READING COACHES MEETING MAIMI-DADE COUNTY PUBLIC SCHOOLS DEPARTMENT OF ENGLISH LANGUAGE ARTS...
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READING COACHES MEETING MAIMI-DADE COUNTY PUBLIC SCHOOLS DEPARTMENT OF ENGLISH LANGUAGE ARTS Unpacking the content of the LAFS for writing and language
READING COACHES MEETING MAIMI-DADE COUNTY PUBLIC SCHOOLS
DEPARTMENT OF ENGLISH LANGUAGE ARTS Unpacking the content of the
LAFS for writing and language Modifying current writing instruction
& assessment practices The Three Lanes of Writing Pacing Guides
Assessing the Standards Writers Workspace Unpacking the content of
the LAFS for writing and language Modifying current writing
instruction & assessment practices The Three Lanes of Writing
Pacing Guides Assessing the Standards Writers Workspace
Slide 2
CREATE A TO DO LIST.
Slide 3
THE IMPORTANCE OF WRITING Students who do not learn how to
write well are at a disadvantage Weaker writers are less likely to:
use writing to extend their learning Less likely to attend college
and complete a college degree Growing trend to use writing
proficiency as one factor in graduation eligibility and grade
retention decisions or advancement
Slide 4
THE MOVE TO COMMON CORE STATE STANDARDS FOR WRITING AND
LANGUAGE Evidence shows that well developed content standards have
a significant impact on student achievement through their influence
on classroom instruction Content standards are designed, ideally,
to inform curriculum development, guide instruction and assessment,
provide clear goals for student achievement, and raise performance
expectations Although high-stakes assessments may guarantee that
what is assessed is taught, they do not guarantee quality classroom
instruction or necessarily promote effective teaching and can come
with unintended consequences CURRENT STUDENT WRITING PERFORMANCE
AND INSTRUCTION Presents overall weak writing instruction Only
thirty minutes set aside for writing instruction The thirty minutes
is usually spent on decontextualized basic writing skills More
institutes of higher learning are creating noncredit courses to
remediate the writing problems of college students
Slide 5
EVALUATION OF THE CCSS-WL Evaluated for breadth of content
coverage Using the seven strands derived from several frameworks
The model used was Hayes Cognitive Model of Writing Writing Process
Metacognition and Knowledge Context Strand (genre theory) Purpose
Components Conventions Motivation Standards do not specify the how
of instruction but rather the what Attainment of the standards via
instructional practices focused on the writing process Supplement
when necessary
Slide 6
YOUR TURN. RESULTS OF EVALUATION: UNPACKING THE CCSS-WL AND HOW
TO BEST IMPLEMENT IT GROUP 1 WRITING PROCESS GROUP 2 WRITING
CONTEXT GROUP 3 WRITING PURPOSE GROUP 4 WRITING COMPONENTS GROUP 5
WRITING CONVENTIONS GROUP 6 WRITING KNOWLEDGE/METACOGNITON GROUP 7
WRITING MOTIVATION GROUP 8 IMPLEMENTING CCSS-WL WITH INNOVATIVE
TECHNOLOGY BE READY TO SHARE! ADD SHARING THE ARTICLE WITH
TEACHERS
Slide 7
K - 5 Highlighting = Amended Standard by the state Underlying
within the highlighting= specific change in wording Italics=
Increase in expectation within the standard from grade level to
grade level ADD DISTRIBUTE AND EXPLAIN LAFS
Slide 8
Think of the writing in McGraw- Hill like a 3 lane highway
Lane: 1 Traits (Skills) Lane: 3 Analytic Writing (Apply Traits
& Genre to what you Read) Lane: 2 Genre Writing (Apply
Traits)
Slide 9
ADD EXPLAIN AND PLAN FOR THE 3 LANES OF WRITING
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Lane #1
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The way we present our message on paper, the overall
appearance: making it inviting both visual and textual elements
Balancing white space visuals text graphics Neatness typed text or
cursive handwriting font selection borders
Slide 18
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Characteristics of Genres-Grades K & 1 Lane #2
Slide 20
Opinion/ArgumentInformational/ Explanatory Narrative Introduces
the topic or text Introductory paragraph Beginnings States an
opinion Supplies reasons that support the opinion Clump Details
Includes people who are on your side Tells what you will do if you
get it (Ifthen) Tells why you should have it NOW Uses feelings Uses
linking words Provides a conclusion Techniques for closure
(Endings) Introduces the topic Uses facts and definitions to
develop points Descriptive attributes- color, #, size, age, shape
May include comparing facts Includes domain specific vocabulary
Provides a concluding statement or section Techniques for closure
(Endings ) Recounts a well- elaborated event or short sequence of
events Includes details to describe actions, thoughts, and feelings
Strong verbs Sensory details Descriptive attributes- color, #,
size, age, shape Specificity-uses names for people and pets Uses
temporal words to signal event order Provides a sense of closure
Growing Command of Conventions Capital letters in title, pronoun I,
and the beginning of a sentence Title of book is underlined Most
words are spelled correctly Commas and apostrophes used correctly
End punctuation Characteristics of Genres-Grade 2
Slide 21
Opinion/Argument Informational/Explanatory Narrative Introduces
the topic or text States an opinion or point of view Includes an
organizational structure that lists reasons that support/prove the
opinion Descriptive details Concrete proof Includes others who have
the same opinion(quote) Tells what will/might happen if(Ifthen)
Includes comparisons a mini-story that supports the topic Uses
linking words and phrases that connect opinion and reasons May
include an opposing viewpoint Provides a conclusion statement or
section Examines a topic and conveys ideas and information clearly
according to audience and purpose Introduces topic and groups
related ideas together and presented in order of importance
(include illustrations when aiding comprehension) Develops the
topic with facts, definitions, details, examples, quotations and
comparisons Includes precise language and domain specific
vocabulary Uses linking words and phrases to connect ideas within
categories of information Provides a concluding statement or
section Tells a real or imagined experiences or events Needs to
include the elements of a story establishes a situation and
introduce a narrator and/or characters, setting, organized event
sequence- that unfolds naturally Moves through time with temporal
words/phrases for event order Dialogue Descriptions of actions,
thoughts and feelings to develop experiences, events or reactions
of characters Uses sensory details Provide a sense of closure
LAFS.3-5.W.1.3 LAFS.3-5.W.1.2 LAFS.3-5.W.1.1
Slide 22
Lane #2: Genre 30 Minutes Language Arts Block!!!!! Process
Writing Lane #1: Traits
Slide 23
Trait Genre: Apply Trait!!!!! Kindergarten-2 nd Grade
McGraw-Hill Green Pages Kindergarten-2 nd Grade McGraw-Hill Green
Pages
Slide 24
Day 1: Shared Writing Day 2: Interactive Writing Days 3-5
Independent Writing
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Grades 3-5 Trait Genre: Apply Trait!!!!
