Narrative and Response to Literature Genres K-5 ELA Module 1 Training Understanding the K-5 ELA Vertical Alignment Narrative and Response to Literature Genres CHAPTER 1: Background Information, Goals, Essential Questions, Enduring Understandings, Hook Activity Suggested time for this part is 30-45 minutes. Note to presenter(s): These chapters are meant to be redelivered in order. Dividing an all day presentation into segments will assist local systems and schools with redelivery. Presenting in chapters or segments is an alternative to doing an all day presentation.

Before Today, You should have received local training on the new K-3 Writing Standards, including: Why the change was made How the new Standard/Elements were created What the differences are between W1 and W2 These were the topics of the Introduction to the New K-3 Writing Standard Training. This Training should have occurred at the local system/school level before your attendance at this module. The intent of today’s training is to offer additional guidance/support to systems/schools/teachers in implementation of the new K-3 Standard. Note to presenter: This is not intended to be a traditional redelivery “train the trainer” module. However, schools/systems have options of how they choose to share this information with other teachers. The content of this module is based on needs observed across GA. The previous ELA GPS training/implementation varied widely across the State. Also, there have been many new teachers hired since the original training. Hence, there was a need for a GPS ELA refresher for K-5. That need, as well as the new K-3 Writing Standard are the driving forces behind this training. Please keep that in mind as you go through today. Also, remember the intended audience of this training is teachers. Think about how you as a teacher leader will best share this information with them. For instance, you may share it with them entirely or in parts, depending on their needs.

Preplanning K-3 Training Info Go to: www.georgiastandards.org Click on English Language Arts icon Scroll down and find “New K-3 Writing Standard Training Materials” *Preplanning Introduction PPT *Participant Handouts Note to presenter: If teachers want additional copies of the K-3 Intro, they can access the information by going to this link. This background information would be beneficial to all teachers in K-5 (including Specialists, Paraprofessionals, Special Needs, etc.).

Goals for Today Reviewing the Georgia Performance Standards Using the Narrative and RTL Genres to Teach Integrated Language Arts Planning your “Teaching and Learning” Year These are the overall goals for this presentation (once all chapters are redelivered). This information may be new for you, or it may serve as a reminder of best practices and standards-based ELA classrooms. It is always good to be refreshed or reminded of major GPS concepts. Note to presenter: If you choose to “chunk” the information, you may want to divide the session up into three parts, since there are three overarching goals (this is just one option). Or, you may want to do the activities separately (those involved in the presentation).

Teaching and Learning Year We are looking at this year as being a “Teaching and Learning Year.” This is your opportunity to “test drive” the new car (or the new Standard) so to speak. It is a great chance to get comfortable with the new Standard/Elements before becoming accountable for teaching them in 2009-10. As we go through the information and activities today, we want you to think about what you are already doing in your classrooms with genres. We would like for you to think about how you can expand on what you are doing, as well as how you can try some new things this year in order to do more reading and writing in different genres with your students. Please do not forget that all teachers will be accountable for teaching the genres in 2009-10. All students will be expected to receive instruction in the genres at that time. Also, the new W2 Standard will be tested in 2010-11 (including the Reading and ELA portions of the CRCT and on the GKIDS).

Essential Questions How do I analyze the new K-3 Writing Standards/Elements? How are the new Standards/Elements aligned with the 3rd Grade Assessment? How do I design a progressive teaching/learning task that is vertically-aligned to the GPS? How do I strategically teach my students to help them as readers and writers? What are some resources that can help? There are five essential questions for this overall presentation. Hopefully, this training will enable everyone to answer these questions by the end of the session(s).

Enduring Understandings Requiring students to write and read in a variety of genres and for different purposes is important. Using the major tenets of the GPS design will help to implement the curriculum. Making the reading/writing connection will increase student learning. These are the general understandings that we would like for everyone to walk away with at the end of the training session(s).

Please remember to ask yourself as you reflect. . . How can our school/system continue to improve on our overall writing program as we seek to successfully make this change? What are some steps that we need to take to ensure that students will be receiving instruction in the new Standard/Elements? This slide is important because systems/schools and even teachers are all at different places in implementing genres within reading and writing. Self-assess where you and your school/system is presently in this process and determine today where it is that you want to go next with training, implementation, etc. Continue to do reassess and decide on next steps for you after each chapter/session is completed.

Quick Write/Think about Literacy Quotes Choose one of the quotes. Respond on the reflection form in your participant guide. Be prepared to share your response with a partner. Note to presenter: Allow five-ten minutes for this hook activity. Also, it would good to ask a few people to share out in front of the whole group. Discuss the importance of sharing best practices with each other on a regular basis (at team meetings/planning times/faculty meetings, etc.).