Module 2A for Elementary Teachers

Module 2A for Elementary Teachers
Public Consulting Group 4/21/2017 Module 2A for Elementary Teachers Florida Standards for ELA & Literacy: Focus on Instructional Shifts Provide welcome to everyone. Give them an overview of the facility and where the restrooms are located. Let the participants know that they may be moving to a different table or group so that they are not surprised when that occurs. Allow 20 minutes total for the introductory slides, including the pre-assessment on slide 10.

Public Consulting Group
4/21/2017

Transitioning to Florida Standards: Project Overview
Project is Race to the Top funded All charter schools eligible to participate Develop and deliver targeted training and technical assistance specific to charter schools in two major areas: 1) Implementation of the Florida Standards 2) Access and use of a Local Instructional Improvement System (LIIS) to analyze student achievement data to drive instruction and increase student academic achievement No cost to charter schools Provide a brief overview of the project. This will enable all participants to understand the goals of the project and see how all the sessions fit together. Explain that project activities include: Professional development for all stakeholders—teachers, school leaders, and governing board members. Providing teacher leaders with resources to bring back to their charter schools. Training and developing a plan for charter school leadership teams. Highlight the bolded area which is the focus of this session.

Professional Development Session Alignment Set 1
Data Use Governing Board Data Use ELA Math School Leaders Module 3 PARCC Data Use ELA Math Teachers This slide allows participants to see how the professional development fits together over the next year and a half. Point out how the sessions on data and Florida Standards will provide teacher leaders, school administrators, and governing board members with many opportunities to deepen their understanding of the Florida Standards and provide strategies to ensure that participants see the connection between data use and the new standards and assessments that are being implemented. Leadership Teams Session 1 Session 2 Module 6 Florida Standards Math Module 7 ELA & Data Use

Professional Development Session Alignment Set 2
Governing Board Florida Standards School Leaders Assessments Data Analysis VAM Data Use ELA Math Data & ELA Data & Math Teachers In Year 2, there will be many more opportunities for the teachers and Leadership Teams to deepen their understanding and connect data use to their implementation of the Florida Standards. The Leadership Teams will also have the ability to build capacity, devise a Florida Standards Implementation Plan, and monitor implementation through the multi-metric monitoring system. Leadership Teams Session 3 Session 4 Session 5 Session 6 Module 6 Florida Standards Math Module 7 ELA & Data Use Module 8 Math & Data Use Module 5 Florida Standards ELA

You Are Here Module 1 Data Use Module 2 ELA Module 4 Data Use Module 3
Math Module 8 Math & Data Use Module 7 ELA & Data Use Module 5 ELA Module 6 Math This slide will allow the participants to see how the PD fits together over the next year and a half. They will see how the sessions on data and Florida Standards will flow together to provide them with many opportunities to deepen their understanding of the Florida Standards in ELA and Math, as well as providing strategies to ensure that the participants see the connection between data use and the new standards and assessments that are being implemented.

Module Outcomes Public Consulting Group 4/21/2017 Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR) and Reading Standards: Foundational Skills, K-5 Discuss required instructional shifts for Florida Standards Examine instructional practices that are consistent with the Florida Standards instructional shifts Engage in collaborative discussion about the standards, the shifts, and related practices Identify relevant resources for implementation and create a peer support network Review the outcomes for the day, sharing what you hope to accomplish throughout the full day session.

8 Components of Full Florida Standards Implementation
This graphic shows eight components that describe what charter school educators need to consider as they move toward full Florida Standards implementation. Note the word “alignment”: the key message of the graphic is that all of these need to be aligned with the Florida Standards in the areas of ELA, Mathematics and Content Literacy. The four inner components – Curriculum Alignment, Instructional Materials Alignment, Instructional Practices Alignment, Assessment Alignment – are obviously critical. Without them, teaching and learning will NOT be Florida Standards aligned. The four outer components – Data Use Alignment, Professional Development Alignment, Student Support Alignment and Resource, Policy and Procedures Alignment – if aligned to the Florida Standards, will support continuous improvement of Florida Standards teaching and learning at the school level. All four are applicable to all of the inner components. Therefore, it is important that these are aligned and in place. All of the professional development sessions are aligned with this conception of full Florida Standards implementation. This is also true of all of the tools the Charter School Leadership Teams will use to monitor progress toward Florida Standards implementation as part of the Multi-Metric Monitoring System each charter school will be putting into place.

4/21/2017 Today’s Agenda Welcome and Introductions Pre-Assessment Overview of K-5 Florida Standards for ELA Instructional Shifts and Related Instructional Practices Lunch Continuation of Instructional Shifts and Related Practices Next Steps Post-Assessment and Wrap Up Review the agenda noting there will be an hour break for lunch as well as a morning and afternoon break. You may want to add the importance of coming back from breaks on time to ensure enough time to complete all the work of the day. Let participants know that there is a separate agenda to follow the day’s activities and use for proof of attendance, if required by their school.

4/21/2017 Introductory Activity Pre-Assessment This will be a short self-assessment, which is in the Participant Guide on page 4. It will assess participants’ current use and understanding of the Florida Standards for ELA & Literacy and related instructional shifts and practices. They will complete the same assessment at the end of the session. Allow 5 minutes to complete. Guide Page 4

4/21/2017 Section 1 Examining the Vertical Progressions of the Florida Standards for ELA & Literacy This will be the first section of the module. We will present some context information and then we will ask participants to take a closer look at a learning progression defined by a standard K-5. Allow 50 minutes total for Section 1, including 30 minutes for Activity 1.

Vertical Progressions
Today's Presentation Florida Standards for ELA & Literacy: Focus on Instructional Shifts Vertical Progressions Instructional Shifts Today, we are going to look closely at the Florida Standards for ELA and Literacy to understand the specific skills and knowledge that students are expected to acquire in order to achieve proficiency on assessments aligned to the Standards. Central to achieving proficiency is the nature of aligned curriculum and instructional practices. The day’s work is divided into two sections: First, we will look carefully at the vertical structure of the Florida Standards for ELA to understand the connection of the College and Career Readiness Anchor Standards and the grade level standards. Second, we will look carefully at the three instructional shifts associated with the Florida Standards for ELA and related instructional practices. You will have opportunities to “dig deeply” into the standards, shifts, and practices, leaving at the end of the day with a solid understanding of the alignment process. You will then go back to your schools to develop and deliver aligned instruction that will support student success in achieving grade level proficiency and set them on a trajectory toward college and career readiness.

Goals of K-12 Florida Standards for ELA & Literacy Aligned Curriculum
Increase rigor in core and intervention instruction Improve student proficiency on grade level outcomes & graduate all students ready for college and careers The overriding goals of the Florida Standards are to: Increase the rigor in the academic program for core and intervention instruction. While we are focusing on core instruction, the standards also have applicability for intervention as all students work toward proficiency on the Florida Standards for ELA & Literacy. Help all students gain proficiency on grade level and disciplinary literacy standards, so they will graduate from high school with the skills they need for college and careers.

