1. 1 Common Core State Standards High School ELA Session Two: November 2, 5, 6, 7, 2013

2. Reflection: instructional sequence Chalk Talk Protocol  Successes  Concerns  Gaps

3. Essential Questions  How do we develop as professional educators to prepare students for college and career? (CSTP 6)  How are CCSS and Scope and Sequence different from what we did before? How will my instruction change to meet these demands? (CSTP 6.1, 2 & 3)  How will we plan instruction for college and career readiness? (CSPT 4.2, 3 & 4)

4. CCSS Implementation Goals  Teachers will understand and implement the CCSS in ELA/Literacy, ELD and Mathematics to operationalize the instructional shifts  Teachers will understand, develop and implement CCSS-aligned formative, interim, and summative assessment practices  Teachers and leaders will understand and implement CSTP’s and FUSD Leadership standards in alignment with CCSS

5. Overarching Outcomes for the Year ~CCSS~  Teachers and leaders are able to articulate independently expectations for students found in CCSS each quarter.  Teachers and leaders are able to understand and utilize the Scope & Sequence to plan and deliver lessons and modules in CCSS each quarter.  Teachers and leaders use student work to drive planning and determine student growth for each quarter. 5

6. Commitments  Increase complex talk and complex tasks through reading, writing, listening and speaking in complex text.  Engage students in Common Core grade-level standards through the use of the Scope and Sequence in planning.  Engage students in higher levels of thinking using Webb’s Depth of Knowledge (DOK) reaching levels 2, 3 and 4.

7. Session Two Objective By the end of the session, teachers will analyze sample student work and a sample lesson sequence to inform their next steps in instructional planning.

8. Objective application Teachers will plan or revise plans for instruction with specific attention to  The integration of reading, writing, speaking, and listening  Differentiation for student needs  Criteria for success

9. Professional Meeting Norms 9  Value the opportunity to learn by coming prepared and by being willing to participate with an open mind.  Keep side-bar conversations to a minimum. Put all questions on the parking lot.  Limit use of electronics:  Text/emails/phone calls at breaks  Step out if you need to text or make a phone call  Close laptops until collaboration work time  Start and end on time. Honor break and lunch times.  Stay for the entire meeting

10. Anchor Text “From Common Core Standards to Curriculum: Five Big Ideas” By Jay McTighe and Grant Wiggins

11. Big Idea #5 “A prevalent misconception about standards in general is that they simply specify learning goals to be achieved. A more complete and accurate conception, in line with the colloquial meaning of the term, recognizes that standards also refer to the desired qualities of student work and the degree of rigor that must be assessed and achieved. Think about what we mean when we talk about ‘high standards’ in athletics, music or business: we refer to the quality of outcomes, not the inputs. We ask if work is up to standard, not whether we ‘covered’ such standards as teachers.” Wiggins and McTighe

12. Examining Student Work Looking at Student’s Thinking (LAST) Protocol

13. Scope and Sequence  Successes  Challenges

14. Text Reconstruction  Read the text aloud while students just listen.  Read the text a second time while students listen for key words and phrases.  Read the text a third time while students listen and take notes.  Have students discuss their notes with a partner and work together to reconstruct the text.  Show the original text to students. Consider: language features, text types, vocabulary

15. Lunch One hour

16. NPR Interview  Listen  Text comparison graphic organizer  Consider conditions for success

17. Differentiation  Resources: new California State Standards for English Language Development

18. Planning with AC Plan or revise plans for instruction with specific attention to  The integration of reading, writing, speaking, and listening  Differentiation for student needs  Criteria for success

19. Commitments  Increase complex talk and complex tasks through reading, writing, listening and speaking in complex text.  Engage students in Common Core grade-level standards through the use of the Scope and Sequence in planning.  Engage students in higher levels of thinking using Webb’s Depth of Knowledge (DOK) reaching levels 2, 3 and 4.

20. Closure  Homework: Using the Scope and Sequence, plan and deliver instructional sequences to integrate reading, writing, speaking, and listening. Consider  Differentiation for student needs  Criteria for success  Feedback