EXPEDITIONARY LEARNING
&
COMMON CORE STANDARDS
~
Grades 3-5 ELA Modules
Charlene Jordan, Dana Fulmer & Pat Krizan
SCDN
September 6, 2012
A Model of Content-Rich Curriculum
LT 2a. I can describe the impact of content-rich curriculum on
students’ college and career success.
What you’ll find:
• Research: Dworkin, Liben, Stiggins, ACT study, etc.
• Protocols: http://engageny.org/resource/network-team-institutematerials-grades-3-5-ela-curriculum-appendix-1-teaching-practices-andprotocols-august-13-17-2012
• Modules & Curriculum Outline:
http://engageny.org/wp-content/uploads/2012/08/curriculum-plan-grades-35.pdf
• Assessments
How Modules Are Organized
•
•
•
•
•
•
•
Introduction (aka rationale & goals)
Guiding Questions
Performance Tasks/Assessments
Content Connections (S.S. and science)
Description of CCLSs & Learning Targets
Central Texts
Calendared Curriculum Map
EL’s Learning Targets
•
•
•
•
Goals for lessons, projects, units, courses
Derived from standards
Used to assess growth & achievement
Written in concrete, student –friendly
language: “I can” statements!
• Shared & tracked carefully by teachers &
students
A Sampling of Performance Assessments
Grade 3
Grade 4
Grade 5
2 Informative
a Writing: Audio
Narrative Writing:
Historically
accurate first
person account
Informative &
Narrative Writing:
graphic novel style:
Frames about an
inventor
Opinion Writing
4 & Speaking:
Importance of
water public
service
announcement
Opinion Writing:
How a minority
selected group
helped to win the
revolutionary war
Opinion Writing:
A famous athlete’s
impact!
Report about a
country – using
Voice Thread
Appendix A:
Research Supporting
Key Elements of the Standards
Why Text Complexity Matters
 Why focus on text complexity?
 What is text complexity?
 How do we help students understand
more complex texts?
Tools: Day 4 Materials
http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-august-13-17-2012/
• Gradients in Complexity: Informational
Texts
• Gradients in Complexity: Literary Texts
• Helping Students Read Closely
• Examining Models to Determine Criteria
• Text Complexity Recording Form
• Scaffolding Complex Text
COMMON CORE “MOVES”
•
•
•
•
•
Short chunks of text
Multiple reads
Cycle of reading, thinking, talking, writing
Making meaning through structured conversation
Then . . . text dependent questions (make
students return to text)
• Writing from sources
• Writing and reading are integrated
Remember:
Assess for LEARNING!
When teachers assess “for learning,” they
use the continuous flow of information
about student achievement to check on
and advance learning. The result is that
students keep learning and remain
confident – they do not give up in
frustration or hopelessness!
(Stiggins, 2002)
How do teachers
assess “for” learning?
 Establish learning goals – use language
students understand
 Provide frequent and descriptive feedback
 Continuously adjust instruction based on
classroom assessments
 Engage students in regular self-assessment
 Actively involve students in communicating
with teachers and families about their
progress
 Become assessment literate!
Resources
• Engage NY: http://engageny.org
http://engageny.org/resource/network-team-institutematerials-grades-3-5-ela-curriculum-august-13-17-2012/
• Expeditionary Learning:
nyscurriculum@elschools.org
16