Session 1: March 14 th , 2015
WV Next Gen-Core Task Project Leadership Team
Christy Schwartz- 3 rd grade, G.W Elementary
Mary-Jo Jividen- 1 st grade, G.W Elementary
Amy Brown- High School ELA, Sherman High
Katherine Mohn-Lowe – Middle School ELA, Madison Middle
Mandy Flora-RESA 3 Coordinator



 Review the Instructional shifts inherent in the
CCSS/Next Gen
 Engage in one instructional approach matched to the standards
 Plan for a common experience to facilitate conversations moving forward
 Provide tools and resources to facilitate ongoing conversations around shifts in instruction

 Includes Reno, Sparks, Verdi, Incline Village, and Gerlach
 63,000 students
 93 schools
 Minority Majority District
 49% white; 37% Hispanic; 5% Asian; 3% Black
 44% FRL; 18% LEP, 13% IEP
 https://www.youtube.com/watch?v=eSYiwPJFMM8&safe
=active

1 Let’s honor our classroom peers and allow them to hear the CCSS message unfiltered
• The authors
• Work team members
• Validation team members (both sides)
• And just about anyone else willing to put their voice out there for free

2 The resources we use and promote are vetted, scalable and free
• www.coretaskproject.com
• www.achievethecore.org
• www.63000resources.com
• www.projecttahoe.org
• And lots of Edmodo groups

3 This takes time. We have to be patient.
• Teachers need time
• Students need time

1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree

I know what WV Schools have to do in order to implement Common Core/Next Gen well.
1 Strongly Agree
Let’s see where we are at.
3 Disagree
2 Agree
4 Strongly Disagree

I know what I have to do in order to implement Common Core/Next Gen well.
1 Strongly Agree
Let’s see where we are at.
3 Disagree
2 Agree
4 Strongly Disagree

I am very confident that parents know why the transition to Common Core/Next Gen is so important.
Let’s see where we are at.
1 Strongly Agree 3 Disagree
2 Agree
4 Strongly Disagree

 Contributing author to the ELA standards
 Co-founded Student Achievement Partners
 Current President of the College Board
At CTP trainings: Minutes 13:00 through 26:33 http://vimeo.com/24930297 http://www.educationalresourcecompany.com/page/news/keynote_ speech_from_david_coleman_contributing_author_of_the_common_c ore_standards_12

Connecting the Shifts Back to the Standards
 Read your standard and move to the sign to which it is most applicable.
 In turn, each person read his or her anchor standard to the group. Look at the back to see which strand it belongs to
(they’re color coded by strand too).
 Discuss whether each person has come to the right place
(does the standard fit this category?). During this discussion, a few people will probably be moving to stand by another sign.
 Once you are settled near a sign or in the “uncategorized” section, discuss the questions below with the other participants near you about your Anchor Standards Cards and the category you decided to stand near.

Connecting the Shifts Back to the Standards
 What are the categories around the room that have more people standing by them?
 Can you connect any of those “crowded” categories to the instructional shifts? Which ones?
 Do any of the standards in your group seem to connect to more than one shift? Which ones?
 What strands of Common Core/Next Gen ELA are represented in your group? Remember: the four strands are reading, writing, listening and speaking, and language.
 What statements can your group make about the way
Common Core/Next Gen ELA standards are designed? About what is prioritized in them?

 This is one approach to instruction.
It should be part of a comprehensive literacy approach.

http://vimeo.com/25206110
Minutes 4:08 to 8:12
BEFORE VIEWING, discuss-
Lessons aligned to Common Core/Next
Gen: What do you traditionally do before reading a text with students?

 https://www.youtube.com/watch?v=z_t1t8ytZ3c
 What is the rhyme scheme of the poem?
What does it reveal about the structure of the poem?
 What other information in the poem reveals the structure?

Exemplar Lesson: The New Colossus
 The first eight lines of the poem compare two statues. What lines are about the first statue and what lines are about the second? What comparisons are made?
 What can we deduce about the location of the second statue? What other characteristics of the second statue are revealed in the second 8 lines?

Exemplar Lesson: The New Colossus
 Culminating activity: Based on what you’ve learned, rewrite a translation of the speech of the second statue .

 Reading Task
 Vocabulary Task
 Sentence and Syntax Task
 Discussion Task
 Writing Task

 Identify exemplar for grade-level
 Work with grade-level/ grade-band partners
 Read through lesson
 Consider when you will implement- fill in blue sheet
 Discuss foreseeable challenges—see if your group can help problem solve

 Implement your lesson
 Plan to bring ALL teaching and student artifacts to next session on Tuesday, April 14 th
 Be thinking about 3 to 5 “focus” students
 Consider what future lessons fit well with the “instructional shifts”



 Reflect independently, then with grade-band partners your close-reading experience
 Review how the exemplar demonstrated the shifts
 Further learning about text complexity and discussion
 Plan for next close reading experience

 The purpose of Core Task Project 1.0 is to help teachers reach Common Core outcomes through Close Reading
Exemplars. These allow teachers to explore one instructional approach that aligns with most of the
Reading Anchor Standards including numbers 1 and 10.
 The work of the Core Task Project and the Close Reading
Exemplars does not supplant all literacy instruction or even address all parts of a well-researched literacy block.
Instead, this is one instructional model that demonstrates how literacy instruction might shift.

Close Reading Exemplar & The Shifts
 How does the close-reading approach address the shifts?
 Find one or two standards that were addressed in your close reading exemplar and read them.
 First, do you feel it addressed those standards?
 Next, identify and be prepared to describe which shift it is most closely connected to.

ACT Report (2006):
 “College readiness” was defined as students who equaled or exceeded the benchmark ACT reading score
 These students were found to have a high probability of earning a C or better in an credit-bearing “101” level course in
U.S. history or psychology.

ACT Report: Reading Between the Lines

ACT Report: Reading Between the Lines

ACT Report: Reading Between the Lines

A book, article or piece of text gets a Lexile text
measure when it's analyzed by MetaMetrics. For example, the first "Harry Potter" book measures 880L, so it's called an
880 Lexile book. A Lexile text measure is based on two strong predictors of how difficult a text is to comprehend: word frequency and sentence length.
 You will get a chance to discuss the video, but wait until we review the slides one more time.
Right Reasons Technologies Minutes 0:45 to Minute 4:30 http://www.youtube.com/watch?v=35avLmHi4xc

Copyright © 2012 Right Reason
Technologies, LLC
1600
Interquartile Ranges Shown (25% - 75%)
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
High
School
Textbooks
College
Textbooks
Military Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*

Grade Level: Lexile Range:
K-1
2-3
4-5
6-8
9-10
11-CCR
N/A
420-820
740-1010
925-1185
1050-1335
1185-1385
37

 Doing What Works

 According to Dr. Pearson, what are the purposes of discussing texts?
 What advice does he give for improving classroom discussions?
 What constitutes a good discussion?
 http://www.youtube.com/watch?v
=rwQtqZyOhCw&feature=youtu.be

 Basal Alignment Project Edmodo Code F4Q6NM
 Anthology Alignment Project Edmodo Code pkx4sp
 Read Aloud Project Edmodo Code pkx52i
 Close Reading Exemplars ( here )
 Social Studies Units—4 th through 6 th ( here )
 Social Studies CAR ( here )
 6 th grade BAP ( here )
 Discussion Lessons ( here )
 www.63000resources.com
& www.coretaskproject.com

Everything from today is posted at: www.coretaskproject.com
www.resa3tools.com
Follow on Twitter @coretaskproject
@resa3dunbar
Additional free materials at www.63000resources.com
www.achievethecore.org