Grade 3-5 ELA Common Core AmbassadorsAugust 13-17, 2012Albany, NY

Day 2: Welcome!

Please remember to sit with your research teams.

Norms for Collaboration

Directions: Think/Pair/Share (3 minutes total)

How did we do whole group? What is your

evidence?

Your Feedback

Breaks Movement Side conversations

Addressing Key Questions

Model not a mandate

It is a district decision about how and when to implement these modules; we are happy help you problem solve with your specific context/needs

Curriculum is meant to be used in conjunction with other important instructional structures; shining a light on the shifts

Resources

NYS/EL is providing via engageNY.org Module plans: 8 weeks of instruction – roll out over

the course of next year. Each module ends in a performance task.

3 unit plans (subsets of each module) Central Texts – texts at the appropriate level of

complexity and lessons designed to help kids grapple with them.

Recommended texts list – list of texts at, above, below = independent reading, guided reading, other instructional reading.

Daily Lesson Plans Two “On-Demand” Assessments

SOME texts – anything we could use in the public domain, seeking permissions for articles but for now giving you urls. These modules do require some purchase of reading materials for students.

Rubrics

• Criteria for success is suggested – this is on

purpose.

• We believe students and teachers benefit from

examining models and building rubrics together.

• We show you how to do this in the lesson plans.

Culture of Achievement

LT 1b. I can describe the importance of establishing a culture of achievement to prepare students for college and career success.

LT 1d. I can strengthen a growth mindset (in myself and others) regarding teaching and learning.

Anchor Standards for Speaking and Listening

Conversation and Collaboration

SL.1 “Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”

Portrait of Learners who Meet the Standards…

• Go ‘round: Which bullet resonates for me – a

personal strength

• Go ‘round: Embracing growth mindset – where

do I want to focus/push this week?

• How can we promote these capacities in each

other this week? In the students or teachers with whom we work?

Research Teams: Assessment Practices

LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

LT 2b. I can describe the impact of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

LT 1c. I can effectively engage in a range of collaborative discussions with diverse colleagues, building on others’ ideas and expressing my own ideas clearly.

Purpose of Research Teams (a reminder. . .)

• Build our expertise about the CCLS “shifts”

• Experience the rigor of CCLS learning, as adults: push

ourselves, and feel what it may be like for students when they are challenged in similar ways.

• Particular emphasis on SL.1: “engage in collaborative

discussions”–How do we do this effectively as adult

learners? –Why is collaboration important for

learners?

Expeditionary Learning & the Shifts

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The Shifts What you will see in the Curriculum Modules

Balancing Informational and Literary Text(NYS CCLS Shift 1)

Expeditionary Learning’s approach emphasizes effective literacy instruction through the use of compelling topics which engage students in informational and literary texts.

Building Content Knowledge (NYS CCLS Shift 2)

Expeditionary Learning’s approach emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

Staircase of Complexity (NYS CCLS Shift 3)

Expeditionary Learning’s approach emphasizes getting students curious so they have purpose for reading, then supporting and challenging students with increasingly complex texts.

Expeditionary Learning & the Shifts

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The Shifts What you will see in the Curriculum Modules

Text-based Answers(NYS CCLS Shift 4)

Expeditionary Learning’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read, and doing research for a real purpose.

Writing from Sources(NYS CCLS Shift 5)

Expeditionary Learning’s approach emphasizes performance tasks that require students to cite textual evidence, to revise their writing and critique their peers’ writing, and share their writing with a real audience.

Academic Vocabulary (NYS CCLS Shift 6)

Expeditionary Learning’s approach exposes students to a wide range of increasingly complex texts to build background knowledge and interest.

Performance Task:

Create a position paper to explain the purpose for the shifts required by the Common Core and how engaging, supporting, and holding students accountable for rigorous learning aligned with the Common Core Standards will prepare students for college and career success. Identify the curricular and instructional practices that have hindered student achievement and argue for solutions, supporting your position with evidence from the texts.

