+ Planning with the Curriculum Instructional Maps Narrative Writing in a Writing Workshop Elementary...
35
+ Planning with the Curriculum Instructional Maps Narrative Writing in a Writing Workshop Elementary Reading/English Language Arts September 27, 2013 Great by Choice!
-
Upload
alannah-charles -
Category
Documents
-
view
215 -
download
0
Transcript of + Planning with the Curriculum Instructional Maps Narrative Writing in a Writing Workshop Elementary...
+
Planning with the Curriculum Instructional Maps Narrative Writing in a Writing Workshop
Elementary Reading/English Language ArtsSeptember 27, 2013
Great by Choice!
+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. FalkerHow 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 Fundamental
s mini-lessons to
plan instruction.
What does implementing the Common Core State
Standards mean for instruction?
Turn and Talk
+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.”
+Planning-What 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 TalkWhat 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 Standards
PARCC 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 CCSSText 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 ProgressionK 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/Editorial
Essay Writing
Vertical Progressions Activity
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?
Progression of the Common Core State
Standards in ELA
Writing Standard 3
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.
• 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.
1- • What is a
narrative• How to
sequence events
• How to add details
• Temporal words
• How to use temporal words
• How to create closure
+End in Mind: Understanding Writing on the PARCC AssessmentTask 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/CombinedPBATaskGenerationModelsNarrative%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-response-narrative-writing-task
+
http://127284fc68e2f324fa90-75733c91e8a38189f2bc7be7a33dcda5.r81.cf1.rackcdn.com/PARCCSampleofWritingForms-FINAL.pdf
+
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.
Revised Rubrics
+Turn and Talk:
What are the assessment implications?
PARCC
Quarterly Assessments
Classroom Instruction
+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 Mini-Lesson…where does this go on your lesson plan?
+Additional Planning Considerations…
Differentiation
ELL Support through WF
Flexible Group time
Conferencing
Teacher models
UDL
Turn and Talk…
What are some?
Universal Design for Learning (UDL)
+
Work Session…
Select a WF mini-lesson(s).
Create a lesson plan.
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.
Biggest Takeaways
Elementary Reading/English Language Arts Office Simone McQuaige, Supervisor
Shadrick Woods, Instructional Specialist
Tricia Blackman, Instructional Specialist
Renee D. Jones, Resource Teacher
Phone Number301-808-8280
Join our EDMODO!!!Code: eqdgcu
