The ELA Common
Core Journey. . .
Claire Wick
Yvonne Harness
CESA 7
July 10, 2013
Welcome to Sheboygan Schools
K-2 ELA Curriculum Camp!
Where We’ve Been. . .
• Spring, 2013
• Overview of ELA Common Core Standards
• Shifts in ELA discipline reflected in standards
• Gradual Release of Responsibility (GRR) as our
instructional model for building more independent
learners
• Reader’s Workshop
• Writer’s Workshop
• Language Workshop
Where We’re Headed. . .
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Reflect with team on past learning about ELA Common Core Standards
Make connections to Educator Effectiveness initiative
Understand purpose of ELA Curriculum Companion (CC) scope and sequence
Understand elements of CC and the navigation of the tool
Understand student learning in OEU 1 Inquiry Modules (IM) including purpose of
Launch
Create Student Learning Targets (IM A, IM B, IM C)
Connect Learning Targets to Lesson Teaching Points for the teacher to use in
Focus Lessons (IM A, IM B, IM C)
Sequence Lesson Teaching Points/Focus Lessons
Create assessment plan for Focus Standards
• Performance Assessments
• Formative Assessments
• Interim Assessments
• Summative Assessments
Today’s Learning Targets:
We can. . .
• Understand knowledge and skills in unpacked standards to
create student learning targets for lessons
• Use student learning targets to connect to lesson teaching
points for Mini-lesson planning
• Sequence lesson teaching points for Mini-lesson planning:
• Reader’s Workshop
• Writer’s Workshop
• Language Workshop
• Plan for standards-based and appropriate resources in OEU
Inquiry Modules
Day 1 Agenda
• Welcome/Grounding
• Guided Walkthrough of Curriculum Companion (CC)
• Starting the work: OEU 1A
• Launch Module
• Deeper dive into the standards for OEU 1B and 1C
• Inquiry Module Maps
• Lesson teaching point sequences
• Standards-based resources
• Mentor texts
• Guided Practice
• Independent reading/writing
Grounding
Revisiting the Context for Our
Work. . .
Sheboygan’s Work: Beginning the Journey of
ELA Common Core Implementation
Spring, 2013
Summer, 2013
K-5 Workgroups
K-5 Workgroups
Building
Background
Knowledge
Creating “guts” of
Curriculum
Companion
Fall, 2013
K-5 Workgroups
Start teaching
Curriculum
Companion Scope
and Sequence
The Journey Questions. . .
• What is it we want students to learn?*
• ELA Common Core Standards
• Essential, Guaranteed and Viable Curriculum
• How will we know if each student has learned it?*
• Frequent, team developed, common formative assessments
• How will we respond when some students don’t learn it?*
• Timely, directive, systematic intervention
• How can we extend and enrich the learning for students
who have demonstrated proficiency?*
• Timely enriched content, extended activities
• What is the process for facilitating the learning?
• Instructional framework – Gradual Release of Responsibility (Workshop model)
• *DuFour et al. 2010. Learning by doing, 2nd Ed., p. 119. Solution Tree.
Copyright 2012 CESA 7, Green11
Bay, WI
Copyright 2012 CESA 7, Green Bay,
WI
“Big Picture”. . .
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The Journey. . .
Standards-referenced
Standards-based
ELA Curriculum
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The Journey. . .
K-12 ELA Curriculum
Companion
WHAT?
ELA Common
Core Standardsbased Lessons
HOW?
GRR Instructional
Model
Gradual Release of
Responsibility (GRR)
ELA Standards Elements
Language Standards
•Conventions of Standard
English
•Knowledge of Language
•Vocabulary Acquisition & Use
Language
Progressive Skills
Language CCR
Standards
Language
ELA
Speaking & Listening
CCR Standards
Writing CCR
Standards
Writing Standards
Listening & Speaking
Standards
•Comprehension &
Collaboration
•Presentation of Knowledge
& Ideas
Writing
Copyright 2011 CESA 7, Green Bay,
WI
Reading Foundational Skills
Reading CCR Anchor
Standards
Literary Text
Standards
Reading
Informational Text
Standards
Standard 10
Range & Text Complexity
Speaking
& Listening
•Text Types & Purposes
•Production & Distribution
of Writing
•Research to Build and
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Present Knowledge
•Range of Writing
Connecting the Dots:
CC and Educator Effectiveness
Implementing the Common Core
Standards
Curriculum
Copyright 2012 CESA 7, Green Bay,
WI
Standards Document
18
Building a Continuum of
Learning for Students
Where are my students heading?
