1. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org English Language Arts/ Literacy Rigorous Academic Writing Carolyn Waters, ELA/Literacy Program Manager Stephanie Sanders, ELA Specialist 2015 7/18/20151 First District RESA, Curriculum Directors’ Meeting March 5, 2015

2. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Rigorous Academic Writing Doesn’t Have to Be Scary! Agenda: Introductions ELA: Where We’ve Been and Where We’re Going. Getting Ready for Milestones: Teaching to the Test? Cultivating Best Practices for Rigorous Academic Writing 7/18/20152

3. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org English Language Arts/Literacy Where we’ve been… Where we’re going… 7/18/20153

4. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org ELA Triathlon Plan includes a three-phase strategic design to prepare for Rigorous Academic Writing Phase I includes instruction to promote and build sustainability for rigorous writing [DBQ/LBQ Process] – close reading/multiple texts/academic writing Phase II involves Foundational Skills for Learning Progressions from the early grade levels up Phase III involves UBD (beginning with the end in mind) and includes a close examination of performance-based tasks for the purpose of giving students grade-level appropriate, scaffolded opportunities to demonstrate their ability to analyze and synthesize information [AP Lang Synthesis Essay] 7/18/20154

5. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org English Language Arts New Revised Standards APPROVED! Teacher feedback will be honored by beginning the process of revising Teacher Guidance Documents to reflect the suggestions of teachers to “clarify,” “define the terms,” “provide simple illustrations of what is intended by each standard,” and to make “those resources easy to access.” Teachers who may be interested in contributing to this revision process should subscribe to the ELA Reporter and watch for announcements. 7/18/20155

6. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Teaching to the Test? Teaching to the test does NOT mean: Spending more time practicing test-taking Talking about the test instead of teaching/modeling Teaching decontextualized skills or knowledge Making the test the justification for teaching X (J.Burke & B. Gilmore. Academic Moves. 2015) 7/18/20156

7. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Teaching to the test DOES mean: By design - being intentional when choosing your texts, topics, tasks, tests, technology, techniques. Through sustained inquiry – using a full range of literacies Learning Progressions – using a progression of increasing complexity Emphasizing depth – putting a greater emphasis on depth over breadth (J.Burke & B. Gilmore. Academic Moves. 2015) 7/18/20157

8. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Key Shifts to focus on: Close reading strategies Text-based evidence Writing from sources (including multiple sources) Academic language (analyze, synthesize, compare, evaluate) Text complexity Importance of argument (claim/counterclaim) Emphasis on nonfiction (informational text) 7/18/20158

9. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Creating a Common Culture Use a common language Create a cohesive curriculum Collaborate with fellow teachers Improve consistency within and across departments and grade levels Become a more intentional teacher, team, or faculty Establish a culture that accepts responsibility for teaching all skills students need to succeed on the tests in the classroom, in college or a career 7/18/20159

10. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org The Most Challenging Standards? In reading, Students struggle with informational vs. literary text as well as increasingly complex texts. The most challenging standards are those that require synthesis skills, including those related to: Determining central ideas or themes and summarizing details Analyzing text structure (RL 4,5,6/RI 4,5,6) Integrating and evaluating content in diverse media and formats Analyzing similar topics and themes across multiple texts (@ 2015 Curriculum Associates, LLC, ASCD Newsletter. Jan. 2015) 7/18/201510

11. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org The Challenge for Writing In writing, students struggle with Synthesizing information from multiple texts Extrapolating a theme and putting it in writing Creating a thesis that reflects the common theme of presented, multiple texts Citing text evidence to support a student’s and/or the author’s argument or explanation Understanding the structure of literary/ informational texts and being able to analyze it (RL4,5,6/RI4,5,6) 7/18/201511

12. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Get on the ELA ListServe! ELA District SupportJoin-ela-districtsupport@list.doe.k12.ga.usJoin-ela-districtsupport@list.doe.k12.ga.us ELA AdministratorsJoin-ela-admin@list.doe.k12.ga.usJoin-ela-admin@list.doe.k12.ga.us ELA K-5Join-ela-k-5@list.doe.k12.ga.usJoin-ela-k-5@list.doe.k12.ga.us ELA 6-8Join-ela-6-8@list.doe.k12.ga.usJoin-ela-6-8@list.doe.k12.ga.us ELA 9-12Join-ela-9-12@list.doe.k12.ga.usJoin-ela-9-12@list.doe.k12.ga.us 7/18/201512

13. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Resources 13

14. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Assessment Resources NAEP: Writing Framework for 2011 http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/writing-2011.pdf PARCC: Sample Items for ELA/Literacy https://www.parcconline.org/samples/ELA Smarter Balance: Sample Items and Performance Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Florida Department of Education: FCAT 2.0 Sample Questions and Answer Key Books http://fcat.fldoe.org/fcat2/fcatitem.asp Kentucky Department of Education: Sample Test Items http://education.ky.gov/AA/items/Pages/default.aspx New York Department of Education: Released Test Items https://www.engageny.org/resource/new-york-state-common-core-sample-questions 7/18/201514

15. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia Department of Education Resources Formative Instructional Practices (FIP) http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/GeorgiaFIP.aspx Formative Item Bank in OAS http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/OAS-Resources.aspx EOC and EOG Assessment Guides http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia- Milestones-Assessment-System.aspx 7/18/201515

16. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Meantime… What about us? 7/18/201516 How do we prepare our students?

17. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Strategies for Reviewing Sample Questions 7/18/201517

18. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New York Grade 3 Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the passage to support your response. 7/18/201518 “Sea Turtles” What is the subtitle? What 2 details can I use? How do I respond? Why are they suited for the sea?

19. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Close Read Para. 5 “Suited for the Sea” But sea turtles are more than just great swimmers. Some of them are great divers. The leatherback can dive more than a thousand feet deep, looking for food. That’s the length of three football fields. And its deepest dives can be three times deeper than that! 1.Draw a circle around the paragraph. 2.Highlight unusual words and discuss meaning 3.Write the heading at the top of the paragraph 4.Write your questions in the margins 5.Underline two details 6.Check your “To Do” List. Did you complete it? 7/18/201519

20. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Read the Prompt? Teachers must teach students how to read the prompt: Show them model it Whole class Small group Individual Check for understanding 7/18/201520 Teacher does… Whole class does… Small groups do… Each student does…

21. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Make a “To Do” list TO Read (close read) Find Think Look for Write DO paragraph 5 the Heading: Write it here _______________ why the info in the paragraph fits heading two details that support your answer 1. 2. your answer 7/18/201521

22. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New York Grade 6 Excerpt from We Were There, Too! How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the article to support your response. In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right – just not the one her father intended.” Explain what the author means by this statement. Use two details from the article to support your response. 7/18/201522

23. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New York Grade 8 “The Inheritance of Tools” by Scott Russell Sanders What character traits of the grandfather are revealed through his use of the hammer? Use two details from the passage to support your response. 7/18/201523

24. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Kentucky Grade 10 “Women Like Us” Adapted from Edwidge Danticat’s short story “Women Like Us” Write an essay in which you explain how the author’s use of literary elements in this passage helps convey the significance that writing holds for the narrator. Be sure to use evidence from the passage to support your ideas. You may include references to other texts or authors if you feel these will help you explain or support your ideas about this passage. 7/18/201524

25. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Mr. D: How do we grade all those essays? https://www.youtube.com/watch?v=0fn_vAhu_Lw 7/18/201525

26. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Strategies How do we prepare our students? 7/18/201526

27. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Document Analysis Steps 1. What do you see? Draw a box around everything you see 2. Write the ? on top of the box 3. Mark the doc (letter/number); source; note(s) and caption(s) with an 4. Examine the source(s) 5. Consider the notes and captions 6. Close read of document 7/18/201527

28. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/201528

29. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/201529

30. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/201530 “Women Like Us” Who wrote this? Why was it written? What is the author’s point of view? Literary devices?

31. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Consistent Growth in Learning 7/18/201531 http://www.corestandards.org/about-the-standards/myths-vs-facts/

32. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/201532

33. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Classroom Expectations to Cultivate Eliminate These Practices DOL (Dumb or Lucky!) Grammar out of Context Occasional Writing Teacher Assigns Short Reads on Tests Test What You Taught DOK 1 Level Questions “Stand and Deliver” Cultivate These Practices Jeff Anderson’s Model Sentences ( Mechanically Inclined ) Grammar in Context Daily Writing Teacher Models Develop Reading Stamina Test “Cold Passages” DOK 2-4 in each Unit Test Facilitate/Gradual Release 7/18/201533

34. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia Milestones Assessment Guides http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/Georgia-Milestones- End-of-Course-Assessment-Guides.aspx http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/Georgia-Milestones- End-of-Grade-Assessment-Guides.aspx 7/18/201534

35. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Contact the GaDOE ELA Team Carolyn Waters, ELA Program Manager cwaters@doe.k12.ga.us Stephanie Sanders, ELA Program Specialist ssanders@doe.k12.ga.us ssanders@doe.k12.ga.us 7/18/201535