Grade 3-5 ELA
Common Core Ambassadors
August 13-17, 2012
Albany, NY
“We engage
students,
strengthen
teachers, and
deliver results.”
Introduction and Framing the Week
Who We Are
Expeditionary Learning (EL) is a network of practitioners, with
165 schools in 30 states, 4,000 teachers and 40,000 students.

We’ve been working with schools and teachers for 20 years to
create classrooms where students are pushed and supported to do
more than they think they can.
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We have a strong history of working in New York State and have
engaged teams of teachers from high-performing classrooms
throughout the state to help develop our curriculum modules.
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Expeditionary Learning Team
Presenters: Cheryl Dobbertin, Suzanne Plaut, Amaris Obregon,
Cyndi Gueswel, Gwyneth Hagan, Lily Newman
 Senior Staff: Scott Hartl, Ron Berger
 Table Facilitators: Scott Gill, Lucy Kaempffe (EL School
Designers), Kate Palumbo, Mary Beth Murray (Syracuse City
School District), Alva Vives, Courtney Brockler, Stacie Wall,
Rebecca Osborn, Kathy Klein (Rochester City School District),
Andrew Hossack (Tapestry Charter School, Buffalo, NY)
 Support Staff: Joanna Benjamin
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Agenda

Day 1: Big picture
 The standards, the shifts and student work
 Grade-level breakout groups
 Overview of the modules
 Culture of achievement

Days 2-4:
 Research teams: studying the shifts
 Digging into the modules: “examining” and “experiencing”

Day 5: Synthesis, reflection, next steps
Learning Targets
“The process of learning shouldn’t be a mystery. Learning targets
provide learners (adults or students) with tangible goals that they can
understand and work toward…. The learner becomes the main actor
in assessing or improving his or her learning.”
 Targets articulate specific learning outcomes
 Learners understand and own the learning targets
 Targets are accessible, measurable, and specific
 Sets of learning targets include both long-term and supporting targets
Framing Expeditionary Learning’s Work
Scott Hartl, Expeditionary Learning CEO
Expeditionary Learning & the Shifts
The Shifts
Balancing
Informational
and Literary Text
(NYS CCLS Shift
1)
What you will see in the Curriculum Modules
Expeditionary Learning’s approach emphasizes effective
literacy instruction through the use of compelling topics
which engage students in informational and literary texts.
Building Content
Knowledge
(NYS CCLS Shift
2)
Expeditionary Learning’s approach emphasizes students
building expertise about a topic and often sharing that
expertise with classmates or a wider audience.
Staircase of
Complexity
(NYS CCLS Shift
3)
Expeditionary Learning’s approach emphasizes getting
students curious so they have purpose for reading, then
supporting and challenging students with increasingly
complex texts.
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Expeditionary Learning & the Shifts
The Shifts
What you will see in the Curriculum Modules
Text-based
Answers
(NYS CCLS Shift
4)
Expeditionary Learning’s approach emphasizes working with
evidence, including students self-assessing, learning to ask
strong text-dependent strategic questions as they read, and
doing research for a real purpose.
Writing from
Sources
(NYS CCLS Shift
5)
Expeditionary Learning’s approach emphasizes performance
tasks that require students to cite textual evidence, to revise
their writing and critique their peers’ writing, and share their
writing with a real audience.
Academic
Vocabulary
(NYS CCLS Shift
6)
Expeditionary Learning’s approach exposes students to a
wide range of increasingly complex texts to build background
knowledge and interest.
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Design Principle: Collaboration and Competition
“Individual development and group development are integrated so
that the value of friendship, trust, and group action is clear. Learners
are encouraged to compete, not against each other, but with their
own personal best and with rigorous standards of excellence.”
Learning Structures for the Week

Grade-level groups
 Grade 3
 Grade 4
 Grade 5


Small Group/Triads (at least one person from grade 3, 4, 5)
Research teams
Grade Level Groups

Expert Groups: Grades 3, 4, or 5?

Directions:
On your table, locate the index cards.
On one side, write your name.
On the other, write first and second choice for grade level group.


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We will strive to honor people’s first choice when possible.
All curriculae is online. And all curricular structures are consistent.
Introductions at Tables (1 minute/person)




Name
Position/role
Your district, region, or school
One of the long-term targets that caught your attention and why
Norms for Collaboration
Directions: Think/Pair/Share (5 minutes total)
Which of these norms is a personal strength of yours?
 Which of these norms is a challenge for you – particularly in large
groups like this one? What is something you want to push yourself to
be mindful of during our week?

