Bringing the Common Core to Life

1. Bringing the Common Core to Life An Introduction to the 3-8 NYS ELA Modules EngageNY.org

2. Session Learning Targets • I can describe the key components of the 3-8 ELA Modules. EngageNY.org

3. Finding the Curriculum Modules Click on Network Teams & Turnkey Training for Additional Resources (e.g. November 26-29, Grades 3-5 ELA Appendices 1 and 2)

4. High Expectations Lead to Achievement In the elementary grades, the average percentage point difference between an EL mentor school and its local district was 16 percentage points in Reading/English language arts. Schools fully implementing the EL model outperform district averages in reading/ELA.

5. Structure of the EL Curriculum Modules Module 1 Module 2 Module 3 Module 4 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 8/9 weeks 16/19 weeks 24/26 weeks 32/34 weeks • Each module is approximately 8 weeks of linked instruction, comprised of 3 units. 6 modules will be provided so that teachers can make choices. • Teaching four modules results in deep teaching and assessment of all of the RL, RI, and W standards in 3-5 and all of the standards in their entirety in 6-8. • Each module is anchored around one or more central text – books from a variety of publishers, chosen to be the best for the subject and standards. These books are complemented by rigorous, authentic informational text embedded within the curriculum itself.

6. Each Module Contains Three Units Module 1 Module 2 Module 3 Module 4 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Extended Writing (2-2.5 weeks) Extended Reading and Research (2-2.5 weeks) Building Background Knowledge (2-2.5 weeks) In addition to instruction linked to the central text(s), each unit includes a text list of suggested classroom resources at all levels, which can be used with students at other times of the day.

7. On-demand and Performance Assessment Module 1 Module 2 Module 3 Module 4 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Mid-Unit Assessments Mid-Unit Assessments Mid-Unit Assessments Mid-Unit Assessments End of Unit Assessments End of Unit Assessments End of Unit Assessments End of Unit Assessments Culminating Performance Task Culminating Performance Task Culminating Performance Task Culminating Performance Task • Incorporates multiple modes, or types, of writing (e.g., argument, informative / explanatory text, and narrative) • Always involves writing from sources and citing evidence • Requires research to build and present knowledge

8. The Staircase of Complexity Reading Closely Gathering Evidence Opinions Supporting Opinions w Evidence EngageNY.org

9. Which Texts? Plus all kinds of short text that you access through the curriculum materials… EngageNY.org

10. Helping Students Read Closely • Link: http://vimeo.com/54007714 • As you’re watching, look for the following: • How is the teacher ensuring that all students have access to an appropriately challenging text? • How does the teacher ensure that all students “work” the same challenging text? • How does he engage, support, and hold students accountable at an individual level?

11. Module Samplers Designed as a “snap shot” of the components of a module. EngageNY.org

12. Managed Choice • The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic. • Module topics are based in part on the content many teachers already know, but also include additional authentic texts needed to craft a coherent learning progression.

13. The Module Overview • The purpose of this document is to provide an overview of the entire Module (8 weeks of instruction). It helps you understand how the texts and activities progress toward the final performance task. • Module overviews describe what students will read and write and the assessments that teachers will use to measure their progress. • Central texts are the texts that lessons are specifically designed around. • Alignment to CC Standards is described in the “English Language Arts Outcomes table.” • Also notice the “Calendared Curriculum Map,” which provides a sense of pace (about 1 hour per day).

14. Module Assessments • There are assessments embedded in each unit (mid and end). • Excellent potential for grade level conversation, professional collaboration. • Students are practicing assessment all year long.

15. Performance Tasks • What do you notice about assessment in the module?

16. Unit Overviews • Each one goes into depth about the scope of each unit. • Helps you understand on a day-to-day basis the learning targets each lesson will address.

17. Unit Calendars • The Calendared Curriculum Map in the unit provides a day to day scope and sequence. • The supporting targets are meant to be shared with kids (more on this in the lessons).

18. The Structure of a Lesson Plan The agenda shows the lesson “at a glance… …and the teaching notes provide some coaching for teachers as they think about delivering the lesson.

19. Academic and Domain Specific Vocabulary Work in Every Lesson Each lesson calls out vocabulary that should be explicitly taught as well as other words that may arise in the course of teaching the content.

