READING COACHES MEETING
• Unpacking the
content of the LAFS
for writing and
language
• Modifying current
writing instruction &
assessment practices
• The “Three Lanes of
Writing”
• Pacing Guides
• Assessing the
Standards
• Writer’s Workspace
MAIMI-DADE COUNTY PUBLIC SCHOOLS
DEPARTMENT OF ENGLISH LANGUAGE ARTS
CREATE A “TO DO” LIST….
THE IMPORTANCE OF WRITING
• Students who do not learn how to
write well are at a disadvantage
• Weaker writers are less likely to:




use writing to extend their
learning
Less likely to attend college
and complete a college degree
• Growing trend to use writing
proficiency as one factor in
graduation eligibility and grade
retention decisions or
advancement
CURRENT STUDENT WRITING
PERFORMANCE AND
INSTRUCTION
• Presents overall weak writing
instruction
• Only thirty minutes set aside for
writing instruction
• The thirty minutes is usually spent
on decontextualized basic writing
skills
• More institutes of higher learning
are creating noncredit courses to
remediate the writing problems
of college students
THE MOVE TO COMMON CORE
STATE STANDARDS FOR WRITING
AND LANGUAGE
• Evidence shows that well developed
content standards have a
significant impact on student
achievement through their influence
on classroom instruction
• Content standards are designed,
ideally, to inform curriculum
development, guide instruction
and assessment, provide clear goals
for student achievement, and raise
performance expectations
• Although high-stakes assessments
may guarantee that what is assessed
is taught, they do not guarantee
quality classroom instruction or
necessarily promote effective
teaching and can come with
unintended consequences
EVALUATION OF THE CCSS-WL
• Evaluated for breadth of content coverage
• Using the seven strands derived from several
frameworks
• The model used was Hayes’ Cognitive Model of
Writing
 Writing Process
 Metacognition and Knowledge
 Context Strand (genre theory)
 Purpose
 Components
 Conventions
 Motivation
• Standards do not specify the “how” of instruction but
rather the “what”
• Attainment of the standards via instructional
practices focused on the writing process
• Supplement when necessary
YOUR TURN….
RESULTS OF EVALUATION: UNPACKING THE
CCSS-WL AND HOW TO BEST IMPLEMENT IT
GROUP 1 – WRITING PROCESS
GROUP 2 – WRITING CONTEXT
GROUP 3 – WRITING PURPOSE
GROUP 4 – WRITING COMPONENTS
ADD GROUP 5 – WRITING CONVENTIONS
SHARING GROUP 6 – WRITING KNOWLEDGE/METACOGNITON
GROUP 7 – WRITING MOTIVATION
THE
ARTICLE GROUP 8 – IMPLEMENTING CCSS-WL WITH INNOVATIVE
WITH TECHNOLOGY
TEACHERS
MAJOR POINTS
INSTRUCTIONAL
IMPLICATIONS
BE READY
TO
SHARE!
K-5
•
Highlighting =
Amended
Standard by the
state
• Underlying
within the
highlighting=
specific change
in wording
• Italics=
Increase in
expectation
within the
standard from
grade level to
grade level
ADD
DISTRIBUTE
AND
EXPLAIN
LAFS
Think of the writing in McGrawHill like a 3 lane highway…
Lane: 1 –
Traits
(Skills)
Lane: 2 – Genre
Writing (Apply
Traits)
Lane: 3 – Analytic Writing
(Apply Traits & Genre to
what you Read)
ADD
EXPLAIN
AND PLAN
FOR THE 3
LANES OF
WRITING
Lane #1
The way we present our message on paper, the overall
appearance:
 making it inviting
 both visual and textual elements
Balancing white space
 visuals
 text
 graphics
Neatness
 typed text or cursive handwriting
 font selection
 borders
Lane #2
Characteristics of Genres-Grades K & 1
Opinion/Argument
LAFS.K-1.W.1.1
Kindergarten
Draws a picture, dictates or
writes to:
 Tell the topic or title
 States opinion or
preference
Informational/Explanatory
Narrative
LAFS.K-1.W.1.3
LAFS.K-1.W.1.2
Kindergarten
 Draws a picture, dictates or
writes to
 Names the topic
 Supplies some information
about the topic
 Facts, details, description
Kindergarten
 Draws a picture, dictates or writes
to
 Tells about a single event or
several loosely linked events in
the order in which they
occurred
•
Establishes the situation by
naming a place
 Provide a reaction to what
happened

