizational structures       genre.                         length for the audience and     question about an issue      perspective on a subject.
words.                           (steps , chronological          d. Adds facts and details.     the genre.                      or situation.                c. Creates an organizing
e. May include a sense of        order) and strategies           e. Uses organizational         d. Includes relevant            c. Creates an organizing     structure appropriate to a
closure.                         (description).                  structures for conveying       examples, facts, anecdotes,     structure appropriate to     specific purpose, audience,
f. Includes oral or written      e. Begins to use graphic        information (chronological     and details.                    a specific purpose,          and context.
prewriting to generate ideas     features (charts, pictures,     order, similarities and        e. Uses organizational          audience, and context.       d. Includes appropriate
(graphic organizers and          headings).                      differences, questions and     structures for conveying        d. Includes appropriate      facts and details.
pictures).                       f. Begins to use a variety of   answers).                      information (chronological      facts and details.           e. Excludes extraneous
g. May include a draft           resources (picture              f. Uses graphic features       order, cause and effect,        e. Excludes extraneous       details and inappropriate
developed from prewriting.       dictionaries, Internet,         (charts, tables, graphs).      similarities and differences,   details and inappropriate    information.
h. May publish a final copy.     books) and strategies to        g. Uses a variety of           questions and answers).         information.                 f. Uses a range of
                                 gather information to write     resources (encyclopedia,       f. Uses a variety of            f. Uses a range of           appropriate strategies, such
                                 about a topic.                  Internet, books) to research   resources (encyclopedia,        appropriate strategies,      as providing facts and
                                 g. Begins to develop a          and share information on a     Internet, books) to research    such as providing facts      details, describing or
                                 sense of closure.               topic.                         and share information on a      and details, describing or   analyzing the subject, and
                                 h. May include oral or          h. Develops a sense of         topic.                          analyzing the subject,       narrating a relevant
                                 written prewriting (graphic     closure.                       g. Provides a sense of          and narrating a relevant     anecdote.
                                 organizers).                    i. May include prewriting.     closure.                        anecdote.                    g. Draws from more than
                                 i. May include a draft that     j. May include a draft that    h. May include prewriting.      g. Draws from more than      one source of information
                                 is revised and edited.          is revised and edited.         i. May include a draft that     one source of                such as speakers, books,
                                 j. May be published.            k. May be published.           is revised and edited.          information such as          newspapers, and online
                                                                                                j. May be published.            speakers, books,             materials.
                                                                                                                                newspapers, and online       h. Provides a sense of
                                                                                                                                materials.                   closure to the writing.
                                                                                                                                h. Provides a sense of       i. Lifts the level of language
                                                                                                                                closure to the writing.      using appropriate
                                                                                                                                                             strategies incl. word choice.
Summarize K-5 Noticings for
Informational Genre
W1                               W2
More generalized elements for    More specific elements for
writing                          informational genre
More conventions in K-2          More focus on ideas, organization,
                                 and style
Some specific strategies for     More specific strategies for
teaching and learning            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   Elements introduced earlier to
until later grades               provide scaffolding and support for
                                 upper grade levels
Questions/Concerns
   Informational Genre (W2)
     K-1
     2-3
     4-5



     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 Elements
     Strategies for learning
     Strategies for teaching
     Collaborative planning
   Explicitly Teach/Model With
   Persuasive Genre (W2)
Element                          Knowledge (Nouns/Terms/           Skills
                                 Phrases)                          (Verbs)
ELA3W2d: Adds supportive         Supportive                        How to add supportive
details throughout the paper     Details                           details; How to add relevant
that may include relevant        Throughout                        examples; How to add
examples, facts, and anecdotes   Relevant                          relevant facts; How to add
                                 Examples                          relevant anecdotes (all of
                                 Facts                             which may be throughout the
                                 Anecdotes                         persuasive paper); Other
                                 Other
Strategies for Teaching and      Identifying supportive details,   Teacher modeling of adding
Learning                         examples, etc., in reading;       supportive details and
                                 Distinguishing between            relevant examples; Teacher
                                 relevant and non-relevant         modeling of adding relevant
                                 examples, facts, and              facts; Teacher modeling of
                                 anecdotes; Teacher modeling;      adding relevant anecdotes;
                                 Teacher read alouds; Guided       Guided and independent
                                 reading practice; Independent     writing practice w/feedback;
                                 reading practice w/feedback;      Publishing 1-2 pieces by end
                                 Other                             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                         Skills
                                  (Nouns/Terms/Phrases)             (Verbs)
ELA3W2e: Uses                     Organizational structures         How to use chron. order; How
organizational structures for     Chronological order               to use cause/effect; How to use
conveying information             Cause and effect                  similarities and differences;
(chronological order, cause and   Similarities and differences      How to use question and
effect, similarities and          Questions and Answers             answer (in order to convey
differences, questions and        Convey                            information); Other
answers).                         Information
                                  Other
Strategies for Teaching and       Identifying organizational        Teacher modeling of using
Learning                          structures (chron. order,         chron. order and cause/effect;
                                  cause/effect, etc.) in reading;   Teacher modeling of using
                                  Teacher modeling; Teacher         similarities and differences;
                                  read alouds; Guided reading       Teacher modeling of using
                                  practice; Independent reading     question and answer; Guided
                                  practice w/feedback; Other        and independent writing
                                                                    practice w/feedback; Publishing
                                                                    1-2 pieces by end of unit; Other
Questions/Concerns
 Analysis of an Element
  K-2
  3-5
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/commentary
     Informal student commentary
     Informal student feedback
     Next 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.
5  Grade W2 Standard:
  th

