Implementing a Comprehensive Literacy Framework

Implementing a Comprehensive Literacy Framework
Grades 6-8 Implementing a Comprehensive Literacy Framework Module Four Reading Literature/Writing Narratives Time: 1 min PARTICIPANT’S RESOURCES Participants will need an electronic device Reader’s/Writer’s Notebook Participant’s Handouts (Use link to Livebinder): (Password: Literacy) Text (for Day 2): Write Beside Them by Penny Kittle TRAINER’S RESOURCES Trainers will need laptops or other electronic devices available for participants who do not bring their own. Materials: Text: Write Beside Them by Penny Kittle (If using online resources rather than the DVD for videos, refer to page x or page 15 in WBT for directions to download videos) Day 1 Reader’s/Writer’s Notebook sample Trainer’s Resources and Participant’s Handouts (Use link to livebinder): (Password: Literacy) Chart paper Markers Sticky notes Pens/pencils Resources Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. Other referenced materials: Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: The Guilford Press. Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and high schools. Portland, ME: Steinhouse Publishers. National Council of Teachers of English. (2014). NCTE guideline: Guidelines for selection of materials in English language arts programs [Webpage]. Retrieved from Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portsmouth, NH: Heinemann. Templeton, S., Bear, D. B., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D. R., Helman, L., & Hayes, L. (2015). Vocabulary their way: Word study with middle and secondary students (2nd Ed.). Boston, MA: Pearson. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Day 1 Objectives Examine the Comprehensive Literacy Framework for Essential Elements & Coherent Instructional Design Experience ways to implement reading workshop in the middle school classroom Discuss how to select appropriate texts Closely read a text for a specific purpose Enhance comprehension through active discussion Identify words for vocabulary instruction Time: 5 min Discuss and set norms with participants. Participants will keep a reader’s/writer’s notebook for the day. This can be done by giving them the handouts and asking participants to tape/glue/affix the handouts in a notebook or print out the entire set of handouts (with blank “notes” pages ). Review agenda and objectives for the day: Examine (briefly) the ICLF components that will be addressed during the day Discuss the workshop model and explain how both days will be structured in the workshop format (mini-lessons, guided instruction, independent practice, closure/reflection) Make text selection based on standards and goals Apply close reading strategies (annotating and TDQs) for author’s craft Participate in Socratic Seminar to discuss the texts and author’s craft Select words for vocabulary instruction Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Materials: H 1 ICLF Document
Time: 2 min Materials: H 1 ICLF Document Explain that this sheet shows all of the components of a Comprehensive Literacy Framework. There is a connection between the two bubbles--Essential Elements of Instruction and Coherent Instructional Design--and the intended results for this module. From Essential Elements of Instruction, we will be explicitly modeling vocabulary, text comprehension, writing, and speaking & listening. From Coherent Instructional Design, we will be modeling explicit instruction, sequence and alignment, instructional approaches, and reflective practices. Even in classrooms where the students assume considerable responsibility for their learning, the teacher is in charge of organizing the environment, managing the learning process, and establishing the framework for investigations. From Supportive Learning Environment, we will be practicing strategies to engage and motivate, selecting instructional materials and resources for diverse learners, selecting appropriate student reading material, creating an environment of respect and rapport, as well as a positive classroom culture. Resources: Comprehensive literacy framework. Adapted from The literacy jigsaw puzzle: Assembling the critical pieces of literacy instruction. Newark: International Reading Association. Copyright 2012 by International Literacy Association. Tyner, B. (2012). The literacy jigsaw puzzle: Assembling the critical pieces of literacy instruction. Newark, DE: International Reading Association. These components are research-based, including the work of Beverly Tyner in The Literacy Jigsaw Puzzle. (article from the book found here) Best Practices in Literacy Instruction By Dr. Linda Gambrell; A Time to Act An Agenda for Advancing Adolescent Literacy for College and Career Success and Philadelphia School District Comprehensive Literacy Planhttp://static.pdesas.org/content/documents/PA Comprehensive Literacy Plan.pdf Struggling readers and students with disabilities may also need instruction in phonemic awareness and phonic decoding. Adapted from: (Tyner, 2012) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Reader’s/Writer’s Notebook
Time: 1 min Materials: Reader’s/Writer’s Notebook Activity: Set up Reader’s/Writer’s Notebook Trainer will model their process of setting up their own Reader’s/Writer’s Notebook. As a trainer, make the decision as to whatever is most time efficient on how to continue using the notebook throughout the training. It is not the intent of the training to make the reader’s/writer’s notebook time consuming. There are a number of ways to develop a reader’s/writer’s notebook. The notebook can be divided into sections - reading, reading like a writer, writing; flow by date; color code specific sections - quotes or words spoken, text excerpts, vocabulary words,etc. or even having two different notebooks or two sections of a binder. A reader’s/writer’s notebook does not have to be a composition notebook. The main reason for keeping a notebook is to review what good authors do to create an effective piece of writing. In this case - how authors create a setting. References: Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portmouth, NH: Heinemann (Bennett, 2007; Reif, 2014) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

1. What questions do you have about studying literature?
2. What does literacy instruction currently look like in your classroom? Time: 8 min Materials: Reader’s/Writer’s Notebook Activity: Reflection Ask participants to think about these questions and record the answers in their Reader’s/Writer’s Notebook. 1. What questions do you have about studying literature? 2. What does literacy instruction currently look like in your classroom? Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Reading Workshop Elements
Tools Reading/writing notebook Mentor texts Routines Anchor charts Structure Mini-lesson/Focus Uninterrupted reading and work time Conferencing Time to debrief Sharing Time: 7 min Materials: Reader’s/Writer’s Notebook Activity: Visual representation of time in the classroom This relates to Coherent Instructional Design (Instructional Approaches) Column 1 shows the structure of the workshop model; Column 2 shows the tools that could be used to implement and sustain the workshop model. Ask participants to create a visual representation in their notebook of how they allocate their class time during reading. This could be a pie chart, a bar graph, etc. They will be comparing it to the graph on the next slide. Point out to participants that this is the structure of Day 1. References: Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portsmouth, NH: Heinemann (Bennett, 2007; Reif, 2014) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Workshop Model (Bennett, 2007) Time: 5 min
Materials: Reader’s/Writer’s Notebook Activity: Comparisons This relates to Coherent Instructional Design (Instructional Approaches) The times in this graph are suggested ways to divide the time during class (scheduling) so that the majority of the time is allotted to student work. Mini-lessons may include read-aloud to students from an article, informational text or literature passage, reading/comprehension strategies, vocabulary focus, etc. This is teacher-led, whole group instruction. Work time (the majority of the instructional time) may include independent work time for students to practice/apply the mini- lesson, small group work (literature circles, literacy rotation stations etc.), conferences, and/or guided reading groups for intervention/remediation. Reporting time may include small group or whole group sharing of what was accomplished/learned during work time. Closure may be a reflective time for students to think about and articulate what they have learned. Sharing and closure may be combined into a single component. Teachers can use this time to monitor what the students have accomplished and inform the teacher’s next steps for instruction. Ask participants to compare their visual/allocation of time to this chart. Discuss with a neighbor. Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. For a student with a disability, the teacher may need to explicitly model acceptable behavior during the independent work time. Special education teachers will likely need clarification as to the importance of independent reading, the types of texts that should be available to support individual readers, and where independent reading fits in the schedule. (Bennett, 2007) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Index Card Response Is your life more like a story, drama, or poem?
Time: 15 min Materials: index cards, chart paper, markers Activity: Index Card Response or Journal Response Participants consider the question and jot down their thoughts on an index card or in their reader’s/writer’s notebook. Then participants move to a corresponding wall chart titled story, drama, or poem, and share their personal list with those in that group. The group creates a chart of the similar characteristics of what made them identify with story, drama, or poem to share with the whole group. After sharing with whole group, ask participants to return to their seats and reflect in their reader’s/writer’s notebook about how they could use this activity in their classrooms. As participants are journaling, create an anchor chart of characteristics of narrative texts by synthesizing the information from each group’s chart. Refer to Trainer’s Resources: TR 1 Slide 8 for Characteristics of Narrative Writing. Refer to this anchor chart throughout the day, as appropriate. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Choosing Texts Purpose/Focus Standards Complexity on Grade Level
Embedding other ELA Strands Range and quality across genres, diverse cultures, and centuries Time: min This relates to Coherent Instruction Design (sequence and alignment) Materials: H 2 - “To Build a Fire” (Participants WILL NOT READ the text at this time. It is for reference only.) Activity: Quick-write Explain to participants that the purpose of these two days of training is to show teachers a process by which to “drill down” to more specific elements of narrative for reading and writing. Although this process can be replicated using any component of genre and story elements regarding narrative, the focus for these two days of training will be to examine setting in narrative texts and to write narratives with an emphasis on setting. See TR 2 Slide 9 for a Think Aloud to show the process used to select “To Build a Fire” as the mentor text for Day 1. (National Council of Teachers of English, 2014) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Close Reading Annotation Text-dependent Questions (TDQs)
Time: 20 min This relates to Essential Elements of Instruction (text comprehension). Materials: H 3 - What is Close Reading (Shanahan blog) McGraw-Hill Education PreK-12 video: Douglas Fisher: Close Reading, Part 1 (Time - 1:15) Teaching Channel video: “Thinking Notes” (Time - 1:42) Activity: Create definitions for Close Reading, Annotations/annotating, and Text-Dependent Questions Now that the texts have been selected, think about tools that students will be using to deepen their comprehension of the text(s). “Close reading” and “text dependent-questions” are two terms that the standards document uses frequently. It is important that the participants have a solid understanding of how these terms are defined. Participants will consult three resources to synthesize a more complete understanding of these terms. Ask participants to read H 3 and watch the two videos in order to gather information/details needed to create their own definitions of close reading, TDQs, and annotations. While using these resources, participants should use their writing journal to make 2-column notes. In the left-hand column (input), participants collect information from the resources. In the right-hand column (output), participants process the information and write down their thoughts. McGraw-Hill Education PreK-12--Doug Fisher video on close reading (part 1): (Time--Start at :20 Stop at 1:35) Teaching Channel video: “Thinking Notes” [annotations] (Time--1:42 in length) Ask participants to review their notes from the resources and work in table groups to create a definition for each term. (Terms: close reading, annotation, TDQs) Share out. Closure: The presenter will debrief and create an anchor chart with the whole group. Resources: McGraw-Hill Education PreK-12. (2012, April 3). Douglas Fisher: Close reading and the CCSS, part 1 [Video file]. Retrieved from Shanahan, T. (2012, June 18). What is close reading? [Blog]. Retrieved from Teaching Channel. (2012, May 30). Thinking notes: A strategy to encourage close reading [Video file]. Retrieved from Annotation Text-dependent Questions (TDQs) McGraw-Hill Education PreK-12--Doug Fisher video Teaching Channel--“Thinking Notes” video (McGraw-Hill Education PreK-12, 2012; Shanahan, 2012; Teaching Channel, 2012) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Annotations What do you notice when reading?
What symbols or marks do you use? Multiple Ways to Annotate Write Beside Them pg 136 Read through a specific lens Time: 5-10 min Activity: Discussion Participants have defined “annotations” from previous article activity, but they will be using annotations as they read the selected text of the training in order to ensure that participants are gaining an understanding of how authors use setting. There are multiple ways to annotate--it isn’t about specific numbers of notes/marks but more about the purposes for reading and the tracking of participants’ thinking (refer back to the “Thinking Notes” video). Discuss and share out different ways to annotate (probing question--What did you do while reading the article from Shanahan?). Other annotation strategies--move away from simple highlighting: use of different marks for different components (question marks, stars, underline, circle, etc.), using different colors of highlighters, pencils, pens, etc. with each color being used for a different purpose. Write Beside Them-- have participants turn to pages What do the participants notice about the annotations that she makes? (If the trainer has Socratic Circles by Matt Copeland, there is another example of annotations on pages ) Annotate while reading through a specific lens. This will be the method of annotations that will be used during Day 1. Scaffolding will need to be planned and provided for struggling readers around annotations to make sure that the instruction meets individual student needs. Struggling students may need one-on-one or small group instruction in order to build this skill using a text that is more accessible to them. Struggling students could benefit from working with a peer on this activity. Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and high schools. Portland, ME: Steinhouse Publishers. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Modeling Close Reading and Annotation
“To Build A Fire” Paragraphs 1-3 Focus: Setting Time: 20 min Materials: H 2 - “To Build a Fire” Trainer’s Resources: TR 3 Slide 12 To Build a Fire annotations and notes Activity: Close Reading and Annotations Remind the participants that setting is the focus for this day, and they will look at sections of the text through that lens (setting). Point out that in many instances, students will have already read through the text before going back to closely read for specific purposes. Participants are not required to read through the entire short story during this training, as the pertinent paragraphs have already been identified ahead of time. Mini-lesson: 1. Model the annotation process with the first two paragraphs, thinking aloud while identifying and annotating information that relates to the setting. Participants should also be annotating their text as the trainer models the process. 2. Ask participants to help identify and annotate information that relates to setting in the third paragraph. The Trainer’s Resource: TR 3 Slide 12 is annotated and has notes that may be used as a reference, if needed. The Trainer’s Resource: TR 3 slide 12 will also be needed for slides The following links will take trainers to YouTube videos that model annotations/think alouds for each of the paragraphs and answers to the TDQs on slide 13 (these are lengthy, and are available FOR TRAINERS ONLY) Links to think-aloud videos: 1st reading—TDQ 1 2nd reading—TDQ 2 3rd reading—TDQ 3 Resources: Story has been adapted from: London, J. (1908). To build a fire [eBook]. Retrieved from Text adapted from London, J. (1908) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Text-Dependent Questions
After reading the first three paragraphs, how would you describe the setting of the story? What specific words does London use to develop the setting? Based on the setting, what does the author want the reader to infer about the man? Time: 10 min This refers to a crossover between Essential Elements (text comprehension) and Coherent Instructional Design (instructional approaches). Materials: H 2 - “To Build a Fire” H 4 - TDQs for the first reading Trainer’s Resources: TR 3 Slide 12 Activity: Answer TDQs using textual evidence The three questions on the slide are to be answered by using evidence from the first three paragraphs of “To Build a Fire” by Jack London. (Participants will learn more about how to create TDQs after participating in the Debrief Circle on Slide 16) Ask participants to answer questions on H4 (replicated on the slide). Remind them that they will return to the text to use their annotations in order answer the questions. There is a purpose for annotating. It helps readers focus on the key points of the text. Therefore, they do not have to reread the entire piece. See Trainer’s Resource: TR 3 Slide 12 for possible answers. (Page 1 of the document--Blue notes are for question 1, highlighted/green notes are for question 2, and red notes are for question 3) Point out that these questions fall into these categories: Question 1: What does the text say? Question 2: How does the text work? Question 3: What does the text mean? As a whole group, ask participants to discuss possible answers to the questions. This is to monitor comprehension. When working with students, keep in mind that struggling readers and students with disabilities will need much practice. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

