Grade 3-5 ELA Common Core Ambassadors

1. Grade 3-5 ELA Common Core Ambassadors August 13-17, 2012 Albany, NY

2. “We engage students, strengthen teachers, and deliver results.”

3. Introduction and Framing the Week

4. Who We Are • Expeditionary Learning (EL) is a network of practitioners, with 165 schools in 30 states, 4,000 teachers and 40,000 students. • We’ve been working with schools and teachers for 20 years to create classrooms where students are pushed and supported to do more than they think they can. • We have a strong history of working in New York State and have engaged teams of teachers from high-performing classrooms throughout the state to help develop our curriculum modules.

5. Expeditionary Learning Team • Presenters: Cheryl Dobbertin, Suzanne Plaut, Amaris Obregon, Cyndi Gueswel, Gwyneth Hagan, Lily Newman • Senior Staff: Scott Hartl, Ron Berger • Table Facilitators: Scott Gill, Lucy Kaempffe (EL School Designers), Kate Palumbo, Mary Beth Murray (Syracuse City School District), Alva Vives, Courtney Brockler, Stacie Wall, Rebecca Osborn, Kathy Klein (Rochester City School District), Andrew Hossack (Tapestry Charter School, Buffalo, NY) • Support Staff: Joanna Benjamin

6. Agenda • Day 1: Big picture • The standards, the shifts and student work • Grade-level breakout groups • Overview of the modules • Culture of achievement • Days 2-4: • Research teams: studying the shifts • Digging into the modules: “examining” and “experiencing” • Day 5: Synthesis, reflection, next steps

8. Learning Targets “The process of learning shouldn’t be a mystery. Learning targets provide learners (adults or students) with tangible goals that they can understand and work toward…. The learner becomes the main actor in assessing or improving his or her learning.” • Targets articulate specific learning outcomes • Learners understand and own the learning targets • Targets are accessible, measurable, and specific • Sets of learning targets include both long-term and supporting targets

10. Framing Expeditionary Learning’s Work Scott Hartl, Expeditionary Learning CEO

11. Expeditionary Learning & the Shifts

12. Expeditionary Learning & the Shifts

13. Design Principle: Collaboration and Competition “Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Learners are encouraged to compete, not against each other, but with their own personal best and with rigorous standards of excellence.”

14. Learning Structures for the Week • Grade-level groups • Grade 3 • Grade 4 • Grade 5 • Small Group/Triads (at least one person from grade 3, 4, 5) • Research teams

15. Grade Level Groups • Expert Groups: Grades 3, 4, or 5? • Directions: • On your table, locate the index cards. • On one side, write your name. • On the other, write first and second choice for grade level group. • We will strive to honor people’s first choice when possible. • All curriculae is online. And all curricular structures are consistent.

16. Introductions at Tables (1 minute/person) • Name • Position/role • Your district, region, or school • One of the long-term targets that caught your attention and why

18. Norms for Collaboration Directions: Think/Pair/Share (5 minutes total) • Which of these norms is a personal strength of yours? • Which of these norms is a challenge for you – particularly in large groups like this one? What is something you want to push yourself to be mindful of during our week?

19. 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.”

21. The Standards, the Shifts, and Student Work LT 1a. I can analyze the common core standards and shifts within the context of student work and the curriculum modules.

22. Establishing Triads • Use colored dots to find others – your triad needs to represent members from three different tables. So, stand up, stretch, form triads, and stay standing. • Share: • Your name • School and/or role • Why you’re here • Discuss the important points from the Key Design Considerations that you just noted.

23. The Importance of Models • Descriptions and rubrics are not enough; learners need models to inspire, clarify, provoke questions, and provide direction for where we’re aiming. • Over the course of these 5 days, you’re going to be looking at models of curriculum, instructional practices, and - in this session - student work. • High quality student work that embodies the Common Core Standards is our ultimate goal; it is vital to begin considering what we are aiming for. • The models provide a catalyst for ongoing discussion about what constitutes quality implementation of the standards.

24. Creating Quality Work • Informational reading and writing connected with compelling content is a cornerstone of the Expeditionary Learning model. • EL engages students in reading for evidence and writing with evidence to create high quality work for a public audience. • In the modules, students’ learning culminates in text-based performance tasks that provide individual accountability and shared pride in accomplishment.

25. Digging in to the Standards and Student Work • We will shift to using the task card for the next instructional sequence.

26. Lunch • Thank you! • At 1pm, please go to your grade level breakout groups • 3rd Grade: • 4th Grade: • 5th Grade: • FYI: In case you do not have a full copy of the CCLS, go to EngageNY.org)

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

28. Grade-Level Groups • Your grade-level EL team: Insert names • 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

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

30. 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.

31. Grade-Level Specifics: Experiencing the Module • insert here

32. Debrief As a table group, discuss: Insert time • 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?

33. 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.

34. Modules: Overview and Design Considerations LT 1a. I can analyze the common core standards and shifts within the context of student work and the curriculum modules.

35. Curriculum: “Zooming in” on levels of detail Curriculum module structure Yearlong curriculum map / scope and sequence Assessment overview Unit overview Lesson overview

36. Yearlong Curriculum Plan • There are four modules per grade in a year • Each module is aligned to the CCLS and addresses the six instructional shifts

37. Curriculum Module Structure • Each module spans eight weeks of instruction and is comprised of three units • Modules are designed to integrate reading and writing and to build content knowledge

38. Curriculum Module Structure Each module overview starts with a summary paragraph that describes the content and instructional arc of the module. The summary also contains a list of Guiding Questions and “Big Ideas” that serve as entry points into the module content.

39. Curriculum Module Structure The modules are a series of one-hour ELA blocks aligned with NYS Social Studies and Science Standards.

40. Assessment Overview Each module culminates with a text-based literacy performance task.

41. Assessment Overview Each unit contains two “on-demand” assessments, which ask students to do their best work on their own and are aligned to standards.

42. Module Level: Notice and Wonder Instructions • On your own: review the module level documents (5 minutes) • Module overview • Performance task • Assessments • With a colleague or two at your table, discuss • What do you notice? • State concretely what you see. What is the content? How is it structured? • What do you wonder? • State questions you have about what you see. What sparks your curiosity? What do you want to know more about?

43. Unit Overview Each of the three units is structured similarly to the modules.

44. Unit-at-a-Glance Calendar For each unit, there’s a calendar that shows how the 8 weeks is laid out. The calendar also shows the standards in student-friendly language… …and gives ideas for ongoing assessment.

45. Unit Level: Notice and Wonder Instructions • On your own: review the unit level documents (5 minutes) • Unit 1 Overview • Unit 1 Recommended Texts • With a colleague or two at your table, discuss • What do you notice? • State concretely what you see. What is the content? How is it structured? • What do you wonder? • State questions you have about what you see. What sparks your curiosity? What do you want to know more about?

46. Lesson Overview The lesson shows the long-term learning target… …and the supporting targets for this particular lesson.

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

48. Lesson Overview 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.

49. Lesson Overview Each lesson is broken down into sections: Opening, Work Time, and Closing.

50. Lesson Overview Each lesson offers recommendations for supporting all learners.