Three Instructional Shifts
Big Ideas of the Florida Standards for ELA & Literacy Vertical progression of College and Career Readiness standards and grade level standards Three Instructional Shifts Building knowledge through content-rich text Using evidence in reading, writing & speaking Text complexity & academic language Describe the big ideas of the Florida Standards for ELA & Literacy, vertical progression of standards and three instructional shifts. We will start with a close examination of the vertical progression of the standards and then we will closely examine the three predominant instructional shifts and related practices.

A New Way To Work: Florida’s Additional Instructional Shifts
Curriculum mapping in layers Chunk the course content standards and identify the “big ideas.” Define the major learning goals for each of the big ideas. Describe the learning progressions or scales associated with each learning goal. Create or identify appropriate assessments to monitor student progress toward attainment of the major learning goals for the course. Ask participants to consider how their teachers will build units and lessons that are consistent with Florida’s “new way to work.” Content: Chunking course content standards and identifying the “big ideas” Learning targets: Establishing grade or course level learning goals for the big ideas Progressions toward achievement of targets: Establishing grade or course level learning progressions or scales associated with each learning goal Assessments: Using summative, interim benchmark, and curriculum-based assessments that address learning goals and relate to the big ideas At tables, participants select one or more of the elements identified in the slide to discuss. Allow 5 minutes for discussion. Resource: For more information about Florida’s “new way to work”, see “Day 1: Integrating Florida’s Support Systems for Continuous Improvement in ALL Schools. CCSS General Session, Summer 2012”. Tell participants that additional information on these additional instructional shifts will be forthcoming from Florida’s DOE.

Vertical Progressions of CCR Anchor and Grade Level Standards
Backward mapping by strand + cluster 10 CCR for reading literature & informational text 10 CCR for writing 6 CCR for speaking and listening 6 CCR for language Reading: Foundational Skills, K-5 Disciplinary Literacy, 6-12 A core organizing principle of the Florida Standards is to begin with the end; that is, a small set of critical standards for success in college and careers. The standards are organized by strands. Florida Standards identifies 10 College and Career Ready (CCR) Standards for reading (Note: both literature and informational text), 10 for writing, six for speaking and listening, and six for language. K-5 includes Reading Foundational Skills. The Anchor Standards for Disciplinary Literacy, grades 6-12 are slightly different in a few ways. There are reading and writing standards (10 each) for Literacy in Science, Social Studies and Technical Subjects and only nonfiction reading and argument and explanatory writing is emphasized (Note: narrative writing is an integral part of the ELA standards), but there are no separate speaking and listening or language standards. Instead, vocabulary and speaking about text using evidence is integrated throughout the reading and writing standards. Within strands, standards are organized by clusters. For example, the reading standards are divided into four clusters: 1) key ideas and details emphasizes close reading to determine meaning, drawing inferences, analyzing themes, and summarizing supporting details; 2) craft and structure emphasizes word choice, grammatical structures, and point of view as they impact text content and structure; 3) integration of knowledge and ideas emphasizes analysis of textual themes and arguments across varied media and formats; and 4) range of reading and level of text complexity emphasizes the importance of independent and proficient reading of complex text. Emphasize that the grade level standards are constructed as vertically aligned to CCR in a set of “fewer, clearer, higher” standards that define what students should know and be able to do from grade to grade, leading to college and career readiness. Ask participants to look at Appendix A: ELA & Literacy Standards, K-5. Review in detail the coding of Florida’s Standards for ELA & Literacy, K-5 (Strand > Cluster > Anchor > Grade Level Standard). For example: Strand: Reading Standards for Informational Text (RI) and Cluster 1: Key Ideas and Details: LAFS.5.RI.1.1 = Language Arts Standards, grade 5, reading informational, cluster 1, standard 1.

Cluster: Key Ideas & Details
CCR Anchor Standards Strand: Reading Cluster: Key Ideas & Details College & Career Readiness Anchor Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Here is an example of the vertical alignment structure of the Florida Standards for ELA: Strand: Reading Cluster 1: Key Ideas and Details CCR Anchor Standard for Reading 1 establishes the performance expectations that by the time students graduate from high school, they should be able to engage in close reading, citing specific textual evidence in their text-based written or spoken responses. Text-based answers support the reader’s careful reading of the text. Readers use textual evidence to support their interpretation of the author’s intended meaning. Pay close attention to the verbs because it is the verbs that define the actions – what students should know and be able to do: Read closely and cite evidence: directly related to all of the instructional shifts, but especially to shift 2 (text-based answers in response to text-based questions). Make logical inferences from text: Be mindful of Bloom’s taxonomy because the Florida Standards expect that students’ responses will reflect higher levels of thinking – analysis, synthesis, and evaluation rather than recall. Note integration of reading with writing and speaking: Evidence of comprehension is articulated through spoken language and writing. Corestandards.org

K-5 Grade Level Standards Associated with CCR Reading 1
Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade K: With prompting and support, ask and answer questions about key details in the text. Working backwards from CCR, the K-5 aligned standards ask students to read closely for both explicit and implicit information (grade 5) > demonstrate understanding of explicit information (grade 3) > with prompting and support, answer questions about text details (kindergarten). Note: The foundational skill of asking and answering questions in K-3 was one of the National Reading Panel’s early literacy recommendations.

Activity 1: Examining the Florida Standards for ELA, K-5
Public Consulting Group 4/21/2017 Activity 1: Examining the Florida Standards for ELA, K-5 Activity 1: Examining the Vertical Progressions of the Florida Standards for ELA, Grades K-5 In mixed grade table groups, pairs select a strand to explore: reading, writing, language, speaking and listening, or reading foundational skills. Pairs trace the standard from grade to grade, examine grade level expectations, and consider how the grade level expectations lead to the College and Career Readiness Anchor Standard. Pairs discuss how the Florida Standards for ELA can support grade level agreements about the focus of instruction. Volunteers will share with the whole group. This slide gives a short overview of Activity 1. Before they begin make sure everyone knows where the Activity 1 directions, template, and suggested discussion prompts are located in the Participant Guide on pages 6-8 and how they will regroup across schools to examine closely the vertical alignment of the standards. Participants have 30 minutes to complete Activity 1. Participant Guide and Other Resources Page 6: Activity 1 Description, Resources, and Directions Page 7: Activity 1 Template: Examining the Vertical Progressions of the K-5 Florida Standards for ELA Page 8: Activity 1 Suggested Discussion Prompts Appendix A: K-5 Florida Standards for ELA (regrouped by CCR anchor standard and related grade level standards) Guide Pages 6-8 Appendix A

4/21/2017 Let’s Take A Break… The break should be 15 minutes. Remind the participants to try to be timely in their return. Be back In 15 minutes…

Shift #1: Building Knowledge Through Content-Rich Nonfiction
Public Consulting Group 4/21/2017 Section 2 Shift #1: Building Knowledge Through Content-Rich Nonfiction This slide introduces Section 2. Allow 65 minutes total for this section, including 25 minutes for Activity 2, Part 1 and 20 minutes for Activity 2, Part 2.

