1. 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)

2. Understanding the Vertical Approach of the K-5 Writing Standards Office of Academic Standards ETC Presentation

3. 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)

4. 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)

5. 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

6. Today’s ETC Presentation  Will be videotaped and posted on our website: www.georgiastandards.orgwww.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

7. 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

8. 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?

9. 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.

10. 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?

11. 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.

12. 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.

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. ELAKW2 The student produces a persuasive piece of writing that: ELA1W2 The student produces a persuasive piece of writing that: ELA2W2 The student produces a persuasive piece of writing that ELA3W2 The student produces a persuasive piece of writing that: ELA4W2* The student produces a persuasive piece that: ELA5W2* The student produces a persuasive piece that: a. States an opinion. b. May use words, illustrations, or graphics to support an opinion. c. Begins to use formats appropriate to the genre (letter, poster). d. May include describing words. e. Prewrites orally or written to generate ideas (graphic organizers and pictures). f. May include a draft developed from prewriting. g. May include a sense of closure. a. Captures a reader’s interest by stating a position/opinion. b. Begins to maintain a focus. c. Adds details to support an opinion. d. Begins to use formats appropriate to the genre (letter, list of reasons, poster). e. May have a sense of closure. f. May include oral or written prewriting (graphic organizer). g. May include a draft that is revised and edited. h. May be published. a. Captures a reader’s interest by stating a clear position/opinion. b. Begins to sustain a focus. c. Includes the appropriate purpose, expectations, and length for audience and the genre. d. Adds supportive details throughout. e. Uses appropriate formats (letter, list of pros and cons, advertisement). e. Develops a sense of closure. f. May include prewriting. g. May include a revised and edited draft. h. May be published. 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. 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. a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position. c. Supports a position with relevant evidence. d. Excludes extraneous details and inappropriate information. e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Provides a sense of closure to the writing. a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. f. Excludes extraneous details and inappropriate information. g. Provides a sense of closure to the writing. h. Raises the level of language using appropriate strategies (word choice).

20. K-5 Noticings for Persuasive Genre W1W2 More generalized elements for writing More specific elements for persuasive genre More conventions in K-2More focus on ideas, organization, and style Some specific strategies for teaching and learning More specific strategies for teaching and learning Less rigorMore rigor No mention of closureClosure element is added Writing process an expectationWriting process expected, but not at all times with all pieces Less focus on masteryMastery of elements by 3 rd grade No mention of several elements until later grades Elements introduced earlier to provide scaffolding and support for upper grade levels

21. Questions/Concerns  Persuasive Genre (W2) K-1 2-3 4-5 Other K-5 Persuasive Vertical Alignment Questions

22. 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 3 rd 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)

23. 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)

24. Random Sharing  Compare/Contrast W1 and W2 for Informational Genre

25. Random Sharing  K-5 Noticings about Informational Genre Vertical Alignment

26. ELAKW2 The student produces informational writing that: ELA1W2 The student produces informational writing that: ELA2W2 The student produces informational writing that: ELA3W2 The student produces informational writing (e.g., procedures, report, correspondence) that: ELA4W2* The student produces informational writing (e.g., report, procedures, correspondence) that: ELA5W2* The student produces informational writing (e.g., report, procedures, correspondence) that: a. Involves one topic. b. Uses drawings, letters, and phonetically spelled words to share information. c. Begins to use organizational structures (steps). d. May include describing words. e. May include a sense of closure. f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures). g. May include a draft developed from prewriting. h. May publish a final copy. a. Begins to capture a reader’s interest. b. Stays on one topic and begins to maintain a focus. c. Adds details to expand a topic. d. Begins to use organizational structures (steps, chronological order) and strategies (description). e. Begins to use graphic features (charts, pictures, headings). f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic. g. Begins to develop a sense of closure. h. May include oral or written prewriting (graphic organizers). i. May include a draft that is revised and edited. j. May be published. a. Captures a reader’s interest. b. Begins to sustain a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and genre. d. Adds facts and details. e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers). f. Uses graphic features (charts, tables, graphs). g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. h. Develops a sense of closure. i. May include prewriting. j. May include a draft that is revised and edited. k. May be published. a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Sustains a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and the genre. d. Includes relevant examples, facts, anecdotes, and details. e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers). f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. g. Provides a sense of closure. h. May include prewriting. i. May include a draft that is revised and edited. j. May be published. a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Frames a central question about an issue or situation. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies incl. word choice.