TDQs In paragraph 11, why does the author stop the action and point out the changes in the creek? In paragraph 18, why did the author use the word imperative and not the word important? In paragraph 23, how does the setting affect the tone that the author uses? In paragraph 40, how does the author use setting to parallel the resolution? Time: 2 min Materials: H 5 - TDQs for Second Reading Review the questions from H 5 (replicated on the slide). These questions establish a more focused lens to use when annotating the remaining sections of the text. Rather than simply annotating what they notice, participants are now being asked to closely read and annotate the parts of the text that will help answer the questions. These questions are made available to the participants prior to next slide for the mini-lesson and guided practice in order to show how TDQs help establish a specific purpose for the close reading. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Modeling and Guided Practice: “To Build a Fire”
Time: 30 min Materials: H 2 - “To Build a Fire” (Particularly paragraphs 11, 18, 23, 40) H 5 - TDQs from TBAF Trainer’s Resources: TR 3 Slide 12; TR 4 Slide 15 Trainer should continue to refer to Trainer’s Resources: TR 3 Slide 12 to model close reading and annotations of the text. Trainer should refer to this Trainer’s Resources: TR 3 Slide 12 in order to summarize parts of the narrative between the paragraphs identified in the TDQs and to also locate possible answers to the TDQs. Modeling with a Think-Aloud Trainer should summarize what happened in paragraphs 4-10. Review the TDQ for paragraph 11. The trainer will model close reading by first asking himself/herself these questions: What do I notice about the setting in paragraph 11? (mark/annotate what stands out--what are the changes? Why would the author do that?) Discuss possible answers to the TDQ about paragraph 11 and ask participants to record their answer on H 5. Trainer should summarize what happened in paragraphs Review the TDQ for paragraph 18. Continue to model close reading by asking: What do I notice about the setting in paragraph 18? (mark/annotate what stands out--where is that word? What does it mean? How would the meaning change if the author used “important?”) Discuss answer to TDQ for paragraph 18 and ask participants to record their answer on H 5. Guided Practice: Ask participants to work in pairs Trainer summarizes what happened in paragraphs Review the TDQ for paragraph 23 and ask the participants the following questions: What do you notice about the setting in paragraph 23? Ask participants to annotate and share with one another what they found for TONE and write their answers on H 5. Possible answers: no wind, tree limbs full of snow, imperceptible agitation was sufficient to bring about disaster, snow capsizes from bough to bough, etc. The words and action help build a tone/sense of impending doom; once the fire had been “blotted out,” the snow covered any trace of the fire. The tone may be thought of as ominous, somber (more notes are included in the Trainer’s Resources: TR 3 Slide 12 and TR 4 Slide 15). Trainer summarizes what happened in paragraphs 24-39 Review the TDQ for paragraph 40 and ask participants the following questions: What do you notice about the setting in paragraph 40? What happened in the end? How was it described? Ask participants to annotate the text, discuss with their partner what they found, and write their answer on H5. Possible answers: brief day drew to a close, just like the man’s life; the twilight drew on, the man remained silent; stars in a cold sky, the man was cold in the snow (more notes are found in the Trainer’s Resource for Slide 12). Participants’ answers will be discussed/shared during the Debrief Circle of the following slide. Continue to read and annotate paragraphs 11, 18, 23, and 40 in order to answer text-dependent questions. Focus: Setting and how the author uses setting as an integral part of the story Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Debrief Circle (Teaching Channel, 2014; Zamora, n.n.)
Time: min Materials: H 5 - TDQs from “TBAF” H Reflection Teaching Channel video: “Debrief Circles” (Time - 2:22) Activity: Video/Debrief Circle Explain that students must have the opportunity to process, discuss, and reflect when learning a new concept or skill. Participants will process the close reading activities from “To Build a Fire” by taking part in a Debrief Circle. Ask participants to watch the video and examine the arrangement of students, the students’ behaviors, and the teacher’s role in the activity. Refer participants to H6 to establish a purpose for viewing. Video: After showing the video, allow participants to complete and discuss their “3-2-1 Reflection” (H6) with their table group. Then prepare participants for the Debrief Circle: Divide participants into two equal groups (one half will be the inside circle, the other half will be the outside circle ). Participants will need to take their annotated texts and TDQ answers from “TBAF” and arrange themselves in the assigned circle (make sure that the outer circle faces inward and the inner circle faces outward, and that every participant is looking directly at someone that they can talk to). Ask participants to discuss their answers to the first TDQ on H5 (allot 30 seconds-1 minute for the inner circle to talk first; after time is called, allot the same amount of time for the outer circle to share). Ask the outer circle to rotate clockwise to face the next participant in the inner circle (the inner circle remains stationary). Ask participants to discuss their answers to the second TDQ on H5. Repeat the process for the remaining TDQs. Rotate again and ask participants to discuss London’s craft in “To Build a Fire.” How did he write and use setting? How did it impact them as readers? To conclude the Debrief Circle, rotate the outer circle one final time and ask participants to discuss the Debrief Circle activity with their new partner. What did they think about it? Have they used a similar activity? How would this work in their classes? Ask participants to thank their partners for sharing their thoughts and then return to their seats. If training location or number of participants prevent you from using this activity, allow table groups to discuss their TDQ answers and evidence or use another discussion activity that you have used successfully in other trainings. The important part of this activity is that the participants are moving around and discussing their understanding/work with the text. Resources: Teaching Channel. (2014). Debrief circles [Video file]. Retrieved from Zamora, I. (n.d.). Inside outside circle [Illustration]. Retrieved from Debrief Circles video: (Teaching Channel, 2014; Zamora, n.n.) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Why Text-Dependent Questions?
More instructional time spent outside the text means less time inside the text. Departing from the text in classroom discussion privileges only those who already have experience with the topic. It is easier to talk about our experiences than to analyze the text--especially for students reluctant to engage with reading. Time: 3 min Now that participants have had some experience with using TDQs for close reading and annotating, they are ready to gain greater understanding about the purposes of writing TDQs. The trainer will share the information from the slide and discuss the following additional information: •In order to answer TDQs students must be able to maneuver through the text. This is achieved by experiencing regular practice with complex text and its academic language. Answering TDQs causes close reading and rereading. •Great text-dependent questions are key to building knowledge from content-rich text. Text-dependent questions will point students toward parts of the text most important to pay attention to. •Teachers can use questions to highlight and scaffold key knowledge and information from texts, and provide the necessary practice with complex text. The standards require experience within the text – building knowledge primarily through reading, using evidence that can only be found in text, and exposure to academic vocabulary found in those very texts. •For example, reading about tornadoes, then asking students to talk about a time when they were in a tornado only allows the students who have had this experience to engage. The expectations outlined in the standards are requirements for ALL students. By grounding the discussion in the text itself, all students are given an equal opportunity to engage. The text becomes a shared experience in learning about any topic. •As texts and reading becomes challenging – it’s easier for students to disengage with the text and go to what they know (or think they know, based on their experience.) Requiring students to persevere through difficult text builds critical reading muscles. •Those reading muscles are what students will need to be successful in college and career – reading difficult subject matter or technical job-related information without anybody to support them is the critical skill necessary for success. Goal of TDQs- the focus stays on the text with deeper thinking about the text. Resources: Student Achievement Partners (2016, February 29). Understanding text-dependent questions [PowerPoint presentation]. Retrieved from (Student Achievement Partners, 2016) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Text-Dependent Questions
can only be answered with evidence from the text. can be literal (checking for understanding) but must also involve analysis, synthesis, and evaluation. focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. focus on difficult portions of text in order to enhance reading proficiency. can also include prompts for writing and discussion questions. Time: 3 min The trainer should share the information from the slide. The information from the slide provides the criteria/characteristics of TDQs. It is important to understand these characteristics so that the participants are better able to create their own TDQs. The bulleted items below provide additional information the trainer may wish to share: •Questions are meant to point towards the most salient aspects of the text; questions are not meant to test the skill or strategy of the week. •TDQs should not require background knowledge (stores of background knowledge can be added to by collecting the evidence from the text to further build knowledge, or can be tapped into to make meaning of the text.) •Questions that involve analysis, synthesis, evaluation actually point towards the most difficult parts of text. Literal questions do not. •TDQs will drive the standards in the classroom if questions are asked about words, sentences, paragraphs, big ideas, themes, relationships, etc. •TDQs are an opportunity to address the academic (tier two) vocabulary and syntax that are features of complex text – the features that make text difficult for students. Resources: Student Achievement Partners. (2016, February 29). Understanding text-dependent questions [PowerPoint presentation]. Retrieved from (Student Achievement Partners, 2016) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