Florida Standards for ELA & Literacy: Focus on Instructional Shifts
Today’s Presentation Florida Standards for ELA & Literacy: Focus on Instructional Shifts Vertical Progressions Instructional Shifts We now turn to the three Instructional Shifts. Achieving aligned curriculum, instruction, and assessment requires careful consideration of the instructional shifts and, in turn, the standards. During the next 3 and a half hours (excluding the lunch break of 1 hour), we will take a close look at these shifts and practices. Before the presentation, ask participants to sort themselves into grade-band (K-1, 2-3 and 4-5), size-alike (small, medium, large) table groups using signs posted around the room to find others to work with. Participants will listen to presentations about each of the three instructional shifts for ELA followed by activities related to that shift. Following presentations on each shift, participants will engage in two activities. Part 1 involves viewing a video clip of exemplary instruction related to the shift and discussing the qualities of instruction using discussion prompts. Part 2 provides an opportunity for application and practice. Participants will complete components of a sample lesson related to the shift using grade appropriate complex text from Appendix B.

Three Instructional Shifts for Florida Standards
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 These shifts are a “high level” view of the major instructional changes that are needed to actualize the standards. The shifts point the way toward changes in curriculum, instructional practice, and assessment to achieve alignment with the standards. Disseminating information about the shifts and helping all educators implement the standards is fundamental to achieving the goal of Florida Standards for ELA & Literacy aligned curriculum, instruction, and assessment. As we look at aligned practices, we will ask how a given practice supports the shifts and, in turn, the implementation of the standards. Student Achievement Partners. See professional development modules on the instructional shifts. Retrieved from See also:

Instructional Shift #1: Building Knowledge Through Content-Rich Text
PCG Education 4/21/2017 Instructional Shift #1: Building Knowledge Through Content-Rich Text 1. Balance of Literature & Informational Text (NAEP 2009) Grade 4: 50% literary, 50% informational Grade 8: 45% literary, 55% informational Grade 12: 30% literary, 70% informational 2. Texts worth reading provoke critical thinking The reading standards follow the NAEP (National Assessment of Educational Progress) guidelines for the balance of literature and informational text across all content areas. While there is an increasing percentage of informational text, literature comprises 50% of text in the early grades and is the core of the 6-12 ELA. Note: The percentages reflect the sum of student reading, not just reading in ELA settings. Texts worth reading: Texts on important and meaningful content provoke critical thinking and text-based answers in response to text-dependent questions (We will discuss this in greater detail in Shift 2). In K-2, focus comprehension instruction on read-aloud texts as students are learning foundational skills of print concepts, phonemic awareness, and phonics. Read aloud appropriately complex text that is above independent reading levels. In grades 2+, consolidate foundational skills with reading comprehension. In grades 2-5 and beyond, continue the practice of reading aloud text that is above students’ independent reading levels.

Why Does Content-Rich Matter?
Reciprocal Relationship Deepen language and literacy skills by reading, writing about, and discussing meaningful, life-enriching content-rich text Deepen content knowledge using discipline-specific language and literacy skills to learn independently Why content-rich matters Build background knowledge to prepare students for post-secondary reading in college and careers In ELA, blend literature and informational text in multi-modal, multi-genre text sets, so texts inform on the content knowledge that is the focus of instruction. In the content disciplines, read textbooks, journals, data including scientific experiments, primary source documents. In English, blend literature and literary nonfiction – speeches, essays, literary nonfiction, biography. Use content knowledge to learn from the past and solve today’s problems around the globe. Text is a source of knowledge. The stronger one’s reading skills, the easier it is to learn independently by reading text.

Instructional Practice Aligned with Shift #1: Texts Talking to Each Other
Multimodal, multi-genre text sets Literature Literary nonfiction and informational text Digital text Primary source documents Instructional practice aligned with Shift 1: To deepen students’ content knowledge, use an integrated, interdisciplinary approach in which informational and literary nonfiction informs the themes of literature and vice-versa. See Cappiello & Dawes, 2013, p. 22 for examples of texts: Literature: Realistic fiction, fantasy, historical fiction, mystery, science fiction, poetry, traditional literature, drama Literary nonfiction and informational text: Biography, literary criticism, essays, textbooks, newspapers, journals and magazines Digital text: webcasts, podcasts, photographs, websites, online government reports, works of art and music, interviews, blogs Primary source documents: speeches, documents, photographs, historical artifacts, newspapers The development of text sets supports deepening of content knowledge. In addition to the design of text sets, instructional practices that engage students in discussing and writing about the content of text (e.g., main ideas and details) in response to text-dependent questioning (see Shift 2) also promote deepening of content knowledge. Reference: Cappiello, M.A. & Dawes, E.T. (2013). Teaching with text sets. Huntington Beach, CA. See pp for examples of text set structures on the next slides. Based on Cappiello & Dawes, 2013, p.22

Solar System Text Set Nonfiction Fiction Text Set: Solar System Model
Thematic topic Fiction Nonfiction Text Set: Solar System Model A theme is identified, and several core texts are used to study the theme. For example, the study of a moment in history or scientific exploration works well with this model.

Sunburst Model Text Set
Core text Complementary multimodal, multi-genre text Text Set: Sunburst Model A core text is enhanced by multiple multimodal, multi-genre texts. For example, historical fiction is the core text, and primary source or informational text are used to build knowledge of the content of literature. An example of a model in which short text units contribute to understanding of the focus text. Content should be complementary.

Duet Model Text Set Contrast Compare Text Set: Duet Model
Pairing of two texts for compare/contrast; may be texts of the same genre or different. For example, two science informational texts on the same topic are read for similar and different content. Examine choices the authors make to convey information and point of view. Look at structure of the narratives (fiction or nonfiction) and language choices.

Implications of the Use of Text Sets
Discuss with a partner: What are the implications of text sets if they are used multiple times per year in every grade level? In terms of currently available materials? For professional development? Other implications? Ask participants to discuss with a partner: What are the implications of text sets if they are used multiple times per year in every grade level? In terms of currently available materials? For professional development? Other implications? Ask volunteers to share. Allow 5 minutes for discussion.

Examples of Content-Rich Text Grades K-5
Stories Arnold Lobel Frog and Toad Together Read-Aloud Poetry John Langstaff “Over in the Meadow” 2-3 Read-Aloud Stories Rudyard Kipling “How the Camel Got His Hump” Read-Aloud Informational Text Russell Freedman Lincoln: A Photobiography 4-5 Poetry Carl Sandburg “Fog” Informational Text Patricia Lauber Hurricanes: Earth’s Mightiest Storms

Basal Alignment Project
With training from Student Achievement Partners, elementary school teachers are revising current literature anthologies to align with the Florida Standards for ELA, grades 3-5 Specify key content: Big ideas and important understandings Increase text-dependent questions focused on comprehension of content Increase text-dependent questions focused on Tier 2 academic language Include culminating text-based writing task Include additional tasks See for more information The Basal Alignment Project is posting current reading lessons that are aligned to the Florida Standards for ELA for grades 3-5. All major basals including Houghton Mifflin Harcourt, McGraw Hill, Open Court, and Pearson are included in the emerging set of aligned lessons.

