1. Georgia Instructional Frameworks English Language Arts Part 1 – Kdg. – 3 rd Part 2 – 4 th & 5 th Created by Valerie Mathura & Cindy McCloud for use with Elem. AP Training November 10, 2005 - Coweta County Schools

2. Part 1 Kindergarten – 3rd

3. The instructional frameworks are designed… n to support teachers in the implementation of the Georgia Performance Standards (GPS). n for use by Needs Improvement (NI) schools throughout the state. n for school staffs as resources to –guide and inform the process of “unpacking” standards and –as exemplars for instructional design.

4. The reading, writing, and listening/speaking/viewing standards… n are critical for reinforcing students’ literacy development at all grade levels. n are intended to be met by the end of each academic year.

5. Primary-level Instructional Frameworks n are organized by quarters n are designed around the Standards and Elements n present a recommended quarterly sequence n while using enduring understandings, essential questions, formative and summative assessments, and teaching- learning activities.

6. Open notebook to Grade 2 http://www.georgiastandards.org/_docu ments/frameworks/2nd-unit1.pdf

7. Developmental Info. 1 of 22

8. Summary of the Strand 2 of 22

9. Enduring Understandings & Essential Questions 3 of 22

10. Alignment v.s. Framework

11. Standards & Elements for Reading by Quarter 4 of 22

12. Quarter of Major Thrust + Standards are Recursive 4 of 22

13. 1 st Quarter n Elements for ELA2R1 n Formative Assessment –How often –Sample 4 of 22

14. Formative Assessment continued 5 of 22

15. Summative Assessment 6 of 22

16. Teaching-Learning Activities Suggestions and exemplars which should be complemented by additional strategies, processes, and learning activities. 6 of 22

17. End of Phonics and Word Identification 7 of 22

18. Creating a Balance 8 of 22 4 of 22 13 of 22 11 of 22 READING

19. Writing Standards Pages 17 - 20 Listening/Speaking/ Viewing Standards Pages 21 - 22

20. Part 2 4th and 5th grades

21. Differences in K-3 and 4-5 n Layout

22. K-3

23. Individual Units (4, 5) vs. All Nine Weeks in Columns (K-3)

24. Differences in K-3 and 4-5 n Layout n “Moveable” units

25. Fourth Grade ELA Unit Length of Unit Unit One: “An Introduction to Habits of Effective Readers, Writers, Speakers, and Listeners” 4 weeks Unit Two: “The Narrative in Writing, Literature, Speaking, and Listening” 5 weeks Unit Three: The World and Informational Text 5 weeks Unit Four: An Introduction to Persuasive Writing 4 weeks Unit Five: “Retracing Our Steps: Where Have We Been? Where Are We Now? Where Are We Going?” Review Narrative, Informational, and Persuasive Writing 3 weeks Unit Six: “Connecting the Reading and Writing Processes: Responding to Literature” 6 weeks Unit Seven: “Making Choices and Moving Toward Independent Investigation: Applying the Research Process to Authentic, Real-World Projects” 5 weeks Unit Eight: “You’re Beginning to Be a Habit With Me: Habits of Effective Readers and Writers of Poetry and Drama” 4 weeks

26. Fifth Grade ELA Unit Length of Unit Unit One Organizer: Part I—“Self-Assessment: Habits of Effective Readers, Writers, Speakers, Listeners, and Viewers” and Part II—“Exploring My World: Communicating My Experiences” reading-writing process, personal narratives 9 weeks Unit Two Organizer: “Communicating About Our World Through Informational Writing” 6 weeks Unit Three Organizer: “Communicating My Ideas: Developing Self-Expression in Writing” 3 weeks Unit Four Organizer: “Fiction vs. Non-Fiction: How Can I Tell the Difference?” 5 weeks Unit Five Organizer: “It’s Just a Matter of Opinion: Why Do I Think What I Think?” 4 weeks Unit Six Organizer: “Responding to Literature: Making Choices About What I Read” 5 weeks Unit Seven Organizer: “Imagine That! How Can I Create New Worlds from My Own Experience?” personal narratives and personal forms of persuasion in comparison to fictional narratives. 4 weeks

27. Individual Units (4, 5) vs. All Nine Weeks in Columns (K-3)

30. ElementsStandard

32. Summative & Formative Assessment

33. As students also compare narrative to persuasive forms of written expression, they will state a clear position and support that position, addressing reader concerns.

34. Summary n Multi-week units which form nine-week segments to allow for benchmark assessment n Flexible units teachers may reorganize –“This sequence represents a purposeful, carefully-designed set of learning experiences that allow students to build upon subsequent learning and enhance their mastery of standards with growing levels of competency.”

35. n Units include –Enduring understandings –Essential questions To reinforce student understanding –Evidence of learning Formative assessment –Diagnose students’ strengths and needs at beginning of the nine weeks –Monitor student progress in regards to the standards Summative assessment –Use as benchmark tools –Recommended teaching-learning activities Not prescriptive or complete To be complemented by additional strategies, process and learning activities designed for the specific students being taught

36. n Standards intended to be met by end of year (emphasis in one quarter/unit, reinforced in others) n Special emphasis upon specific Georgia assessments in some units (ex. 2006 Georgia Writing Assessment in 5 th grade) n Teachers encouraged to draw on other resources and collaboratively design additional instructional activities