TDQ and DoK Relationship
Time: 10 min Materials: Reader’s/Writer’s Notebook H 4 - TDQs for “To Build a Fire” paragraphs 1-3 (for reference) H 5 - TDQs for “To Build a Fire” paragraphs 11, 18, 23, 40 (for reference) H 7 - TDQs with Evidence H 8 - TDQ question stems TR 5 for Slide 19: Graphic and notes about the slide TR 6 for Slide 19 for possible talking points from video. McGraw-Hill Education PreK-12 video: Douglas Fisher: Close Reading, Part 2 Activity: Video Reflection and Talking Points Analyses/Comparisons of TDQs Video: (Time--3:00) Ask participants to take notes in their reader’s/writer’s notebook as they watch the video where Doug Fisher explains his thoughts about close reading and text-dependent questions. What are some talking points from the video? Discuss in small groups or as a whole group. See Trainer’s Resources: TR 5 slide 19 for possible talking points from video. After the discussing talking the talking points from the video, bring the participants’ attention to the graphics on the slide. Explain that when teachers are constructing TDQs, the questions should align with the standards and progress through the standards in a way that gradually increases the cognitive demands of the students. TDQs are designed to help students maneuver through complex text, think more critically/analytically, and improve comprehension. If we ask TDQs in order to move through the text, there is a correlation between the kind of TDQs being asked and the depth of knowledge a student gains. For example, asking a TDQ that is related to text structure requires the student to think strategically, which increases the depth of knowledge. So, in essence, a teacher could almost draw connecting lines from the TDQ image across to the DoK image. Ask participants to look at their TDQ handouts (H 4 and H 5) from “To Build a Fire.” Allow time to compare the questions in H 4 and H 5 to examples and question stems in H 7 and H 8. Note the progression of questions. Turn and talk: How did these text-dependent questions for “To Build a Fire” help the participants better understand setting? Share out. See Trainer’s Resources Slide 19 for additional resources. Video: Fisher & Frey, 2012, 2015; McGraw-Hill Education PreK-12, 2012) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Reflection Close Reading & Annotations Chose a text based on standards
Established a purpose for reading Read excerpts related to purpose Annotated with specific lens Text-Dependent Questions What does the text say? How does the text work? What does the text mean? Time: 10 min Materials: Trainers create chart with questions. Activity: 4-Square reflection Trainer will post a chart of the questions. Ask participants to divide a page in their reader’s/writer’s notebook into four squares and reflect on the following questions: Square 1: How is selection of text that we closely read and annotate important, and when might students not be required to closely read and annotate entire pieces? Square 2: How did the text-dependent questions build from the standards and deepen the participant’s comprehension of author’s craft? Square 3: How does this process (close reading, annotations, TDQs) compare to the participant’s current practices? Square 4: Additional thoughts/questions. Share with a partner References: Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portsmouth, NH: Heinemann Bennett, 2007; Reif, 2014 Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

“All Summer in a Day” “The Landlady”
Reading of the Texts “All Summer in a Day” “The Landlady” Time: min Materials: H 9 - “All Summer in a Day” H 10 - “The Landlady” Activity: Independent Reading Allow participants time to read the two short stories in order to decide which text they want to use for the rest of the day - the decision will be made after lunch. It is important that the participants read the stories in their entirety before going to lunch so that the remainder of the day can be used to apply the process learned during the morning. This is a good place to stop for LUNCH. Rationale for text selection: Quantitative measures: “All Summer in a Day”-- Lexile 840; “The Landlady”--Lexile 1030. Qualitative measures [of “more challenging literary narratives]: Purpose/levels of meaning include literal, inferential, and interpretive levels of meaning; structure may offer deep insights into motive/conflict and subtle conflict may be internal or external; consistently use somewhat challenging figurative language; may depict abstract ideas/concepts essential to understanding the text. Reader and Task considerations: Readers can read inferential, interpretive, and literal texts; readers can handle somewhat challenging themes and subject matter with some maturity and objectivity; readers can relate to experiences somewhat different from their own; readers can use cultural or literary schema to some extent; readers can make connections between texts to enhance comprehension. Resources: Bradbury, R. (1954). All summer in a day [PDF]. Retrieved from Dahl, R. (1959). The landlady [PDF]. Retrieved from Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Application of the Process
Text Selection: when considering “All Summer in a Day” and “The Landlady” which of the two texts do you feel best lends itself to the focus standard and purpose? Using your chosen text, read closely and annotate the sections of the text that relate to the focus/purpose. Create Text-dependent questions that could help your students read closely and comprehend the text more fully. Time: min Materials: H 7 - TDQ questions with evidence document H 8 - TDQ question stems H 9 - “All Summer in a Day” H 10 - “The Landlady” H 11 - Blank TDQ document Trainer’s Resources TR 7, TR 8 , TR 9 for Slide 22 Activity: Analyze and create TDQs for the selected text Participants will now be asked to replicate the process they experienced during the first half of this training: selecting a text, close reading, annotating, and developing TDQs. Text selection in relation to the standard/purpose is the first step in the process. As a whole group, discuss and decide which text will be the best to use for close reading, annotations, and TDQs. Remember that the focus for the day is setting. With a partner or independently, revisit the text through the lens of setting. Closely read and annotate “chunks” that relate to the standard/purpose--how the author established the setting and used the setting to develop other story elements or literary components. After annotating the text, ask participants to think about what they need to ask their students in order to guide the students’ close reading and deeper understanding of the text. Refer to the TDQ handouts (H 7 and H 8) and create TDQs that refer to what the text says, how the text works, and what the text means (explain that these TDQs will be used for the Socratic seminar). Although the participants will be annotating the texts and creating TDQs on their own, the TR 7 and TR 8 for Slide 22 provide the trainer with possible annotations and TDQs (TR 9 for Slide 22). If the group cannot come to a consensus about which text to use, the participants can be divided into two groups so that each person gets to work with his or her text of choice. In this case, the Socratic circle will be arranged so that the inner circle will be determined by the story that the group chose to use. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Socratic Seminar Walker Middle School Socratic Seminar:
Time: 40 min Materials: H 11 - Participant-created TDQs H 12 - Socratic Seminar rubric H 13 - Socratic Seminar individual evaluation H 14 - Socratic Seminar evaluation Trainer’s Resources: TR 10 for slide 23 Jennifer Madland video: “Walker Middle School Socratic Seminar” (Time--4:30) Activity: Socratic Seminar Depending on how the participants determined which text to use, the inner circle could be the participants who selected “All Summer in a Day,” and the outer circle could be the participants who selected “The Landlady” (or vice versa). If all of the participants selected the same text, divide the participants evenly into two groups to create the inner circle and outer circle. Review the rubric (H12) to establish expectations for the Socratic Seminar Show video This video illustrates a Socratic Circle. The circle begins with students working with a partner to plan what parts of the text each person wants to discuss. Partner A is in the inner circle to discuss first. The circle includes a fireseat which enables anyone outside the circle to be able to participate in the discussion. (if a person has a burning question) Then partner B moves to the inner circle to discuss the text. As participants watch the video, they may refer to the rubric (H 12) and make notes about the process. This mini-task works well after students have had an opportunity to closely read a text or paired texts and/or studied background information about the text(s). A socratic seminar needs pre-class preparation time and a review of appropriate discussion procedures. Participants have already completed Steps 1 and 2. Activity: 1. Read text(s) closely to provide whole class with depth of understanding (prior to class). 2. Provide participants with time to draft questions that address higher level “how” and “why” levels of thinking. (H11) 3. Create two groups of discussion participants: A) Inner circle speakers, B) Outer circle observers. Refer to Trainer’s Resources: TR 10 for Slide 23 for procedure. 4. Allow time for mid-point switch in roles so every student has an opportunity as both speaker and observer. 5. At the close of discussion, both speakers and observers should answer the following reflection question: How did the Socratic Seminar affect my thinking? 6. Complete H 13 and H 14. 7. Discuss the impact of Socratic seminars on students’ comprehension. Resources: Madland, J. (2012). Walker Middle School Socratic seminar [Video file]. Retrieved from Serrano, M. (2011). Soc sem observation assessment tools [1]. pdf [PDF]. Retrieved from Stuart pepper Middle School & Butler Traditional High School. (n.d.). Socratic seminar [Webpage]. Retrieved from Walker Middle School Socratic Seminar: (Madland, 2012; Serrano, 2011; Stuart Pepper Middle School & Butler Traditional High School, n.d.) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Time: 1 min The purpose of this segment is to show participants how they can increase students’ word knowledge and select vocabulary for explicit instruction based on texts and/or themes. It is important to think of the coherent instructional design when approaching vocabulary instruction as opposed to teaching vocabulary in isolation. Vocabulary is the connecting link between decoding and comprehension. “Knowing a word in the fullest sense goes beyond simply being able to define it or getting some basic meaning for the word from context, instead it means being able to discuss, elaborate and demonstrate the meaning of the word in multiple contexts in which the word occurs.” Research supports the use of instruction that encourages students to make associations and accommodations to their experiences and provides varied opportunities for students to practice, apply, and discuss their word knowledge as a means for students to learn and retain new vocabulary. Resources: Nichols, W.D., & Rupley, W.H. (2004). Matching instructional design with vocabulary instruction. Reading Horizons, 45(1), Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Wintry Vocabulary Time: 5-10 min Materials: H 2- “To Build a Fire”
H 15- Portable Word Wall Reader’s/Writer’s Notebook Activity: “Scholar and Scribe” Ask participants to partner with one another. Within each pair, the two participants will decide who will be Partner A (Scholar) and who will be Partner B (Scribe). For 1 minute, the scholar names all the terms that come to mind regarding winter or cold (whatever the focus may be), and the scribe records them in the appropriate boxes on the Portable Word Wall document. When time is called, switch roles so that the scholar becomes the scribe and vise versa. For 1 minute, the new scholar (Partner B) names additional terms related to the topic, and the new scribe (Partner A) records the terms on the Portable Word Wall document. Share out with whole group and allow other pairs to add to their portable word wall. The purpose of activity is to tap students’ background knowledge, add to their personal vocabulary, and create a resource for their writing (if they write about a cold or wintry time). After the activity, ask participants to return to “To Build a Fire” to identify additional vocabulary associated with winter or different ways to say “cold” that could be added to the Portable Word Wall document. After completing the activity, participants will use their reader’s/writer’s notebook to reflect on how they could use the portable word wall with their students. If participants do not bring it out--be sure to point out the layering of background knowledge [scholar and scribe] and textual vocabulary. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

