Grades K5 ELA II Pathway Day 3 February 2017 Objectives Participants will understand the dimensions of the Narrative Writing Standard by analyzing student work Participants will plan narratives using the sources the standards and the Writing for Understanding Approach ID: 566688
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Slide1
Understanding Narrative Writing
Grades K–5 ELA II Pathway
Day 3 February 2017Slide2
Objectives
Participants will understand
the dimensions of the Narrative Writing Standard by analyzing student work.
Participants will plan narratives using the sources, the standards, and the Writing for Understanding Approach. Slide3
Agenda
Learning By Example
Protocol, Understanding the Narrative Standard
Planning a Narrative Lesson Sequence with the Writing for Understanding Approach
Analyzing Independent Narrative Writing
Closure Activity Slide4
Session Sequence
The Narrative Context
Analysis of the
Narrative Standard
Protocol
Discussion
Analysis of
Vertically Aligned Student Pieces Using a Biography as a Source
Compare
Analysis
to the
Standards
Reflect Slide5
Session Focusing Question
How
do teachers understand the dimensions of the
Writing
Standard
for narratives by
analyzing student work?Slide6
Today we will deepen our understanding of one of
the Writing
Types using a Common Ground Activity:
W.3 Narrative
Learning by
Example
NOTE:
This protocol
can be used with any writing type.Slide7
Narrative Writing
W.3
Write
narratives
to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Slide8
Framing the Activity
In this protocol, teachers simply use the words of the standard to annotate a piece of student writing.Slide9
W.2.3
:
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Once
upon a time there was a man named Bob. He was 88. And his pet
parret
named Billy. He was 4 years old. They lived in New York. One day Bob and Billy were going to VA.
He was packing his bags to go on the Airplane
.
And
then
he remembered his flight left at 8:00
. And it was 7:50. So he got his stuff in the car and drove there. When they got there the plane left. "We missed out flight" said Bob.
Bob was
mad
…
Includes details to describe actions
Recounts a short sequence of events
Includes details to describe thoughts
Includes details to describe feelings
Uses temporal words to signal event orderSlide10
Learning by Example
Protocol
Choose a narrative piece in the packet and locate the appropriate Writing Standard for narratives (W.3).
Annotate the student writing by finding and labeling examples of each descriptor in the standard. You may annotate by writing words and phrases in the margin or, where appropriate, by noting the lowercase letter that appears before the descriptor in the standard.
When you have finished, check your observations against the annotated version of the same piece. Be sure to note any questions you have.Slide11
Kindergarten Instructional SampleSlide12
Wangari’s
Trees of Peace: A True Story from Africa
By Jeanette Winter
One Supporting TextSlide13
Choosing the Content StandardSlide14
Analyzing Complexity (video)Slide15
Annotating Slide16
Annotating TogetherSlide17
Reflecting on Learning
How did annotating deepen your understanding of the Writing Standard for narratives (W.3)?
How might having this type of deep understanding affect instruction?
Slide18
What Follow-up Actions Will You Take?
How would Writing for Understanding teachers plan for narrative writing in the classroom?Slide19
Wilma Unlimited
Planning a Narrative Lesson SequenceSlide20
Session Sequence
Choosing the Standards
Focusing the Narrative
Analyzing Text Complexity
Building Knowledge
Completing a Test Drive
Planning the Lessons
Seeing the Lesson in a Grade 2 Classroom
Reflecting on the Planning and Implications Slide21
Session Focusing Question
How do teachers plan narratives using sources, the state standards, and the Writing for Understanding Approach?Slide22
Reviewing the Shifts Slide23
Narrative Writing
W.3
Write
narratives
to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Slide24
Small Moment Writing
Focus Task
Write a story (small moment) about the problem Wilma solved at the church using evidence from the text in your story.Slide25
Remember Nikki and Melissa…Slide26
Backward Planning from the ProductSlide27
Backward Planning Reminder
The Big Idea
The Focusing Task
Building Knowledge
Capturing Knowledge
Writing StructureSlide28Slide29
Integration of Content and LiteracySlide30
What Makes This Text Complex?Slide31
Telling the Story Through IllustrationSlide32
What Makes Text Complex?Slide33
Find One Example of Each Type of Complexity in Wilma Unlimited
!
Turn and TalkSlide34
What Makes Text Complex?
“Standing alone, the sound of hymns coloring the air, she unbuckled her heavy brace and set it by the door.”
“Doctor’s were a luxury for the Rudolf family, and anyway, only one doctor in Clarksville would treat black people.”
