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Analyzing the Persuasive and Informational Genres of the W2 Writing Standard

Explicitly Teach/Model With Persuasive Genre (W1 vs. W2). ELA 3W1Captures a reader's interest by setting a purpose and developing a point of viewBegins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and lengthWrites text of a length appropriate to

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Analyzing the Persuasive and Informational Genres of the W2 Writing Standard

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    1. Analyzing the Persuasive and Informational Genres of the W2 Writing Standard GPS Review: Comparing/contrasting W1 and W2 Language of the Standards (LOTS) Levels of rigorous instruction Scaffolding/vertical alignment Our first comparing/contrasting activity today will involve analyzing the Persuasive and Informational Genres of the new W2 Writing Standard. We will be reviewing a few major tenets of the GPS, including the language of the Standards, as well as the rigor and scaffolding that are a part of the new Vertical Alignments. Our first comparing/contrasting activity today will involve analyzing the Persuasive and Informational Genres of the new W2 Writing Standard. We will be reviewing a few major tenets of the GPS, including the language of the Standards, as well as the rigor and scaffolding that are a part of the new Vertical Alignments.

    2. Explicitly Teach/Model With Persuasive Genre (W1 vs. W2) ELA 3W1 Captures a reader’s interest by setting a purpose and developing a point of view Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length Writes text of a length appropriate to address the topic or tell the story Uses organizational patterns for conveying information Writing Standard 1 focuses on students demonstrating competency in writing. Let’s first look for the elements from the current W1 Standard that could be considered persuasive in nature. Let’s look at this example from Third Grade (ELA3W1). Writing Standard 1 focuses on students demonstrating competency in writing. Let’s first look for the elements from the current W1 Standard that could be considered persuasive in nature. Let’s look at this example from Third Grade (ELA3W1).

    3. Explicitly Teach/Model With Persuasive Genre (W1 vs. W2) ELA 3W1 Captures a reader’s interest by setting a purpose and developing a point of view Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length Writes text of a length appropriate to address the topic or tell the story Uses organizational patterns for conveying information Writing Standard 1 focuses on students demonstrating competency in writing. Let’s first look for the elements from the current W1 Standard that could be considered persuasive in nature. Let’s look at this example from Third Grade (ELA3W1). Writing Standard 1 focuses on students demonstrating competency in writing. Let’s first look for the elements from the current W1 Standard that could be considered persuasive in nature. Let’s look at this example from Third Grade (ELA3W1).

    4. Questions/Concerns Persuasive Genre (W2) K-1 2-3 4-5 Other K-5 Persuasive Vertical Alignment Questions This is the time to ask any specific questions about the W2 Persuasive Genre Vertical Alignment for K-5. For instance, you may have questions about the language that was used by the GaDOE. Please keep in mind that the W1 Standard has not been eliminated. We are adding the W2. Conventions and other elements that are not found in W2 but located in W1 still must be taught. They will be on the CRCT. Also, keep in mind that many of the elements in W1 are embedded in W2; so by teaching W2, you will be taking care of some of the elements in W1. There have been no changes made at 4th and 5th Grades. The W2 Standard and requiring students to write in a variety of genres is not new for them. This is the time to ask any specific questions about the W2 Persuasive Genre Vertical Alignment for K-5. For instance, you may have questions about the language that was used by the GaDOE. Please keep in mind that the W1 Standard has not been eliminated. We are adding the W2. Conventions and other elements that are not found in W2 but located in W1 still must be taught. They will be on the CRCT. Also, keep in mind that many of the elements in W1 are embedded in W2; so by teaching W2, you will be taking care of some of the elements in W1. There have been no changes made at 4th and 5th Grades. The W2 Standard and requiring students to write in a variety of genres is not new for them.

    5. Explicitly Teach/Model With Persuasive Genre (W1 vs. W2) ELA 3W1 Begins to use appropriate structures to ensure coherence Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience j. Uses a variety of resources to research and share information on a topic l. Writes a persuasive piece that states a clear position Here are a few more elements from ELA 3W1 that could be considered persuasive. Here are a few more elements from ELA 3W1 that could be considered persuasive.

    6. Explicitly Teach/Model With Persuasive Genre (W1 vs. W2) Captures a reader’s interest by stating a clear position/opinion and developing a point of view Sustains a focus Includes the appropriate purpose, expectations, and length for audience and the genre Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes Now let’s look at the new W2 Standard for Third Grade, which has very specific elements for the Persuasive Genre. Now let’s look at the new W2 Standard for Third Grade, which has very specific elements for the Persuasive Genre.