Two Resources on Assessment Practices

• Learning Targets booklet (in front pocket of binder)

• “Assessment Crisis” (in research tab of binder)

Review “Three Levels of Text” Protocol

Independent Reading and Annotating the Text(25 minutes)• Learning Targets booklet: focus on pages 3-5

• “Assessment Crisis” article: focus on two

sections . . . –“A More Powerful Vision” –“Are Teachers Ready?”

• Read more in each resource as time and your

reading pace permits.

Evidence-Based Discussion (20 minutes)

Text-Dependent Questions(10 minutes)• According to the Learning Targets text (pg.

3), what is the rationale student-friendly learning targets? How is engaging students with learning targets different from teachers setting objectives from standards?

• Explain the distinction that Stiggins makes between formative

assessment and assessment for learning. Why is this important in helping students achieve the Common Core standards.

• According to the text, what are the implications of many

teachers being unprepared to engage in assessment for learning?

Writing Time(10 minutes)

• Review our Performance Task for this week: Create a position paper to explain the purpose for the shifts required by the common core and how engaging, supporting, and holding students accountable for rigorous learning aligned with the Common Core Standards will prepare students for college and career success. Identify the curricular and instructional practices that have hindered student achievement and argue for solutions, supporting your position with evidence from the texts.

• Identify evidence from the two texts you read today.• Begin to brainstorm/draft a section of your position paper.

Debrief (10 minutes)

Stand, find a new person, and talk about the following:• What is the most important point you are

taking away from the reading this morning.

• How did the reading, discussion, questioning and writing

challenge you as a learner this morning?

• What Common Core standards was this learning

experience designed to address?

• How would this type of experience look in your

classroom or professional setting?

Transition

Thank you!

Take a break

At 11am, please go to your grade level break out groups

Welcome back

Please sit with your research teams.

Comparing and Contrasting the Modules

LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

Discussion Questions • Identify similarities:

How are the assessment practices similar across all three grades?

• Identify differences: How do the assessment practices differ from one grade to the next?

• Level of rigor: How do the standards, assessments, and experiences change from one grade to the next?

• What connections can you make between the design of the

modules and the articles we read during our morning session?

Silent Writing

Directions (5 minutes)

• Reflect on our learning target about assessment: • LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

• Include specific evidence from our reading today to support

your thinking.

Debrief the Day and Looking Ahead

Teacher Target:• I can build expertise in the Common Core

shifts by analyzing model curriculum.• I can build students’ literacy skills and content

knowledge by implementing curriculum aligned with the Common Core standards.

  NTI/Administrator Target: • I can support educators striving to build

students’ content knowledge and literacy skills by building expertise in implementing curriculum aligned to the common core standards.

Learning Journal

Directions (5 minutes) Go to the Day 2 section of your Learning

Journal Examine the Supporting Targets Use the space provided to capture your

thinking about the work today:• Which learning targets represented your

most important learning? • What key points do you want to remember?• Which activities or discussion impacted

you the most?• What do you want to commit to?

Re-orienting to our long-term learning targets

Teacher Target: • I can build expertise in the Common Core

shifts by analyzing model curriculum.• I can build students’ literacy skills and

content knowledge by implementing curriculum aligned with the Common Core standards.

NTI/Administrator Target: I can support educators striving to build

students’ content knowledge and literacy skills by building expertise in implementing curriculum aligned to the common core standards.

Discussion

• Review the agenda: How did we address our targets?

• How did we promote a culture of achievement for ourselves as a

community of adult learners?

• We emphasized the importance of curriculum-embedded

assessment practices. What assessment practices did you engage in today regarding your own learning as an adult?

• Consider both what you learned and how you learned today. What

are the implications for our work with students?

Transition

Thank you.

Feel free to re-read or preview articles in the research tab

of your binder. You will again have reading time during our morning session. Please begin each day seated with

Research Teams at your table #.