What must my students learn
during this lesson so they will be
prepared for the next lessons?
What did my students
learn in previous lessons?
How do you define
“curriculum”?
What is a curriculum?
CESA 7 Definition of curriculum:
A comprehensive content-driven scope
and sequence that organizes the
Common Core State Standards in a meaningful
way and provides a framework
for
teaching, learning and
assessment from kindergarten through
grade 12.
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ELA Curriculum Companion
Specifics
Curriculum should reflect:
• ELA Common Core Standards-based
• Underpinnings of ELA Common Core Standards
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Portrait of a Literate Learner
College and Career Readiness
ELA disciplinary foundations
ELA disciplinary shifts
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Portrait of a
Literate Student
What is College and Career
Readiness?
• “ACT defines college readiness as acquisition of the knowledge
and skills a student needs to enroll and succeed in creditbearing, first-year courses at a postsecondary institution, such
as a two- or four-year college, trade school, or technical
school. Simply stated, readiness for college means not
needing to take remedial courses in postsecondary education
or training programs.” (Washington Post, 4/29/2010)
Copyright 2012 CESA 7, Green Bay,
WI
One View: Year-Long Scope &
Sequence
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Another view: Color-coded Map of
Standards
• Other revisions: Colored Module Maps
• Review grade level Colored Module Map
• What do you notice?
• How can the tool be helpful to your work?
Digging into Curriculum Companion. . .
Copyright 2012 CESA 7, Green Bay,
WI
Log-in to
Companion
using your
access code
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Preview CC Curriculum Elements
Elements
ELA
Overarching Enduring Understandings (4 sequential big ideas, K-12)
Chunks of learning
Sequenced Inquiry Modules
Categorization of
Standards
Focus Standards for emphasis (Focus Lessons)
Transfer/Application Standards
Assessment (e.g.
Performance Tasks)
• Space to document and upload formative, interim, summative
assessments
• Sample Performance Tasks
Instructional Guidance •ELA Instructional Frameworks (K-5 and 6-12)
•Lesson Teaching Points (Mini/Focus Lessons)
•Lesson Plan Templates
Resources
CESA 7 School Improvement
Services
Organizing Approach
•Generic description for each module
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•Choice of resources for mentor texts, instructional texts, independent
reading
•Teacher resources
• Rationale for revisions
• First year of CC implementation
• Practitioners feedback
• Process for revisions
• April-June, 2013
• Teams of practitioners (K-2, 3-5, 6-8, 9-12)
• Reviewed all Inquiry Modules (IM)
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Overview
Pacing
Essential Questions
ELA Strands
Focus Standards and Transfer/Application Standards
Lesson Teaching Points
Resources
• All revisions will be published in CC-July, 2013
Copyright 2012 CESA 7, Green Bay,
WI
Guided Walk-Through of CC. . .
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Copyright 2012 CESA 7, Green Bay,
WI
OEU 1 Inquiry Modules
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“Reading” the Inquiry Modules
• Step 1:
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OEUs
Inquiry Module
Pacing
Overview
Essential Questions
ELA Strands
• Use CC, revision documents and Investigating ELA Curriculum
Companion Elements organizer
• Guiding Question:
• What do you notice about the teaching and learning in OEU
1 Inquiry Modules?
Copyright 2012 CESA 7, Green Bay,
WI
Inquiry Module A: Launch
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Read Inquiry Module 1A:
Reflect on purpose of Launch
• Read Inquiry Module 1A
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OEUs
Inquiry Module
Pacing
Overview
Essential Questions
ELA Strands
Guiding Question:
• What is your common understanding of the Launch Module?
• What are the habits/routines needed to BEGIN the workshops
(shared reading/writing, readers’, writers’ and language) in K-2
classrooms?
Read Inquiry Module 1A:
Reflect on purpose of Launch
Team Task:
• Reflect on and collaboratively discuss the habits/routines
needed to BEGIN the year
• Document your thinking on a grade-level flip chart
• Use a Gallery Walk process to reflect on and discuss K-2
habits/routines to be established in classrooms
• What are possible edits and revisions to charts based on
collaborative conversations?
