Implementation+Plan

= Genre Study: Informational Text = Reading and Writing Materials
 * Picture Books
 * Guided Reading Books



Reading and Writing Workshop Instruction and Analysis Mini Lessons (//I do, we do, you do//)


 * ** Reading Workshop **

** Mini Lessons ** ** (//I do, we, do, you do)// ** ||  ** Writing Workshop **

** Mini Lessons ** ** (//I do, we, do, you do)// ** || Global Citizens Globalization Interdependence Interdependence **//as it pertains to//** America, Sub-Sahara Africa, Canada and Latin America Use Informational Reading Strategies from Rubrics to guide reading of this content ( ie. Thinking Within, About, Beyond the Text) Cornell Note-taking Determine Importance GIST Report on Google Doc Hyperlinking Infographic Development Rereading for different purposes Use Informational Reading Strategies from Rubrics to guide reading of this content ( ie. Thinking Within, About, Beyond the Text) Cornell Note-taking Analyzing information for global issue trends for one and all locations Synthesis Determine/select a global problem/issue that impacts all locations 1 Stakeholders (beneficiaries vs. others) 2 Perspectives and alternative perspectives 3 arguments/rationale 4 contradictions or inconsistencies 5 actual facts versus propaganda/slants 6 Impact ( harmed/ignored/thrive) 7 Assistance/Problem Solving/Solutions Blogging Hyperlinking Tagging Informative Reading Responses Responsible Blogging Infographics Write in both first and third person Use paragraphs to organize ideas (more than 5) Use transitions to support the pace and flow of the writing Use language to establish a point of view Use transitional words for time flow (eventually, suddenly) Establish a main or controlling idea that provides perspective on the topic Hold the reader’s attention with clear, focused content Clearly communicate main points Engage the reader with ideas that show strong knowledge of the topic Use a variety of ways to focus a subject (time and thematic) Engage readers’ interest by presenting a problem, conflict, interesting person, or surprising information Support ideas with facts, details, examples, and explanations from multiple authorities End an informational text with a thoughtful conclusion
 * **__ Informational Text Analysis __**
 * Part 1 The Head Global Education **
 * Concept Overview **
 * ● Global Economy and Consumerism
 * ● New Technologies/Global Communications
 * ● Water Sustainability
 * ● Food Sustainability
 * Reading Strategies **
 * Part Two The Heart Personal Involvement **
 * Analysis: Deconstructing the Issues **
 * Reading Strategies **
 * ● Mentally form categories of related information and revise them as new information is acquired across the text
 * ● Integrate existing content knowledge with new information from a text to consciously create new understandings
 * Part Three: The Hand Action Project **
 * Purpose of an Action Project- Local to Global ** || **__ Informational Text Writing __**
 * Focus: How do authors select and craft **
 * Content: How do authors select and craft **

Provide details that are accurate and relevant Use well-crafted paragraphs to organize ideas Choose a narrative or informational genre and organize the text appropriately Use the structure of exposition, a non-narrative, with facts and information ordered in a logical way Use underlying structures to present different kinds of information (established sequence, temporal sequence, compare and contrast, problem and solution, cause and effect) Use a variety of beginnings and endings to engage the reader (for example, surprise, circular story) Begin with a purposeful and engaging lead that sets the tone for the piece Bring a piece to closure, to a logical conclusion, through an ending or summary statement Use time appropriately as an organizing tool Vary organizational structures to add interest to the piece (temporal sequence, story within story, flashback, flashforward, mixture of narrative and expository text)
 * Organization: How do authors select and craft **

Organize the text to fit the choice of narrative or informational genre Clearly show topics and subtopics and indicate them with headings and subheadings in expository writing Put important ideas together to communicate about a topic
 * Style: How do authors select and craft **

SENTENCES Vary sentence length to create feeling or mood and communicate meaningVary sentence length and take risks in grammar to achieve an intended effect Arrange simple and complex sentences for an easy flow and sentence transition

WORDS Use a variety of transactions and connections (words, phrases, sentences, and paragraphs) Use words in figurative ways to make comparisons (simile, metaphor) Use language to establish a point of view Vary language and style as appropriate to audience and purpose Write in first, second, and third person to create different effects Select precise words to reflect the intended message or meaning Use a range of descriptive words to enhance the meaning Use strong verbs (active rather than passive, and more descriptive or interesting than words typically used; for example, hurled instead of threw) Use strong nouns (more descriptive or interesting than words typically used; for example, matriarch instead of mother) Learn new words from reading and try them out in writing Use transitional words for time flow (next, while) Use memorable or vivid words (transcend, luminous) Select and write appropriate words to convey intended meaning Use vocabulary appropriate for the topic Vary word choice to create interesting description or dialogue Use figurative language to make comparisons (simile, metaphor) Use colorful modifiers and style as appropriate to audience and purpose Choose words with the audience’s background knowledge in mind Use words that convey an intended mood or effect VOICE Show through language instead of telling or commentary Use repetition to create a particular effect Write with a cadence that demonstrates the individualistic style of the writer Use punctuation to support voice or tell the reader how to read the text (commas, ellipses, dashes, colons) State information in a unique way Write texts that have energy Write in a way that shows care and commitment to the topic Use examples to make meaning clear ||

Planning for Integrating PT into Reading and Writing Workshop Back mapping the skills for Trimester 2; the PT __is part of instruction__ and __not__ something in addition to what teachers are doing in ELA block. (Common Core Skills and Fountas and Pinnell Skills for PT2 are the SBRC report card indicators)
 * Backmapped Second Trimester**




 * Units of Study Revisions Needed**


 * Charge:** Go back through and make sure week-by-week units align and have the appropriate **content/skills listed.** (We are not looking for strategies of the week- needs must be contingent upon class FP Data) Rather, content should be aligned with the informational aspects of reading (Level X) and writing workshop.