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Www.engageNY.org Introduction: The Structure and Scope of the 3-5 Modules November 2012 Common Core Ambassadors.

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Presentation on theme: "Www.engageNY.org Introduction: The Structure and Scope of the 3-5 Modules November 2012 Common Core Ambassadors."— Presentation transcript:

1 Introduction: The Structure and Scope of the 3-5 Modules November 2012 Common Core Ambassadors

2 What is a “module?” The term comes from PARCC, the consortium that is designing our new NYS assessments. This is their recommended curriculum design. (www.parcconline.org). A module is an extended, integrated model of curriculum design in which students read multiple texts, synthesize across texts, write routinely, and develop extended pieces of writing. In service of Shift 1: Building Knowledge in the Content Areas, ours are often (but not always) about NYS social studies and science content.

3 Structure of the Modules Module = Appx. 8 Weeks of Linked Instruction Culminating in a Performance Task Guiding Questions: Big Ideas Unit 1: Building Background Unit 2: Extended Reading/Research Daily Lessons Assessments Unit 3: Extended Writing Performance Task

4 First, “big picture” documents Curriculum PLAN – “at-a-glance” overview of each grade level’s topics and tasks. Curriculum MAP – more in depth, year-long overview specific to each grade level. 4

5 More Modules than You Can Use! 5  The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic.  Module topics are based in part on what content many teachers also know, but also include additional authentic texts needed to craft a coherent learning progression.  The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic.  Module topics are based in part on what content many teachers also know, but also include additional authentic texts needed to craft a coherent learning progression.

6 Pause for Reading and Thinking 6  Which portions of the Tri- State Rubric are addressed in this document?  Which “shift” does this document most represent?  Which portions of the Tri- State Rubric are addressed in this document?  Which “shift” does this document most represent?

7 Building Content Knowledge/Informational Text 7  Note, however: these modules do not replace Science or Social Studies instruction, which still need fuller treatment during other parts of the school day. Hopefully they often LINK TO and ENRICH that teaching.

8 The Year-Long Curriculum Map: Reading and Thinking Multiple key portions of this document. Two I want you to especially notice. Starting on page 3 – High-level overviews of each Module. Please find the summary for Module 1 and read carefully Turn of couple of pages -- Standards addressed in each of the modules. Examine from left to right (across the year). Use the rubric and discuss with colleagues – which of the shifts/are addressed in this document? 8  LINGER HERE…

9 Structure of the Modules Module = Appx. 8 Weeks of Linked Instruction Culminating in a Performance Task Guiding Questions: Big Ideas Unit 1: Building Background Unit 2: Extended Reading/Research Daily Lessons Assessments Unit 3: Extended Writing Performance Task

10 The Module Overview The purpose of this document is to provide an overview of the entire Module (8 weeks of instruction). It helps you understand how the texts and activities progress toward the final performance task. Module overviews describe what students will read and write and the assessments that teachers will use to measure their progress. Central texts are those used in the lessons. Alignment to standards is described in the “English Language Arts Outcomes table.” Also notice the “Calendared Curriculum Map,” which provides a sense of pace (about 1 hour per day). 10

11 A Note about Texts 11

12 Module Assessments 12  There are assessments embedded in each unit (mid and end).  Excellent potential for grade level conversation, professional collaboration.  Students are practicing assessment all year long.  There are assessments embedded in each unit (mid and end).  Excellent potential for grade level conversation, professional collaboration.  Students are practicing assessment all year long.

13 End-of-Module Performance Task 13  Linger on the assessments and performance task. Use the rubric to analyze.  What do you notice about assessment in the module?  Linger on the assessments and performance task. Use the rubric to analyze.  What do you notice about assessment in the module?

14 Recommended Texts A list of texts at much broader range of readability that those used for the lessons. Use for guided reading lessons, a classroom library, independent reading, read alouds. Send list home to parents with suggestions. 14

15 Zooming in on a Unit Module = Appx. 8 Weeks of Linked Instruction Culminating in a Performance Task Guiding Questions: Big Ideas Unit 1: Building Background Unit 2: Extended Reading/Research Daily Lessons Assessments Unit 3: Extended Writing Performance Task

16 Unit Overview 16  Goes into depth about the scope of each unit.  Helps you understand on a day- to-day basis the learning targets each lesson will address.  Goes into depth about the scope of each unit.  Helps you understand on a day- to-day basis the learning targets each lesson will address.

17 Unit Calendar 17  The Calendared Curriculum Map in the unit provides a day to day scope and sequence.  The supporting targets are meant to be shared with kids (more on this in the lessons).  The Calendared Curriculum Map in the unit provides a day to day scope and sequence.  The supporting targets are meant to be shared with kids (more on this in the lessons).

18 A Tale of Two Instructional Periods 1 hour per day (the Modules)Whatever Other Time You Have for Literacy (Your other resources) Common Core aligned reading, writing, listening and speaking Linked Informational Text/Fiction appropriate complexity focus on text-dependent questioning/evidence. Deep focus on vocabulary in context. Nearly daily “routine” writing. Extended writing aligned with core – less narrative, more informational and argument writing. Common Core aligned language and reading foundations skills. Use assessment to determine what your students really need More differentiated…guided reading (Recommended Texts), differentiated interventions, differentiated word work, etc. INDEPENDENT READING…kids need volume. Additional narrative writing. 18

19 Lesson Overview 19 …and the teaching notes provide some coaching for teachers as they think about delivering the lesson. The agenda shows the lesson “at a glance…

20 Lesson Overview 20 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.

21 Lesson Overview 21 Each lesson is broken down into sections: Opening, Work Time, and Closing.

22 Lesson Overview 22 Each lesson offers recommendations for supporting all learners.

23 Enjoy Your Lunch! During lunch, please be looking for handouts that formalize locations for your grade level work for this afternoon (first or second choice). 23


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