“Reading” the Inquiry Modules,
cont’d.
• Step 2:
• Click on Focus Standards and Reading Foundational Standards for
OEU 1A: Launch
• Reflect on purpose of Focus Standards (including Reading
Foundational Standards) in a Launch Module
• Guiding Question:
• What is the connection between the teaching and learning
in the Focus Standards and the habits/routines required in
the Launch Module?
Introducing Inquiry Module
Maps: Components
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OEU and Inquiry Module
Title
Pacing
Overview
Essential Questions
Focus Standards
Focus Lesson Teaching Points
Student Learning – “I can…”
Connecting Habits/Routines to Lesson
Teaching Points
• Click on Lesson Tools/Lesson Teaching Points for Focus
Standards in Inquiry Module 1A: Launch
• Reflect on the Lesson Teaching Points that connect to
routines/habits
• Document those Lesson Teaching Points on the Inquiry
Module Map for 1A that are connected to the appropriate
Focus Standard
Reflecting on Habits/Routines
of Inquiry Module A: Launch
• Create Student Learning Targets for OEU 1A: Launch
• Go back to the habits/routines charts and create student learning
targets for 1A using “I can. . .”
• Record habits/routines student learning targets on grade-level
Module Maps for 1A
Reader’s and Writer’s
Notebooks
• Purpose?
• Consistent practices?
• What do we want this to look like for gr. K-2 students?
Sequencing Lesson Teaching
Points
Team Task:
• Record Lesson Teaching Points on sticky notes for OEU 1A
• Create Flip charts for each of the following:
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•
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Shared Reading/Writing
Reader’s Workshop
Writer’s Workshop
Language Workshop
• Sort sticky notes in appropriate charts for explicit instruction
Guiding Question:
Where will explicit instruction for the Focus Standard(s) take
place?
Building Lesson Plans with
Mini-lessons
• Collaborative conversation about how to proceed with lesson
plans
• Options
• Option A: Lesson plans sequenced by context (Shared
Reading/Writing, Readers’, Writers’, Language workshop)
• Option B: Daily plan across each context
• Option C: Longer range plans (e.g., weekly)
• Guiding Question:
• How will Sheboygan Elementary Schools create and organize
lesson plans?
Lesson Planning Templates:
Walk-through
• Lesson Tools
• View Lesson Plan Templates
• Model LP Template
• Teacher Lesson Plan Template for ELA (Gr. K-5) Gradual Release of
Responsibility (GRR) Framework
• Abbreviated Lesson Plan Template: K-12 English Language
Arts/Literacy
Guiding Question:
What lesson planning process will be used in Sheboygan
Elementary Schools?
Identifying Resources
• Choose instructional resources (mentor texts) for Inquiry
Module 1A
• Choose instructional resources for Guided Practice
• Consider resources for independent reading/writing
A Deeper Dive
Into the
Standards:
OEU 1B
Mini-Lesson:
Student Learning Targets
“The most effective teaching and the most meaningful
student learning happen when teachers design the right
learning target for today’s lesson and use it along with
their students to aim for and assess understanding”
(Moss & Brookhart, 2012)
Student Learning Targets
• Guide learning
• Written in student friendly language
• Describes the lesson sized chunk of information, skills, and
reasoning processes that students will come to know
• “what students are actually doing to learn and achieve during
today’s lesson” (Moss & Brookhart, 2012)
“Reading” Inquiry Module 1B
• Step 1:
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OEU
Inquiry Module Title
Pacing
Overview
Essential Questions
ELA Strands
• Use CC and revision documents
• Guiding Question:
• What do you notice about the teaching and learning in
Inquiry Module 1B?
“Reading” Inquiry Module 1B,
cont’d.
• Step 2:
• Click on Focus Standards and Reading Foundational Standards for
Inquiry Module 1B
• Reflect on purpose of Focus Standards (including Reading
Foundational Standards)
• Guiding Question:
• What will the student learning in OEU 1B look like based on
the Focus Standards in this Module?
