K-5 ELA Module 1 Training

1. K-5 ELA Module 1 Training Understanding the K-5 ELA Vertical Alignment Narrative and Response to Literature Genres CHAPTER 6: Research on Teaching and Learning, Instructional Best Practices, and Reading/Writing Connection, Background on Reading Instructional Task Suggested time for this part is 30-45 minutes.Suggested time for this part is 30-45 minutes.

2. Research on Teaching/Learning Gradual Release of Responsibility Teacher Modeling Guided Practice Collaborative Practice Independent Practice Application Source: Fisher and Frey, in Better Learning Through Structured Learning: A Framework for the Gradual Release of Responsibility Refer teachers to the handout in their participant guide (definitions of Five Essential Elements of Comprehension). This slide is a summary of the Gradual Release of Responsibility, which is an instructional best practice. Refer teachers to the handout in their participant guide (definitions of Five Essential Elements of Comprehension). This slide is a summary of the Gradual Release of Responsibility, which is an instructional best practice.

3. Some Research-Based Best Practices for ELA Three Part Lesson/Instructional Framework Use of authentic text Read alouds, shared reading, teacher modeling, think alouds Purposeful independent reading Connection between reading and writing genres Daily writing time to practice Balanced, integrated literacy These best practices are in line with Gradual Release of Responsibility, IRA/NCTE research, and the researchers/authors quoted today. The three part lesson/instructional framework is the Opening/Minilesson, Student Worktime, and Closing/Sharing. You will find out more about this later when it is modeled for you. By balanced, integrated literacy we mean being more equitable concerning reading, writing, LSV, and conventions/skills. We also look for opportunities to connect all of the English Language Arts and to integrate them with other subjects. These best practices are in line with Gradual Release of Responsibility, IRA/NCTE research, and the researchers/authors quoted today. The three part lesson/instructional framework is the Opening/Minilesson, Student Worktime, and Closing/Sharing. You will find out more about this later when it is modeled for you. By balanced, integrated literacy we mean being more equitable concerning reading, writing, LSV, and conventions/skills. We also look for opportunities to connect all of the English Language Arts and to integrate them with other subjects.

4. Reading/Writing Connection Research demonstrates that the reading and writing connection increases comprehension. Routman (2005) said that making such a connection leads to more authentic teaching, improved reading and writing, and higher scores on tests. Our goal is higher student achievement. If students can express what they know orally and in written form, then we know they are truly showing proof of understanding. One major connection we need to make is between reading and writing. For example, if students are writing fantasy stories, then they should be reading fantasy stories to make better connections. Here�s another example. If students are reading poetry, then a great response to literature would be for them to possibly write their own poem.Our goal is higher student achievement. If students can express what they know orally and in written form, then we know they are truly showing proof of understanding. One major connection we need to make is between reading and writing. For example, if students are writing fantasy stories, then they should be reading fantasy stories to make better connections. Here�s another example. If students are reading poetry, then a great response to literature would be for them to possibly write their own poem.

5. Reading/Writing Connection As readers, we identify in text what it is that good authors do. As writers, we then apply what good authors do to our own text. Readers think like writers, and writers think like readers. This is our goal for students when they are making the reading/writing connection. We want them not only to be able to identify in reading but apply what they have learned from reading to their writing. This is our goal for students when they are making the reading/writing connection. We want them not only to be able to identify in reading but apply what they have learned from reading to their writing.