27. Summarize K-5 Noticings for Informational Genre W1W2 More generalized elements for writing More specific elements for informational genre More conventions in K-2More focus on ideas, organization, and style Some specific strategies for teaching and learning More specific strategies for teaching and learning Less rigorMore rigor No mention of closureClosure element is added Writing process an expectationWriting process expected, but not at all times with all pieces Less focus on masteryMastery of elements by 3 rd grade No mention of several elements until later grades Elements introduced earlier to provide scaffolding and support for upper grade levels

28. Questions/Concerns  Informational Genre (W2) K-1 2-3 4-5 Other K-5 Informational Vertical Alignment Questions

29. 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

30. Essential Question Review  How do I analyze the new W2 Writing Standard?

31. Analyzing an Element from the W2 Standard  GPS Review: Language of the W2 Elements Strategies for learning Strategies for teaching Collaborative planning

32. Explicitly Teach/Model With Persuasive Genre (W2) ElementKnowledge (Nouns/Terms/ Phrases) Skills (Verbs) ELA3W2d: Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes Supportive Details Throughout Relevant Examples Facts Anecdotes Other How to add supportive details; How to add relevant examples; How to add relevant facts; How to add relevant anecdotes (all of which may be throughout the persuasive paper); Other Strategies for Teaching and Learning Identifying supportive details, examples, etc., in reading; Distinguishing between relevant and non-relevant examples, facts, and anecdotes; Teacher modeling; Teacher read alouds; Guided reading practice; Independent reading practice w/feedback; Other Teacher modeling of adding supportive details and relevant examples; Teacher modeling of adding relevant facts; Teacher modeling of adding relevant anecdotes; Guided and independent writing practice w/feedback; Publishing 1-2 pieces by end of unit; Other

33. 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.

34. 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)

35. Random Sharing  Element Analysis from Informational Genre Standard

36. Summarize Element Analysis for Informational Genre (W2) ElementKnowledge (Nouns/Terms/Phrases) Skills (Verbs) ELA3W2e: Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers). Organizational structures Chronological order Cause and effect Similarities and differences Questions and Answers Convey Information Other How to use chron. order; How to use cause/effect; How to use similarities and differences; How to use question and answer (in order to convey information); Other Strategies for Teaching and Learning Identifying organizational structures (chron. order, cause/effect, etc.) in reading; Teacher modeling; Teacher read alouds; Guided reading practice; Independent reading practice w/feedback; Other Teacher modeling of using chron. order and cause/effect; Teacher modeling of using similarities and differences; Teacher modeling of using question and answer; Guided and independent writing practice w/feedback; Publishing 1-2 pieces by end of unit; Other

37. Questions/Concerns Analysis of an Element K-2 3-5

38. 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)

39. Essential Question Review  How do I analyze an element of the new W2 Writing Standard?

40. 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

41. Explicitly Teach/Model with Persuasive Genre (W2)  Look at 5 th Grade Elements for Persuasive Genre.  Do shared reading of 5 th Grade Persuasive piece.  Use Analysis Form for teacher commentary.  Focus on student commentary and feedback.

42. 5 th Grade W2 Standard: Persuasive Genre Elements  Please refer to your list of these elements in your Participant Guide (p. 7)

43. 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!

44. 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.

45. 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!

46. ElementEvidence/Example(s)Strategies Used a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest “What! How can some people be against vaccination? Well, believe it or not some people are...” Making an emotional statement that develops reader interest Takes on the opposing viewpoint in a way that creates a speaker’s voice b. States a clear position in support of a proposal “I’m not against vaccination. Are you? Here I am to prove that vaccination is good to prevent diseases.” Makes definite statement about what will be proven in the piece c. Supports a position with relevant evidence “If your child has chicken pox and has not been vaccinated he can spread it to other children!” “It helps the odds decrease...the risks are much smaller.” “A woman from the internet said...” Gives relevant examples of evidence for the argument of being “pro vaccination” Attempts to use a quote from a source

47. ElementEvidence/Example(s)Strategies Used d. Creates an organizing structure appropriate to a specific purpose, audience, and context “Read my paragraphs to hear my facts about my opinion.” “Although the vaccination is not 100% perfect it still increases the resistance to the diseases.” Using paragraphs to show introduction, facts/details, and conclusion Use of transition words and phrases e. Addresses reader concerns “Although the vaccination is not 100% perfect it still increases the resistance to the diseases.” Mentions the opposing viewpoint’s 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 the writing “Well did you hear what I had to say? 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 you child if you haven’t.” Revisits questions asked in the beginning of piece Restates stance and challenges reader to take action h. Raises the level of language using appropriate strategies “Prevent diseases,” “endangers,” “spread,” “risks,” “resistance” Uses words and phrases specific to the subject (topic of vaccination)

48. 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.

49. Strength/PositiveStrategy UsedSpecific Example(s) 1. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. “What! How can some people be against vaccination? Well, believe it or not some people are... “ Making an emotional statement that develops reader interest and takes on the opposing viewpoint in a way that creates a speaker’s voice 2. Creates an organizing structure appropriate to a specific purpose, audience, and context. “Read my paragraphs to hear my facts about my opinion.” Using paragraphs to show introduction, facts/details, and conclusion 3.

50. 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.

51. NeedSpecific Next Step for Improvement 1. Excludes extraneous details and inappropriate information In the second paragraph, reread the sentences 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 evidenceAdd 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.

52. Questions/Concerns  Analyzing student work, teacher commentary, student commentary/feedback K-2 3-5

53. 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.

54. 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.

55. 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.

