1. An Introduction to ELA Units and Math Task Arcs Webinar September 12, 2013 Tennessee Department of Education Division of Curriculum and Instruction

2. English Language Arts Units

3. 2 Overview of ELA/Literacy units SubjectGrades/bandsRound 1 timelineRound 2 timeline Reading K-1 2-3 AugustWinter ELA 4 5 6 7 8 9-10 11-12 August (except for grade 8 in early fall) December Science 6-8 9-12 Late SeptemberWinter Social Studies 6-8 9-12 Late fallSpring Red=currently available

4. 3 What are the ELA 4-12 units? Units are…Units are not… Optional resources for district/educator useMandated Sequence of lessons focused on a handful of specific, discrete skills Full curriculum Detailed instructional guidesScripts covering the entirety of instruction Flexibly structuredFully scheduled timelines Aligned to: The Common Core State Standards for English Language Arts The three instructional shifts Summer training materials Aligned to every strand/standard for a given grade

5. 4 Unit components Unit outline/ map Overarching questions

6. 5 Unit components Task (1.2=text #1, task #2) Unit texts

7. 6 Unit components Culminating assessment

8. 7 Tncore.org unit resources www.tncore.org All Reading/ELA units can be found at: http://tncore.org/english_language_arts/curricular_resources.aspx (click on appropriate grade band) http://tncore.org/english_language_arts/curricular_resources.aspx An examination of the 9-10 unit

9. 8 Vertical progression of the standards Culminating assessments for three informational text/argument units: Grade 5: Write an opinion piece in which you analyze the costs and benefits of an aspect of space exploration based on information from at least three of the unit sources (texts and video). Develop your point of view by stating your opinion on whether the costs outweigh the benefits or the benefits outweigh the costs. Grade 6: Write an essay that argues for which author best supports his or her argument through the use of reasons and evidence from credible sources. Be sure to address why the other three authors provided less effective arguments for their readers (audience). Grades 9-10: Write an argument in which you argue for which speaker makes the strongest argument to promote racial equality? Develop your argument with claims and counterclaims that are grounded in evidence from across the unit texts.

10. 9 Integrating units with curriculum and TDOE resources User’s guides provide guidance on placement based on educator judgment and PARCC Model Content FrameworksPARCC Model Content Frameworks Teachers can take out smaller pieces of units, such as a “column” (text and accompanying tasks) Units support students in preparing for TCAP WA and PARCC writing with: –Support for comprehension of complex texts –Close reading tasks based on reading standards (especially main idea, purpose, and argument) –Expository/argument writing prompts (especially culminating assessment)

11. Mathematics Task Arcs

12. 11 What are the Math Task Arcs? Task arcs are…Task arcs are not… Optional resources for district/educator useMandated Sequence of lessons focused on a small number of standards Full curriculum Detailed instructional guidesScripts covering the entirety of instruction Flexibly structuredFully scheduled timelines Aligned to: TNCore Focus Clusters from the Common Core State Standards for Mathematics The three instructional shifts Summer training materials Aligned to every cluster/standard for a given grade

13. 12 What are the Math Task Arcs? A task arc is a set of related lessons consisting of eight tasks and their associated lesson guides. The lessons are focused on a small number of Common Core State Standards, typically from one domain. Each task arc contains: o Overview of the Task Arc o Identified Common Core State Standards (Content and Practice) and Essential Understandings o Alignment Chart o Lesson Progression Chart

14. 13 Lesson Progression Chart Task and Task Type How tasks flow through changes in content, strategy, representations

15. 14 What are the Math Task Arcs? The guides for each lesson include a rationale for the lesson, the task and associated standards, and essential understandings. Several pathways for solving through each task are given, along with example assessing and advancing questions. There are whole-class discussion questions that target the essential understandings, connect solution paths, and press for mathematical reasoning through specific teacher moves (e.g. marking, re-voicing, challenging). Typically, there are ideas for quick-writes, application problems, lesson summary, and supports for EL students.

16. 15 What are the Math Task Arcs? There are two main task types: o developing understanding tasks o solidifying understanding tasks Each lesson is designed around the set-up, explore, share-discuss- analyze structure.

17. 16 Phases of the Lessons In the set-up phase of the lesson, the teacher introduces the task to the students. The purpose of this phase is to make the task accessible to students. The teacher should be careful not to hint at entry points or ways to solve the task.

18. 17 Phases of the Lessons In the explore phase, students can work independently and then in groups. Ideas for assessing and advancing their learning through questions are given aligned to different pathways for solving the task.

19. 18 Phases of the Lessons Questions that press for reasoning and target the essential understandings are given.

20. 19 How should the task arcs be used? The task arcs are designed to be implemented in their entirety and in order. Teachers and districts should work together to find the best way to implement the task arcs as an optional resource given district pacing guides, benchmark assessments, etc. Teachers should plan how to best implement the task arcs with other teachers. For example, they can work through the tasks to identify additional solution paths, identify which questions are associated with certain mathematical practices, write additional assessing and advancing questions.

21. 20 Outcomes of Students using Task Arcs Students will be engaged with tasks with a high level of cognitive demand which supports higher levels of mathematical thinking and reasoning. Students will gain deep understanding by focusing on few standards. Students will make use of the Standards for Mathematical Practice. Students will learn some of the content assessed on the CRA.

22. 21 Task Arc Resources www.tncore.org All task arcs can be found at: http://tncore.org/math/curricular_resources.aspx (click on appropriate grade band, then appropriate grade level folder) http://tncore.org/math/curricular_resources.aspx There is a User’s Guide to support understanding of the task arcs located in each grade level folder.

23. Thank you! Lior Klirs Coordinator of English Language Arts Content and Resources Tennessee Department of Education lior.klirs@tn.gov lior.klirs@tn.gov David Williams Coordinator of Math Content and Resources Tennessee Department of Education david.s.williams@tn.gov david.s.williams@tn.gov