“They Value Evidence”

1. Examining the Modules: Instructional Practices related to Finding and Using EvidenceLT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

3. “They Value Evidence” “Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.” (CCLS, page 5)

4. (Some) CCLS Related to Evidence R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. RI.1 and RL.1: What is the progression from grades 3 to 4? Grades 4 to 5?

6. Unit Overview: How are students being asked to work with evidence? Directions: • Orient to the Unit 1 overview document • Read the summary paragraph • Read the mid-unit and end of unit assessment blurbs Annotate the Unit 1 Overview: • Where does work with evidence appear explicitly? Cite evidence.  • Where can you infer it is happening? Cite evidence. 

7. Unit Overview: How are students being asked to work with evidence? Directions: • Stay with the same Unit 1 overview document • Find the “Unit-at-a-Glance” calendared curriculum map • First, read it on your own • Then, talk with a partner: what do you notice? • Annotate the Unit-at-a-Glace calendared curriculum map: • Where does work with evidence appear explicitly? Cite evidenc.e • Where can you infer it is happening? Cite evidence. 

8. Unit Overview: How are students being asked to work with evidence? Directions: • Stay with the same unit 1 overview document • Stay on the “Unit-at-a-Glance” calendared curriculum map • Annotate the Unit-at-a-Glace calendared curriculum map: • Where does work with evidence appear explicitly? Cite evidence  • Where can you infer it is happening? Cite evidence  Note in particular the supporting targets and ongoing assessments.

9. Discussion • What strikes you? • What questions does this raise?

10. Headlines As a table group, generate a synthesis statement about the importance of using evidence and how that CC shift is addressed in these curricular modules.

11. Transition • Thank you! • Please return to your grade-level break out group at 1pm.

12. Analyzing the Modules at the Lesson Level : Instructional Practices and Scaffolding Related to Gathering and Using Evidence

13. LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

14. The CCLS Shifts and how they live in the modules

15. 5 Specific Evidence-based Practices Directions:With your table, build a concept map showing the relationship of the following evidence-based practices: • Guiding students to gather evidence in close reading through text-dependent questions • Capturing evidence using recording forms • Using evidence in discussion • Using evidence in writing • Independent application of working with evidence in on-demand assessments Your concept map can include symbols and additional cards if you wish.

16. Working with Evidence 3-column recording form Preview the 3-column Evidence Practices Recording form • Evidence-based practice • Evidence/example in the lesson • How it supports students

17. Scavenger Hunt for Evidence-Based Practices • Your table will receive one of the five practices. • Look for evidence of this practice in the lessons. You are welcome to look through all the lessons, but begin with lessons 8, 9, and 11. • Share whole group – where did you see the practices embedded in the lessons? What is your evidence? (Yes, evidence of evidence. )

18. Discussion: How might you use these practices to build students’ capacity to cite and use evidence from text? • Text-dependent questions • Recording forms • Discussion • Writing • On-demand assessments What more do you need to know about these practices?

19. Transition • Thank you! • We will meet in grade-level groups each day. • Teachers and school-based coaches, please remain here. • Those who want to join the “systems” conversation café, return to the whole group space.

20. Experiencing the Modules: Instructional Practices and Scaffolding Related to Gathering and Using Evidence LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

21. Framing • 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

22. Lesson 10 – A Continuation of Lesson 9 from Yesterday • Working toward synthesis from previous lessons • Building toward the on-demand assessment in Lesson 11

23. Debrief LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

24. Conversation Cafe 1. How do you connect these modules with your current classroom practices? 2. What are strategies for procuring new and utilizing current resources to implement CCLS? 3. How can your daily schedule be developed to support CCLS implementation?

25. Transition • Thank you! • We will meet in grade-level groups again each day. • Now, please return to the whole group space • Sit with your research team. Be prepared to share: • What you analyzed • What you experienced • Your key insights on your triad note catcher