Narrative and Response to Literature Genres

							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 made
     How the new Standard/Elements were
      created
     What the differences are between W1 and
      W2
Preplanning K-3 Training Info
Go 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 writing
     Children’s sense of the writing task
     Children’s sense of the writing instruction
     Children’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 activities
     Writing description in science observations
     Using 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 W2
     Language of the Standards (LOTS)
     Level of rigorous instruction
     Scaffolding/Vertical Alignment
Example of Correlation
between W1 and W2
ELA3W1                     ELA3W2 NARRATIVE
a. Captures a reader’s     a. Captures a reader’s
   interest by setting a       interest by writing
   purpose and                 both personal and
   developing a point of       fantasy/imaginary
   view.                       stories, setting a
g. Begins to develop           purpose, and
   characters through          developing a point of
   action and dialogue         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       3 rd   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                             3 rd    Grade
   Narrative Genre
Element                     Knowledge
                            (Nouns/Terms/
                            Phrases & Other Specific
                            Information-e.g., Appropriate
                            Strategies/
                            Examples)
e. Uses appropriate         Organizational structure
organizational structures   Coherence
to ensure coherence (well   Beginning/Middle/End
developed beginning,        Sequence of events
middle, and end, and        Transition words (e.g., suddenly,
sequence of events) and     furthermore, however, otherwise)
strategies (transition      Transition phrases (e.g., by the time
words/phrases and time      it was all over, at last, without
cue words)                  warning)
                            Time cue words (e.g., first, next,
                            finally, meanwhile, soon, eventually)
    An Example from 3rd Grade
    Narrative Genre
Element                        Knowledge                      Skills
                               (Nouns/Terms/                  (Verbs)
                               Phrases & Other Specific
                               Information-e.g.,
                               Appropriate Strategies/
                               Examples)


e. Uses appropriate            Organizational structure       How to use various graphic
organizational structures to   Coherence                      organizers
ensure coherence (well         Beginning/Middle/End           How to use an appropriate
developed beginning,           Sequence of events             structure(s) for narrative
middle, and end, and           Transition words (e.g.,        (formulaic, nonformulaic,
sequence of events) and        suddenly, furthermore,         letter form, diary/journal)
strategies (transition         however, otherwise)            How to make a story “flow”
words/phrases and time cue     Transition phrases (e.g., by   How to write a well
words)                         the time it was all over, at   developed B/M/E
                               last, without warning)         How to use transition
                               Time cue words (e.g., first,   words/phrases
                               next, finally, meanwhile,      How 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 Approach
     Performance-Based Assessment
     Rubrics 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.asp
    x?PageReq=CITestingWA3


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

   http://www.doe.k12.ga.us/ci_testing.asp
    x?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 task
     Performance 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
Tasks
K              1st          2nd             3rd          4th           5th

Retells        Makes        Writes a        Rewrites     Writes a      Writes a book
story          different    letter to the   the story    book          review that
orally,        types of     author          from a       recomm-       interprets
through        connect-     telling         different    endation      significant
pictures, or   ions with    his/her         point of     that          events and
in writing.    the text     opinion of      view,        advances      their impact on
               (including   the book        making       a judgment    character.
               T-S, T-W,    and             sure that    and           Includes
               and T-T)     supporting      closure is   includes a    section on
                            his/her         provided     summary       favorite
                            opinion                      with main     excerpts from
                                                         idea and      text (e.g.,
                                                         most          words,
                                                         significant   phrases)
                                                         details of
                                                         the book
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/elafram
    ework.aspx


Link to ReadWriteThink Site

   www.readwritethink.org
Research on
Teaching/Learning
   Gradual Release of Responsibility
     Teacher Modeling
     Guided Practice
     Collaborative Practice
     Independent Practice
     Application
     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 Framework
  Use of authentic text
  Read alouds, shared reading, teacher
     modeling, think alouds
    Purposeful independent reading
    Connection between reading and writing
     genres
    Daily writing time to practice
    Balanced, 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 writer
     Your colleagues on your grade level and at
        your school
       Considering what good authors do in quality
        children’s literature
       Samples of tasks and student work
       Professional resources
       Textbook/writing support materials
       Websites
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 Task
Opening/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 Task
Closing
 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
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   Pat Mora              It was midnight. The
Lady                                          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   Gloria Houston   It was getting toward
Christmas Tree                             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 Task
Opening/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/elafram
  ework.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 Materials
Go 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 Lessons
     DOE Copies of ELA Standards
     Sticky Notes
     Markers
Thank You!