jowl Time: 2 min The jowl is mentioned in the text to describe the dogs which are a part of the setting. If readers were to draw the details described by the author, everything that is described is part of the setting. Therefore, jowl is a specific word choice which relates to the author’s style. There are many ways to present vocabulary to students if there is access to multimedia. Incorporating visuals into vocabulary instruction helps students to better remember the word. This strategy is also helpful for ELLs. ELLs can benefit when teachers give them opportunities to move beyond their stylistic comfort zone through the use of visual aids. However, they may feel uncomfortable initially. Whereas, visual learners can benefit from visual stimuli such as pictures, books, videos, charts, posters, and so on because they benefit from being shown rather than told, while analytic learners can benefit from these activities that involve understanding and improve their accuracy (Allen & Marquez, 2011). Explicit vocabulary instruction is addressed in Module Two - Word Study/Vocabulary. “The most important reason for different perception of a visual aid is because each student has a different cultural background and past experience. Therefore, one picture can be presented and internalized by different people in different ways. Furthermore, using visual aids can increase the learners’ understanding and retention level” (Allen & Marquez, 2011, p.4). Online vocabulary resources like Visuwords present relationships between words while displaying many related words and even while reading words aloud; they can also present pictures, provide vocabulary questions, and show grammatical and root information. Using pictures, graphics, or charts is an effective strategy for special education students and ELLs. Resources: Allen, K. & Marquez, A. (2011). Teaching vocabulary with visual aids [PDF]. Journal of Kao Ying Industrial & Commercial Vocational High School Retrieved from The frozen moisture of its breathing had settled on its fur in a fine powder of frost, and especially were its jowls, muzzle, and eyelashes whitened by its crystalled breath. jowl - Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

(Beck, McKeown, & Kucan, 2013) Time: 10 min
Studies indicate that teachers only spend between 3-20% of instructional time on vocabulary development (Watts, 1995; Blanton & Moorman, 1990; Blachowicz, 1987; Durkin, ). vocabulary-learning “The first tier consists of the most basic words...These are the the words that typically appear in oral conversations, and so children are exposed to them at high frequency from a very early age... The second tier contains words that are of high utility for mature language users and are found across a variety of domains...Because of the large role Tier Two words play in a language user’s repertoire, rich knowledge of words in the second tier can have a powerful impact on verbal functioning. Thus, instruction directed toward Tier Two words can be most productive...The third tier--this set of words has a frequency of use that is quite low and often limited to specific topics and domains” (Beck, 2013, p. 9). See Trainer’s Resources – TR 11 for Slide 27 Resources: Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life (2nd ed.). New York, NY: The Guilford Press. Note. Tiered vocabulary [graphic]. Adapted from Bringing words to life (2nd ed.). New York: Guilford Press. Copyright 2013 by Guilford Press. (Beck, McKeown, & Kucan, 2013) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Tier Two “It was a clear day, and yet there seemed an intangible pall over the face of things, a subtle gloom that made the day dark, and that was due to the absence of sun. “ Time: 3 min Beck’s Tier Two vocabulary Tier Two words are high-frequency words that may not occur a lot in everyday spoken language, but students may encounter them frequently in their reading. — coincidence, abundant, absurd, industrious — and thus instruction in these words can add productively to an individual's language ability. Some criteria for identifying Tier Two words: Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains. Instructional potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts. Conceptual Understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept. Example: The dialogue had a subtle tone of disagreement. I decided to review a deceptively subtle episode which seems slight on the surface, but actually contains many key themes and moments. The subtle interplay of everything involved in nutrition is vastly more complex than our minds are able to handle. The artist enjoyed the subtle nuances of the changing light. The article was subtle about the comedy of Arthur Lucan and Kitty McShane. To be a philosopher is not merely to have subtle thoughts, nor even to found a school, but so to love wisdom as to live according to its dictates, a life of simplicity, independence, magnanimity, and trust. I sometimes wonder that we can be so frivolous, I may almost say, as to attend to the gross but somewhat foreign form of servitude called Negro Slavery, there are so many keen and subtle masters that enslave both North and South. Resources: Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: The Guilford Press. London, J. (1908). To build a fire [eBook]. Retrieved from (London, 1908) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Tier Three “Day had broken cold and gray, exceedingly cold and gray, when the man turned aside from the main Yukon trail and climbed the high earth-bank, where a dim and little-travelled trail led eastward through the fat spruce timberland. It was a steep bank, and he paused for breath at the top, excusing the act to himself by looking at his watch.” Time: 5 min Tier Three words occur in specific disciplines such as ELA, science, history, mathematics, and the arts - terms such as rectilinear, potentate, and mercantilism represent abstract or technical concepts about which students often have little background knowledge. The word earth-bank may be thought of as a Tier Three word because it applies to a specific type of topography; however, it is relevant to this piece and this lesson because it helps the reader to visualize the setting. How will learning Tier Three words impact what you want your students to get out of this specific reading? See Trainer’s Resources: TR 12 slide 29 for examples of words from TBAF for each tier. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Deciding Which Words to Teach
Tier Three - essential vocabulary or high utility words Tier Two - surface knowledge; words for which students need a basic understanding; Tier One - words that are not essential to either lesson goals or passage; words students already know Time: 20 min Materials: H 9 - “All Summer in a Day” H 10 - “The Landlady” Model word selection from “To Build a Fire,” but do not put words in categories until participants have created their lists. Activity: Ask participants to consider this three-level framework when deciding which words to teach. Model putting words from “To Build a Fire” into the three-column chart. Ask participants to use chart paper to create the three-level framework (three columns with the headings (Tier One, Tier Two, Tier Three.) As a group, place the words from their group list in the appropriate categories on the chart. Discuss whether the selected words are Tier One, Tier Two or Tier Three words and why. Why wouldn’t Tier One words need to be taught? How would knowing Tier Two and Tier III words help students with comprehension? Ask participants to work in their small groups (determined by text choice) create a list of vocabulary words from the text that they would teach. After groups have created a list of words, click to show bulleted items on the slide. Discuss each item after it flies in. See Trainer’s Resources: TR 12 slide 29 for a LIST of WORDS you may use for modeling, or select your own from the text as well as additional information on evaluating words for instruction. Because the focus of this training is on setting, specific words that address setting are referred to as Tier Three words. These words relate to geographic location and may therefore be considered content related. Knowing these words will help the reader to better understand the setting for this particular story. However, when we think about Tier Three words in an ELA classroom we want to consider the author’s style - how words with connotative meanings, figurative language, and sensory imagery are used. Studying the way an author crafts a text also helps a writer when he/she creates his/her own work. Explain to participants that it is not important for students to distinguish between Tier Two and Tier Three words. The point of identifying the tiers is to make teachers aware of academic vocabulary and domain-specific vocabulary in their instruction. If vocabulary will be pre-taught before the students read the text, it would be beneficial to struggling readers to have a copy of the words and student-created (or teacher-created) definitions of the vocabulary at their desks. Resources: Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life. New York, NY: The Guilford Press. Templeton, S., Bear, D. B., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D. R., Helman, L., & Hayes, L. (2015). Vocabulary their way: Word study with middle secondary students (2nd Ed.). Boston, MA: Pearson. Beck et al., 2013; Templeton, Bear, Invenizzi, Johnston, Flanigan, Townsend, Helman, & Hays, 2015) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Reading Workshop Elements
Structure Mini-lesson/Focus Uninterrupted reading and work time Conferencing Time to debrief Sharing Tools Reading/writing notebook Mentor texts Routines Anchor charts Time: 2 min Review the activities of the day: Trainer and participants selected texts through analysis of texts for purpose/focus, level of complexity, embedding other ELA standards, range and quality across genres). Trainer modeled and presented mini-lessons of close reading and annotations with TDQs and vocabulary/word choice. Participants worked independently and with groups to read texts, annotate, and develop TDQs (“conferences” came about through the discussions and modeling). Participants shared their learning and understanding through the Debrief Circle and Socratic Circle. Tools used: Reading/writing notebook Mentor texts (“To Build a Fire,” All Summer in a Day,” and “The Landlady”) Routines for workshop model/discussions Anchor charts for characteristics of narrative writing, etc. References: Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portsmouth, NH: Heinemann Bennett, 2007; Reif, 2014 Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Charlotte Danielson’s Smartcard
Time: 2 min Materials: Reader’s/Writer’s Notebook Activity: Reflect on PGPs and TESS connections This refers to the Coherent Instructional Design component (reflective teaching), and is also the “reflection/share” part of the workshop model. Activity: Ask participants to reflect in their journals: How does today’s training align with their PGPs? [This is for participants.] Possible connections to TESS: Domain 1: Planning and Preparation 1a-Demonstrating knowledge of content and pedagogy 1b-Demonstrating knowledge of students 1c-Setting instructional outcomes 1d-Demonstrating knowledge of resources 1e-Designing coherent instruction 1f-Designing student assessments Domain 2: The Classroom Environment 2c-Managing classroom procedures Domain 3: Instruction 3a-Communicating with students 3b-Using questioning and discussion techniques 3c-Engaging students in learning 3d-Using assessment in instruction 3e-Demonstrating flexibility and responsiveness Domain 4: Professional responsibilities 4a-Reflecting on teaching Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Why Read? http://www.youtube.com/watch?v=xThol-ydwco
Time: 5 min Materials: H 16 Diamond Reflection Activity: Reflection Ask participants to think about the importance of reading in their lives. Close with this video. Ask participants to complete and turn in Diamond Reflection exit ticket. (This is for trainers.) If trainers are running short on time, play the video while participants are completing the Diamond Reflection sheet. Resources: Fagan, T. & Holley, N. (2008) The importance of reading [Video file]. Retrieved from (Fagan & Holley, 2008) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Narrative Writing ICLF Module 4
Time: 1 min Participant’s Materials: Reader’s/Writer’s Notebook (Journal) PowerPoint for Module 4 Pens, pencils, highlighters, sticky notes Write Beside Them, Penny Kittle All resources available on Livebinder link (Password: Literacy) Materials: Journal (Reader’s/Writer’s Notebook) Pens, pencils, highlighters, sticky notes, index cards, chart markers, chart paper (3 charts for icebreaker) Write Beside Them DVD/online resource (directions for accessing online resources are found on page 15 of WBT) Chart from Reading Narrative day, ‘Narrative Elements’ Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Day 2 Objectives Critically analyze works from other authors to develop a writing style. Identify the “conditions” writers need in order to be productive. Examine the processes that writers use during production and distribution of writing. Apply the characteristics of narrative writing to your own writing. Time: 2 min Share outcomes for the day with participants. Explain to participants that the majority of the morning will be spent in an experiential learning environment, where as participants they will act as students, or writers themselves. For the remaining portion of the day, they will be reflecting on what they experienced as writers today, and then planning for what their writing instruction might look like when they teach in their own classrooms. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Reader’s/Writer’s Notebook
Time: 1 min There are a number of ways to develop a reader’s/writer’s notebook. The notebook can be divided into sections - reading, reading like a writer, writing; flow by date; color code specific sections - quotes or words spoken, text excerpts, vocabulary words,etc. or even having two different notebooks or two sections of a binder. A reader’s/writer’s notebook does not have to be a composition notebook. The main reason for keeping a notebook is to review what good authors do to create an effective piece of writing. In this case - how authors create a setting. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Draw your hand... Time: 10 min Materials: Writer’s notebook
Activity: Icebreaker - High Five Purpose: To begin conversations about the top 5 characteristics/properties that a writer needs to be successful Directions for the activity are on the next slide. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

