Grade 3-5 ELA
Common Core Ambassadors
August 13-17, 2012
Albany, NY
Day 3: Welcome!
Please remember to sit with your research teams.
A Few Changes in Agenda Today
RCSD participants attending implementation focus groups in
staggered sessions this morning. Persevere!
• At about 2 p.m. we will offer a differentiated session for “systems
level” conversation:
– How will you connect and integrate these modules into current
district initiatives?
– What strategies for procuring and allocating resources to
implement CCLS?
– How can schedules (master/building – district/PD) be
developed to support CCLS implementation?
– What steps can be taken to help manage change towards the
CCLS.
• We hope teachers and likely building-based coaches will stay with
the curriculum work – your deep knowledge of the lessons is
essential!
•
Addressing Key Questions: Curriculum Maps
Comprehensive list of standards addressed in each grade level
are toward the end of this document
• Best list of texts per grade level are on the last page of the
curriculum map document
• Required texts that need to be purchased for Module 1 are on the
Book List for Module 1 that has been distributed
• We will have for you (on EngageNY) an Excel spreadsheet
including ISBN numbers for all texts that need to be purchased, as
they are central to lessons by September 21
•
Norms for Collaboration
Directions: Think/Pair/Share (3 minutes total)
 How
did we do whole group? What is your
evidence?
Your Feedback a Helpful Link
 Please be in touch with us via email about your
ongoing needs:
 nyscurriculum@elschools.org
Culture of Achievement
LT 1b. I can describe the importance of establishing a culture
of achievement to prepare students for college and career
success.
LT 1d. I can strengthen a growth mindset (in myself and
others) regarding teaching and learning.
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.”
A Culture of Achievement in your Context
Revisit “portrait of a student who meets the
standards”
•
Write: What does a classroom/school look like
and sound like where this culture is being
developed?
•
A Culture of Achievement in your Context
•
Partners: Share your writing. Encourage each
other to be specific: “What is your evidence?”
“How do you know?”
•
Tables: Go ‘round: each person share something
your partner said.
Research Teams: Reasoning with
Evidence
LT 3a. I can describe the impact of engaging, supporting, and
holding students accountable for citing and using evidence
from text.
LT 1c. I can effectively engage in a range of collaborative
discussions with diverse colleagues, building on others’ ideas
and expressing my own ideas clearly.
Purpose of Research Teams (a reminder. . .)
•
Build our expertise about the CCLS “shifts”
•
Experience the rigor of CCLS learning as adults: push
ourselves, and feel what it may be like for students when
they are challenged in similar ways.
•
Particular emphasis on SL.1: “engage in collaborative
discussions”
– How do we do this effectively as adult learners?
– Why is collaboration important for learners?
Revised Performance Task:
Rationale for Recommended Change
Task: The implementation of Common Core-aligned curriculum
modules will require change at the classroom, building, and district
levels, and in the services provided through BOCES/Network
Teams. Your task is to develop a product describing the changes
needed that serve the needs of your specific audience – for example,
a PowerPoint presentation, a memo, a faculty meeting agenda, a PD
session, or an implementation plan. No matter what format you
choose, you must include a rationale for the specific changes that
you are planning to make or that you want to help others make.
Use specific evidence from the texts you are studying this week – the
articles and research you studied in your research teams, the
curriculum itself, Mindsets, and Switch – to support your rationale for
change.
Review “Final Word” Discussion Protocol
Independent Reading and Annotating the Text
(25 minutes)
•
SAP’s Guide to Creating Text-Dependent and
Specific Questions for Close Analytical Reading
•
Critical Thinking Framework for Any Discipline
(focus on chart on page 161; read more as time
permits)
Bloom’s Taxonomy
Old
New
Text-Dependent Questions (10 minutes)
•
According to the text, what is a text-dependent question?
•
Can a text-dependent question be inferential? Use evidence
from the text to support your answer.
•
How do specific types of questions and questioning strategies
prepare students for the shifts of the Common Core and
for college and career success?
Writing Time (10 minutes)
•
Review our Performance Task for this week:
The implementation of Common Core-aligned curriculum modules will require change at the
classroom, building, and district levels, and in the services provided through BOCES/Network
Teams. Your task is to develop a product describing the changes needed that serve the needs of
your specific audience – for example, a PowerPoint presentation, a memo, a faculty meeting
agenda, a PD session, or an implementation plan. No matter what format you choose, you must
include a rationale for the specific changes that you are planning to make or that you want
to help others make. Use specific evidence from the texts you are studying this week – the
articles and research you studied in your research teams, the curriculum itself, Mindsets, and Switch
– to support your rationale for change.
Identify evidence from the two texts you read today.
• Begin to brainstorm/draft a section of your position paper.
•
Debrief (10 minutes)
Stand, find a new person, and talk about the following:
•
What is the most important point you are taking away from the
reading this morning?
•
How did the reading, discussion, questioning, and writing
challenge you as a learner this morning?
•
What Common Core standards was this learning experience
designed to address?
•
How would this type of experience look in your classroom or
professional setting?
Transition

Thank you!

Take a break.

At 11am, please go to your grade-level breakout groups.
Welcome back
 Please
sit with your research teams.
Comparing and Contrasting the
Modules
LT 2c. I can analyze the role of student-friendly learning
targets, aligned assessment, and effective curriculumembedded assessment in ensuring that all students achieve
college and career success.
Discussion Questions
•
Identify similarities:
How are the assessment practices similar across all three grades?
•
Identify differences:
How do the evidence practices differ from one grade to the next?
•
Level of rigor:
How do the standards and experiences working with evidence
change from one grade to the next?
•
What connections can you make between the design of the
modules and the articles we read during our morning session?
Silent Writing (5 minutes)
•
Reflect on our learning target about evidence:
LT 3a. I can describe the impact of engaging, supporting,
and holding students accountable for citing and using
evidence from text.
•
•
Include specific evidence from our reading today to support
your thinking.
Debrief the Day and Looking Ahead
Teacher Target:
•
I can build expertise in the Common Core shifts by analyzing
model curriculum.
•
I can build students’ literacy skills and content knowledge by
implementing curriculum aligned with the Common Core
standards.
NTI/Administrator Target:
• I can support educators striving to build students’ content
knowledge and literacy skills by building expertise in
implementing curriculum aligned to the common core
standards.
Learning Journal (5 minutes)



Go to the Day 3 section of your Learning Journal
Examine the Supporting Targets
Use the space provided to capture your thinking about the
work today:
• Which learning targets represented your most important
learning?
• What key points do you want to remember?
• Which activities or discussion impacted you the most?
• What do you want to commit to?
Re-orienting to our Long-term Learning Targets
Teacher Target:
• I can build expertise in the Common Core shifts by analyzing
model curriculum.
• I can build students’ literacy skills and content knowledge by
implementing curriculum aligned with the Common Core
standards.
NTI/Administrator Target:
 I can support educators striving to build students’ content
knowledge and literacy skills by building expertise in
implementing curriculum aligned to the common core
standards.
Discussion
•
Review the agenda: How did we address our targets?
•
How did we promote a culture of achievement for ourselves as a
community of adult learners?
•
We emphasized the importance of finding and using textual
evidence. What practices stood out for you today regarding your
own learning as an adult?
•
Consider both what you learned and how you learned today. What
are the implications for our work with students?
Closing

Thank you.

Feel free to re-read or preview articles in the research tab
of your binder. You will again have reading time during
our morning session.

Please begin each day seated with Research Teams at your
table number.
http://commoncore.americaachieves.org