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Planning with the Curriculum Instructional Maps
Narrative Writing in a Writing Workshop
Elementary Reading/English Language
Arts
September 27, 2013

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How does this image convey the relationship between the narrator and her brother, Richie?
What do you notice about the use of color?

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How does this image convey Trisha’s emotions?
What details in the text does the picture emphasize?

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Add short activity including read aloud and writing response from WF

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RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed
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Examine
CCSS Writing
Standard 3.
Unpack
Writing
Fundamentals
Unit of Study.
Identify clear expectations for student outcomes.
Use Writing
Fundamentals mini-lessons to plan instruction.

+ Implementing the Common Core State
Standards requires…
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Unpacking the standards to understand what is contained within each and how they build over the years.
Developing clear expectations for learning goals and objectives.
Understanding the interconnectedness of the
Standards. They are not taught in isolation.
Establishing the classroom environment as a literacy community.
Shifting students’ focus from reading a text once to reading and rereading for different purposes and to
“dig deeper.”

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Instructional Sequence and Alignment
Where have we been? Where are we going?

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Instructional Sequence and Alignment
Where have we been? Where are we going?

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What are the outcomes from
How Writers Work?

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Until the release of the Common Core State Standards, many educators didn’t realize that writing skills need to develop incrementally, with the work that students do at one grade level standing on the shoulders of prior learning. It would be hard to achieve this high level of craft and knowledge if students weren’t moving steadily along a spiraling curriculum, practicing and extending skills in each type of writing each year. After all, in math, teachers agree on content and ensure that students move up the grade levels with the essential skills that teachers agreed upon. That same focus on writing as content, as a set of skills, will move grade levels of students forward, rather than individuals who happened to get this teacher or that. Writing will need to be given its due, starting in kindergarten and continuing throughout the grades.

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CCSS Writing Standards
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PARCC Prose Constructed Response
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Integration of Standards
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Reading- read and reread closely for different purposes
Writing- experiment with different forms, audiences, and purposes while learning technique
Language- learn how to say it with clarity and precision
Speaking & Listening- opportunity to build comprehension, collaboration, and presentation skills
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Focus on process, choice, and differentiation

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Text Types and Purposes
W.1. Arguments (Opinion in grades K-5)
W.2. Informative/Explanatory Texts
W.3. Narratives
Production and Distribution of Writing
W.4. Produce writing appropriate for task, purpose, and audience (Begins in Grade 3)
W.5. Strengthen writing by planning, revising, editing, rewriting
W.6. Use technology to produce and publish
Research to Build and Present Knowledge
W.7. Conduct short and sustained research projects
W.8. Gather relevant information from multiple print and digital sources
W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research (Begins Grade 4)
Range of Writing
W.10. Write routinely (Begins in Grade 3)

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Writing Fundamentals Unit Progression
K 1 2 3 4 5
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
How
Writer’s
Work
List and
Label
Personal
Narrative
Personal
Narrative
Patricia
Polacco
Author
Study
Literary
Nonfiction
Cynthia
Rylant
Author
Study
Memoir
Nonfiction Biography FUNctional
Writing
Donald
Crews
Author
Study
Nonfiction Gail
Gibbons
Author
Study
Book
Review
Poetry Biography Feature
Article/Edi torial
Essay
Writing

Vertical Progressions Activity
Progression of the
Common Core State Standards in ELA
Writing Standard 3
College and Career Ready Anchor Standard #3:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 What are the Knowledge Demands? What do students need to know?
 What are the Instructional Implications? What do teachers need to do?

K-
• How to draw pictures, speak, and write in
• Read aloud texts that use pictures and words to tell about an event or order to tell about an event or a few events in order
• What a reaction events in order.
• Model how pictures and words can tell about event(s). is and how to include it
• Building blocks
• Model how to tell about event(s) verbally.
for narration.
• Model how to keep events in order.
• Model how to include a reaction.

1-
• What is a narrative
• How to sequence events
• How to add details
• Temporal words
• How to use temporal words
• How to create closure
• Read aloud a variety of narratives that sequence multiple events.
• Help students examine the use of temporal words in real texts.
• Model using temporal words.
• Help students examine how different narratives end.
• Model closures.

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Task Generation Model for Narrative Performance Based
Assessment Grades 3-11
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Students read a short literary text.
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Students answer 5 Evidence-Based Selected Response (EBSR) or
Technology-Enhanced Constructed Response (TECR) items
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Students write a narrative story (PCR-Prose Constructed
Response) http://www.parcconline.org/sites/parcc/files/CombinedPBATaskG enerationModelsNarrative%2BGrade3-5.pdf

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Prototype: Grade 6 Prose Constructed Response from Narrative
Writing Task
In the passage, the author developed a strong character named
Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.
Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-prose-constructed-responsenarrative-writing-task

+ http://127284fc68e2f324fa90-
75733c91e8a38189f2bc7be7a33dcda5
.r81.cf1.rackcdn.com/PARCCSample ofWritingForms-FINAL.pdf

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NOTE:
• The reading dimension is not scored for elicited narrative stories.
• Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate.
• The elements of organization to be assessed are expressed in the grade-level standards W1-W3 and elucidated in the scoring rules for each individual PCR.

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Classroom
Instruction
Quarterly
Assessments
PARCC

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Let’s Review the REVISED Lesson Planning Template…

+ Let’s Examine a WF Mini-Lesson
Understanding the Outcomes
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Find and review the Student Outcomes on the
WF Mini-Lesson…where does this go on your lesson plan?
Understanding the Instruction
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Find and review “teach” portion of the Mini-
Lesson…where does this go on your lesson plan?

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Differentiation
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ELL Support through WF
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Flexible Group time
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Conferencing
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Teacher models
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UDL

Universal Design for Learning (UDL)

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Biggest Takeaways
 What have you learned about the structure of the units, the progression of the standards, and the development of writing skills?
 Turn and talk with a partner at your table about your biggest takeaways from this session.

Elementary Reading/English Language Arts Office
Simone McQuaige, Supervisor
Join our EDMODO!!!
Code: eqdgcu altramez.mcquaige@pgcps.org
Shadrick Woods, Instructional Specialist shadrick.woods@pgcps.org
Phone Number
301-808-8280
Tricia Blackman, Instructional Specialist tricia.blackman@pgcps.org
Renee D. Jones, Resource Teacher renee.jones@pgcps.org