From your perspective as a writer, answer the questions for each finger.
Thumb - What is the most integral aspect of your writing process? Index finger - In your opinion, what aspect of writing best leads to readers’ understanding (points out meaning)? Middle finger - What frustrates you as a writer? Ring finger - As a writer, what are you ‘married’ to? Pinky - How do you find play in writing? Directions on slide Closure: The point of this activity is to establish a community of writers among the participants. The resource that will be used today is the text Write Beside Them by Penny Kittle. Penny states that story binds people together as human beings. There’s power in creating stories and listening to the messy particulars or living revealed on the page (p. 102 from WBT). Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

“If you want better writers, all the power lies within you.”
Write Beside Them, pg. 2 Time: 7 min Materials: Write Beside Them Activity: Read, Highlight, Annotate and Chart -Have participants read, silently, pages 2-5 in Write Beside Them, and ask them to highlight/underline and annotate as they read. -Ask participants to share some of the things they underlined, highlighted, or questioned with a partner; then whole group. Chart their ideas as they share. If participants do not mention the following points, bring them out during the discussion: On page 2, last paragraph – “It’s all about teaching.” Page 3, last sentence of paragraph 2 and following – “We have to focus on the process of writing and help students discover its power to improve their work. Writing is the ‘neglected R’ according to the National Writing Panel Report (CEEB 2003) Our students are not writing well, not writing enough. I see my colleagues scrambling to get students to write and revise, and revise, and frankly, to care. But despair creeps upon teachers like water advances on the sand. Why aren’t students motivated? Why won’t they revise? How come after all the time I put into commenting on that papers, he just turns to the last page to find the grade? If you ask them, they’ll tell you. We aren’t tapping into their passions.” Page 4, bottom paragraph – “I've heard lots of ideas on how to teach writing, seen plenty of curriculum guides and model writing units to transplant the copy machine but for all of those experts, I’m still the one who knows our students best.” Page 5, last sentence in paragraph – “Each day I need to get a little closer to what my students need.” Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Three Questions to Consider...
1. Do you consider yourself to be a writer? 2. Do you think you should write alongside your students? 3. Do you think it is important to model writing with your students? Write Beside Them, pp. 8-10 Time: 20 min Materials: Writer’s Notebook Write Beside Them Video clip from Write Beside Them, “Elements of Writing Workshop, Day 1” Activity 1: Highlighting, Annotating Read the three questions aloud to the participants, ask participants to turn in their reader’s/writer’s notebook, and respond to the three questions. If they would like, they can turn and talk with a neighbor about their response. After participants read, annotate, and have time to discuss, ask them to go to pages 8-10 in Write Beside Them and highlight the following sentences/passages: Page 8, 3rd paragraph – “I believe that the only way I’m going to be able to teach writing tomorrow is because I did it today…it’s essential to your work as a teacher of writing.” Page 8-9, 4th paragraph (and all 3 numbered reasons for not writing) – “You are the most important writer…reasons: 1. I wasn’t a writer…2. I couldn’t see how…3. I didn’t understand what” Page 9, all three reasons – “1. I wasn’t supposed…2. All of those authors…3. Doing the writing…each day.” 2. Ask participants to stop a minute and process what they read. Ask them to think about their responses to the questions and see if they can relate. Turn and talk to a partner about p Then take them to Page 10, 2nd paragraph – “I believe writing…any better than that.” Activity 2: Video and Discussion Video Clip - (Video Time: 11:00) If using DVD: Select “Elements of a Writing Workshop” from the menu. Select “Day 1.” If using Online Resource: (directions for accessing online resources on Page 15): Under the tab labeled “Elements of a Writing Workshop,” select the link titled “Day 1.” Share video clip from Write Beside Them, “Elements of Writing Workshop, Day 1.” Tell participants to pay attention to the language Penny Kittle uses. After viewing the video, discuss with participants what they noticed about how Penny Kittle begins the first day of writing instruction. Participants are welcome to write in their journals or book (WBT) while watching the video, or spend a couple of minutes writing/discussing the information from the video with a partner before the discussion. Based on the video and the reading from pages 8-10, how does Penny Kittle create an environment that writers need to be productive? Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Distribution of Communicative Purposes by Grade in the NAEP Writing Framework
To Persuade To Explain To Convey Experience 4 30% 35% 8 12 40% 20% Time: 2 min NAEP (National Assessment of Education Progress) outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP’s shifting emphases: standards for grades 6-8 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts. It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. References: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Standards Identify standards Draft of ELA Standards
Time: 10 min The first step in creating a writing lesson is to pick the standards that will be taught. The standard for this training is writing narrative. Ask participants to think to the characteristics of narrative from icebreaker activity. From those characteristics, what would student writing samples need to include to demonstrate those characteristics. Then decide what success for students looks like when the standards are met. Evidence to meet the standard includes some of the characteristics found in a narrative, such as setting, plot, characters, dialogue, flashbacks, chronological order, etc. Take specialists to ELA standards which are up for public comment. After the new standards are released, specialists can take participants to the new standards. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

