Session 1A: An Introduction to Expeditionary Learning’s
3-8 ELA Modules
Sequence of Sessions
Overarching Objectives of this July 2013 Network Team Institute









I can describe how the 3-8 modules increase in complexity over time.
I can describe the impact of student engaged assessment practices on student achievement.
I can describe the strategy of close reading.
I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
I can foster a growth mindset through feedback that promotes positive change.
I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their
implementation of the ELA curriculum modules.
High-Level Purpose of this Session

Introduce participants to Expeditionary Learning’s curriculum.
Related Learning Experiences

This session is the foundation for any other sessions to follow for new participants.
Key Points


I can describe the foundational characteristics of the modules and component parts.
I can describe how the modules increase in complexity over time.
Session Outcomes
What do we want participants to be able to do as a result of this
session?
1. I can describe the foundational characteristics of the modules
and component parts.
2. I can describe how the modules increase in complexity over
time.
How will we know that they are able to do this?
Listening to conversations and feedback. Observing while
participants are working in protocols.
Session Overview
Section
1. Introductions,
Norms, and
Targets
Time
15 mins




2. Curriculum Plan
and Maps
30

Overview
Introduction
Overview of Project
Learning Targets of
Session
Norms and Table
Introductions
Prepared Resources
Introduction to the Modules_ PPT.pptx
1.Norms for Collaboration_NTI 0713.doc
Introduce logic of the
curriculum over the
course of the year.
Module Sampler curriculum plan (first
page of each sampler)
NYS Grade 3 ELA Curriculum Map June
2013
NYS Grade 4 ELA Curriculum Map June
2013
Facilitator Preparation
Review agendas and read
all documents that
participants will read.
Work through activities
with “participant eyes”.
3. Overview of
Modules (via
Module Sampler)
70