20. Universal Terms Each lesson is broken down into sections: Opening, Work Time, and Closing.

21. Flex Tasks to Meet Students’ Needs Each lesson offers recommendations for supporting all learners.

22. Lesson Sample Grade 3 EngageNY.org

23. Exploring Lessons

24. Learning Targets5 minutes • I can talk with my partner in order to record what I Notice and I Wonder about pictures. • I can ask and answer questions about a text.

25. Learning Targets • I can talk with my partner in order to record what I Notice and I Wonder about pictures. • I can ask and answer questions about a text. What do the circled words mean to you?

26. Learning Targets • Tools in understanding your own learning • Part of every lesson • “I can…” statements that you are striving to be able to do in any given lesson or series of lessons

27. Think – Pair – Share Partners EngageNY.org

28. NoticeWhen we look at a picture, or a book, we notice details.

29. What details do you notice about this picture? When I look at this picture, I notice… but it also makes me wonder… EngageNY.org

30. What did you notice? EngageNY.org

31. Wonder What words do we use when asking questions? EngageNY.org

32. What did you wonder? EngageNY.org

33. Carousel • Form groups of four • Tips for having a good conversation • Carousel expectations • Take turns • Make sure everyone gets to write EngageNY.org

34. At each station: Talk with your group about details you notice and questions you wonder (for the picture) Add to the I Notice I Wonder Chart 2 – 3 minutes per station EngageNY.org

35. We’ll talk more about the pictures later Circle Time EngageNY.org

36. Becoming Great Readers! • Read stories • Read informational texts • Real people • Real places • Today, read quotes EngageNY.org

37. Your Job FIRST • Read the text • Ask questions that the texts brings to mind • May be many new words • Underline unfamiliar • Circle words that give meaning of the quote THEN • Use clues - like words and phrases - to write possible answers to your questions EngageNY.org

38. Model The herders like to use “iron horses,” meaning motorbikes, instead of real horses. Very few people have telephones, television, or access to computers, but most people can read! I am wondering what a herder is, so I am going to write, “What is a herder?” EngageNY.org

39. Practice The herders like to use “iron horses,” meaning motorbikes, instead of real horses. Very few people have telephones, television, or access to computers, but most people can read! I Wonder…your ideas! Turn and Talk ‘ What other words do you notice that might be important? What do you think the quote is mostly about? What questions do you have? EngageNY.org

40. 5 MinutesPartner Work Quotes • Read the quote • Think of a question based on what you read • Underline words you don’t know and can’t figure out • Circle words that may help you answer questions • Write possible answers in complete sentences Goal is to make sense of the quote Pay attention to important words Ask questions Okay if you don’t have the answers yet First work in pairs, then individually write questions EngageNY.org

41. Closing • Circle Talk • Review posted T-Charts – Notice and Wonder from Carousel • Share Out • What did you notice and wonder? • What worked well with your partner discussions today? • Think-Pair-Share • What might be the big themes or ideas for our unit? • I see many _____, so I think we might study… EngageNY.org

42. Big Ideas and Questions How do people around the world access books? How does reading give us power? EngageNY.org

43. What is one tip you have for talking with a partner? EXIT TICKET EngageNY.org

44. Homework • Tell an adult about the pictures you saw and the quotes you read. What will you learn about in the coming weeks? • HW to come • At home independent reading • Re-reading of complex text, writing task, or talking about your learning EngageNY.org

45. Lesson Scaffold Ideas Highlight ‘notices’ in pictures (circle, mark with a sticky note) Provide a step by step visual protocol for multistep directions Post sentence frames for discussions Provide a model of the Exit Ticket EngageNY.org

46. Investigate a Lesson EngageNY.org

47. Analyzing the Modules • Now you are going to analyze a lesson for evidence of best practices. • You will need your Hold Your Thinking Document: • Best Practices in the Modules (handout) and • an appropriate grade level lesson (handout) EngageNY.org

48. The analysis You should look in several sections of the lesson, including opening, work time, and closing/assessment. You will also look in the section “Meeting students’ needs.” This section specifically addresses scaffolding and differentiation. You will record your evidence on your “Hold Your Thinking” document. EngageNY.org

49. Synthesizing your thinking in a “gist statement” Spend 2 minutes creating a “gist statement” of 20 words or less that synthesizes your thinking on the question: What new understanding do you have about how the modules exemplify best practices and the instructional shifts? Then spend 5 minutes discussing your gist statements within your groups. EngageNY.org

50. QUESTIONS EngageNY.org