+ Planning with the Curriculum Instructional Maps Narrative Writing in a Writing Workshop Elementary Reading/English Language Arts September 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. 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

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+ 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.

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?

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+ 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 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 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 K12345 How Writer’s Work List and Label Personal Narrative Patricia Polacco Author Study Cynthia Rylant Author Study Memoir FUNctional Writing NonfictionGail Gibbons Author Study Literary Nonfiction NonfictionBiography Donald Crews Author Study Book Review PoetryBiographyFeature Article/Edi torial 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 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) 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. narrative-writing-task

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+ 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 Number Join our EDMODO!!! Code: eqdgcu