Grade 1
Introduces the topic or title
 Topic sentence
States an opinion
Supplies a reason for the
opinion
Provides some sense of closure
Ending sentence
Grade 1
 Names the topic
 Supplies some facts about the
topic

Includes ideas that explain
and support
 Provides some sense of
closure

Ending sentence
Grade 1
 Recounts two or more
appropriately sequenced events


Beginning-of-sentence capitalization and end- of- sentence
punctuation


Establishes the situation with
the opening sentence
 Includes details about what
happened

Feelings and reaction
 Uses temporal words to signal
event order
 Provides some sense of closure

Growing Command of Conventions
Reflective endings
Ending sentence
Capital letters for proper nouns
Capitalize text title
Characteristics of Genres-Grade 2
Opinion/Argument
 Introduces the topic
or text
Introductory paragraph
Beginnings
States an opinion
Supplies reasons that
support the opinion
Clump Details
 Includes people who are
on your side
Tells what you will do if
you get it (If…then…)
Tells why you should have
it NOW
 Uses feelings
Uses linking words
Provides a conclusion
Informational/Explanatory
Narrative
 Introduces the topic
 Uses facts and
definitions to develop
points
 Recounts a wellelaborated event or short
sequence of events
 Includes details to
describe actions,
thoughts, and feelings



Descriptive attributescolor, #, size, age,
shape
May include comparing
facts
Includes domain
specific vocabulary
 Provides a concluding
statement or section
Techniques for closure
(Endings)




