C ommon Core State Standards High School ELA

1. Common Core State StandardsHigh School ELA Session One: September 4-7, 2013

2. Essential Questions • How do we develop as professional educators to prepare students for college and career? (CSTP 6) • How are CCSS and Scope and Sequence different from what we did before? How will my instruction change to meet these demands? (CSTP 6.1, 2 & 3) • How will we plan instruction for college and career readiness? (CSPT 4.2, 3 & 4)

3. Write: What are standards?

4. CCSS Implementation Goals • Teachers will understand and implement the CCSS in ELA/Literacy, ELD and Mathematics to operationalize the instructional shifts • Teachers will understand, develop and implement CCSS-aligned formative, interim, and summative assessment practices • Teachers and leaders will understand and implement CSTP’s and FUSD Leadership standards in alignment with CCSS

5. Overarching Outcomes for the Year~CCSS~ • Teachers and leaders are able to articulate independently expectations for students found in CCSS each quarter. • Teachers and leaders are able to understand and utilize the Scope & Sequence to plan and deliver lessons and modules in CCSS each quarter. • Teachers and leaders use student work to drive planning and determine student growth for each quarter.

6. Commitments • Plan utilizing grade level Scope and Sequence • Integrating reading, writing, speaking and listening • Teach to the standards identified in your Scope and Sequence • Include Depth of Knowledge (DOK) levels 2 and 3

7. Session One Objective By the end of the session, teachers will be able to demonstrate an understanding of identified Common Core grade level standards and the FUSD Scope and Sequence by collaboratively designing an instructional sequence which reflects appropriate Depth of Knowledge and the demands of the Scope and Sequence (integration of reading, writing, speaking and listening).

8. Objective application Each teacher will deliver this instruction and bring back evidence in the form of student work and an experiential reflective narrative for Session Two.

9. Professional Meeting Norms • Value the opportunity to learn by coming prepared and by being willing to participate with an open mind. • Keep side-bar conversations to a minimum. Put all questions on the parking lot. • Silence all cell phones. Refrain from texting during the meeting. • Close laptops until collaboration work time. • Start and end on time. Honor break and lunch times. • Stay for the entire meeting

10. CCSS National Timeline • Coordinated by Council of Chief State School Officers and National Governors Association • Developed College and Career Readiness Anchor Standards Summer 2009 • Released Common Core State Standards (CCSS) June 2010 • Adopted by California August 2010 (15% augmentation) • Full Implementation 2014-2015 school year

11. Fresno Unified Reading Performance Levels * CST Data from California Department of Education website at www.cde.ca.gov

12. EAP~ Early Assessment Program

13. CCSS Portrait of College and Career Ready Student Page 7 of the CCSS Introduction

14. College and Career Readiness • Demonstrate independence. • Build strong content knowledge. • Respond to the varying demands of audience, task, purpose, and discipline. • Comprehend as well as critique. • Value and use evidence. • Use technology and digital media strategically and capably. • Come to understand other perspectives and cultures.

15. Anchor Text “From Common Core Standards to Curriculum: Five Big Ideas” By Jay McTighe and Grant Wiggins

16. Related text • Video (Teaching Channel CCSS ELA) • College and Career Readiness Anchor Standards

17. Discuss Four A’s Text Protocol • Assumptions • Agree • Argue • Aspire

18. Stop and write: How might the CCSS impact your instructional planning? • Consider specific evidence from text (including video)

19. Scope and Sequence:Four Corners • You are completely comfortable with the S & S document; you could lead training yourself. • You are comfortable with the S & S, but need more time and opportunities to process. • You are not clear on what this document means for your instructional planning. • You haven’t had time to read and/or process the document, so you aren’t sure what to make of it yet.

20. Read, write, discuss • Big Idea #2 • What is curriculum? • What role do standards play in curriculum?

21. FUSD Scope and Sequence • Overview: the draft • Unpack • What questions do you want to pose?

22. Lunch One hour

23. Module Study • Text: Big idea #4 • Task: Unpack samples • What standards? • What DoK? • Student voice? • Students reading and writing?

24. Application • Plan instructional sequence • Complex text • Task aligned to standards and DoK • Students write, speak, and read • Share • Bring student work samples to Session 2 • Write a reflective narrative about what worked/what didn’t work

25. Commitments • Plan utilizing grade level Scope and Sequence • Integrating reading, writing, speaking and listening • Teach to the standards identified in your Scope and Sequence • Include Depth of Knowledge (DOK) levels 2 and 3

26. Session One Objective By the end of the session, teachers will be able to demonstrate an understanding of identified Common Core grade level standards and the FUSD Scope and Sequence by collaboratively designing an instructional sequence which reflects appropriate Depth of Knowledge and the demands of the Scope and Sequence (integration of reading, writing, speaking and listening).

27. Objective application Each teacher will deliver this instruction and bring back evidence in the form of student work and an experiential reflective narrative for Session Two.

28. Closure • Homework • Feedback