A Sample Daily Schedule
Introduce the daily agenda: the big idea of what we’re learning and how it connects to our current study (2 minutes) Mini-lessons: (15 minutes on 1 of the following) Studying mentor texts My process in the genre we’re studying Rehearsal, revision, and rereading Grammar and sentence structure work Writing Workshop: independent work time (30-35 minutes) Closing: sharing best lines (3 minutes) Time: 20 min Materials: Write Beside Them, highlighters, pens/pencils Activity: Daily Schedule Jigsaw Purpose: Participants will gain a solid understanding of the elements of the writing workshop and the daily schedule. The volume of reading will be divided among 6 sections: Introduction, reading, and parent book talks (pp ) Quick Writes, chapter 5 (pp ) Mini-lessons, reading and thinking like writers and my process in genre (pp 73-78) Mini-lessons, rehearsal, rereading and revision (pp ) Grammar and Sentence Structure, chapter 11 (pp ) Workshop time, room setup, conferring, conditions (pp ) Directions: Divide participants into 6 groups and show them where in the text they will be reading. Ask them to highlight, write, and annotate the text while reading for new and interesting information and things they may have questions about. Ask them to talk with their group, about their annotations, and clarify their understanding. Formulate 6 new groups with one member from each of the initial 6 groups. Ask participants to take turns sharing about their section from the book. Have other group members highlight and underline in the corresponding sections, while the group member is sharing. After all groups have shared, ask the participants to reflect on the daily schedule and see how the schedule can help create the “conditions that a writer needs to be productive” and allow for a “process a writer needs to create writing”. Share this sample daily schedule with participants found on page 70 from Write Beside Them. The idea is not that these time frames are adhered to rigidly, but that as much time is provided for independent writing as for all other parts combined. Students need a chance to write everyday, so if this schedule has to be modified to fit into two back-to-back days, they simply need a chance to write on both of those days. Back-to-back days of writing instruction is critical. Students don’t need gaps in their thinking beyond a night’s rest. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Workshop Model (Bennett, 2007) Time: 5 min
This relates to Coherent Instructional Design (Instructional Approaches) These times are suggested ways to divide the time during class (scheduling) so that the majority of the time is allotted to student work. Mini-lessons may include read-aloud to students from an article, informational text or literature passage, reading/comprehension strategies, vocabulary focus, etc. This is teacher-led, whole group instruction. Work time (the majority of the instructional time) may include independent work time for students to practice/apply the mini- lesson, small group work, conferences, and/or guided reading groups for intervention/remediation. Reporting time may include small group or whole group sharing of what was accomplished/learned during work time. Closure may be a reflective time for students to think about and articulate what they have learned. Sharing and closure may be combined into a single component. Teachers can use this time to monitor what the students have accomplished and inform the teacher’s next steps for instruction. For a student with a disability, the teacher may need to explicitly model acceptable behavior during the independent work time. Special education teachers will likely need clarification as to the importance of independent reading as well as where it fits in the schedule. Citation: Adapted from Samantha Bennett’s That Workshop Book approach to a classroom structure. (Bennett, 2007) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Writing Workshop Elements
Structure Mini-lesson/Focus Small group Independent practice Writing/researching Conferencing Time to debrief Sharing Tools Reading/writing notebook Mentor texts Routines Anchor charts Time: 5 min Module 1 addressed the different approaches to classroom instruction. The graph on the previous slide illustrates Samantha Bennett’s That Workshop Book approach to a classroom structure. Hook or Opening Structure: Set the purpose for the day and assess students’ background knowledge. Mini Lesson: Set the purpose, build the “need to know,” and show students how to do the tasks for the work time. This may include modeling, think-aloud, mini-lecture, demonstration, etc. short, focused, targeted Work time: Students read, write, and/or talk to make meaning. Students practice the skill, complete the task, etc. modeled in the mini lesson (depends on project/ product goal and focus on building or demonstrating understanding, etc.) Teacher confers with individuals and small groups to gauge understanding and differentiate instruction. Catch (optional, use as needed): Teacher pulls the group back together, adding another layer of instruction, if during work time the teacher notices that student stamina is beginning to wane, that students complete the task in the mini-lesson, or that students are showing patterns of brilliance or of confusion that the teacher wants to address with the entire group. This is quick. Debrief: Students share understanding, thinking, and /or task accomplished during the work time. Teacher labels and/or holds thinking to use for future teaching and learning and builds momentum for the next work time or class. Ask participants to turn and talk to answer the following questions: How is your classroom structured? How do you balance time between reading and writing? References: Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portsmouth, NH: Heinemann Bennett, 2007; Reif, 2014 Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Big Idea: Setting (Introduce the Daily Agenda)
How do published authors utilize setting in their writing to convey their message? How do writers use language to convey ideas? What conditions are conducive to writing? Time: 5 min Activity: Establish the Big Idea This is the first part of Penny Kittle’s Daily Schedule from slide 43. You might want to tell participants that, for some of them, this is similar to an essential question, that they might post in their classroom and share with students at the beginning of class. Today’s learning will be focused on writing a narrative with setting based on real or imagined experiences. Participants will study ways published authors, peers, and teachers utilize place or setting in their writing to get their message across to the reader. Participants will also learn how purposeful craft can connect current pieces of writing from several places to their own lives. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Mini-Lesson: Awakening the Heart
Time: 15 min Materials: Reader’s/Writer’s notebook and pencil/pen, Optional background music: Turning Home by David Nail, Thankful, by Josh Groban, Home by Daughtry, Looking Out My Back Door by CCR, I’ve Been Everywhere by Johnny Cash, or other songs with lyrics about home and/or being thankful for the places and people in our lives. Activity: Awakening the Heart (more information on pp in Write Beside Them) Purpose: This type of writing to learn activity is a way to generate ideas for future writing. Module 4 focuses on narrative writing. As a result, participants will begin with stories using memories that are dear to them. The focus will also be on place or setting. The next slide will explain more about the Writer’s Notebook to participants. This is just a writing activity to get them started. A Writer’s Notebook for students can be used outside the classroom. Directions: Trainer will model how to complete this brainstorming/writing activity for participants. Begin with your own heart map from your journal. You may want to have already listed some places on your heart map, prior to the model, and share why you included these places on the map with participants. Then add a few places to both sections on your heart- the middle and the outer edge. Talk through this with participants, spending only a couple of minutes explaining why you are adding each place to your heart. *The following steps will be what you will ask your participants to do during this activity, when they are working in their reader’s/writer’s notebook independently. Brainstorm the way memories closest to your heart shape who you are. Focus the brainstorming on places you’ve visited, lived, or places you've always wanted to visit. Draw a large heart on a page in your notebook and fill it with memories/places that live in your heart. Put the most important memories/places at the center of the heart—the ones you'll never forget. Put those you would rather forget along the outer edge. After completing your heart, choose one or two places that you would like to share with a partner. Spend a few minutes sharing. Closure: Tell participants that you are asking them to begin brainstorming topics for writing. This activity is a way to begin to get them to remember some of the places from their hearts that could spark a topic for a piece of writing: a story. Read this quote to them, “All writing that soars begins with something to say. It doesn’t begin with an assignment. It doesn’t begin with a rubric or a grade but with something the writer feels is important and wants to work out by naming and exploring it in writing. It begins with something you might believe you can’t do.” (pg. 19, WBT) Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (Kittle, 2008) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Memory Mapping (Kittle, 2008) Time: 20 min
Materials: Reader’s/Writer’s Notebook Activity: Memory Map (information for trainer can be found in WBT, Chapter 7) Purpose: One way to help writers think of vivid details about their memories is to sketch or draw what they remember. This is another way to get writers to show, not tell. Directions: Model this example of a memory-map. Have participants take a new page in their Writer’s Notebook, draw or sketch a map of a place from their Heart map. The purpose of this activity is to gain more detail and clarity from their memories of these places. Share the map with a partner. Participants should write independently about a place in their Heart map. As participants begin to write about the details of the place they have chosen from their heart map, encourage them to consider the five senses. A character’s perception of setting will influence and be influenced by the senses. Different sensory inputs evoke different reactions. “We ask students to slow down time through sensory details, dialogue, and ‘show don’t tell.’” Penny Kittle WBT See Trainer’s Resources: TR 13 Slide 48 – Sensory Imagery for additional information. Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (Kittle, 2008) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Mini-Lesson: The Writer’s Notebook
“I would have to say it [my Writer’s Notebook] was most useful in the fact that it had me writing almost every day. If it was not for this notebook I most likely only would have written when I needed to for a piece because writing has never really been something I enjoyed until now.” --Zach - Time: 15 min Materials: Write Beside Them Activity 1: Highlight Take participants to page in WBT, using a highlighter/pen/pencil to underline important phrases, sentences, etc. Time: 10 min Materials: Post-it Notes Activity 2: Video Clip, (Video Time: 6:21) If using DVD: Select “A Writer’s Notebook” from the menu. Select “Penny’s Notebook Tour.” If using Online Resource: click on the tab labeled “A Writer’s Notebook,” then select “Penny’s Notebook Tour.” Ask participants to write on a sticky note one word or phrase that stuck with them from the video. Ask them to share their word or phrase with a partner and discuss. Time: 3-5 min Materials: Writer's Notebook or Journal, pen/pencil Model Snapshot – Quick Write Note: examples and directions are found on pp in Write Beside Them. Purpose: The purpose of this quick write is to fill the writer's notebook with quick, free writing and “now you try it” exercises from mini-lessons. This is rehearsal or prewriting work that will lead their work as writers. The goal is to create a draft with elements of a narrative with emphasis on setting. Model how to complete this brainstorming/writing activity with your participants. Begin with selecting one place from your heart map from your journal. Begin writing about this place on a blank piece of paper in your notebook. Write aloud with participants, 3-5 sentences. Then re-read your piece aloud and circle some words from the piece that could use more elaboration. Write these words beneath your piece, and try to develop them. Take just a few more minutes to do this part. Then go back to your heart map and decide which other places have something in common with the original place you chose to elaborate. Write the names of these places beneath your writing, and talk aloud about how and why you think they relate to the first place you selected. Talk through this to participants, spending about 3 minutes developing your first place, about 3 minutes re-reading and looking for words to elaborate, 3 minutes elaborating on a couple of those words, and then about 3 more minutes looking back at your heart map for connecting places. Remember, you can have all of this written ahead of time, and just refer to your original piece as you rewrite your thinking in the model. Closure: Tell participants, “If you’re not a writer, today will be a day to help you start small with writing instruction.” “Writing is a series of steps of writing, rereading, rethinking, then expanding, rereading and so on.” (WBT 27) Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (as cited in Kittle, 2008, p. 22 ) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Writing Workshop Time: 10 min Materials: Reader’s/Writer’s Notebook
Activity: Writing a draft Spend 10 minutes in the independent writing time drafting your piece from information from your map. Select a place from your map to draft your quickwrite. The expectations of a quickwrite are that you don’t stop writing until time is called. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Reading Like a Writer Notice something about the craft of the text.
Talk about it and make a theory about why a writer might use this craft. Give the craft a name. Think of other texts you know. Have you seen this craft before? Envision this crafting in your own writing. from Katie Wood Ray’s Wondrous Words, 1999. Time: 3 min Materials: Write Beside Them Activity: Discussion Discuss with participants the qualities of reading like a writer. Remind participants of how Reader’s/Writer’s Notebook was used to take note of their thoughts, ideas, and reflections from Day 1 Reading. Connect the use of this notebook from reading to writing. Refer to p.74 figure 6.3 in WBT. Information from the slide can be found in Penny Kittle’s WBT Workshop Handouts. A copy of the document has been provided in the Livebinder, and a link to the source can be found in the resources listed below: Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. Kittle, P. (2016). Reading like a writer from Kate Wood Ray’s Wondrous Words, 1999 [PDF]. Retrieved from (Kittle, 2008;2016) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

