1. Facilitators Sign-in Sitting arrangement (K-2 and 3-5) Handouts
PPT copy for notes
Participant Guide
Persuasive and Informational Vertical Alignments
Copies of ELA Standards (K-2 or 3-5)
Good morning! Welcome to the Georgia Department of Education’s Module 2 Presentation for K-5 ELA. Please make sure that you “sign in” on the sheet that is provided. Please sit according to the grade level you work with—if you work with K-2, then please sit at a table marked “K-2.” If you work with a 3-5, then please sit at a table marked “3-5.” If you work with multiple grade levels, then please sit with K-2 because this is where the new W2 Standards/Elements will have the most impact. Thanks for bringing the necessary handouts for this session. These were ed to you. If you do not have a copy with you, then we have provided a few extra copies. You should have the following: 1)A copy of the PPT for note-taking; 2)A copy of the Participant Guide; 3)the W2 Persuasive Vertical Alignment Chart; and 4)the W2 Informational Vertical Alignment Chart. You should have also brought your grade level GPS ELA Standards with you.

2. Persuasive and informational genres
Understanding the Vertical Approach
of the K-5 Writing Standards
Persuasive and informational genres
Today’s presentation is entitled Understanding the Vertical Approach of the K-5 Writing Standards: Persuasive and Informational Genres. Module 2 and is a continuation of training being provided to schools and systems by the Office of Academic Standards at the Georgia Department of Education. This training has two purposes: 1)to be a refresher course in GPS ELA for all K-5 Teachers; and 2)to aid in the understanding of the new W2 Writing Standard, which requires all students across Georgia to write in a variety of genres.
Office of Academic Standards
ETC Presentation

3. Today’s Agenda
Activity 1: Comparing and Contrasting W1 and W2 (9:00-10:15 am)
Break (10:15-10:30 am)
Activity 2: Analyzing a W2 Element
(10:30-11:30 am)
Lunch (11:30 am-12:30 pm)
Here is a look at today’s training agenda. This will be a very busy day, and it is important for you to know that we will being staying as close to this schedule as possible. Right now, we are doing a brief introduction. We will then take part in an activity that will involve comparing and contrasting W1 and W2. We will then have a morning break. Before we go to lunch, we will take part in a second activity that involves analyzing an element of the Standard.

4. Today’s Agenda
Activity 3: Roll/Call and Analyzing Student Work (12:30-2:00 pm)
Break (2:00-2:15 pm)
Activity 4: Analyzing a Three-Part Lesson (2:15-3:15 pm)
Activity 5: Resources and Closing (3:15-3:30 pm)
When we return from lunch, we will have a packed afternoon. We will be starting promptly at 12:30 in order to leave on time at 3:30. We will be analyzing student work and writing teacher commentary and student feedback. We will then have another break. We will finish up the day by watching a video of a Georgia teacher using the three part lesson in order to teach persuasive writing. We will also briefly touch on some resources that can be used in schools and systems as we continue with this Teaching and Learning Year. In order to get credit for this session, you must stay the entire length of the day.

5. Today’s Presentation
Serves as an overview of Persuasive/Informational Genres
Should be redelivered to K-5 Teachers after the Introduction Training and Module 1: Narrative and RTL Genres have been completed
It is important that you know that this is just an overview training of the Persuasive and Informational Genres. Additional trainings will need to occur at the local school and system levels in order for full implementation to occur. This Module 2 training should be redelivered to K-5 Teachers in the same order that it has been redelivered by the GaDOE. Module 1: Narrative and RTL Genre Training should be completed in its entirety before redelivering Module 2: Persuasive and Informational Genres. Please keep in mind that you do have options for redelivery. You may deliver the presentation in its entirety, or you can redeliver the presentation in “chunks” by doing the five different sections at different times during the school year.

6. Today’s ETC Presentation
Will be videotaped and posted on our website:
Click on English Language Arts icon
Scroll down and find
“Module 2: Persuasive and
Informational Genres”
Download PPT with script
Download Participant Guide and any other handouts
This training will be videotaped by the GaDOE and posted on our website in a few weeks. It is already available online in non-video version. You will be able to access this training (both video and non-video) by following the directions on the slide.

7. Goals for Today Reviewing the Georgia Performance Standards
Using the Persuasive and Informational Genres to teach integrated language arts
Continuing to plan for this “Teaching and Learning” Year
We have three over arching goals of this training session. These are the same goals that were a part of Module 1: Narrative and Response to Literature Genres. Please remember that everyone in K-5 needs a refresher course on GPS ELA. In addition, the GaDOE is focusing on a more integrated approach of teaching the English Language Arts. This training should help you to help the teachers at students back in your schools/systems with the Teaching and Learning Year is the Teaching and Learning Year for the new W2 in Grades K-3. All training and staff development should occur during this school year. It is expected that all students will be receiving instruction in the new W2 during the school year. Lastly, the new W2 will impact testing during the school year.

8. Essential Questions
How do I analyze the new K-3 Writing Standards/Elements?
How do I analyze student work, write commentary, and give feedback?
How do I teach the genres using the three part instructional framework?
What are some resources that can help?
Here are the four essential questions that all participants should be able to answer by the end of the session(s).

9. 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 backwards design will help to implement the curriculum.
Making the reading and writing connection will increase student learning.
Here are the three enduring understandings that all participants should have by the end of the session(s).

10. 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?
As with Module 1, it is expected that teachers, grade levels, schools, and systems will need to do some self-assessment and reflection about where they are with the teaching and learning involving genres. This self-assessment/reflection will impact any next steps, additional need for trainings at the local level, etc.

11. Questions
We will provide a brief time for asking questions at the end of each section. It is important that questions stay on topic and reflect the current activity.
Please pay attention to questions asked so that there is no repeating of questions. This will aid in effective participation.
Please read slide as is.

12. Random Sharing Please be prepared to share throughout the day.
Representatives from K-2 and 3-5 will be randomly asked to share with entire audience.
We do want 100% participation today. For accountability, please take part in all activities and be prepared to share when called upon. We will be randomly asking people to share. Everyone will have multiple opportunities to share today.