56. Random Sharing  Teacher commentary  Student commentary/feedback

57. ElementEvidence/Example(s)Strategy Used a. Captures a reader’s interest by setting a purpose and developing a point of view “She asked people what they needed.” “Her and FDR Both wanted to healp people.” Oral and written language used helps to demonstrate point of view b. Sustains a focused topic “Eleanor Roosevelt was born...In 1905 Her and FDR got married...Eleanor worked for womens rights.” Main idea is the same throughout the piece—meaning that the piece tells all about her life from childhood through being First Lady. c. Includes the appropriate purpose, expectations, and length for the audience and the genre Information was included about the life of Eleanor Roosevelt (“When she Returned from enland she helped immigrants.”) The purpose was to tell about a famous figure in American history.

58. a. Includes relevant examples, facts, anecdotes, and details “Eleanor worked for womens, african ameirican, and human rights. She worked for world peace.” Significant details and examples of Eleanor Roosevelt’s contributions to society a. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers) Information is organized in chronological order (Childhood, FDR, Helping Others, Work as First Lady, etc.) Use of headings Dates are referenced a. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic a. Provides a sense of closure

59. Strength/PositiveSpecific Example(s)Strategy Used 1. Includes relevant examples, facts, anecdotes, and details “Eleanor worked for womens, african ameirican, and human rights. She worked for peace.” Significant details and facts about Eleanor Roosevelt’s contributions to society 2. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers Information is organized in chronological order (Childhood, FDR, Helping Others, Work as First Lady, etc.) Use of headings for sections Dates are referenced in order 3.

60. NeedSpecific 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 purpose and developing a point of view Begin your piece by introducing your topic to the reader. Think of a creative way to start this beginning paragraph. Tell who you will be writing about and why.

61. 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

62. 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

63. Essential Question Review  How do I analyze student work and provide commentary/feedback to students?

64. 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”

65. Viewing a Third Grade W2 Persuasive Lesson  We will watch four different segments Opening/Minilesson Worktime Closing/Sharing Classroom Artifacts and Teacher Interview

66. 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.

67. Explicitly Teach/Model with Persuasive Opening/Minilesson What is the teacher doing?What are the students doing? Giving explanations and directionsUsing LOTS Explicitly teaching and reviewingAnswering questions Discussing expectations for student work Looking at examples on instructional board Reading examples/modelsGiving feedback about student work Asking questions and clarifying information Telling how to move a piece forward (i.e. from Meets Standards to Exceeds) Using LOTS, Essential Questions, etc. Giving the task for the worktime

68. Questions/Concerns  Opening/Minilesson K-5

69. 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.

70. Random Sharing  Noticings about Worktime

71. Guided Practice with Persuasive Worktime What is the teacher doing?What are the students doing? Conferring with several studentsUsing oral and written language Prompting and questioning the students about elements of the genre and LOTS Reading aloud Writing commentary about what student is doing well--SPECIFIC Revising and editing Integrating content with spelling, grammar, etc. Developing their vocabulary and thinking skills Writing goals/next steps for student-- SPECIFIC Conferencing with the teacher, or working independently, as partners, etc. Focusing on a particular part of the piece (i.e. closing) Writing about topics of their own choice Coaching, reteaching, remediating, monitoring, and accelerating students Including elements of the genre and the LOTS

72. Questions/Concerns  Worktime

73. 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.

74. Random Sharing  Noticings about Closing/Sharing

75. Guided Practice with Persuasive Closing/Sharing What is the teacher doing?What are the students doing? Giving directions and facilitatingReading aloud and sharing Reinforcing elementsListening with a purpose Asking questionsGiving positive commentary that uses LOTS Prompting students to shareHaving discussion Summarizing lessonReferring to rubric Sharing positive commentary about student work Referring to work samples Referring to rubric and work samplesMaking suggestions for next steps (tied to LOTS)

76. Questions/Concerns  Closing/Sharing

77. 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.

78. Random Sharing  Classroom Artifacts  Teacher Interview

79. 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

80. 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

81. 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

82. Questions/Concerns  Classroom Artifacts  Teacher Interview

83. 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

84. Essential Question Review  How do I teach the genres using the Three-Part Instructional Framework?

85. Resources  Glossary for Persuasive Genre  Glossary for Informational Genre (both are located in your Participant Guide on pp. 21-22)

86. Resources  Writing Assessment and Instructional Guides for 3 rd and 5 th Grades http://www.doe.k12.ga.us/ci_testing.aspx? PageReq=CITestingWA

87. Resources  Examples of Rubrics for K-5 (all genres) http://www.doe.k12.ga.us/ci_testing.aspx? PageReq=CI_TESTING_WA

88. 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

89. Resources  Best Practice Videos http://www.georgiastandards.org/english_v c.aspx

90. Resources  Elluminate Webinars http://elluminate.gavirtualschool.org/doe/

91. Resources  Response to Intervention Pyramid in your Participant Guide (p. 23)  Standards-Based Classroom Rubric in your Participant Guide (p. 24-27)

92. 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)

93. 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.

94. 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

95. Questions/Comments  Resources

96. 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.

97. Essential Question Review  What are some resources that can help?

98. 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.

99. 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.

100. 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