6. An Example from 3rd Grade Narrative Select an element(s) that you need to teach to the students�less is more. ELA3R1n: Identifying story elements ELA3W2a: Capturing reader�s interest ELA3W2d: Using sensory details Brainstorm and create a list of possible strategies that authors use to demonstrate evidence of an element(s). The following slide shows my planning process for teaching some elements from the new W2 for Narrative. You might be able to combine one or two elements (so that elements are not taught in isolation). Here I have chosen to focus on two writing elements. Not only is element A being taught, but also element D (sensory details and other literary language to communicate setting, characters, and plot). In addition, 3R1n could be a related Reading Standard (element N). I will also address some complementary LSV Standards/Elements. My next job is to decide what strategy(ies) to teach to my students pertaining to the selected Standards/Elements. Please remember that there are many ways to plan a lesson. This is just one example of how to be creative and merge several elements from the GPS into one lesson. The following slide shows my planning process for teaching some elements from the new W2 for Narrative. You might be able to combine one or two elements (so that elements are not taught in isolation). Here I have chosen to focus on two writing elements. Not only is element A being taught, but also element D (sensory details and other literary language to communicate setting, characters, and plot). In addition, 3R1n could be a related Reading Standard (element N). I will also address some complementary LSV Standards/Elements. My next job is to decide what strategy(ies) to teach to my students pertaining to the selected Standards/Elements. Please remember that there are many ways to plan a lesson. This is just one example of how to be creative and merge several elements from the GPS into one lesson.

7. Brainstorming a List of Strategies Sources of Strategies for Elements: Your experience as a teacher and writer Your colleagues on your grade level and at your school Considering what good authors do in quality children�s literature Samples of tasks and student work Professional resources Textbook/writing support materials Websites There are many sources for finding the strategies that I may want to use when teaching Narrative to my third graders. Here is a list. Notice that it is important to make use of multiple sources. There is a suggested professional resource called Craft Lessons by Ralph Fletcher. It has many great ideas for strategy minilessons related to different narrative elements. They are very easy to use, but as Fletcher states, we want to stress that the teacher is the best source of such lessons. His resource book, like others, are great to use after a teacher has had time to consult the Standards/Elements, think, analyze, strategize, talk with colleagues, etc. There are many sources for finding the strategies that I may want to use when teaching Narrative to my third graders. Here is a list. Notice that it is important to make use of multiple sources. There is a suggested professional resource called Craft Lessons by Ralph Fletcher. It has many great ideas for strategy minilessons related to different narrative elements. They are very easy to use, but as Fletcher states, we want to stress that the teacher is the best source of such lessons. His resource book, like others, are great to use after a teacher has had time to consult the Standards/Elements, think, analyze, strategize, talk with colleagues, etc.

8. Some Strategies Authors Use to Capture Readers� Interest in Narrative Beginnings Questions Idioms Descriptive setting Quotation Exaggeration (hyperbole) Alliteration Words in capitals, bold, or italics So after brainstorming and considering multiple sources, I came up with a possible list for ways that students can capture a reader�s interest in the beginning of a narrative story. It is important to note that a writer should capture and keep a reader�s interest in the B/M/ and E of the piece. For the purposes of today�s modeling/training, I am only focusing on one portion--the beginning. Good teachers do the same thing in their classrooms�they break things down for students into chunks/parts. So after brainstorming and considering multiple sources, I came up with a possible list for ways that students can capture a reader�s interest in the beginning of a narrative story. It is important to note that a writer should capture and keep a reader�s interest in the B/M/ and E of the piece. For the purposes of today�s modeling/training, I am only focusing on one portion--the beginning. Good teachers do the same thing in their classrooms�they break things down for students into chunks/parts.

9. More Strategies Authors Use to Capture Readers� Interest in Narrative Beginnings Talking directly to the reader Exclamation Noise (onomatopoeia) Introducing the narrator Intriguing detail Dramatic effect Here are some more strategies that authors use in their beginnings. You can find these strategies being used in children�s books. In your participant guide there is an example of a list of books (from a website search) that teachers can use to teach capturing readers� interest. These books are examples of text that are good to use for teaching beginnings and endings. The link for where these were found on the web is at the top of the page. Please remember that the DOE does not endorse any particular books. You can substitute other titles to teach such elements. Here are some more strategies that authors use in their beginnings. You can find these strategies being used in children�s books. In your participant guide there is an example of a list of books (from a website search) that teachers can use to teach capturing readers� interest. These books are examples of text that are good to use for teaching beginnings and endings. The link for where these were found on the web is at the top of the page. Please remember that the DOE does not endorse any particular books. You can substitute other titles to teach such elements.

