1. Common Core Planning – Deep Dive into Literacy
August 20, 2013 High School PLI
Caleb - Welcome to Day 1 of Common Core Training and the August PLI – and Day 1 of what I like to call the “Year of Curriculum” (that has not been formally approved yet ) – excited to begin this work with you and grateful for your time

2. Wonderings ?
On separate sheet of paper answer the following questions:
What teacher actions ensure shift 1 occurs?
What administrator actions ensures shift 1 occurs?

3. Goals – Participants will develop a common understanding of…
Implementation of Common Core State Standards’ ELA instructional shifts.
Elements of a CCSS aligned block.
How to monitor and support the implementation of Springboard, the Anthology Alignment Project, CRESST assessments etc. so that these initiatives and programs result in improved student achievement.
Caleb -> Cami
These are our goals for the day and the month with respect to Common Core, curriculum, and assessment.
We are building off of what we did last year in launching a new NPS Framework. We spent a lot of time refining our understanding of the in-class indicators. This year, we move to focusing on the over-time indicators -
Eval data shows there is significant area for growth in these indicators.
The new curriculum and assessment resources we will have will help us develop a deeper sense of what over-time effectiveness means and how you can support it as school leaders.

4. Agenda Activity 4 – Look Fors 11:40–12:00
Do Now – Pre-test & Wonderings “What teacher actions ensure shift 1 occurs?” 8:30 – 8:50 
Activity 1 – Close Read “Writing for Understanding” 8:50 –9:30
Activity 2 – “The Road Ahead” sample lesson 9:30 – 10:00
Activity 3 –Common Core aligned block, Parts II and III:
10:00 – 10:30 (The Block - discussion)
10:30 – 10:40 Break
10:40 – 11:40 (Small Group Instruction & Independent Reading)
Activity 4 – Look Fors 11:40–12:00
Cami
Today, we take another significant step towards understanding how best to support the transition to the Common Core in our classrooms. There are two main ways we are going to do this today: 1. highlight the knowledge that we need to have to lead and support this work via a test. 2. Engage deeply in understanding how the Common Core and NPS Framework can deepen understanding of what effective planning includes in literacy and math.
We will conclude in networks discussing how to support this work over time.

5. Why Did We Change?
“The Standards set requirements for English language arts (ELA) [and] for literacy in history/social studies, science, and technical subjects. …students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, …the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.” Students, “actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.”

6. Response To Intervention
Core Aligned Literacy Block
Response To Intervention
Tier 1
FEW
SOME
Remind schools that ALL students experience Tier 1 curriculum
ALL

7. Building knowledge through content- rich nonfiction
ELA/Literacy: 3 Shifts
Building knowledge through content- rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Caleb
Overall we have talked a lot last year about this broad shifts. This year, we want to go deeper in figuring out what this means for curriculum.

8. According to the Common Core, what percentage of writing prompts should be devoted to narrative, expository, and argument in grades K-5, 6-8, and 9-12?
In elementary school 30% writing to argue 35% writing to explain/inform 35% narrative writing
In middle school 35% writing to argue 35% writing to explain/inform 30% narrative writing
In high school 40% writing to argue 40% writing to explain/inform 20% narrative writing
The first two shifts in mathematics really address the structure of the Standards. The third shift of rigor is the outcome – what can be achieved as a result of focus and coherence.
By rigor, we do not simply mean that math is getting harder. Rigor in this sense indicates a degree of validity or believability in math proficiency. There are three elements of rigor within the Standards: conceptual understanding, procedural skill and fluency, and application. The standards do not offer a choice between these three elements of mathematics understanding. Rather, the standards expect curriculum, instructional time, and assessments to attend to all three – with intensity.

9. Activity 1 – Close Reading
Turning it over to CALEB.
As was shared, we want to begin the day by calling out specifically what knowledge we need to have about the Common Core (literacy and math) and assessment to support this work in our schools. To illustrate what this knowledge is and give you an opportunity to reflect on what you may need to learn as well as what you already know, we are starting the day with a pre-test on the Common Core math and literacy. There are also a few questions on assessments and curriculum development given how connected they are to implementing the Common Core.

10. Professional reading….
Readings:
Persons A & C: Read green sheet: “Writing for Understanding”
Persons B & D: Read pink sheet: “Writing for Understanding”
Consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later.

11. Close Reading
Person A: Turn to your group and share the key learning(s) from your article, citing specific parts of the text that led you to your assertions. (You will have 3 minutes)
Person C: Did you agree with person A? if yes cite the specific claims you heard from person A & the text to affirm persons A's claims. If not, refute the specific assertions with textual evidence from your article. (You will have 3 minutes)

12. Close Reading
Person B it is now your turn to share your article explaining the key learning(s) and citing from your text to support your assertions. (You will have 3 minutes)
Person D: Did you agree with person B? if yes cite the specific claims you heard from person B & the text to affirm persons B's claims. If not, refute the specific assertions with textual evidence from your article. 

13. Sharing Out
Please write down the group’s key learning(s) on the chart paper. (You will have 7 minutes)
Post your papers in the room and have a seat.
Choose on group’s chart to review. Are you thinking the same? Is there a “new” learning that you didn’t consider?