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Genre Writing 2-5 Apply the Trait!!!!!
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Lane #3 Students will examine the authors ideas, apply the
writing traits and the characteristics of the genre to perform the
task!!!!!!!!!
Slide 29
Write About Reading/Analytical Writing Kindergarten First
Grade
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Write About Reading/Analytical Writing 2-5
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PACING GUIDES. WHATS NEW?? More scripting in Start Smart LAFS
Analytic Writing Constructed Response Items (Gr. 2-5) Handwriting
Suggested District Instructional Tools Lesson Pacing
Slide 33
START SMART Pacing Guide for Writing
Slide 34
START SMART (Writing) K/1 Pacing Guide
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START SMART (Writing) Pacing Guide 2 nd Grade
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START SMART (Writing) Pacing Guide Grades 3-5
Slide 37
START SMART Pacing Guide for Reading
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START SMART (Reading) Pacing Guide K/1 st
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START SMART (Reading) Pacing Guide Grade 2-5
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REGULAR Pacing Guide Writing
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Kindergarten/First Grade Writing Pacing Guide
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2 nd Grade Writing Pacing Guide
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3 rd -5 th Grade Writing Pacing Guide
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REGULAR Pacing Guide Reading
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Kindergarten/First Grade Reading Pacing Guide
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2 nd Grade Reading Pacing Guide
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3 rd - 5 th Grade Reading Pacing Guide ADD Share with teachers
Whats New about Pacing Guides
Slide 48
Handwriting Found in the Reading & Writing Pacing
Guides
Slide 49
New Handwriting LAFS in Grades 2-5
Slide 50
Where are the Handwriting LAFS
Slide 51
Handwriting in the Pacing Guides
Slide 52
Available Handwriting Resources. K-1 Manuscript Writing
Connected to Word Work Grades 3-5 Cursive Writing 2 nd Gr.
Transition from Manuscript to Cursive Writing
Slide 53
The American Institutes for Research (AIR) will develop,
administer, score and report assessments that are aligned to
Floridas standards in English language arts/literacy in
2014-15
Slide 54
On March 17, 2014, an announcement was made on the selection of
the American Institutes for Research (AIR) to develop, administer,
score and report assessments that are aligned to Floridas standards
in English language arts/literacy in 2014-15. This table describes
resources and related information, as well as the current timeline
for the release of each resource. Sample test questions and the
test item specifications, identified as DRAFT, will be released as
preliminary documents and will be expanded and updated at a later
date following the initial release.
Slide 55
POSSIBILITIES!! Lets take a look at the type of test items the
students may encounter on the LAFS end-of-year assessment. Scores
will provide teachers with progress monitoring data to guide
instruction. Scores are not intended to be used for classroom
grading purposes.
Slide 56
Lets Take a Closer Look!
Slide 57
WHAT DID YOU NOTICE?? INFORMATIONALNARRATIVEOPINION STEMS/KEY
WORDS INSTRUCTIONAL IMPLICATIONS CONNECTIONS (LAFS; RDG; WTG) AHAS
Carousel Our Observations! ADD Share with teachers possible test
items & instructional implications
Slide 58
Implementing the LAFS-WL with Innovative Technology Educational
technology has exploded and offers a wealth of support to educators
as they realign writing instruction to better address the content
of the LAFS-WL and reimagine how they might implement those best
practices... can be used to facilitate many aspects of the writing
process, including organization, planning, prewriting, and
drafting. The Reading Teacher Vol. 67 Issue 6 pp. 445453 2014. The
Neglected R in a Time of Common Core. International Reading
Association
Slide 59
WRITERS WORKSPACE
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LESSON INSTRUCTIONS
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GUIDED AND INTERACTIVE MODEL
Slide 62
GUIDED WRITING PROCESS WITHIN A WORD PROCESSING PROGRAM
Slide 63
ACCESS THROUGH THE TEACHER PORTAL/DASHBOARD ADD Demo the
Writers Workspace
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Things To Do: Share article with teachers Distribute/Explain
and Discuss LAFS Share with teachers Whats New about Pacing Guides
Discuss/Explain Rdg/Wtg connection in the Pacing Guides
Explain/Plan for the 3 Lanes of Writing with Pacing Guides Share
with teachers type of test items the students may encounter on the
LAFS end-of- year assessment/Instructional implications Pull
materials for Start Smart (PDFs, G.O.) Demo the Writers Workspace
for teachers Relax and Reboot..