10. Sharpen Your Lesson Focus Choose one/two strategies (e.g., creating a descriptive setting). This will be a focus during both reading and writing times (whole group direct instruction). So, now I want to take you through some steps on how to teach this strategy/focus elements. This will include the three part lesson/instructional framework. I would only choose one of the previous strategies on which to focus. Remember that less is more with students. Over time, they will continue to add strategies to their writing toolbox. The strategy that I will be focusing on will be creating a descriptive setting. This strategy will enable me to teach several things at once (setting, details, capturing reader interest). I will also be focusing on this strategy during both the reading and writing times (direct instruction times for the whole group). This way, all students will be receiving on grade level instruction. I�m going to be sharing with you how to construct and teach reading and writing tasks that are connected. So, now I want to take you through some steps on how to teach this strategy/focus elements. This will include the three part lesson/instructional framework. I would only choose one of the previous strategies on which to focus. Remember that less is more with students. Over time, they will continue to add strategies to their writing toolbox. The strategy that I will be focusing on will be creating a descriptive setting. This strategy will enable me to teach several things at once (setting, details, capturing reader interest). I will also be focusing on this strategy during both the reading and writing times (direct instruction times for the whole group). This way, all students will be receiving on grade level instruction. I�m going to be sharing with you how to construct and teach reading and writing tasks that are connected.

11. Reading Instructional Task Select text from children�s literature that serve as good models of writing. Think about purposefully using a familiar text. Share the examples with the students in a reading minilesson/opening. Record examples of these strategies that good authors use. Here�s some background on how I would structure a reading instructional task/lesson.Here�s some background on how I would structure a reading instructional task/lesson.

12. Reading Instructional TaskOpening/Minilesson Share the examples by reading aloud the beginnings of several books/stories that demonstrate evidence of the author effectively using setting. Use read aloud/think aloud strategy. Chart findings with students (the actual excerpts that show how setting was described). Here are some specifics that I would do during the minilesson/opening of the reading instructional task/lesson.Here are some specifics that I would do during the minilesson/opening of the reading instructional task/lesson.

13. Reading Instructional Task Worktime During independent reading time, students will practice reading narrative text with a purpose. The purpose will be tied to the minilesson/opening (identifying the setting strategy in narratives). Students may record their findings, but their focus is on reading text. Here�s more information about what happens during the student worktime/independent reading. Mention that too many times writing becomes the focus of the reading time (e.g., worksheets, organizers, even too many sticky notes). It is important to think �balance.� Perhaps have the students respond one time a week in writing instead of doing such everyday. Other days, the students can respond orally or in another form. The focus of reading time should be reading with a purpose.Here�s more information about what happens during the student worktime/independent reading. Mention that too many times writing becomes the focus of the reading time (e.g., worksheets, organizers, even too many sticky notes). It is important to think �balance.� Perhaps have the students respond one time a week in writing instead of doing such everyday. Other days, the students can respond orally or in another form. The focus of reading time should be reading with a purpose.

14. Reading Instructional TaskClosing During the closing/share time, students will share examples where the author used a particular strategy to capture reader interest in the beginning (e.g., creating a descriptive setting). The students will also tell why the author used the strategy. The closing/share time will be linked back to the focus of the day�s lesson. The teacher and/or students will summarize the lesson. These are some specifics about the closing of the reading instructional task/lesson. The teacher may want to have the students to tell the name of their book and author. The students can also read the part that demonstrated descriptive setting while the other students listen purposefully. The teacher should let a few people share during the closing. Lastly, there should be a summary of the lesson.These are some specifics about the closing of the reading instructional task/lesson. The teacher may want to have the students to tell the name of their book and author. The students can also read the part that demonstrated descriptive setting while the other students listen purposefully. The teacher should let a few people share during the closing. Lastly, there should be a summary of the lesson.