Activity 2: Instructional Shift #1
Public Consulting Group 4/21/2017 Activity 2: Instructional Shift #1 Activity 2: Building Knowledge Through Content-Rich Nonfiction, K-5 Part 1. In table groups of K-1, 2-3, and 4-5 educators, teacher leaders reflect on a video example relative to text selection to build content knowledge. Follow along with the lesson plan as you watch the video. Use the discussion prompts to discuss why this is an exemplar of content-rich text and to identify key understandings. View Video Guide Pages 10-16 Activity 2, Part I (25 minutes) In Activity 2, Part I, table groups of K-1, 2-3, and 4-5 educators will view a video lesson, focusing on the text selection as critical to building students’ background knowledge. Make sure that participants are sitting at grade level tables for K-1, 2-3 and 4-5. Ask participants to turn to Activity 2 on pages in the Participant Guide for the directions on watching and discussing the video and completing the lesson planning template for Appendix B text exemplars. The lesson plan for Feynman’s “The Making of a Scientist” video is on pages 13-14, and the exemplar text is on pages The lesson plan for the alternative video, “The Wonders of Nature” is on pages in the Participant Guide. Note: The alternative video is intended for viewing independently at another time. Directions Go to the America Achieves site. Create a sign-in. Open the Feynman video. Note the first two segments that participants will watch for Shift 1. Follow the timer to know when to pause the video after the conclusion of the segments. Ask participants to follow along with the America Achieves lesson plan on pages in the Participant Guide as they view the video. Ask participants to pay attention to the nature of the text and why this is a good example of content-rich material that builds knowledge. Participants use the discussion prompts on page 12 in the Participant Guide to discuss why this is an exemplar of content-rich text and to identify key understandings. Participant Guide and Other Resources Pages 10-11: Activity 2, Part 1 Description, Resources, and Directions Page 12: Activity 2, Part 1 Suggested Discussion Prompts for Selection of Content-Rich Nonfiction Pages 13-16: Video Lesson Plan and Exemplar Text: “The Making of a Scientist” (Richard Feynman), Grades 5 or 6, English Language Arts Video: Segment 1: 01:09-02:55, Segment 2: 02:56-05:17 (approximately 5 minutes total) Alternative Video for K-2 (not for viewing during session) “The Wonders of Nature”, Grades 2 or 3, English Language Arts Pages 17-19: America Achieves Lesson Plan for “The Wonders of Nature” Segment 4: 06:03, Segment 5: 07:21 (approximately 2.5 minutes total) See the Ideas and Links section of the America Achieves site for the link to this text

Public Consulting Group 4/21/2017 Activity 2: Instructional Shift #1 Activity 2: Building Knowledge Through Content-Rich Nonfiction, K-5 Part 2. For application and practice, K-1, 2-3, and 4-5 pairs of educators read a brief excerpt of an exemplar informational text to identify key ideas and understandings. Using a Florida Standards-aligned lesson planning template, pairs will complete the sections on lesson content to build knowledge and skills. Pairs share their emerging plans with others at the table. Activity 2, Part 2 (20 minutes) In Activity 2, Part 2 participants will read a brief excerpt of an exemplar informational text from Appendix B to identify key ideas and understandings. They will use a Florida Standards-aligned lesson planning template, completing the initial section related to the content of instruction. Directions For application and practice, K-1, 2-3, and 4-5 pairs of educators read a brief Appendix B informational text exemplar to identify key ideas and understandings. Be sure to note that informational text read-alouds such as the K-1 example are grade appropriate to build content knowledge, but are more challenging texts than many students are able to read independently. It is important for teachers to select texts carefully relative to grade appropriate text complexity based on the purpose and intended use of the texts. Direct participants to the Florida Standards-aligned lesson planning template on pages of the Participant Guide. Review the elements of the template and tell participants that they will complete the sections related to lesson content to build knowledge: Name of lesson, key content and understandings, and standards. To anchor the lesson, use the standards that were identified for the video exemplar in Part 1. Note: At the conclusion of the template is a one-page summary of the elements. Pairs share their emerging lesson plans with others at their table. Participant Guide and Other Resources Pages 10-11: Activity 2, Part 2 Description, Resources, and Directions Appendix B: K-5 Text Exemplars Grades K-1 Read-Aloud Informational Text What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page Grades 2-3 Informational Text A Medieval Feast by Aliki Grades 4-5 Informational Text (Note: Two excerpts are included for grades 4-5 because the related culminating activity includes a comparison of the texts.) Hurricanes: Earth’s Mightiest Storms by Patricia Lauber Horses by Seymour Simon Pages 20-24: Lesson Planning Template (Note: Based on Basal Alignment Project and America Achieves lesson plans.) Appendix A: K-5 Florida Standards for ELA Guide Pages 10-11 Lesson Template 20-24

Shift #2: Reading, Writing, and Speaking Grounded in Evidence
Public Consulting Group 4/21/2017 Section 3 Shift #2: Reading, Writing, and Speaking Grounded in Evidence This slide introduces Section 3. Allow 80 minutes total for this section, including 25 minutes for Activity 3, Part 1 and 20 minutes for Activity 3, Part 2.

1. Reading like a careful writer
PCG Education 4/21/2017 Instructional Shift #2: Reading, writing, and speaking grounded in evidence, both literary and informational 1. Reading like a careful writer 2. Textual evidence is central to ELA standards: R1, W9, SL 2,3,4 We now turn to Instructional Shift #2. We will introduce and complete the Part 1 activity before lunch. We will complete the Part 2 activity after lunch. Shift 2 focuses on reading, writing, and speaking with evidence. As Activity 3 emphasizes reading, you should move quickly through the slides that discuss writing and speaking and listening, but note that there are standards for use of evidence in all of the identified strands as indicated on the slide. Reading with evidence means reading like a careful writer – that is, using textual evidence to support a point of view rather than relying on personal anecdotes. This is the most significant change in the current standards – requiring students to rely on their understanding of text for comprehension. Analyze text FIRST using textual evidence; draw on personal experience AFTER the text has been analyzed based on textual evidence.

Teachers Do This . . . So That Kids Can Do This
Select complex text that addresses specific standards Reread the text multiple times See in the text what the standards demand Read the text closely, identifying all the key teaching points Text-based answers Learn how texts are constructed Create text dependent questions and experiences Learn how to learn from the text itself Draw participants’ attention to the connections between good instructional practices that are aligned to the Florida Standards for ELA & Literacy and student performance outcomes.

What is Close Reading? Close reading requires a substantial emphasis on readers figuring out a high quality text. This "figuring out" is accomplished primarily by reading and discussing the text. Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts. Thus, close reading is an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means. ~Timothy Shanahan Ask a volunteer to read the quote. Recall that the CCR reading standards require that students read closely to grasp information, arguments, ideas, and details based on textual evidence. Students should be able to answer a range of text-dependent questions that include inference (grades 4 and above) based upon careful attention to the content of texts as well as to language choices (see shift 3 for more about text complexity and language choices).