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.”
The Standards, the Shifts, and Student
Work
LT 1a. I can analyze the common core standards and shifts
within the context of student work and the curriculum
modules.
Establishing Triads
 Use colored dots to find others – your triad needs to represent
members from three different tables. So, stand up, stretch, form
triads, and stay standing.
 Share:
 Your name
 School and/or role
 Why you’re here
 Discuss the important points from the Key Design
Considerations that you just noted.
The Importance of Models
Descriptions and rubrics are not enough; learners need models to inspire,
clarify, provoke questions, and provide direction for where we’re aiming.
•
Over the course of these 5 days, you’re going to be looking at models of
curriculum, instructional practices, and - in this session - student work.
•
High quality student work that embodies the Common Core Standards is
our ultimate goal; it is vital to begin considering what we are aiming for.
•
The models provide a catalyst for ongoing discussion about what
constitutes quality implementation of the standards.
•
Creating Quality Work
Informational reading and writing connected with compelling
content is a cornerstone of the Expeditionary Learning model.
•
EL engages students in reading for evidence and writing with
evidence to create high quality work for a public audience.
•
In the modules, students’ learning culminates in text-based
performance tasks that provide individual accountability and shared
pride in accomplishment.
•
Digging in to the Standards and Student Work
We will shift to using the task card for the next instructional
sequence.
•
Lunch

Thank you!

At 1pm, please go to your grade level breakout groups
 3rd Grade:
 4th Grade:
 5th Grade:
 FYI: In case you do not have a full copy of the CCLS, go to
EngageNY.org)
A Model of Content-Rich Curriculum
LT 2a. I can describe the impact of content-rich curriculum on
students’ college and career success.
Grade-Level Groups

Your grade-level EL team: Insert names

Examining the modules: through the lens of a teacher
 Analyze the curricular structures (module, unit, and lesson level)
 Analyze the instructional practices, pedagogical moves, etc.

Experiencing the modules: through the lens of a learner
 Consider one’s own experience as a “Common Core era” learner
 Based on one’s own experience, reflect on the implications for
students
Grade Level Groups: Introductions

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Name
Position/role
Your district, region, or school
Your particular interest in or connection to this grade level
Quote Strips
Directions: Locate the quotes in the envelopes on your table.
Each person at your table chooses one quote from the envelope.
 Read each quote aloud to the group.
• As a group, select one quote as a lens through which to view your
work in this session while you are a learner “experiencing” the
module. Consider where you see the ideas in this quote come to
life in the curriculum.
 After your experience some learning from the module, we
will return to this quote to discuss what you noticed.

Grade-Level Specifics: Experiencing the Module
•
insert here
Debrief
As a table group, discuss: Insert time
•
•
•
How was the quote you chose illustrated through your experience?
What did you notice about your motivation to read/learn during
this experience?
If you were designing this module, what would you have students
do next? Why?
Transition

Thank you!

We will meet in grade-level groups again each day.

Now, please return to the whole group space.

In the whole group space, we will provide an overview of the
modules and give people time to examine them and to ask
questions.
Modules: Overview and Design
Considerations
LT 1a. I can analyze the common core standards and shifts
within the context of student work and the curriculum
modules.
Curriculum: “Zooming in” on levels of detail
Yearlong
curriculum
map / scope
and sequence
Curriculum
module
structure
Assessment
overview
Unit
overview
Lesson
overview
35
Yearlong Curriculum Plan

There are four modules per grade in a year

Each module is aligned to the CCLS and addresses the six instructional shifts
36
Curriculum Module Structure