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!
                        Vaccinations
       What! 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 Used

a. Engages the reader by          “What! How can some people     Making an emotional
    establishing a context,       be against vaccination?        statement that develops reader
    creating a speaker’s voice,   Well, believe it or not some   interest
    and otherwise developing      people are. . .”               Takes on the opposing
    reader interest                                              viewpoint in a way that creates
                                                                 a speaker’s voice
                                  “I’m not against vaccination.  Makes definite statement
b. States a clear position in     Are you?                       about what will be proven in
   support of a proposal          Here I am to prove that        the piece
                                  vaccination is good to prevent
                                  diseases.”
                                  “If your child has chicken pox Gives relevant examples of
c. Supports a position with       and has not been vaccinated he evidence for the argument of
   relevant evidence              can spread it to other         being “pro vaccination”
                                  children!”
                                  “It helps the odds decrease. .
                                  .the risks are much smaller.”
                                  “A woman from the internet     Attempts to use a quote from a
                                  said. . .”                     source
             Element                       Evidence/Example(s)                       Strategies Used
d. Creates an organizing structure “Read my paragraphs to hear my          Using paragraphs to show
   appropriate to a specific       facts about my opinion.”                introduction, facts/details, and
   purpose, audience, and context “Although the vaccination is not         conclusion
                                   100% perfect it still increases the     Use of transition words and
                                   resistance to the diseases.”            phrases
e. Addresses reader concerns         “Although the vaccination is not
                                     100% perfect it still increases the   Mentions the opposing viewpoint’s
                                     resistance to the diseases.”          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    “Well did you hear what I had to      Revisits questions asked in the
    the writing                      say? Now do you think children        beginning of piece
                                     should be vaccinated against          Restates stance and challenges
                                     diseases?”                            reader to take action
                                     “I still think you should. If you
                                     agree with me then go out there
                                     and vaccinate you child if you
                                     haven’t.”

h. Raises the level of language      “Prevent diseases,” “endangers,”      Uses words and phrases specific to
    using appropriate strategies     “spread,” “risks,” “resistance”       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                “What! How can some people      Making an emotional statement
establishing a context, creating a   be against vaccination? Well,   that develops reader interest and
speaker’s voice, and otherwise       believe it or not some people   takes on the opposing viewpoint
developing reader interest.          are. . . “                      in a way that creates a speaker’s
                                                                     voice
2.
Creates an organizing structure    “Read my paragraphs to hear my Using paragraphs to show
appropriate to a specific purpose, facts about my opinion.”       introduction, facts/details, and
audience, and context.                                            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 In the second paragraph, reread the sentences
information                                   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/feedback
     K-2
     3-5
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 Roosevelt
Childhood
       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 Others
        Eleanor 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   “She asked people what they       Oral and written language used
    setting a purpose and            needed.”                          helps to demonstrate point of view
    developing a point of view       “Her and FDR Both wanted to healp
                                     people.”




b. Sustains a focused topic          “Eleanor Roosevelt was born. . .In   Main idea is the same throughout
                                     1905 Her and FDR got married. .      the piece—meaning that the piece
                                     .Eleanor worked for womens           tells all about her life from
                                     rights.”                             childhood through being First Lady.




c. Includes the appropriate          Information was included about the The purpose was to tell about a
     purpose, expectations, and      life of Eleanor Roosevelt (“When   famous figure in American history.
     length for the audience and     she Returned from enland she
     the genre                       helped immigrants.”)
a.    Includes relevant examples,      “Eleanor worked for womens,          Significant details and examples of
     facts, anecdotes, and details     african ameirican, and human         Eleanor Roosevelt’s contributions to
                                       rights. She worked for world         society
                                       peace.”



a.    Uses organizational structures   Information is organized in          Use of headings
     for conveying information         chronological order (Childhood,      Dates are referenced
     (chronological order, cause and   FDR, Helping Others, Work as First
     effect, similarities and          Lady, etc.)
     differences, questions and
     answers)




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,     “Eleanor worked for womens,          Significant details and facts about
     facts, anecdotes, and details    african ameirican, and human         Eleanor Roosevelt’s contributions
                                      rights. She worked for peace.”       to society




2.   Uses organizational structures   Information is organized in          Use of headings for sections
     for conveying information        chronological order (Childhood,      Dates are referenced in order
     (chronological order, cause      FDR, Helping Others, Work as First
     and effect, similarities and     Lady, etc.)
     differences, questions and
     answers




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   Begin your piece by introducing your topic to the
     purpose and developing a point of view      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/learning
     Informal assessment by teacher
     Use of commentary and feedback
     Use of research-based “best practices”
Viewing a Third Grade W2
Persuasive Lesson
   We will watch four different segments
     Opening/Minilesson
     Worktime
     Closing/Sharing
     Classroom 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     Looking at examples on instructional
work                                    board
Reading examples/models                 Giving feedback about student work

Asking questions and clarifying         Telling how to move a piece forward (i.e.
information                             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       Reading aloud
about elements of the genre and LOTS
Writing commentary about what student        Revising and editing
is doing well--SPECIFIC
Integrating content with spelling,           Developing their vocabulary and thinking
grammar, etc.                                skills
Writing goals/next steps for student--       Conferencing with the teacher, or working
SPECIFIC                                     independently, as partners, etc.
Focusing on a particular part of the piece   Writing about topics of their own choice
(i.e. closing)
Coaching, reteaching, remediating,           Including elements of the genre and the
monitoring, and accelerating students        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/Sharing
What 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      Referring to work samples
student work
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/elaframe
   work.aspx
Resources
   Best Practice Videos

http://www.georgiastandards.org/english_v
   c.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 Materials
Go 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
mstout@doe.k12.ga.us
Jeffrey Dillard,
Program Specialist
jdillard@doe.k12.ga.us
Kim Jeffcoat, Teacher on Special
Assignment
kjeffcoat@doe.k12.ga.us

								
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