The Mini-Lesson: Setting
“To Build a Fire” by Jack London “All Summer in a Day” by Ray Bradbury “Yamhill Street” by Penny Kittle “The Highwayman” by Alfred Noyes Time: 20 min Materials: H 2 - “To Build a Fire, “ H 9 - “All Summer in a Day” H “Yamhill Street” H 18 - “The Highwayman” Activity/Mini-lesson: Analyze Place in the Excerpts Option: Show Highwayman video without words: after reading the stanzas in the poem. Highwayman video with words: Place is the focus for writing narratives today. Participants will look at some mentor texts, in which published authors established place in credible ways. Use a write aloud to model this technique. Purpose: Notice how the authors convey place Directions: Have participants revisit “To Build a Fire.” Trainer should model a close reading of the first few paragraphs to annotate for words and phrases used to depict setting/place. Let’s look at “To Build a Fire.” Notice how Jack London creates the setting through the language in the first paragraph. The use of repetition of dark and gray, dark and gray. Have participants discuss noticings about setting. Have participants revisit “All Summer in a Day.” Have participants discuss noticings about setting. Have participants read and annotate the first few paragraphs of “Yamhill Street” and the first few stanzas of “The Highwayman”. Have participants discuss noticings about setting. Chart evidence of how the authors use craft to show, not tell. (Some examples could be repetition, dialogue, characters, simile, imagery) Resources: Bradbury, R. (1954). All summer in a day [PDF]. Retrieved from Kittle, P. (2008). Yamhill street [PDF]. Retrieved from London, J. (1908). To build a fire [eBook]. Retrieved from Noyes, A. (1947). The highwayman (Webpage). Retrieved from Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

(Sejnost & Thiese, 2010) Time: 3 min
The focus of the mini-lessons during this training have been centered around concepts of setting. The next step is to go into extended work time in the workshop model in order to practice what was modeled in the mini-lessons. Participants should have independent writing time while emphasizing setting. This graphic is meant to show teachers several elements of setting and specific goals for developing a setting. Setting isn’t just about time and place. Option: Participants may wish to ask their students to create a nonlinguistic representation of the purposes/uses of setting that connect to other story elements as a way of processing their thinking about author’s craft and how authors use setting. Trainer models thinking about different feelings, mood, conflict, associated with his/her previous Quick-write. Resources: Sejnost, R.L. & Thiese, S.M. (2010). Building content literacy: Strategies for the adolescent learner. Thousand Oaks, CA: Corwin Press. (Sejnost & Thiese, 2010) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Writing Workshop Time: 10-15 min Materials: Reader’s/Writer’s Notebook
Activity: Independent Writing Participants will be given minutes for independent writing time. They should take the ideas from slide 52 and apply it to their continuation of the draft from slide 50. Ask participants to mimic one way Jack London, Ray Bradbury, Penny Kittle, or Alfred Noyes used craft to show, not tell, about the places in their stories. Ask participants to turn and talk and share their process rather than the product with their partner. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Conferencing Time: 15 min Materials: DVD/Online access to videos, Journal/Writer’s Notebook, pen, pencil Activity 1: Video clips. (Total Video Time - 7:00) If using DVD: click on “Conferring” in the menu screen. Select Allie’s and Zach’s conference videos plus Penny’s review video on conferencing. If using Online Resource: click on tab labeled “Conferring.” Select Allie’s video then Allie’s video with commentary; select Zack’s video and then Zack’s video with commentary. Purpose: Show both video clips and their review video (companion video) from the DVD in Write Beside Them. Ask participants to notice how Penny gives feedback and goes through the revision process by questioning students about what makes sense in their writing. It is important to note that Penny must know her students well, through the use of formative assessment during the writing process with each student, in order to know how to individualize each mini conference with them. Directions: Ask participants to record their observations of teacher behaviors and student behaviors while viewing the video clips in their journal/writer’s notebook. They can make a T-chart of teacher and student behaviors for both videos. Ask participants to notice how Penny focuses the conferences on, “How can I help?”, or “How’s it going?”. From the DVD, from Write Beside Them, click on the Conferring section. View Allie’s conference and then Penny’s review of the conference. Have participants share with a partner what they wrote in their journal about student and teacher behaviors that they saw in this video. View Zach’s conference and Penny’s review of the conference. Give participants time to share what student and teacher behaviors they noticed with a partner. Debrief video clips with participants and discuss the teacher and student behaviors. Time: 10 minutes Materials: narratives in Writer’s Notebook, pen/pencils Activity 2: Group Writing Process/ Peer Conferencing Purpose: One way to get participants to think about the writing process, as divided into the different parts, is to share their thinking and writing process with their peers, through one of their pieces. Trainer will model what this peer conferencing may look like. Choose a participant with whom you can lead a conference, and give specific feedback to the writer’s process and the piece. (Model this for participants with a volunteer. If you don’t have any volunteers, you may want to share your process and piece, and then ask for feedback from your participants.) Participants will find a partner and share two things: 1) how the process is going while creating their narrative and where they are in their writing, and 2) the actual product or their writing up to this point. The other partner/peer who is listening to the process and product will follow up with one of the two questions Penny uses in her conferences, “How can I help?” or “How is it going?” This is simply to get the conversation started. If feedback is given, participants need to make sure that they are specific with the feedback. For example, ”I like how you did this…at this part in your piece.” After one participant has shared, the next participant will have a turn to share. Closure- Teachers need to see what other writers go through in their writing process in order to best help students in the writing process. Revision through conferencing is an effective place to start. Resources: Kittle, P. (2008). Write beside them. Porstmouth, NH: Heinemann. “I must create a climate in the writing conference in which students can hear what they have to say so they can learn to listen to their own writing.” - Donald Murray (as cited in Kittle, 2008, p.85) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Process to Assess/Reflect
Identify standard Determine a list of qualities for success Make two stacks: Got it/Didn’t Plan intervention groups for common strengths and weaknesses Time: 10 min Materials: H 19 through H 22 Activity: Formative Assessment Sort Ask participants to think back to slide 42 to the characteristics of what is in a narrative. Based on the mini-lesson from slide 52, what evidence did the participants notice about setting. Some of the noticings from the annotation/close reading could include setting, plot, characters, dialogue, flashbacks, chronological order, etc. Since our focus has been on setting, separate the student samples (a first draft from a 3-5 minute quick-write) H 19-H 22 into “Got it” or “Didn’t Get it” for setting. Does the sample have a setting? Resources: Knight, J. (2013) High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin. (Knight, 2013) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Assessment “There is an hour when the work, at last,
must be passed in and the writer revealed. Writing is never completed: the process of revision, reconsideration and editing goes on until the final deadline is met.” Time: 10 min Materials: Write Beside Them Activity: Highlight text Take participants to Write Beside Them page 208 and ask them to highlight the following section of text: “Writers need feedback, not evaluation.... [A] letter grade...won’t help me with a piece; it will likely damage my confidence and disrupt my process.... As Joan Bauer wrote in Hope Was Here, how can you put a grade on grief? But I also won’t pull out a tissue with one hand and slap an “A” on a piece with the other just because the student had the courage to write it. Who could defend that? I’m not going to suggest we stop grading altogether unless you work in a place that would allow it.... I’m left with this conundrum: Letter grades on individual writing pieces- bad. Individual grades that can be averaged for a progress report, parent phone call, or request from guidance, special education, or administration—necessary. [So], what is a writing teacher to do?” (Write Beside Them, pg. 208) Turn and Talk: Ask participants to share with a partner their procedures for assessing student writing. Ask them to think about how they balance feedback through the process of writing with feedback of the writing product. The next slide explains how Penny grappled with this, and what she has created when assessing writers. Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (As cited by Kittle, 2008, p. 208) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Elements for Assessing Writers:
Teaching the content and craft distinctions in assessment Feedback on drafts Feedback in conference End notes and student self-evaluation Ongoing revision-the opportunity to improve Final portfolios Time: 5 min Materials: Write Beside Them From Penny’s dilemma on grading writing (the previous slide and notes pages)…These elements are just some ways to create good conditions for assessing writers. Take participants to page 209, Write Beside Them and read, “As we created a list of understandings of how writing in that genre works, I relate those to a list of qualities I will use to assess the work.” Notice these elements are not genre specific. These methods or strategies will work well with any form of writing. Participants are writing narratives today. Refer participants to the Characteristics of Narrative Writing anchor chart. These Elements for Assessing Writers are fully developed and explained in the text. For today, participants will be looking more closely at three of these, and how they may work with students. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Content or Craft? (Kittle, 2008) Time: 15 min
Materials: Write Beside Them Reader’s/Writer’s Notebook H 23 - Student Work Sample #5 Activity: Assess a student sample for content or craft Have participants turn to page 209 in Write Beside Them and read about how Penny Kittle reads for content and craft separately. “I approach assessment the way I study all writing: I read for content and craft separately. I appreciate, encourage, listen and respond personally to the content. I pick apart specifics of a piece and compare it to the qualities of writing well in that genre when I evaluate craft. It helps that we’ve used the terms content and craft throughout the study because students learn to appreciate the differences.” Now participants will try this themselves. Activity: Craft or Content Purpose: This first example is simply a model of this type of assessment strategy- distinguishing between Craft and Content. Participants will have a chance through guided practice, to try this strategy with a student writing sample. On the next slide, the participants will have a chance for independent practice of the same activity but with different texts. Directions: Ask participants to turn to page 210 (Figure 12.1) in Write Beside Them, and before having them read the piece silently, ask them to think about this question: “Which do you think was stronger in this piece: content or craft? Why?” Have participants turn to a page in their writer’s notebook and write their thoughts of the craft and content they find in the piece to support their responses of which is stronger. Have participants share their response with a partner. Ask participants to read an example of a student response to this piece from page 210 in Write Beside Them. Have participants take a minute and see if their responses were alike/different from this sample response. Distribute the student writing sample H 23. Ask them to read the piece and respond in the same manner to the above question, “Which do you think was stronger in this piece, content or craft? Why?” (Participants can work with a partner or alone to complete this task.) 8. Ask participants to discuss their responses with a partner. (Kittle, 2008) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Elements of Content and Craft
To Build a Fire by Jack London All Summer in A Day by Ray Bradbury Yamhill Street by Penny Kittle What content would the author include in a narrative? How does the author craft the narrative to convey the message? Time: 15 min Materials: Reader’s/Writer’s Notebook H 2 - “To Build a Fire” H 9 - “All Summer in a Day” H 10 - “The Landlady” H “Yamhill Street” H 19 - “The Highwayman” Activity: Craft or Content? Purpose: Participants will have a chance for independent practice with different texts used earlier in today’s training. Directions: Ask participants to revisit texts used earlier in the training and select three to analyze. Before asking them to read the pieces silently, ask them to think about this question: “Which do you think was stronger in this piece: content or craft? Why?” Ask participants to open their notebook and write examples of how the authors reveal both content and craft. Have participants share their responses with a partner. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Feedback Time: 15 min Materials: Reader’s/Writer’s Notebook
Write Beside Them Activity 1: Read and Reflect A second element from Penny’s list is the use of feedback on a draft and feedback in a conference. The video on the DVD of the Writer’s Group exhibits several ways feedback is beneficial to writers: feedback can be energizing, motivational, enlightening, and freeing to experiment with different techniques. Encourage participants to view the video clip at a later date in order to see how feedback from peers on their own writing can drive their feedback and conferencing they do with their students. Ask participants to turn in their text, Write Beside Them, page , ”Feedback on Drafts,” and read independently. Turn and talk to a partner about what they read in order to process what they have read. Activity 2: Writer’s Notebook Ask participants to turn in their Writer’s Notebook and reflect on this section about giving feedback. They can think about the feedback they received from their peers earlier or something they read in the text that they might try in their classrooms. Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