Each module spans eight weeks of instruction and is comprised of three units

Modules are designed to integrate reading and writing and to build content knowledge
37
Curriculum Module Structure
Each module overview starts
with a summary paragraph
that describes the content
and instructional arc of the
module.
The summary also contains a
list of Guiding Questions
and “Big Ideas” that serve as
entry points into the module
content.
38
Curriculum Module Structure
The modules are a series of one-hour
ELA blocks
aligned with NYS Social Studies and
Science Standards.
39
Assessment Overview
Each module culminates
with a text-based literacy
performance task.
40
Assessment Overview
Each unit contains two “ondemand” assessments, which
ask students to do their best
work on their own and are
aligned to standards.
41
Module Level: Notice and Wonder
Instructions
• On your own: review the module level documents (5 minutes)
– Module overview
– Performance task
– Assessments
• With a colleague or two at your table, discuss
– What do you notice?
•
State concretely what you see. What is the content? How is it structured?
– What do you wonder?
•
State questions you have about what you see. What sparks your curiosity?
What do you want to know more about?
Unit Overview
Each of the three units is
structured similarly to the
modules.
43
Unit-at-a-Glance Calendar
For each unit, there’s a
calendar that shows
how the 8 weeks is laid
out.
The calendar also shows
the standards in studentfriendly language…
…and
gives ideas for
ongoing assessment.
44
Unit Level: Notice and Wonder
Instructions
• On your own: review the unit level documents (5 minutes)
– Unit 1 Overview
– Unit 1 Recommended Texts
•
With a colleague or two at your table, discuss
– What do you notice?
•
State concretely what you see. What is the content? How is it structured?
– What do you wonder?
•
State questions you have about what you see. What sparks your curiosity?
What do you want to know more about?
Lesson Overview
The lesson shows the
long-term learning
target…
…and the supporting
targets for this particular
lesson.
46
Lesson Overview
The agenda shows the
lesson “at a glance…
…and the teaching notes
provide some coaching for
teachers as they think about
delivering the lesson.
47
Lesson Overview
Each lesson calls out
vocabulary that should be
explicitly taught as well as
other words that may arise in
the course of teaching the
content.
48
Lesson Overview
Each lesson is broken down
into sections: Opening,
Work Time, and Closing.
49
Lesson Overview
Each lesson offers
recommendations for
supporting all learners.
50
Lesson Level: Notice and Wonder
Instructions
• On your own: review the lesson level documents (5 minutes)
– Unit 1 Lessons
– Meeting Students’ Needs
– Supporting Materials
•
With a colleague or two at your table, discuss
– What do you notice?
•
State concretely what you see. What is the content? How is it structured?
– What do you wonder?
•
State questions you have about what you see. What sparks your curiosity?
What do you want to know more about?
Transition

BREAK: Return at 3:15

When you return, please sit at the table # that is indicated on your
nametag
The Importance of a Culture of
Achievement
LT 1b. I can describe the importance of establishing a culture
of achievement to prepare students for college and career
success.
Research Teams
Purpose of Research Teams:
•
•
•
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?
Introductions in Research Teams

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Name
Position/role
Your district, region, or school
One thing you took away from your grade-level session today
Research Quotes Tea Party
Directions:
•
•
•
•
•
Review the page of research quotes
Select one that resonates with you, either because it connects to
your current practice, extends your thinking, or challenges you
Find someone from another table and share your quote and your
connection, extension, or challenge
Find a second partner and share your quote and your connection,
extension, or challenge
Return to your tables
A Growth Mindset: Seeing it in Action…

“Critique and Feedback: The Story of Austin’s Butterfly”
As you watch the video, note where you see the ideas from the
research quotes in action or implied.

A Growth Mindset: Discussion about the Video
Directions: At your tables, discuss (5 minutes)
•
What did you see and hear that fosters a culture in which students
are ready and eager to do the hard work of the CCSS?
•
What can you infer about the groundwork that was laid in this
classroom before this? What specific evidence in the video helped
you draw those inferences?
Culture of Achievement
•
Discuss at tables: (5 minutes)
– What resonates with you?
– What strategies do you use/ hope to use to achieve this kind of
culture?
– What questions does this video raise for you?
Mindsets, pages 196-201
•Great
teachers set high standards for all students, challenge and
nurture them, love to learn, and are partners in learning with their
students.
“So, are great teachers born or made?...It starts with the growth
mindset—about yourself and about children. Not just lip service to
the idea that all children can learn, but a deep desire to reach in and
ignite the mind of every child.” (p. 202)
Silent Writing
Directions (5 minutes)
•
•
Reflect on our learning target:
– I can describe the importance of establishing a culture of
achievement to prepare students for career and college success.
Include specific evidence to support your thinking from our
reading so far today.
Guest Speaker: David Coleman
Debrief the Day and Looking Ahead
Discussion
•
Review the agenda: How did we address each of our targets?
•
How did we promote a culture of achievement for ourselves as a
community of adult learners?
•
We emphasized the importance of a content-rich curriculum for
students. What content did you learn today?
•
Consider both what you learned and how you learned today. What
are the implications for our work with students?
Learning Journal
Directions (5 minutes)
 Go to the Day 1 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?
Session Materials
Preparation for Day 2…
 Orient yourself to the articles in the “research” tab of your binder
 You may choose to skim these ahead of time
 Each day, we will focus on the required readings. You may choose
to read these ahead of time; we will have some reading time
together during our morning session.
Please begin each day seated with Research Teams at your table #.