    7. Explicitly Teach/Model With Persuasive Genre (W1 vs. W2) e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie, and book reviews) f. Provides a sense of closure g. May include prewriting h. May include a revised and edited draft i. May be published Here are more specific elements for the W2 Persuasive Genre. Here are more specific elements for the W2 Persuasive Genre.

    8. This is p. 1 in your Participant Guide. I compared and contrasted ELA 3W1 and ELA 3W2 for Persuasive Genre elements. I used a Venn-Diagram to help me consider similarities and differences. Anything unique to W1 was listed on the left. Anything unique to W2 was listed on the right. Anything that the two Standards had in common was listed in the middle area of the Venn Diagram. This is p. 1 in your Participant Guide. I compared and contrasted ELA 3W1 and ELA 3W2 for Persuasive Genre elements. I used a Venn-Diagram to help me consider similarities and differences. Anything unique to W1 was listed on the left. Anything unique to W2 was listed on the right. Anything that the two Standards had in common was listed in the middle area of the Venn Diagram.

    9. The next slide is also p. 2 in your Participant Guide. I also considered the entire W2 Persuasive Genre Vertical Alignment for K-5. I looked at the expectations across the grade levels. I looked for the language of the Standards, as well as the levels of rigor and scaffolding. Something that helped me was to identify the verbs (in red), and the nouns/phrases (in blue). The next slide is also p. 2 in your Participant Guide. I also considered the entire W2 Persuasive Genre Vertical Alignment for K-5. I looked at the expectations across the grade levels. I looked for the language of the Standards, as well as the levels of rigor and scaffolding. Something that helped me was to identify the verbs (in red), and the nouns/phrases (in blue).

    10. K-5 Noticings for Persuasive Genre After analyzing the W2 Persuasive Genre Vertical Alignment, I summarized some of my noticings for different grade levels and grade spans. Some of these observations are specific to the Persuasive Genre, but some of these noticings are similar to those made with Narrative and Response to Literature Genres. After analyzing the W2 Persuasive Genre Vertical Alignment, I summarized some of my noticings for different grade levels and grade spans. Some of these observations are specific to the Persuasive Genre, but some of these noticings are similar to those made with Narrative and Response to Literature Genres.

    11. Questions/Concerns Persuasive Genre (W2) K-1 2-3 4-5 Other K-5 Persuasive Vertical Alignment Questions This is the time to ask any specific questions about the W2 Persuasive Genre Vertical Alignment for K-5. For instance, you may have questions about the language that was used by the GaDOE. Please keep in mind that the W1 Standard has not been eliminated. We are adding the W2. Conventions and other elements that are not found in W2 but located in W1 still must be taught. They will be on the CRCT. Also, keep in mind that many of the elements in W1 are embedded in W2; so by teaching W2, you will be taking care of some of the elements in W1. There have been no changes made at 4th and 5th Grades. The W2 Standard and requiring students to write in a variety of genres is not new for them. This is the time to ask any specific questions about the W2 Persuasive Genre Vertical Alignment for K-5. For instance, you may have questions about the language that was used by the GaDOE. Please keep in mind that the W1 Standard has not been eliminated. We are adding the W2. Conventions and other elements that are not found in W2 but located in W1 still must be taught. They will be on the CRCT. Also, keep in mind that many of the elements in W1 are embedded in W2; so by teaching W2, you will be taking care of some of the elements in W1. There have been no changes made at 4th and 5th Grades. The W2 Standard and requiring students to write in a variety of genres is not new for them.

    12. Directions for Guided Practice Take 10-15 minutes to compare and contrast W1 and W2 Informational Genre for one grade level. 3-5 will need to consider 3rd Grade K-2 will need to choose a grade level You will need the following handouts: Your Informational Vertical Alignment (W2) Your copy of GPS ELA Standards Your blank copy of the Venn Diagram (p.3) Now, I want you to work with a table group to compare and contrast W1 and W2 for elements of the Informational Genre. I want you to follow the same process that I modeled for you with Persuasive. Grade 3-5 Tables will need to consider Third Grade since there has not been a new W2 Standard added to Grades 4-5. K-2 Groups can choose a grade level in that range to consider for this activity. You will need the handouts listed on the slide. You will first compare/contrast the W1 and W2 for your grade level. You will be looking specifically for anything that is informational in nature. You will also make other noticings and observations. Please record any observations for your grade level on the blank Venn Diagram. Be prepared to share with the entire ETC audience. Now, I want you to work with a table group to compare and contrast W1 and W2 for elements of the Informational Genre. I want you to follow the same process that I modeled for you with Persuasive. Grade 3-5 Tables will need to consider Third Grade since there has not been a new W2 Standard added to Grades 4-5. K-2 Groups can choose a grade level in that range to consider for this activity. You will need the handouts listed on the slide. You will first compare/contrast the W1 and W2 for your grade level. You will be looking specifically for anything that is informational in nature. You will also make other noticings and observations. Please record any observations for your grade level on the blank Venn Diagram. Be prepared to share with the entire ETC audience.

