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A Model of Content-Rich Curriculum

A Model of Content-Rich Curriculum. LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success. Grade-Level Groups. Your grade-level EL team: Suzanne Plaut and Lily Newman Examining the modules: through the lens of a teacher

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A Model of Content-Rich Curriculum

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  1. A Model of Content-Rich Curriculum LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

  2. Grade-Level Groups • Your grade-level EL team: Suzanne Plaut and Lily Newman • Examining the modules: through the lens of a teacher • Analyze the curricular structures(module, unit, and lesson level) • Analyze the instructional practices, pedagogical moves, etc. • Experiencing the modules: through the lens of a learner • Consider one’s own experience as a “Common Core era” learner • Based on one’s own experience, reflect on the implications for students

  3. Grade Level Groups: Introductions • Name • Position/role • Your district, region, or school • Your particular interest in or connection to this grade level

  4. Quote Strips Directions: Locate the quotes in the envelopes on your table. • Each person at your table chooses one quote from the envelope. • Read each quote aloud to the group. • As a group, select one quote as a lens through which to view your work in this session while you are a learner “experiencing” the module. Consider where you see the ideas in this quote come to life in the curriculum. • After your experience some learning from the module, we will return to this quote to discuss what you noticed.

  5. Learning Targets (for this lesson) Long-term Targets (based on CCLS) I can effectively participate in a conversation with my peers and adults (SL.3.1) I can ask and answer questions about a text (RI.3.1) Supporting 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

  6. Carousel Directions • At your tables, form groups of five • As a small group, look at the images on the charts • Discuss, then write on the chart: “I see . . . So I infer . . .” • What can you infer about the topic of this module? What is your evidence? • What specific content do you infer students will be learning? What is your evidence?

  7. Common Text (Quotes) • Directions • At your tables, scan the page of quotes • A few read aloud; others follow along

  8. Expert Texts • At your table, 5 people choose each of the two texts: Camels + Children = Literacy “Acclaimed Colombian Institution has 4,800 Books and 10 Legs”

  9. Read, Talk, Write • Directions • On your own, read your text once silently, for gist (the basic sense of what the story is mostly about) • With someone who read the same text, discuss gist: What is this text mostly about? • Record notes: what do you think this text is mostly about?

  10. Debrief As a table group, discuss: • How was the quote you chose illustrated through your experience? • What did you notice about your motivation to read/learn during this experience? • If you were designing this module, what would you have students do next? Why?

  11. Transition • Thank you! • We will meet in grade-level groups again each day. • Now, please return to the whole group space. • In the whole group space, we will provide an overview of the modules and give people time to examine them and to ask questions.

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