“As soon as Wilma sent that box away, she knew her life was beginning all over again.”
“The doctor came to see them then. Besides scarlet fever, he said, Wilma had also been stricken with polio.”Slide35
Instructional Needs
Anticipated student need
Instructional support
Understanding poetry
Practice rhyming- identify rhymes
in text
List rhyming words
Distinguishing changes from other things that happen in the book
Lesson on concept of change
Play “One Change”
Remembering information
Picture notes
Picture sort in groups
Writing fluency
Introduce hand paragraph
Oral practice in full group and pairs
Word Wall
Writing stamina
Write in chunks- one change each daySlide36
Remember Where We’re Headed
W
rite a story (small moment) about the problem Wilma solved at the church using evidence from the text in your story.
Focus Task Slide37
The Test Drive
Does my focusing question/prompt work?Slide38
Common
sense
tells us that it never makes sense to put a lot of money into a car unless we’ve test-driven it to make sure it works and is what we want.Slide39
Writing a Good Test Drive
Similar to the piece you would expect a student to write in both language and thought
Based strongly on evidence from the text
Clear teachable structure
Full piece of writing that meets all the descriptors of a particular writing typeSlide40
Questions to Ask When You Write
Did it get at the understanding I wanted from the students?
Did it push the students back to the text?
Is this a question my students would understand?
What kinds of teaching do I need to
do
about
content
so that kids can write this?
What kinds of teaching about structure do I need to do so that kids can write this?
Will kids benefit from a model?
If
so, what will I use?
Other?Slide41
Test Driving: Your TurnSlide42
Test Drive (Video)Slide43
Now You Try a Test Drive Slide44
How Did It Work? (video)Slide45
Turn and Talk
Complex Text
What did working with the
complex text
Wilma Unlimited
and evidence-based narrative writing look like in Melissa and Nikki’s classroom?Slide46
What did Nikki and Melissa do to build knowledge about the text so students would be able to write their story? Slide47
Three “Reads”
First
read
Enjoyment, basic understanding,
“gist”
Second
read(s):
Close Reading
for deeper
comprehension
Third
read(s):
Focused
reading for
evidenceSlide48Slide49
Page 1 and 2Slide50
Importance of VocabularySlide51
Taking Notes and Oral ProcessingSlide52
Photo AnalysisSlide53
What Do You Notice?Slide54
Why Pantomime? (video)Slide55
What Is Missing?Slide56
How Did Instruction Support Thinking? (Video)Slide57
Reflection
So,
what did we
learn about writing narratives from sources using the Writing for Understanding Approach?
How will we use that information in our own schools, classrooms, and districts to help teachers move from writing personal narratives to writing narratives that reflect the state standards?
Slide58
What Follow-up Actions Will You Take?Slide59
But
Wait
:
Shouldn’t
the
Writing Be Independent
?
Yes, absolutely – once you know your students are capable of that.
If they have had very little instruction with writing, building writing instruction into reading instruction helps both with deep understanding of the reading and more facility with writing.Slide60
Sea Turtles
Writing to Sources in the Primary GradesSlide61
Session Sequence
Understanding the Prompt
Completing the Prompt as a Student
Analyzing the Prompt
Discussion of Gradual Release of Responsibility
In Common Explanation
Protocol Discussion
Analysis of Vertically Aligned Student Pieces
Reflect Slide62
Session Focusing Question
How do students learn to write stories
independently
that show deep understanding of the content using story elements and craft techniques?Slide63
Turtle, Turtle, Watch Out!
By April Pulley Sayre
Illustrated by Annie Patterson
The Choice Is CrucialSlide64
Anchor Standard:
R.CCR.10
:
Read and comprehend
complex literary and
informational texts
independently
and proficiently.
Text Complexity: State Standard Reading 10
64Slide65Slide66
Taking the Time to Read and AnalyzeSlide67
Text Features-Part of Text StructureSlide68
Directions for Sea Turtle Prompt Slide69
Grade 3Slide70
Sea Turtles: An Introduction (video)
http://channel.nationalgeographic.com/videos/secret-lives-of-sea-turtles/
Slide71
Sea turtles are reptiles and need to breathe air.Slide72
Female turtles migrate to the beach to lay their eggs when they are about 20 years old.
Female turtles return to the same region where they were born.Slide73
Nesting Information
“Sea turtles emerge from the ocean at night to lay their eggs as a way to avoid daytime predators and the drying effect of the hot sun.”