Strong verbs
Sensory details
Descriptive attributescolor, #, size, age, shape
Specificity-uses names
for people and pets
 Uses temporal words to
signal event order
 Provides a sense of
closure
Techniques for closure
(Endings)
Growing Command of Conventions
Capital letters in title, pronoun I, and the beginning of a sentence
Title of book is underlined
Most words are spelled correctly
Commas and apostrophes used
correctly
End punctuation
Opinion/Argument
LAFS.3-5.W.1.1
Informational/Explanatory
LAFS.3-5.W.1.2
 Examines a topic and
conveys ideas and
 States an opinion or point of
information clearly according
view
to audience and purpose
 Includes an organizational
structure that lists reasons that  Introduces topic and groups
related ideas together and
support/prove the opinion
presented in order of
 Descriptive details
importance (include illustrations
 Concrete proof
 Introduces the topic or text
 Includes others who have the
when aiding comprehension)
 Develops the topic with facts,
definitions, details,
examples, quotations and
comparisons
 Includes precise language and
domain specific vocabulary
 Uses linking words and
 Uses linking words and phrases
phrases to connect ideas
that connect opinion and
within categories of
reasons
information
 May include an opposing
 Provides a concluding
viewpoint
statement or section
 Provides a conclusion
statement or section
same opinion(quote)
 Tells what will/might
happen if(If…then…)
 Includes comparisons
 a mini-story that supports the
topic
Narrative
LAFS.3-5.W.1.3
 Tells a real or imagined
experiences or events
 Needs to include the
elements of a story
establishes a situation
and introduce a narrator
and/or characters, setting,
organized event
sequence- that unfolds
naturally
 Moves through time with
temporal words/phrases
for event order
 Dialogue
 Descriptions of actions,
thoughts and feelings to
develop experiences,
events or reactions of
characters
 Uses sensory details
 Provide a sense of closure
Lane #1:
Traits
Lane #2:
Genre
30 Minutes
Language Arts
Block!!!!!
Process Writing
Kindergarten-2nd Grade
McGraw-Hill
Green Pages
Trait
Genre:
Apply
Trait!!!!!
Day 1: Shared
Writing
Day 2: Interactive
Writing
Days 3-5 Independent
Writing
Grades 3-5
Trait
Genre:
Apply
Trait!!!!
Genre Writing 2-5
Apply the Trait!!!!!
Lane #3
Students will
examine the
author’s ideas,
apply the writing
traits and the
characteristics of
the genre to
perform the
task!!!!!!!!!
Write About Reading/Analytical Writing
Kindergarten
First Grade
Write About Reading/Analytical Writing 2-5
PACING GUIDES….
WHAT’S NEW??
 More scripting in Start Smart
 LAFS
 Analytic Writing – Constructed Response
Items (Gr. 2-5)
 Handwriting
 Suggested District Instructional Tools
 Lesson Pacing
START SMART
Pacing Guide for…
Writing
START SMART (Writing) K/1 Pacing Guide…
START SMART (Writing) Pacing Guide 2nd Grade
START SMART (Writing) Pacing Guide Grades 3-5…
START SMART
Pacing Guide for…
Reading
START SMART (Reading) Pacing Guide K/1st …
START SMART (Reading) Pacing Guide Grade 2-5
REGULAR Pacing Guide
Writing
Kindergarten/First Grade Writing Pacing Guide
2nd Grade Writing Pacing Guide
3rd-5th Grade Writing Pacing Guide
REGULAR Pacing Guide
Reading
Kindergarten/First Grade Reading Pacing Guide
2nd Grade Reading Pacing Guide
3rd - 5th Grade Reading Pacing Guide
ADD
Share with
teachers
“What’s New”
about Pacing
Guides
Handwriting…
Found in the Reading & Writing
Pacing Guides
New Handwriting LAFS in Grades 2-5
Where are the “Handwriting” LAFS
Handwriting in the Pacing Guides
Available Handwriting Resources….
K-1 Manuscript
Writing
Connected to
“Word Work”
Grades 3-5
Cursive Writing
2nd Gr.
Transition from
Manuscript to
Cursive Writing
The American Institutes for
Research (AIR) will develop,
administer, score and report
assessments that are aligned to
Florida’s standards in English
language arts/literacy in 2014-15
On March 17, 2014, an
announcement was made on
the selection of the
American Institutes for
Research (AIR) to develop,
administer, score and report
assessments that are aligned
to Florida’s standards in
English language
arts/literacy in 2014-15. This
table describes resources and
related information, as well
as the current timeline for
the release of each resource.
Sample test questions and
the test item specifications,
identified as “DRAFT,” will
be released as preliminary
documents and will be
expanded and updated at a
later date following the
initial release.
POSSIBILITIES!!
 Let’s take a look at the type of test items the
students may encounter on the LAFS end-of-year
assessment.
 Scores will provide teachers with progress
monitoring data to guide instruction. Scores are
not intended to be used for classroom grading
purposes.
Let’s Take a
Closer Look!
WHAT DID YOU NOTICE??
INFORMATIONAL
NARRATIVE
OPINION
STEMS/KEY
WORDS
INSTRUCTIONAL
IMPLICATIONS
CONNECTIONS
(LAFS; RDG; WTG)
AHA’S
Carousel Our
Observations!
ADD
Share with
teachers
possible test
items &
instructional
implications
Implementing the LAFS-WL with
Innovative Technology
• Educational technology has exploded and offers a wealth of support to
educators as they realign writing instruction
to better address the content of the LAFS-WL and
reimagine how they might implement those best
practices...
 …can be used to facilitate many aspects of the writing process,
including organization, planning, prewriting, and
drafting.
The Reading Teacher Vol. 67 Issue 6 pp. 445–453 ©2014. The Neglected R in a
Time of Common Core. International Reading Association
WRITER’S WORKSPACE
LESSON INSTRUCTIONS
GUIDED AND INTERACTIVE MODEL
GUIDED WRITING PROCESS WITHIN A
WORD PROCESSING PROGRAM
ACCESS THROUGH THE TEACHER PORTAL/DASHBOARD
ADD
Demo the
“Writer’s
Workspace”
Things To Do:
• Share article with teachers
• Distribute/Explain and Discuss LAFS
• Share with teachers “What’s New” about
Pacing Guides
• Discuss/Explain Rdg/Wtg connection in the
Pacing Guides
• Explain/Plan for the 3 Lanes of Writing with
Pacing Guides
• Share with teachers type of test items the
students may encounter on the LAFS end-ofyear assessment/Instructional implications
• Pull materials for “Start Smart” (PDF’s, G.O.)
• Demo the “Writer’s Workspace” for teachers
• Relax and Reboot…..