Creating Text-Dependent Questions
Phase 1: Read the text closely before creating text-dependent questions Step I: Identify the core content understandings and key ideas Step 2: Identify vocabulary and language structures for focus of questions Step 3: Identify hard sections for focus on questions Creating text-dependent questions is a backward design process. Note: The lesson planning process in the lesson planning template is an adaptation of the process for creating text-dependent questions. There is a “Guide to Creating Text-Dependent Questions” on pages in the Participant Guide that participants will refer to in an upcoming activity. Phase 1: Read the text closely, taking careful notes as to the important content, concepts, and academic language. Identify the key concepts that students need to understand. Specify the content vocabulary and academic vocabulary that will be examined in the lesson. These are words and grammatical choices that are connected to content and ideas. They are primarily tier 2 academic vocabulary, but may also be content-specific words. The teacher defines key words and phrases as part of questioning, but students should also be able to define many words in context. Identify segments of the text that are most challenging to focus questioning. Phase 2 is on the next slide. Based on Guide to Creating Text-Dependent Questions.

Creating Text-Dependent Questions
Phase 2: Create coherent sequences of text dependent questions Step 4: Create text-dependent questions, starting with easier ones Step 5: Specify the lesson standards associated with the questions Step 6: Create the culminating assessment aligned to the standards Phase 2: Create logical sequence of text-dependent questions for each lesson, starting small with easier questions to build confidence. Associate standards with the questions, making sure that the standards to be addressed in the lesson are addressed in the questions. Create the culminating activity for the lesson, aligned to the standards. Note: Not all lessons need to have culminating activities. Culminating activities include a performance task and a method for assessing development proficiency (i.e., rubrics aligned to standards). Decide how you will assess the student work samples including use of standards-aligned rubrics. Culminating activities for lessons are typically formative. End of unit assessments are typically summative. Based on Guide to Creating Text-Dependent Questions.

Text-Dependent Questions
Not Text-Dependent Text-Dependent Alice in Wonderland: How would you react if you saw a talking rabbit? In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. The Talking Cloth: Did you ever take a trip to a far-off country? What did you bring back from your trip? How did Alice react when she saw the talking rabbit? What makes Casey’s experiences at bat humorous? We just learned that the cloth originated in Africa. Why does the author include this information? Ask participants in their table groups to discuss the difference between each pair of questions. Good text-dependent questions focus students’ attention on textual evidence to support their text-based answers. Allow 5 minutes for discussion. Students engage in conversation about text as well as routine and analytic writing in response to text-dependent questions. Source: Casey at the Bat: Alice in Wonderland: The Talking Cloth: (Basal Alignment Project, 2012, Houghton Mifflin Harcourt, Nation’s Choice, 2009, Grade 3 lesson)

PCG Education 4/21/2017 Instructional Shift #2: Reading, writing, and speaking grounded in evidence, both literary and informational Purposeful Writing (NAEP 2011) Grade 4: 30% to narrate, 35% to explain, 35% to persuade Grade 8: 30% to narrate, 35% to explain, 35% to persuade Grade 12: 20% to narrate, 40% to explain, 40% to persuade From NAEP (2011): The call for increased attention to informative and persuasive/argument writing results from analysis of American students’ longstanding difficulties achieving proficient writing that prepares them for college and careers.

Writing is the Neglected “R”
“Writing today is not a frill for the few, but an essential skill for the many.” Report of the National Commission on Writing in America’s Schools and Colleges (2003) Reference: College Board (2003). Report of the National Commission on Writing in America’s Schools and Colleges ( And that was 10 years ago!

Reading & Writing Go Hand in Hand
“When reading and writing instruction include significant opportunities for students to write about text, students have the potential to improve not only content knowledge, but also skills in reading comprehension.” Graham & Hebert, 2010 Based on a meta-analyses of 93 studies of writing instruction Ask a participant to read the quote aloud. Point out that the research is clear that reinforcing the reading-writing connection is imperative if we are going to develop proficient independent readers and writers of complex text across content areas. References: College Board (2003). Report of the National Commission on Writing in America’s Schools and Colleges ( Graham, S. & Hebert, M.A. (2010). Writing to read: Evidence for how writing can improve reading: A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

2011 NAEP Writing Assessment
Only 25% of students in grades 8 and 12 demonstrated proficient or advanced performance on the 2011 assessment. Wide disparity of performance of males and females At grade 12, 33% of females scored at the proficient or advanced levels while only 21% of males did so. This is the first year that writing was assessed via computer-based assessment. However, the implications of the results are obviously quite serious. NOTE: Grade 4 will not be tested for writing by NAEP until 2017.

Purposeful Writing Emphasizes Writing to Sources
Increase attention to writing that requires use of evidence from texts Careful analyses Well-defended claims Clear information Narrative writing to convey personal experience is still important, but comprises far less of instructional time than does argument and informational writing Purposeful writing with evidence: Writing to narrate is important, but decreases in emphasis as students advance through the grades. Writing to inform and to defend a point of view or claims increases in emphasis through the grades. Writing with sources means that students are expected to support their written arguments with sources.

Frequent Opportunities to:
Use technology to produce, collaborate & share writing Conduct research that integrates reading, writing & presentation 2. Extended writing 1. Routine writing Engage in the writing process & write for different audiences Have participants share at their tables which of these they included as part of the last unit they taught. Allow 5 minutes for discussion.

PCG Education 4/21/2017 Instructional Shift #2: Reading, writing, and speaking grounded in evidence, both literary and informational K-5 Speaking & Listening 1. Comprehension & Collaboration (SL 1-3) 2. Presentation of Knowledge & Ideas (SL 4-6) We now turn briefly to the importance of integrating spoken language with reading and writing. Remind participants that the speaking and listening standards concern collaboration and presentation of ideas. In speaking and listening, as well as writing, students must demonstrate proficiency in using oral language to communicate ideas effectively to different audiences. They are also expected to be able to defend their spoken ideas with evidence and sources.

Receptive language Expressive language
Integration of Reading, Writing, Speaking and Listening Receptive language Expressive language Oral language Listening Speaking Written language Reading (decoding + comprehension) Writing (written composition) By integrating reading, writing, speaking and listening, students use their language skills to enhance literacy. In turn, students use their developing literacy skills to enhance language development.

Speaking Grounded in Evidence
Oral language is the foundation for reading and writing Integrate spoken and written language to advance communication, collaboration, and cognitive skills Engage students in active discussion in which they defend point of view with evidence The big idea is that there is a reciprocal relationship between language and literacy. Strong language skills support literacy development, and strong literacy development enhances language skills.

