PDLT September 27 Final - pdlt

Report
+
Planning with the Curriculum Instructional Maps
Narrative Writing in a Writing Workshop
Elementary Reading/English Language
Arts
September 27, 2013
+ Rotten Richie and the Ultimate Dare
How does this image convey the relationship
between the narrator and her brother, Richie?
What do you notice about the use of color?
+ Thank You, Mr. Falker
How does this image convey Trisha’s
emotions?
What details in the text does the picture
emphasize?
Emma
Kate
+

Add short activity including read aloud and writing response
from WF
+
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
+
+
Training Outcomes
Examine
CCSS Writing
Standard 3.
Unpack
Writing
Fundamentals
Unit of Study.
Identify clear
expectations
for student
outcomes.
Use Writing
Fundamentals
mini-lessons
to plan
instruction.
Turn and Talk
What does implementing the
Common Core State
Standards mean for
instruction?
+Implementing the Common Core State
Standards requires…

Unpacking the standards to understand what is
contained within each and how they build over the
years.

Developing clear expectations for learning goals and
objectives.

Understanding the interconnectedness of the
Standards. They are not taught in isolation.

Establishing the classroom environment as a literacy
community.

Shifting students’ focus from reading a text once to
reading and rereading for different purposes and to
“dig deeper.”
+
PlanningWhat you need…
+ Instructional Sequence and Alignment
Where have we been? Where are we going?
+ Instructional Sequence and Alignment
Where have we been? Where are we going?
+ Turn and Talk
What are the outcomes from
How Writers Work?
+
Lucy Calkins…
Until the release of the Common Core State Standards,
many educators didn’t realize that writing skills need to
develop incrementally, with the work that students do at
one grade level standing on the shoulders of prior
learning. It would be hard to achieve this high level of
craft and knowledge if students weren’t moving steadily
along a spiraling curriculum, practicing and extending
skills in each type of writing each year. After all, in math,
teachers agree on content and ensure that students move
up the grade levels with the essential skills that teachers
agreed upon. That same focus on writing as content, as a
set of skills, will move grade levels of students forward,
rather than individuals who happened to get this teacher
or that. Writing will need to be given its due, starting in
kindergarten and continuing throughout the grades.
+
Why Writing Workshop?
 CCSS Writing
 PARCC
Standards
Prose Constructed Response
 Integration
of Standards
Reading- read and reread closely for different purposes
 Writing- experiment with different forms, audiences, and
purposes while learning technique
 Language- learn how to say it with clarity and precision
 Speaking & Listening- opportunity to build comprehension,
collaboration, and presentation skills

 Focus
on process, choice, and differentiation
+
Understanding Writing in the CCSS
Text Types and Purposes
W.1. Arguments (Opinion in grades K-5)
W.2. Informative/Explanatory Texts
W.3. Narratives
Production and Distribution of Writing
W.4. Produce writing appropriate for task, purpose, and audience (Begins in Grade 3)
W.5. Strengthen writing by planning, revising, editing, rewriting
W.6. Use technology to produce and publish
Research to Build and Present Knowledge
W.7. Conduct short and sustained research projects
W.8. Gather relevant information from multiple print and digital sources
W.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research (Begins Grade 4)
Range of Writing
W.10. Write routinely (Begins in Grade 3)
+
Writing Fundamentals Unit Progression
K
1
2
3
4
5
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
List and
Label
Personal
Narrative
Personal
Narrative
Patricia
Polacco
Author
Study
Cynthia
Rylant
Author
Study
Memoir
FUNctional
Writing
Nonfiction
Gail
Gibbons
Author
Study
Literary
Nonfiction
Nonfiction
Biography
Donald
Crews
Author
Study
Book
Review
Poetry
Biography
Feature
Article/Edi
torial
Essay
Writing
Vertical Progressions Activity
Progression of the
Common Core State Standards
in ELA
Writing Standard 3
College and Career Ready Anchor Standard #3:
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
 What are the Knowledge Demands? What do students need to know?
 What are the Instructional Implications? What do teachers need to do?
K•
• How to draw
pictures, speak,
and write in
order to tell
about an event •
or a few events
in order
• What a reaction
is and how to •
include it
• Building blocks
for narration. •
Read aloud texts
that use pictures
and words to tell
about an event or
events in order.
Model how
pictures and
words can tell
about event(s).
Model how to tell
about event(s)
verbally.
Model how to
keep events in
order.
• Model how to
include a
reaction.
1• What is a
narrative
• How to
sequence
events
• How to add
details
• Temporal
words
• How to use
temporal
words
• How to create
closure
• Read aloud a
variety of
narratives that
sequence
multiple events.
• Help students
examine the use
of temporal words
in real texts.
• Model using
temporal words.
• Help students
examine how
different
narratives end.
• Model closures.
+
End in Mind: Understanding
Writing on the PARCC Assessment
Task Generation Model for Narrative Performance Based
Assessment Grades 3-11

Students read a short literary text.

Students answer 5 Evidence-Based Selected Response (EBSR) or
Technology-Enhanced Constructed Response (TECR) items

Students write a narrative story (PCR-Prose Constructed
Response)
http://www.parcconline.org/sites/parcc/files/CombinedPBATaskG
enerationModelsNarrative%2BGrade3-5.pdf
+
Understanding Writing on the
PARCC Assessment
Prototype: Grade 6 Prose Constructed Response from Narrative
Writing Task
In the passage, the author developed a strong character named
Miyax. Think about Miyax and the details the author used to create
that character. The passage ends with Miyax waiting for the black
wolf to look at her.
Write an original story to continue where the passage ended. In
your story, be sure to use what you have learned about the
character Miyax as you tell what happens to her next.
http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-prose-constructed-responsenarrative-writing-task
+
http://127284fc68e2f324fa9075733c91e8a38189f2bc7be7a33dcda5
.r81.cf1.rackcdn.com/PARCCSample
ofWritingForms-FINAL.pdf
+
Revised
Rubrics
NOTE:
• The reading dimension is not scored for elicited narrative stories.
•
•
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes,
objects or people, developing characters personalities, and using dialogue as appropriate.
The elements of organization to be assessed are expressed in the grade-level standards W1-W3 and elucidated in the scoring rules for each
individual PCR.
+
Turn and Talk:
What are the assessment
implications?
Classroom
Instruction
Quarterly
Assessments
PARCC
+
Digging Into the Unit
Let’s Review the REVISED Lesson Planning Template…
+
Let’s Examine a WF Mini-Lesson
Select one mini-lesson to examine.
Notice the TEACH and WRITE.
Understanding the Outcomes
 Find
and review the Student Outcomes on the
WF Mini-Lesson…where does this go on your
lesson plan?
Understanding the Instruction
 Find
and review “teach” portion of the MiniLesson…where does this go on your lesson
plan?
+
Additional Planning
Considerations…
Turn and Talk…
What are some?

Differentiation

ELL Support through WF

Flexible Group time

Conferencing

Teacher models

UDL
Universal Design for Learning (UDL)
+
Work
Session…
Select
a WF minilesson(s).
Create
plan.
a lesson
Biggest Takeaways
 What have you learned about the structure of the units, the
progression of the standards, and the development of writing
skills?
 Turn and talk with a partner at your table
about your biggest takeaways from this session.
Elementary Reading/English Language Arts Office
Simone McQuaige, Supervisor
Join our EDMODO!!!
Code: eqdgcu
[email protected]
Shadrick Woods, Instructional Specialist
[email protected]
Tricia Blackman, Instructional Specialist
[email protected]
Phone Number
301-808-8280
Renee D. Jones, Resource Teacher
[email protected]

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