14. Four Elements Key Paradigm Shifts
Writing for Understanding vs. the Writing Process The text drives what you teach Rigor is in the reading and the task NOT the complexity of the prompt Complexity sits with the text; difficulty sits with the reader Content rich nonfiction teaches academic language
Knowledge, and solid understanding of that knowledge A focus through which to think about and work with that knowledge and understanding A structure to develop their knowledge and understanding Grade-level control over conventions

15. What’s In and What’s Out according to the Common Core authors
Daily encounters w/complex texts
Texts worthy of close attention
Balance of literary and info texts
Coherent sequences of texts
Mostly text-dependent questions
Mainly evidence-based analyses
Accent on academic vocabulary
Emphasis on reading & re-reading
Reading strategies (as means)
Reading foundations (central and integrated)
Only some students read complex texts
Reading any ‘ol text
Solely literature
Collection of unrelated texts
Mostly text-to-self questions
Mainly writing without sources
Accent on literary terminology
Emphasis on pre-reading
Reading strategies (as end goal)
Reading foundations (peripheral and detached)
Caleb
Part of today and this week will be to go deeper on what these shifts mean for curriculum and instruction with the latest guidance.
This chart represents the highlights of the Publishers’ Criteria – which again emanate directly from the Standards. It is easy enough to nod one’s head and agree with the shifts, and even agree with the Standards themselves. This chart highlights the actualization of the shifts and Standards in various features of a literacy program.
As we go through this “Top Ten” list, reflect on or discuss the extent to which your current resources and pedagogy align. At the end of these training weeks, I hope you will ask whether the resources you are implementing this fall are aligned.

16. Activity 2 – Sample lesson – The Road Ahead
Caleb
The primary activity for today will be developing a deeper understanding of what over-time planning looks like in a Common Core context. What does it look like for K-2 literacy, 3-8 literacy, and K-8 math?

17. Review – Notice – Wonder
Teacher instructions
Before reading
During reading
Culminating Tasks & Teacher Instructions
How is the “Writing for Understanding” philosophy manifested in the lesson? (Answer individually)
Turn and tell a friend at the table.

18. Take out the yellow paper and read it silently.
Again, consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later.

19. Activity 2 - Understanding Common Core Aligned Block
Caleb
The primary activity for today will be developing a deeper understanding of what over-time planning looks like in a Common Core context. What does it look like for K-2 literacy, 3-8 literacy, and K-8 math?

20. Whole Group Small Group/Independent Reading
Core Aligned Block
Turn to a partner and share 3 things you notice.
Whole Group Small Group/Independent Reading
Turn to a different partner and share 2 things you think would be new for English Language Arts, History, Social Studies, and Technical Subjects Teachers.
Think about 1 misconception you will address that high school teachers will experience when viewing this document for the first time.

21. Small Group Instruction – Explicit Reading Instruction
Core Aligned Literacy Block
Small Group Instruction – Explicit Reading Instruction
Gathering student data
Forming reading/writing groups
Scheduling and rotating groups
Reflection and sharing
Utilizing resources
Classroom structure and physical setting
Reference the Small Group Instruction Handout
Go through each section prompting teams to turn and discuss the areas to consider
Share the “Management of Small Group Instruction” template as an example

22. Small Group Instruction
These are suggested stations that students can rotate to perform various tasks/activities. Based upon enrollment, teachers will determine the number of stations to establish in their classrooms.
Group A: Teacher led group (Small group)
(Rereading selection, responding to text-dependent questions, vocabulary…)
Group B: Independent Reading
(Document pages read daily; complete reading response weekly)
Group C: Project-based Task (Related to main topic of reading)
Group D: Vocabulary (Skill work emphasizing usage in context)
Group E: Writing
Text-dependent Questions
Culminating Tasks
Additional Tasks
Group F: Research (Optional)
Comprehension
Fluency
Specific reading strategies

23. Read the Independent Reading Packet
Consider the protocols and procedures the packet requires teachers to establish?
As a group write them down on the blue paper on your tables.(You will have 7 minutes to complete this task.)

24. Core Aligned Literacy Block
Independent Reading
Management
Norms
Protocols
Guidance for student selections
Accountability
Social Interactions
Reference the EL Independent Reading handout
Review the Accountability measures within the document
Review the “reading log”

25. Activity 4 Strategic Planning for 2013-14 – Preparing to Implement Common Core Curricula

26. Look Fors – When discussing lesson plans with teachers ask…
How often has the teacher planned for students to reread text?
How often has teacher planned for students to discuss text and cite evidence?
Has teacher designed opportunities for students to gather evidence as a separate step in the process of writing?
Is small group instruction occurring? What management tool is being employed?
Is independent reading being required and monitored?

27. Pre-test Answers How did you do?
Which questions do you still need answered?
How can the Office of Curriculum be of service?

28. Schedule Overview for Next 3 weeks
August 19th: Introduction to Curriculum & Assessment in
August 20th: Deep Dive into Literacy
August 22nd: Teacher Evaluation in
August 26th: CST Evaluation & Special Education in
August 27th: Student Support Services in
August 27th & 28th: Springboard & WEX Training
Caleb
But today will just be another step on your learning journey to your BHAG.