Dig into the
components of each
module.
4. Closing
5
minutes

Reflection and
Journaling/Transition
to next session
NYS Grade 5 ELA Curriculum Map June
2013
NYS Grade 6 ELA Curriculum Map June
2013
NYS Grade 7 ELA Curriculum Map June
2013
NYS Grade 8 ELA Curriculum Map June
2013
2.4As Protocol_1A_NTI 0713
Modules Samplers
3. Module Sampler Jigsaw_NTI 0713.docx
4. Connect Extend Challenge_NTI0713
Session Roadmap
Section 1: Creating a Culture of Achievement
Time: 15 min
[15 minutes] In this section, participants will establish a culture
based on the norms for collaboration that will support their work
for the entire day.
Materials used include:
Introduction to the Modules_ PPT.pptx
1.Norms for Collaboration_NTI 0713.doc
*F = Facilitator, P = Participant
Time Slide #/ Pic of Slide
Script/ Activity directions
Grouping: Mixed groups
If you’re working with a group of “mixed” participants, encourage people to sit in
mixed groups. Project slide for appropriate grouping and guide people to fill in
tables before starting new ones.
Document
1 min
Ask participants to consult their journals. Share the learning targets for this
session. Share that they will learn more about this idea of “learning targets” in
the session called “Foundational Practices in the 3-8 ELA Modules.” If they are
new to the modules, they should be sure to attend that session.
1 min
Tell more about who we are:
For 20 years we have been a network of schools. With the advent of the Common
Core, we have been given the opportunity to share our work with a wider audience
through a collaboration with New York State and Student Achievement Partners
(authors of the Common Core). We are NOT a textbook company, but a network of
practitioners.
1 min
Explain how we are currently connected to the Common Core through our
curriculum and professional development:
5 min
We were commissioned by New York state in 2012 to craft curriculum for English
Language Arts grades 3-8. Our curriculum has recently been recognized for being
among the most common core-aligned literacy instruction available. We are now
delivering professional development to those implementing the curriculum, those
are interested in implementing the curriculum, or those who are looking to deepen
their understanding about Common Core ELA instruction in general.
Orient participants to handout of norms
Have people discuss Norms as prompted on the PPT slide.
5 min
Model the following with brevity: introduce yourself: name, role, and work
location. Share one norm you are good at and one you will work on today.
Participants introduce themselves to one another per the directions on the PPT
side.
Section 2: Curriculum Plans and Maps
Time: 30 mins
[30 mins] In this session you introduce participants to the
curriculum plan and maps. They analyze them for the staircase of
complexity.
Module Sampler curriculum plan (first page of each sampler)
NYS Grade 3 ELA Curriculum Map June 2013
NYS Grade 4 ELA Curriculum Map June 2013
NYS Grade 5 ELA Curriculum Map June 2013
NYS Grade 6 ELA Curriculum Map June 2013
NYS Grade 7 ELA Curriculum Map June 2013
NYS Grade 8 ELA Curriculum Map June 2013
2.4As Protocol_1A_NTI 0713
Time
5 mins
Slide #/ Pic of Slide
Script/ Activity directions
Orient participants to the first document in their Module Sampler
known as the Curriculum Plan. Preview the purpose of this document:
to give a year at a glance and give them a few minutes to read over the
information for their grade level.
Be sure they notice the headings “Becoming a Close Reader,”
“Researching to Build Knowledge (NOTE TO FACILITATOR: elementary
is different that middle once you get pas the first heading – be sure to
look at an elementary and middle level module sampler prior to this
session), etc. This is how standards are arranged to provide focus on a
coherent set of standards at a time. Not all standards are taught in all
modules – they are strategically “clumped.” (NOTE TO FACILITATOR:
BE SURE TO LOOK A CURRICULUM MAP TO SEE HOW THIS IS TRUE
PRIOR TO THIS SESSION).
GROUP
25 mins
Introduce the Curriculum Maps. These are the highest-level grade level
documents; they help you understand the scope of the curriculum for
the year. Participants should read the “front matter,” as it introduces
the specifics that the map contains. (5 minutes)
Introduce the 4 A’s discussion protocol. Ask participants to find
someone at their table or a table nearby with the same grade level
curriculum map as them. Ask them to spend 5 minutes talking about
each A…20 minutes total.
5
Achieve (Look at STANDARDS) -- What standards do students
master over the course of the year? What do you notice about
which standards are met when?
Aspire (Look at TEXTS) -- What do you notice about central texts in
your curriculum map? What design logic do you see (balance of
fiction/non-fiction, increase in complexity, etc.)
Assess (Look at ASSESSMENTS) -- What information will you
capture about your students’ learning over the course of the
year? What do you notice about assessments across over time?
Adjustment (Consider the map overall) -- What changes to your
teaching does this map indicate you will be making as you adopt or
adapt the modules?
Allow time for questions related to the curriculum map.
Section 3: Overview of Modules
Time: 70 mins
[70 mins] In this session participants learn how the
components of the modules are aligned to the shifts.
Modules Samplers
3. Module Sampler Jigsaw_NTI 0713.docx
4. Connect Extend Challenge_NTI0713
5
Each Module Contains Three Units
Module 1
Unit
1
Unit
2
Module 2
Unit
3
Building
Background
Knowledge
(2-2.5 weeks)
Unit
1
Unit
2
Module 3
Unit
3
Unit
1
Unit
2
Module 4
Unit
3
Unit
1
Unit
2
Unit
3
Extended
Wri ng
(2-2.5 weeks)
Extended
Reading and
Research
(2-2.5 weeks)
In addi on to instruc on linked to the central text(s),
each unit includes a text list of suggested classroom
resources at all levels, which can be used with
students at other mes of the day.
Each Module Contains Three Units
Module 1
Unit
1
Unit
2
Module 2
Unit
3
Building
Background
Knowledge
(2-2.5 weeks)
Unit
1
Unit
2
Module 3
Unit
3
Unit
1
Unit
2
Module 4
Unit
3
Unit
1
Unit
2
Unit
3
Extended
Wri ng
(2-2.5 weeks)
Extended
Reading and
Research
(2-2.5 weeks)
Show 3 PPT slides regarding the structure of the modules.
Key ideas:
 Each module is three units. Building background, extended reading/research,
deep writing. There is writing in all portions of the modules, but the writing
process is fully employed in Unit 3. In MS modules, there are two full-length
pieces of writing: literacy essay at the end of unit 2 and the unit 3
performance task.
 Curriculum plan shows choices (2A/2B, 3A/3B) in elementary. There will be
choices in MS, but they are not yet completed.
In addi on to instruc on linked to the central text(s),
each unit includes a text list of suggested classroom
resources at all levels, which can be used with
students at other mes of the day.
Structure of the EL Curriculum Modules
Module 1
Unit Unit
1
2
Module 2
Unit
3
Unit Unit
1
2
8/9 weeks
Unit
3
Module 3
Unit Unit
1
2
16/19 weeks
Unit
3
Module 4
Unit Unit
1
2
24/26 weeks
Unit
3
32/34 weeks
§ Each module is approximately 8 weeks of linked instruc on, comprised of 3 units. 6
modules will be provided so that teachers can make choices.
§ Teaching four modules results in deep teaching and assessment of all of the RL, RI,
and W standards in 3-5 and all of the standards in their en rety in 6-8.
§ Each module is anchored around one or more central text – books from a variety of
publishers, chosen to be the best for the subject and standards. These books are
complemented by rigorous, authen c informa onal text embedded within the
curriculum itself.
15
Draw participants’ attention to the remainder of their module samplers. At this point
you are going to give them a quick overview so they know what they are looking at,
then they will dig in more deeply.
Show and discuss PPT slides regarding overview/structure of modules, units,
lessons, etc. This is a brief overview.
45
Tell participants they are going to become experts on specific sections of the modules
and determine their alignment to the shifts. Participants should organize themselves
into team of five (within tables), with each person responsible for one section:
Module Overview, Unit Overviews, Assessments and Assessment Lesson, Close Reading
Lesson, Writing Lesson.
Each person should read the shifts on the front of the jigsaw note catcher, then read
their sections, recording their notices/wonders and alignments to the shifts. (20
minutes)
Once everyone has prepared their part, they should share in their team (5 minutes
each). Encourage people to spread out in the room if possible for this sharing …
people have been good about separating their chairs from tables and making smaller
circles.
As teams work, circulate to answer/note questions or clear up misconceptions.
Draw participants’ attention to Connect-Extend-Challenge prompt in their notebooks
and PPT. Ask them to reflect on their own for 5 minutes, making notes as needed:
 What of what you’ve heard CONNECTS to what you expected to find in a
Common Core aligned curriculum?
 What of what you’ve heard EXTENDS what you expected to find in a Common
Core Aligned curriculum?
 What of what you’ve heard CHALLENGES what you expected to find in a
Common Core Aligned curriculum?
5
As participants make notes, circulate, keeping an eye out for challenges you might
want to address with specific participants or whether you want to raise some up for
the whole group to discuss.
Journal reflection on the learning targets for this session and prepare them to
transition to the next session.
5
Make sure they look at the session overviews and help guide them to the correct
location and session based on their role and past PD experiences.
Please use your Reflection Form to capture your
new learning and thinking on the session.
THANK YOU!
EngageNY.org
29