Public Consulting Group 4/21/2017 Activity 3: Instructional Shift #2 Activity 3: Reading, Writing, and Speaking with Evidence, K-5 Part 1. In table groups of K-1, 2-3, and 4-5 educators, teacher leaders reflect on a video example of close reading instruction based on a content-rich nonfiction text. The focus is on the teacher’s text-based questions and the students’ text-based answers that use textual evidence to support reading comprehension and knowledge building. View Video Activity 3, Part I (25 minutes) In Activity 3, Part I, participants view a video lesson in which the teacher poses text-dependent questions focused on the text’s content, and students provide text-based answers to demonstrate their content knowledge. Ask participants to turn to Activity 3 on pages in the Participant Guide. Remind them that the lesson plan for the Feynman video is on pages 13-14, and the exemplar text is on pages Directions Go to the America Achieves site. Create a sign-in. Open the Feynman video. Note the segments that participants will watch for Shift 2. Follow the timer to know when to pause the video after the conclusion of a segment. Tell participants that as they watch the video, they should note the text-dependent questions that the teacher poses and the students’ responses to the questions. Do the questions specifically address content-rich material in the text? What types of questions is the teacher asking? Are students successful in responding to the questions with textual evidence? Ask participants to pay special attention to the way that the teacher helps students become close readers as they build content knowledge related to the ELA reading standards for the lesson as identified on the lesson plan. Using Activity 3, Part 1 Discussion Prompts for Text-Based Questions Focused on Content, participants “turn and talk” to discuss what they observed in the video that exemplifies the value of text-dependent questioning in close reading of meaningful content. Peer pairs then share their ideas with others at the table. One volunteer from each table will share an idea from the table with all participants. Participant Guide and Other Resources Pages 26-27: Activity 3, Part 1 Description, Resources, and Directions Page 28: Activity 3, Part 1 Suggested Discussion Prompts for Text-Based Questions Focused on Content Pages 13-16: Video Lesson Plan and Exemplar Text: “The Making of a Scientist” (Richard Feynman), Grades 5 or 6, English Language Arts Segment 4: 07:15-08:59, Segment 7: 13:11-end (approximately 3 minutes total) Video: “The Wonders of Nature”, Grades 2 or 3, English Language Arts Alternative Video for K-2 (not for viewing during session) Pages 17-19: America Achieves Lesson Plan for “The Wonders of Nature” See the Ideas and Links section of the America Achieves site for the link to this text Segment 6: 08:41, Segment 7: 10:57 (approximately 3 minutes total) Guide Pages 26-28

4/21/2017 Bon Appétit Lunch will be one hour. Remind participants of the need to be timely.

Reflecting on the Morning Session
Public Consulting Group 4/21/2017 Reflecting on the Morning Session Know, Think, Do Reflection Activity Spend 2 minutes reflecting on the morning session: Activities 1 and 2 and Part 1 of Activity 3. Use these questions to guide your reflection: What Do I Know Now? What Do I Think Now? What Can I Do Next? Select a person at your table to go first and each take a turn sharing a single idea about what you know now. Go around the group a second time and share one idea you think now. Lastly, go around the group and share one idea about what you can do next at your school. This is a quick reflection activity that will review what participants learned in the morning session and provide time to reflect on how they could bring the ideas back to their school. It also allows time for stragglers to get back before beginning the content of the slides. Allow 10 minutes for this mini-activity.

Public Consulting Group 4/21/2017 Activity 3: Instructional Shift #2 Activity 3: Reading, Writing, and Speaking with Evidence, K-5 Part 2. For application and practice, K-1, 2-3, and 4-5 educators develop text-dependent questions for an excerpt of an exemplar content-rich informational text to help students build knowledge. Participants continue to use the Florida Standards-aligned lesson planning template from Activity 3, completing the section related to text-dependent questions. Activity 3, Part 2 (20 minutes) In Activity 3, Part 2 participants will create text-dependent questions focused on the text’s key content. Ask participants to turn to pages in the Participant Guide. Directions Ask participants to reread the English Language Arts text exemplars for grades K-1, 2-3, and 4-5 from Appendix B that they read in Activity 2 and their notes on key ideas from Activity 2. Ask participants to return to the lesson planning template that they worked on for Activity 2. Participants should also have handy the K-5 Florida Standards for ELA that were used in Activity 1. They should use the lesson planning template to create several text dependent questions focused on content, not vocabulary or language structures. Ask participants to share one of their text-dependent questions as a “turn and talk” conversation with colleagues at the table. They should consider the impact of the format of their questions on eliciting text-based student responses and engaging classroom discussion. Participants refine the questions based upon partner or group feedback. Participants add these questions to their emerging lesson plans for the text excerpt. They need to check questions against the standards for the lesson, adding additional standards if necessary to conform with questions that they believe are important to ask. Volunteers share one idea from their table with all participants. Participant Guide and Other Resources Pages 26-27: Activity 3, Part 2 Description, Resources, and Directions Pages 29-31: A Guide to Creating Text-Dependent Questions for Close Analytic Reading (Note: This handout provides additional guidance on creating text-dependent questions. Participants should use this as reference.) Pages 20-24: Lesson Planning Template Appendix A: K-5 Florida Standards for ELA Appendix B: Text Exemplars (as for Activity 2) Guide Pages 26-27 & 29-31

Shift #3: Complex Text and Its Academic Language
Public Consulting Group 4/21/2017 Section 4 Shift #3: Complex Text and Its Academic Language This slide introduces Section 4. Allow 65 minutes total for this section, including 25 minutes for Activity 4, Part 1 and 25 minutes for Activity 4, Part 2.

Shift #3: Regular Practice with Complex Text and Its Academic Language
PCG Education Shift #3: Regular Practice with Complex Text and Its Academic Language 4/21/2017 Reading Standard 10: Read and comprehend complex literary and informational text independently and proficiently Reading Standard 4: Interpret words & phrases in text Language Standards 4-6: Determine the meaning of academic vocabulary in context, figurative language, acquire and use academic & domain-specific vocabulary, careful attention to text structure & syntax We now turn to Shift 3: Academic Language. Just as evidence appears throughout the Florida Standards for ELA & Literacy, so does complexity. Academic vocabulary and language including text structure and syntax are primary sources of text complexity. It is very important that students develop deep understanding of vocabulary and language structure if they are to become proficient readers and writers. Hence, the third shift in instruction is to devote much more instructional time to vocabulary acquisition and language structure, primarily in the context of reading grade appropriate text.

Why is text complexity so important?
Huge gap between complexity of college and high school texts. What students can read, in terms of complexity, is the greatest predictor of success in college. (ACT, 2006) Too many students are reading at too low a level. (<50% of graduates can read sufficiently complex texts) Florida Standards emphasize increasing text complexity from elementary through high school. They also focus on building both general academic vocabulary & domain-specific vocabulary as critical to comprehension. The 2006 ACT study reported that only about half of the tested students were reading for college level reading. The study also found that the clearest difference in reading between students who were college ready and those who were not is the ability to read complex texts. The problem is greatest for male students, African American students, Hispanic American students, Native American students, and those from families whose yearly income is below $30,000. The study reverberated across the country and is considered a seminal document for the development of the new standards and the nation’s commitment to improve college and career readiness.

Reader and Task Considerations
Features of Text Complexity Qualitative Levels of meaning or purpose Structure Language conventionality & clarity Knowledge demands Quantitative Word length or frequency Sentence length Text cohesion Reader and Task Considerations Variables specific to particular readers such as motivation, knowledge, and experiences Variables specific to particular tasks such as purpose and complexity of the task assigned and questions posed Assessing text quality involves a blend of quantitative and qualitative procedures along with reader and text variables to determine the appropriateness of a text for a given grade level and specific students. The general recommendation is to use at least 2 quantitative measures to establish the grade band of a given text. Sometimes, however, qualitative concerns override quantitative information. For example, sometimes a text with a low lexile level may be complex with respect to ideas and is, therefore, appropriate for a higher grade. Sometimes, the figurative language of text may suggest that it is more appropriate for a higher grade. Teachers need to use judgment in these decisions. In addition, there are often considerations for individual students. Some texts are more appropriate for some students than others, and teachers must make these decisions carefully.