Source: North Carolina Wildlife Resources Commission, Fact Sheet, 2005Slide74
The female digs a two-foot vase-like cavity in the sand for about 120 leathery eggs with their flippers. Then she covers up her egg nest with sand. Slide75
Females nest several times in a single season, but nest only every second or third year. Slide76
Egg nests are left alone and face many dangerous problems. People can help protect the nests. Why do you think these materials are helpful?Slide77
Eggs incubate on the beach for 60 days. Hatchlings dig together up through the sand and emerge on the beach surface in a large group.Slide78
Hatchlings scurry to the ocean at night. They follow the light of the moon. Slide79
Sea Turtle Reproduction
Hatchlings remain in the ocean for 15 to 30 years before the females are ready to reproduce.
Only about 1 in 1,000 hatchlings will live to reproduce.Slide80
Sea turtles think plastic bags in the ocean are food. Sea turtles can die if they eat plastic. Slide81
Sea turtles get caught in old nets used for fishing. Slide82
New fishing nets have escape hatches that let sea turtles out of the net.Slide83
Sea turtles are endangered, but people can help. Slide84
What Will We Use as a Model so Students Will Know What to Do? Slide85
Small MomentsSlide86
Plan the Narrative
Primary Story Map
Intermediate Story Map Slide87
Let’s See If It Works…Slide88
Please Share Your Test Drive Slide89
Share Your Piece
Comments? Thoughts? Observations? Slide90
So What?
So, what did we learn
about independent writing?
How will you gradually release responsibility to your students?Slide91
Sea Turtles &
Learning By Example
Writing to Sources in the Primary GradesSlide92
Remembering the Narrative Standard
W.3
Write
narratives
to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Slide93
Common Ground ProtocolSlide94
Learning by Example Protocol
Choose a narrative piece to locate the appropriate Writing Standard for narratives.
Annotate
-Find and label examples of each descriptor in the standard.
-Write words and phrases in the margin or, where appropriate, by noting the lowercase letter that appears before the descriptor in the standard.
When you have finished, check your observations against the annotated version of the same piece.
N
ote any questions you have.Slide95
Doing One
TogetherSlide96
Reflecting
How did annotating deepen your understanding of the Standard for Narrative Writing (W.3)?
How might having this type of deep understanding affect instruction?
Slide97
So, why is it important to teach primary students to write to sources?
How
will you start?
So What?Slide98
What Follow-up Actions Will You Take?Slide99
Let’s Try It
Now we could do the last part of planning a lesson sequence for the books that we have or one you might use in your classroom. Slide100
Thank you!
It’s been a pleasure being part of your professional development.Slide101
101
http://
www.standardsinstitutes.org
/institute/winter-2017-standards-institute#tab--detailsSlide102
Slide 4: Jane Miller
Slide 12: Leonora
(Ellie)
Enking
:
Spathodea
campanulata (flickr)
Slide 20, 24, 36:
Image Credit: Flickr
tableatny
BXP135620: Athletic Feet of Runner Positioned at Starting BlockSlide30: Image Credit: Flickr Tableatny BXP135660: Starting Blocks at Vacant Starting Line Before EventSlide 31: Image Credit: tableatny BXP135677 Hands Passing Baton at Sporting
Event
Slide 43:
Image Credit: Phil Roeder 2012 Drake Relays: A runner in the women’s 400 meter hurdles clears the first
one
Slide 51: VMC
Slide 52: VMC
Slide 59:
Image Credit: Horia Varlan: Question mark made of puzzle piecesSlide 61: Image Credit: Gabriel Saldana: Baby Sea TurtleSlide 63: ImageCredit: Flickr/DevinWaddell: Sea TurtleSlide 71: ImageCredit: Flickr:SteveJurvetson: Just BreatheSide 72: US Fish and Wildlife Service (USFWS): Ist Leatherback sea turtle nest…
Slide 75: Flickr/Public.Resource.org: Green Sea Turtle NestingSlide 76: ImageCredit: Flickr/Per-OlofForsberg: Sea Turtle NestSlide 77: Image Credit: Flickr/TylerKaraszewski: Hatching Sea Turtle Nest
Slide 78: Image Credit: Bureau of Land Management: BLM Winter Bucket List #16Slide 81: ImageCredit: Flickr:NOAAMarineDebrisProgram: Entangled green sea turtleSlide 82: ImageCredit: Flickr/BernardSpragg.NZ: Baby Green Sea Turtle; ImageCredit: Flickr/TomasFano: Fishing NetsSlide 83: ImageCredit: Flickr/Make it Kenya: 2016_01_17_KenyaLiveSlide 100 VMC
References