End Notes and Student Self-Evaluation
Tell me about your process- how did you get from beginning to end in writing this piece? Which mentor texts used in class had the biggest impact on your thinking and writing? What did you learn about narrative writing that is evident in this piece? What did you learn from someone else in writing this piece? Where does this piece still fall short? If you had months ahead of you to work on the piece, what would you go after first? Grade the piece and explain your evaluation. Use the qualities of narrative that we have discussed, and address each of these in your evaluation. Time: 10 min Materials: Write Beside Them Activity: Read and Highlight A third element is the use of end notes and student self-evaluation. In Write Beside Them, Penny Kittle gives these questions to her students at the end of each writing unit. She asks students to respond to these questions about their process, not their actual piece of writing (product). This is where she says she gets a lot of what to teach next ideas from this writing. She also points out that ending notes make grading a lot easier. Have participants turn to page 219, in Write Beside Them, and take a look at a sample of ending notes and student self-evaluation from her class. These begin with the bolded, numbered statements and paragraphs to follow on pp This example is of an argument rather than a narrative, but the model is to show the process of this type of assessment, not necessarily the content. Ask participants to highlight on page 221 after bullet number 6: “Although students complain about writing end notes in addition to a last draft at the end of a writing unit, the process of self-evaluation will serve them well as writers in the world beyond school when they no longer have a writing teacher beside them. My work is to make students reflective, flexible thinkers, able to hear their writing like a reader and then to understand what might work to make it better.” Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (Kittle, 2008) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Sharing Time: 15 min Materials: Reader’s/Writer’s Notebook
Write Beside Them Activity: Sharing an Ending Note Purpose: In order to get participants familiar with this type of assessment through feedback, choosing one ending note response and sharing this with a small group, helps to grow that community of writers. Trainer should do a think aloud to model the process. Directions: Ask participants to think about one of the ending note questions from the previous slide. Which question stands out to them enough to use it to reflect on the process that they used to create their place narrative for today? Ask participants to turn to a blank page in their Writer’s notebook and write the ending note question at the top of the page. Participants will then spend 5 -7 minutes writing a response to this question and their piece of writing from today. Participants will return to the small groups from earlier in today’s training and share the ending note question they chose, their response to the question, and one favorite line from their piece. (See “Quaker Share” in Write Beside Them, pp A writer stands and shares one line.) When finished, the next writer shares and reads. The formality of this experience makes everyone listen hard. Closure: Throughout the day, as participants are experiencing this type of writing instruction, they should also be reflecting on how this might work in their classrooms, and with their students. This activity should give some insight into the importance of allowing students to share what worked in the writing process through their product. Penny Kittle says in Write Beside Them, “It is important for students to reflect on where their writing is strong, and it is lovely to have a few lines of carefully crafted student writing to carry us on with the day” (92). Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

Debrief the Experience
Student Teacher Comprehension of the daily writing agenda Mini-lessons- skills and strategies I might mimic from other authors Writing Workshop- working independently, at my own pace Assessment through feedback Sharing – an opportunity to share what I have crafted Introduce the daily writing agenda Mini-lessons- what skills and strategies should be my focus? Writing Workshop- conferencing and revising while they work Assessment through feedback Sharing – offering a chance for them to share their craft with an audience Time: 10 min Materials: Reader’s/Writer’s Notebook Activity: Debriefing the Experience Purpose: Participants will determine how their experience with narrative writing instruction might work in their classrooms and discuss with colleagues their possible ideas for integration into their current curricular practice. Have participants turn to a partner and discuss how they think this process might work in their classroom. Participants may want to work with colleagues from their school level/district when debriefing the day. Participants may want record ideas in their reader’s/writer’s notebooks. Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

“What is the purpose of writing? What do we teach and why?”
“What power—what importance—lies in the blank lines of an open notebook. Go and fill yours. Then share.” Time: 1 min Teachers are teaching life writing-not just school writing- a tool to help students deal with joy and loss. Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (Kittle, 2008, p. 236) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

“Believe any kid can learn, no matter how far behind and resistant; try in as many ways as possible to connect and teach; love each student unconditionally with the patience and faith it takes to see it through.” Time: 1 min Remind participants, it is more important to move the writer than the piece. One of the best ways to accomplish assessing through the process of writing rather than the product of writing is to Write Beside Them. Resources: Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. (Kittle, 2008, p. 205) Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

References Allen, K. & Marquez, A. (2011). Teaching vocabulary with visual aids [PDF]. Journal of Kao Ying Industrial & Commercial Vocational High School Retrieved from Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: The Guilford Press. Bennett, S. (2007). That workshop book. Portsmouth, NH: Heinemann. Boston Public Schools Science Department. (n.d.). CCSS-aligned question stems [PDF]. Retrieved from Bradbury, R. (1954). All summer in a day [PDF]. Retrieved from Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and high schools. Portland, ME: Steinhouse Publishers. Dahl, R. (1959). The landlady [PDF]. Retrieved from Fagan, T. & Holley, N. (2008) The importance of reading [Video file]. Retrieved from Fairfield Suison Unified School District (n.d.). Close and critical reading [PDF]. Retrieved from Finkle, D. L. (2010). Teaching students to make writing visual & vivid: Lessons and strategies for helping students elaborate using imagery, anecdotes, dialogue, figurative language, cinematic techniques, scenarios, and sensory details. New York, NY: Scholastic, Inc. Fisher, D. & Frey, N. (2012). Text-dependent questions: Effective questions about literature and nonfiction texts require students to delve into a text to find answers. Principal Leadership 13(1) Retrieved from Fisher, D. & Frey, N. (2015). Text-dependent questions: Pathways to close and critical reading grades Thousand Oaks, CA: Corwin Literacy. Fountas, I. & Pinnell, G. S. (2012). Genre study: Teaching with fiction and nonfiction books K-8. Portsmouth, NH: Heinemann. Kittle, P. (2008). Write beside them. Portsmouth, NH: Heinemann. Kittle, P. (2008). Yamhill street [PDF]. Retrieved from Kittle, P. (2016). Reading like a writer from Kate Wood Ray’s Wondrous Words, 1999 [PDF]. Retrieved from Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin. London, J. (1908). To build a fire [eBook]. Retrieved from Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

References Madland, J. (2012). Walker Middle School Socratic seminar [Video file]. Retrieved from McGraw-Hill Education PreK-12. (2012, April 3). Douglas Fisher: Close reading and the CCSS, part 1 [Video file]. Retrieved from McGraw-Hill Education PreK-12. (2012, April 18). Douglas Fisher: Close reading and the CCSS, part 2 [Video file]. Retrieved from National Council of Teachers of English. (2014). NCTE guideline: Guidelines for selection of materials in English language arts programs [Webpage]. Retrieved from National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc. Nichols, W.D., & Rupley, W.H. (2004). Matching instructional design with vocabulary instruction. Reading Horizons, 45(1), Noyes, A. (1947). The highwayman (Webpage). Retrieved from Reif, L. (2014). Read, write, teach: Choice and challenge in the reading-writing workshop. Portsmouth, NH: Heinemann. Sejnost, R.L. & Thiese, S.M. (2010). Building content literacy: Strategies for the adolescent learner. Thousand Oaks, CA: Corwin Press. Serrano, M. (2011). Soc sem observation assessment tools [1].pdf [PDF]. Retrieved from Shanahan, T. (2012, June 18). What is close reading? [Blog]. Retrieved from Stuart Pepper Middle School & Butler Traditional High School. (n.d.). Socratic seminar [Webpage]. Retrieved from Student Achievement Partners (2016, February 29). Understanding text-dependent questions [PowerPoint presentation]. Retrieved from Teaching Channel. (2012, May 30). Thinking notes: A strategy to encourage close reading [Video file]. Retrieved from Teaching Channel (2014). Debrief circle [Video file]. Retrieved from Templeton, S., Bear, D. B., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D. R., Helman, L., & Hayes, L. (2015). Vocabulary their way: Word study with middle secondary students (2nd Ed.). Boston, MA: Pearson. Tyner, B. (2012). The literacy jigsaw puzzle: Assembling the critical pieces of literacy instruction. Newark, DE: International Reading Association. Zamora, I. (n.d.). Inside outside circle [Illustration]. Retrieved from Arkansas Department of Education GR 6-8 Implementing a Comprehensive Literacy Framework M4/Narrative

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