Model How to Determine ELA
Student Learning Targets
• Click on Common Core Standards-Focus Standards and Reading
Foundational Standards (CC)
• Scroll down to unpacked standard
• Model how to create student learning targets for
each Focus Standard/Reading Foundational
Standard in each module (“I can. . .” statements)
Copyright 2012 CESA 7, Green Bay,
WI
• Model how to reflect on Unpacked Focus
Standards in CC
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Determining Student Learning
Targets
Creating Student
Learning Targets
Focus on . . .
Determining Student Learning Targets:
Example
RL.9-10.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
Brainstorm “I Can” Statements from unpacked standard:
• I can use text annotations in order to better understand a text and cite
textual evidence.
• I can identify explicit details in a text that help me better understand the
text.
• I can make inferences when reading a text that help support my
comprehension.
• I can choose the most important pieces of textual evidence that will help
me to analyze the text.
• I can build a strong analysis of a text when I can cite and prioritize
evidence from the text.
IM Map
Student
Learning Targets
I can use annotate text in order to better understand a text and cite
textual evidence.
I can identify explicit details in a text that help me better understand the
text.
I can make inferences when reading a text that help support my
comprehension.
I can choose the most important pieces of textual evidence that will help
me to analyze the text.
I can build a strong analysis of a text when I can cite and prioritize
evidence from the text.
Review Learning Target
Process
Review the unpacked standard for knowledge (e.g.,
concepts, generalizations, principals), skills, and
understanding
Consider the “lesson-sized” chunks in the unpacking
State the lesson-sized chunks in the form of student
friendly learning targets (“I can. . .”) in the
appropriate column of the IM Map
Example: Writing Learning Targets in
Student Friendly Language
Guiding Questions
Today’s Lesson on “identifying the
main idea of a paragraph”
What will I be able to do when I’ve
finished this lesson?
I can choose the right main
idea and explain why it was
more important than the
other choices.
What idea, topic, or subject is
important for me to learn and
understand so that I can hit the target?
I will learn that a main idea is the most
important thing the writer of a
paragraph is trying to tell me.
What will I do to show that I understand I will read paragraphs and choose the
the target, and how well will I have to
main idea for each paragraph from a
do it?
list.
Collaborative Team Work
Task:
• Collaboratively create Inquiry Module Map for each module
by using the process modeled during Focus Lesson.
• Electronically save Inquiry Module Maps.
Copyright 2012 CESA 7, Green Bay,
WI
Inquiry Module Maps
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Progress Check on IM Maps
TEAM TASK:
• Review previous work on IM Maps with Learning Targets
• Use collaborative work time to revise maps and continue
working on OEU IM Maps
• Schedule a conference with Claire to share IM Maps with
Learning Targets for OEU 1
Checking Work Progress
GR:
TASKS
IM Map
Performance
Task
Resources
Sequence
Lessons
OEU 1
1A
1B
1C
2A
2B
3A
3B
3C
4A
4B
Sequencing Lesson Teaching
Points
Team Task:
• Record Lesson Teaching Points on sticky notes for each
module in OEU 1
• Create Flip charts for each of the following:
•
•
•
•
Shared Reading/Writing
Reader’s Workshop
Writer’s Workshop
Language Workshop
• Sort sticky notes in appropriate charts for explicit instruction
Building Lesson Plans with
Mini-lessons
• Collaborative conversation about how to proceed with lesson
plans
• Options
• Option A: Lesson plans sequenced by context (Shared
Reading/Writing, Readers’, Writers’, Language workshop)
• Option B: Daily plan across each context
• Option C: Longer range plans (e.g., weekly)
• Guiding Question:
• How will Sheboygan create and organize lesson plans?
Lesson Planning Templates:
Walk-through
• Lesson Tools
• View Lesson Plan Templates
• Model LP Template
• Teacher Lesson Plan Template for ELA (Gr. K-5) Gradual Release of
Responsibility (GRR) Framework
• Abbreviated Lesson Plan Template: K-12 English Language
Arts/Literacy
Guiding Question:
What lesson planning process will be used in Sheboygan
Elementary schools?
Identifying Resources
• Choose instructional resources (mentor texts) for Inquiry
Modules in OEU 1
• Choose instructional resources for Guided Practice
• Consider resources for independent reading/writing
Closure/Debrief
• Teams report out progress on team tasks
• Share 1 take-away from today’s session!