Revised Grade Level Bands
Florida Standards Band ATOS Degrees of Reading Power Lexile Framework Flesch-Kincaid Coh-Metrix Formula 2nd-3rd 42-54 4th-5th 52-60 6th-8th 57-67 9th-10th 62-72 11th-12th 67-74 Based on feedback to the original grade bands in Appendix A, researchers conducted a study to determine the predictive validity of quantitative measures relative to Florida Standards text excerpts (Appendix B), state standardized tests, SAT-9 and Gates-MacGinite nationally normed tests. Strongest predictors for the SAT-9 and Gates-MacGinite with correlations ranging from overall. Weakest correlations for literature at upper grades and K-1 as well as for drama and poetry. By the end of the grade span, proficient readers should be able to read independently with comprehension texts at the higher lexile levels. Recommendations: Use quantitative measures to locate a text within a grade band. These measures are usually computer-based and human readers can’t do this as well as computers, especially for high stakes testing. In the latter, use two or more quantitative measures to get a more reliable indicator as to where the text falls. Use qualitative measures to locate a text within a specific grade. Look at levels of meaning or purpose, structure, knowledge demands, etc. to decide if the text falls at a higher or lower grade level within the band You could decide that a text is best used in 7 or 8 when the quantitative measure says the 6-8 band. Qualitative measures sometimes trump quantitative measure in identifying the grade band, especially narrative fiction in upper grades. This is the situation where the quantitative measures might rate a text as easier than the qualitative assessment of ideas, content, etc. would suggest (mature themes). Cannot use quantitative measures with poetry or drama, so these must be evaluated qualitatively. Also K-1 texts are difficult to analyze quantitatively, so rely on qualitative judgment here too.

Academic Vocabulary “Words are not just words. They are the nexus - the interface - between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings.” Adams, 2009, p.180 This introduces the next topic. Ask someone to read the slide.

Academic Language Instruction
Research recommendations to improve academic language Explicit teaching of academic vocabulary within text context. Focus on general academic language (Tier 2 words) that are in common word families, but unfamiliar to some students; 90% words across content areas. Provide multiple exposures to new vocabulary. Do not ignore discipline-specific vocabulary: 10% of words in academic texts are unique & unfamiliar to most students (Tier 3). Focus attention on grammatical structures (e.g., figurative language) in context. Research recommendations to improve academic language: Provide explicit teaching of academic vocabulary within text context. Focus on general academic language: These are Tier 2 words in word families that appear frequently and commonly in academic texts across disciplines. Focus on words that are related semantically. Pay special attention to high frequency words that are unfamiliar to students – the 90% of words that are found in academic texts. Follow up vocabulary learned within textual context with multiple exposures. Know that complex texts contain higher percentages of unfamiliar, unique content-driven words (Tier 3). These words are often critical to understanding complex text, and teachers should teach the meanings of these words directly. Focus attention on grammatical structures (e.g., figurative language) in context. Which do you frequently do? Which do you need to emphasize more? Allow 5 minutes for discussion. Source: Kamil, M. L., Borma, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide (NCEE# ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from See for a wide variety of resources on academic language including Word Zones for E.H. Hiebert’s 4,000 simple word families. (2005). These 4000 simple word families comprise 90% of the common root words (e.g., act) and related inflected endings (-s, -ed, -ing) that readers encounter in academic texts.

Public Consulting Group 4/21/2017 Activity 4: Instructional Shift #3 Activity 4: Complex Text and Academic Language, K-5 Part 1. In table groups of K-1, 2-3, and 4-5 educators, teacher leaders reflect on a video example of close reading instruction based on a content-rich nonfiction text. The focus of viewing and discussion is text-dependent questions and text-based answers that target academic language. View Video Guide Pages 33-36 Activity 4, Part 1 (25 minutes) In Activity 4, Part 1, participants will view a video lesson in which the teacher poses text-dependent questions focused on academic language, and students provide text-based answers. Ask participants to turn to Activity 4 on pages in the Participant Guide. The lesson plan for the Feynman video is on pages 13-14, and the exemplar text is on pages Directions Go to the America Achieves site. Create a sign-in. Open the Feynman video. Note the segments that participants will watch for Shift 3. Follow the timer to know when to pause the video after the conclusion of a segment. Tell participants that as they watch the video, they should note the text-dependent questions that the teacher poses and the students’ responses to the questions. Do the questions specifically address academic language in the text? What types of questions is the teacher asking? Are students successful in responding to the questions with textual evidence? Ask participants to pay special attention to the way that the teacher helps students become close readers as they become attentive to the contribution that academic language makes to text complexity. After watching the video, ask participants to “turn and talk” to their neighbor to discuss what they observed in the video that exemplifies the value of text-dependent questioning in close reading for academic language. Peer pairs then share their ideas with others at the table. One volunteer from each table will share an idea from the table with all participants. Participant Guide and Other Resources Pages 33-35: Activity 4, Part 1 Description, Resources, and Directions Page 36: Activity 4, Part 1 Suggested Discussion Prompts for Text-Based Questions Focused on Academic Language Pages 13-16: Video Lesson Plan and Exemplar Text: “The Making of a Scientist” (Richard Feynman), Grades 5 or 6, English Language Arts Video: Segment 3: 05:18-07:14, Segment 5: 09:00-10:35, and Segment 6: 10:36-13:10 (approximately 6 minutes total) Alternative Video for K-2 (not for viewing during session) “The Wonders of Nature”, Grades 2 or 3, English Language Arts Pages 17-19: America Achieves Lesson Plan for “The Wonders of Nature” Segment 1: 02:35, Segment 2: 03:47, Segment 3: 04:38 (approximately 4 minutes total) See the Ideas and Links section of the America Achieves site for the link to this text

Public Consulting Group 4/21/2017 Activity 4: Instructional Shift #3 Activity 4: Complex Text and Academic Language, K-5 Part 2. For application and practice, Grades K-1, 2-3, and 4-5 groups will develop text-dependent questions that focus on academic language. They will use the same Florida Standards- aligned lesson planning template, completing the section related to text-dependent questions on academic language. Partners will discuss possible performance tasks for their lessons using Appendix B’s performance tasks as a guide. Activity 4, Part 2 (25 minutes) In Activity 4, Part 2, participants will continue to develop their lesson plans by creating text-dependent questions focused on academic language. Ask participants to turn to pages in the Participant Guide. Directions Ask participants to reread the text excerpt for Grades K-1, 2-3, or 4-5. They should use the lesson planning template on pages to create several text-dependent questions that focus on academic vocabulary and language structures in the excerpt. Participants share their emerging lesson plans with others at their table, and a volunteer shares an idea from the table with all participants. With a partner, participants review the Appendix B Text Exemplar Sample Performance Tasks. They discuss possible performance tasks for their emerging lesson plan. Ask them to verify that the activity aligns with one or more of the standards for the lesson. Also, ask them to consider how they will evaluate students’ developing proficiency on the standards based upon their performance on this task. They should share performance tasks at their tables. One volunteer shares an example of a performance task with all participants. Participant Guide and Resources Pages 33-35: Activity 5, Part 2 Description, Resources, and Directions Pages 20-24: Lesson Planning Template Appendix A: K-5 Florida Standards for ELA Appendix B: Text Exemplars (as for Activity 2, Part 2 and Activity 3, Part 2) and Sample Performance Tasks Guide Pages 33-35

Using the EQuIP Rubric to Assess Alignment
Public Consulting Group 4/21/2017 Section 5 Using the EQuIP Rubric to Assess Alignment This slide introduces Section 5. Allow 25 minutes for this section.