    13. Directions for Guided Practice When finished, take 10-15 minutes to complete Noticings Chart for Informational Genre (K-5). A “noticing” is any observation, specific or general, about the K-5 Vertical Alignment. You will need the following handouts: Your Informational Vertical Alignment (W2) Your blank copy of K-5 Noticings Chart (p.4) When finished with looking at one grade level, take a few minutes to make some cross-grade level noticings. Please use the chart that is provided to help you as you make your K-5 observations for the W2 Informational Genre. Again, please be prepared to share with the entire ETC audience. When finished with looking at one grade level, take a few minutes to make some cross-grade level noticings. Please use the chart that is provided to help you as you make your K-5 observations for the W2 Informational Genre. Again, please be prepared to share with the entire ETC audience.

    14. Random Sharing Compare/Contrast W1 and W2 for Informational Genre Have one K-2 Group share. Then have one 3-5 Group share. Have one K-2 Group share. Then have one 3-5 Group share.

    15. Random Sharing K-5 Noticings about Informational Genre Vertical Alignment Have one K-2 Group share. Then have one 3-5 Group share. Have one K-2 Group share. Then have one 3-5 Group share.

    16. I went ahead and highlighted key verbs and nouns/phrases from the K-5 Informational Genre Vertical Alignment. This color-coded slide will be a part of the presentation that is posted online. I went ahead and highlighted key verbs and nouns/phrases from the K-5 Informational Genre Vertical Alignment. This color-coded slide will be a part of the presentation that is posted online.

    17. Summarize K-5 Noticings for Informational Genre I also wanted to include some general noticings/observations about the Informational Genre for K-5. I also wanted to include some general noticings/observations about the Informational Genre for K-5.

    18. Questions/Concerns Informational Genre (W2) K-1 2-3 4-5 Other K-5 Informational Vertical Alignment Questions This is the time to ask any specific questions about the W2 Persuasive Genre Vertical Alignment for K-5. For instance, you may have questions about the language that was used by the GaDOE. Please keep in mind that the W1 Standard has not been eliminated. We are adding the W2 Standard/Elements. Conventions and other elements that are not found in W2 but located in W1 still must be taught. They will be on the CRCT. Also, keep in mind that many of the elements in W1 are embedded in W2; so by teaching W2, you will be taking care of some of the elements in W1. There have been no changes made at 4th and 5th Grades. The W2 Standard and requiring students to write in a variety of genres is not new for them. This is the time to ask any specific questions about the W2 Persuasive Genre Vertical Alignment for K-5. For instance, you may have questions about the language that was used by the GaDOE. Please keep in mind that the W1 Standard has not been eliminated. We are adding the W2 Standard/Elements. Conventions and other elements that are not found in W2 but located in W1 still must be taught. They will be on the CRCT. Also, keep in mind that many of the elements in W1 are embedded in W2; so by teaching W2, you will be taking care of some of the elements in W1. There have been no changes made at 4th and 5th Grades. The W2 Standard and requiring students to write in a variety of genres is not new for them.

    19. Implications for Training/Next Steps Comparing/Contrasting W1 and W2 in Grades K-3 for Persuasive and Informational Elements Considering the K-5 Vertical Alignment for Persuasive and Informational Genres Developing the language of the GPS (W2) with teachers and students Doing these activities at the local school level is a next step for everyone. By doing such, all teachers will have a better understanding of the new W2 Standard/Elements. Developing the language of the Standards/Elements is crucial to this process. Doing these activities at the local school level is a next step for everyone. By doing such, all teachers will have a better understanding of the new W2 Standard/Elements. Developing the language of the Standards/Elements is crucial to this process.

    20. Essential Question Review How do I analyze the new W2 Writing Standard? Taking the time to do the activities that were just modeled and practiced will help teachers with answering this essential question. Taking the time to do the activities that were just modeled and practiced will help teachers with answering this essential question.

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