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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 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

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CREATE A TO DO LIST.

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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

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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

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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

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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

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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

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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)

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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

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Characteristics of Genres-Grades K & 1 Lane #2

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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

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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

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Lane #2: Genre 30 Minutes Language Arts Block!!!!! Process Writing Lane #1: Traits

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Trait Genre: Apply Trait!!!!! Kindergarten-2 nd Grade McGraw-Hill Green Pages Kindergarten-2 nd Grade McGraw-Hill Green Pages

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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!!!!!!!!!

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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

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START SMART Pacing Guide for Writing

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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

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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

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Handwriting Found in the Reading & Writing Pacing Guides

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New Handwriting LAFS in Grades 2-5

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Where are the Handwriting LAFS

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Handwriting in the Pacing Guides

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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

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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

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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.

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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.

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Lets Take a Closer Look!

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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

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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

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WRITERS WORKSPACE

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LESSON INSTRUCTIONS

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GUIDED AND INTERACTIVE MODEL

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GUIDED WRITING PROCESS WITHIN A WORD PROCESSING PROGRAM

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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..