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Benchmark Advance and Shared Writing for ELD Students

K-1 Writing

December 13, 2022

PORTLAND PUBLIC SCHOOLS

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So glad you are here!

We’ll get started at 2:40 PM

Log into your Benchmark account

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Please have your Teacher Guide for Grade 1, Unit 5 and the mentor text for writing “Technology in Flight?

Share :

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  • Place you answer in the chat: What you are most looking forward to over the winter break?

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Overarching focus of the day:

Educators will focus on how to support their multilingual learners during the writing process.

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Objectives

  • Plan a shared writing in 1st Grade with modeling and supports in mind
  • Determine how oral rehearsal supports writing
  • Look across three weeks to unpack the process of writing
  • Review previous learnings

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  • how to use the information.

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Norms for Our Conversation Today

Keep Students at the Center

Be Open to Possibilities

Stay Actively Engaged

Welcome and Manage Discomfort

Take Risks & Be Vulnerable Learners

Challenge Our Own Assumptions

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Schedule for the day

Time

Focus

2:40 – 2:45

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Feedback from last session

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2:45 – 2:55

PPS Framework

2:55 – 4:00

Shared writing

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Quantitative Feedback from October 14th

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Quantitative Feedback from October 14th

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Qualitative Feedback from October 14th

It's always helpful to collaborate with colleagues. It would be great to have more time with grade level bands.

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Lots of great information, but more processing time would be good.

It's helpful to have Benchmark and Wit & Wisdom experts leading the PD.

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Instructional Framework Focus for the Day

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Q & A

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Some Quick Reminders

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Monitor Progress

  • Review the ELPA Proficiency Level Descriptors

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  • Rubrics

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  • Analyze the lesson and Create a checklist

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Checklist for Monitoring

Student Name

  • Identifies key details
  • Writes draft using the components of an explanatory text
  • Uses prepositions and phrases
  • Revises draft by adding additional details

*add evidence here

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Constructive Conversations

  • Building up an Idea Together

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ELPA 21 Proficiency Level Descriptors

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Making connections

As we move forward to writing, how does keeping in mind the progression of shared reading, a checklist for monitoring student progress, having constructive conversations, and reviewing the proficiency level descriptors help you?

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Grade 1 Unit 5 ELD Writing Support

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Shared Writing Recommended iELD

Day 1

Day 2

Day 3

Day 4

Day 5

iELD

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Grammar

iELD

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Grammar

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iELD

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Grammar

iELD

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Grammar

iELD

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Grammar

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Grade 1 Unit 5

Skill assessed

First introduction of skill

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Repeated opportunity of skill

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Grade 1 Writing Progression

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Grade 1 Unit 5 Weeks 1 - 3

Explanatory Process Writing

  • A three-week process for writing an explanatory text.

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Shared Writing Recommended iELD

Week 1

Week 2

Week 3

-Analyze the parts of a strong explanatory text

-Brainstorm experiences

-Choose a topic

-Identify Key Ideas and Details

-Orally rehearse and Write a draft

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-Orally rehearse and revise draft

-Revise draft – add a conclusion and title

-Confer with a partner about revisions

-Continue to revise using linking words to connect ideas

-Focus on writer’s craft

  • Edit writing: look for grammar mistakes, use of prepositions, punctuation, and different sentence types
  • Confer with a partner, edit for spelling, and grammar, share edited draft
  • Edit to add visual support, confer with a partner
  • Create a final draft, have a purpose and cover page with an illustration, orally rehearse
  • Share your work with a partner and give feedback to a peer

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Grade 1, Unit 5, Week 1, Lesson 5 - Day 1

  • Explanatory Process Writing: Read and Analyze a Mentor Text

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  • Learning Target: Analyze the parts of a strong explanatory text.
    • Model – display and review the Anchor Chart
      • Read aloud the mentor text.
      • Make connections to the chart

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Model

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  • Engage in thinking and review explanatory text
  • Display and read aloud the mentor text. Point out the key features and qualities of a strong explanatory text. Make connections to the chart

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    • The title: “Technology in Flight” tell me…
    • The first paragraph tells me …This lets me know ….
    • The next three paragraphs give examples of …
    • The text ends with a conclusion …

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Mentor Text for Writing

The title tells what the text is probably about. Some kind of machinery or equipment that flies. I wonder if it is about airplanes.

This first paragraph tells me about the topic, it is an introduction: Pilots use technology to fly airplanes. So the airplane is not the technology but I will learn information about how pilots use technology to fly them.

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Now that we have read 3 paragraphs, let’s go back and look at the intro. “Pilots use technology to fly airplanes,” Did we find ways pilots use technology?

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The text ends with a conclusion; restating the main idea as well as the ways.

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Guided Practice

  • Use the following prompts to guide students to identify facts and details in the text.
    • Pilots use technology in the cockpit. What are three details that tell more about the things pilots can do?
    • Which facts help you understand how pilots use technology to navigate?
    • Which details show how pilots use technology to communicate?

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Prepare for Independent Writing

  • Have students write a definition of technology. (They could also close their eyes and think of technology at school, draw, or create a list).
  • Then independently or with support, create a list of examples of technology.
    • Maybe keep a word wall with visuals

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  • Remember levels of support light, moderate, and Substantial
    • Use sentence frames, visuals, vocabulary-key words

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  • As students write, you could embed Grammar: Sentence Types

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Share and Reflect

  • Ask partners to discuss what they have learned about the features of a strong explanatory text. Invite a few students to share their thinking with the class.

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Days 3 - 5

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What does week 2 and 3 look like?

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In partnerships, look at the writing lessons for weeks 2 and 3

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Discuss how the lessons progress and support student writing.

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Reflect ��How will you support your multilingual students during the writing process?

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Record your attendance in Pepper using code:

Dec13

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Please complete the survey

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Thank You!

Jen Richter, Sales Consultant

(914) 355-6902

jrichter@benchmarkeducation.com

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PORTLAND PUBLIC SCHOOLS