Ensuring Alignment with the EQuIP Rubric
How well does the lesson align with the Florida Standards for ELA & Literacy? Use the EQuIP rubric to examine: Alignment to the rigor of the Florida Standards for ELA & Literacy Key areas of focus in the Florida Standards for ELA & Literacy Instructional supports Assessment In Activity 5, participants will become familiar with the EQuIP rubric to determine if a lesson is aligned to the Florida Standards for ELA & Literacy. We will spend about 20 minutes using the EQuIP rubric today. Participants will continue to use the rubric back at their sites and when they return for 5a/b. Educators Evaluating Quality Instructional Products (EQuIP) is a collaborative of states working to increase the supply of quality instructional materials that align with the Florida Standards for use in elementary, middle, and high schools. This rubric was developed by Massachusetts, Rhode Island, and New York as the Tri-State Rubric, with the assistance of Achieve. The rubric is now available for use by all states. The rubric helps educators examine the following dimensions: Alignment to the rigor of the Florida Standards for ELA & Literacy: For example, are the standards identified and addressed? Is the purpose of instruction clear? Are appropriately complex texts used? Key areas of focus: 1) content-rich text; 2) reading closely; 3) purposeful writing; 4) academic language Instructional supports: engagement; variety of opportunities to engage with challenging text; scaffolding for all learners Assessment: observable evidence that students are working towards proficiency on specified standards; use of aligned rubrics to assess writing

Activity 5: Using the EQuIP Rubric to Assess Alignment
Public Consulting Group 4/21/2017 Activity 5: Using the EQuIP Rubric to Assess Alignment Activity 5: EQuIP Rubric, K-5 In table groups of K-1, 2-3, and 4-5 educators, teacher leaders will use the EQuIP rubric to assess the extent to which the video lesson exemplar aligns with the Florida Standards for ELA and the instructional shifts. Alignment to the rigor of the Florida Standards for ELA & Literacy Key areas of focus in the Florida Standards Instructional supports Assessments Activity 5 (20 minutes) In Activity 5, participants will examine the video lesson in light of the EQuIP rubric indicators of alignment. Before participants begin, make sure everyone knows where the Activity 5 directions for using the EQuIP rubric to assess the alignment of the video lesson exemplar with the Florida Standards for ELA and instructional shifts are located on page 38 in the Participant Guide. Also, make sure everyone has the EQuIP Rubric handout. Directions Ask participants to discuss the video exemplar in light of the 4 dimensions of the EQuIP rubric and their indicators of alignment: 1) alignment to the rigor of the standards; 2) key areas of focus; 3) instructional supports; and 4) assessments. They should focus on the standards and key areas of focus (i.e., instructional shifts) for this session. When they return for 5a/b, we will examine instructional supports. When they return for 7a/b, we will examine assessment. As a table, participants establish a rating for each dimension that they are able to rate as well as establish an overall rating for the lesson. Volunteers will share an insight from their group discussion with all participants. Participant Guide and Other Resources: Page 38: Activity 5 Description, Resources, and Directions EQuIP Rubric – Grades 3-12 ELA & Literacy (separate handout) Guide Page 38

4/21/2017 Let’s Take A Break Break - 10 minutes. This is a shorter break, more of a quick stretch since the afternoon is always harder to stay focused. Be back in 10 minutes….

4/21/2017 Section 6 Next Steps Allow no more than 30 minutes for Section 6 and the Closing Activities. In Activity 6, the participants will identify 3 big ideas they would like to bring back and who they would share them with at their school. Once they fill out the activity sheet, have them share one idea with their group. If you have time, they can share them with the big group as well.

4/21/2017 What Is Collaboration? “A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve your individual and collective results.” —DuFour, DuFour, & Eaker, Getting Started: Reculturing Schools to Become Professional Learning Communities (2002) This slide defines collaboration. It is based on the work of the Dufours’, who are nationally known for their research and development of professional learning communities. Ask table groups to discuss how they will support one another to align and implement Florida Standards lessons. Allow 5 minutes for discussion.

4/21/2017 Activity 6: Next Steps In within-school grade level groups, discuss how Florida Standards for ELA alignment and the instructional shifts impact classroom instruction. What needs to be done to accommodate these shifts at your grade level? Florida Standards for ELA Alignment & Instructional Shifts Impact on Aligned Curriculum & Shifts in Instruction 1 2 3 This slide provides an overview of the planning for next steps. Allow 10 minutes. Note for Charter Schools with more than one teacher per grade level: After participants have used the EQuIP rubric to evaluate lesson alignment with Florida Standards for ELA in Activity 5, participants will regroup in within-school grade-level groups to discuss how Florida Standards alignment and all of the instructional shifts impact instruction and what needs to be done to accommodate these shifts at each grade level. Participant Guide Page 40: Activity 6 Recording Sheet Guide Page 40

Closing Activities

Homework Prior to returning for Module 5, please develop and teach one or more Florida Standards for ELA aligned lessons using the lesson planning template. Use your school’s current curriculum or Basal Alignment Project lessons for lesson activities aligned with the Florida Standards for ELA & Literacy. Use the EQuIP rubric to assess the alignment of your lesson(s). Bring aligned lesson plans with you to Module 5. They should feel free to try out some strategies.

Module Outcomes Public Consulting Group 4/21/2017 Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR) and Reading Standards: Foundational Skills, K-5 Discuss required instructional shifts for Florida Standards Examine instructional practices that are consistent with the Florida Standards instructional shifts Engage in collaborative discussion about the standards, the shifts, and related practices Identify relevant resources for implementation and create a peer support network Review the outcomes for the day, sharing what you accomplished throughout the full day session.

Post-Assessment and Session Evaluation
Public Consulting Group 4/21/2017 Post-Assessment and Session Evaluation Where Are You Now? Assessing Your Learning This post-assessment, on page 42 in the Participant Guide, will be the same as the pre-assessment they took in the beginning of the session. This assessment is to gauge their learning based on the activities of the full day session. Remind the participants to fill out their session evaluation forms as well. Guide Page 42

Module 2A for Elementary Teachers

Similar presentations

Presentation on theme: "Module 2A for Elementary Teachers"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Module 2A for Elementary Teachers

Similar presentations

Presentation on theme: "Module 2A for Elementary Teachers"— Presentation transcript:

Similar presentations

About project

Feedback