1. EngageNY.org Introduction to the Modules An Introduction to the 3-8 NYS ELA Modules

2. EngageNY.org2 Session Learning Targets I can describe the foundational characteristics of the modules and component parts. I can describe how the modules increase in complexity over time.

3. Who We Are 3  Expeditionary Learning (EL) is a non-profit network of practitioners, with 165 schools in 30 states, 4,000 teachers and 40,000 students.  We have been working with schools and teachers for 20 years to create rigorous classrooms in which develop strong literacy, numeracy, and critical thinking skills.  We have a proud history of working in New York State and have engaged teams of teachers from high- performing classrooms throughout the state to help develop our curriculum modules. EngageNY.org

4. In the elementary grades, the average percentage point difference between an EL mentor school and its local district was 16 percentage points in Reading/English language arts. High Expectations Lead to Achievement Schools fully implementing the EL model outperform district averages in reading/ELA. EngageNY.org

5.  We have always viewed every teacher - regardless of subject area, grade or specialization - as a teacher of readers, writers, and content. This was a natural connection for us.  Via intensive collaboration with Student Achievement Partners (SAP) and with the input of teachers from across the country, we have created a curriculum that engages students and supports teachers in building students’ capacity to read, think, talk, and write about complex texts. A Deep Partnership

6. EngageNY.org6 Norms & Introductions Please Read The Norms for Collaboration  Think about which of these norms is really important to you – which do you really need to be in effect for you to feel “safe” as a learner and collaborator? – Pick your top 2. Think about which you personally struggle to uphold.  Why is that?  Would that be a good personal goal for the next two days?

7. One Additional Norm A word about technology… EngageNY.org7

8. Introductions Please Introduce Yourselves  Your Name  Your Role & Work Location  Your top 2 norms that feel really important  Your personal “norm” goal for the next 2 days EngageNY.org8

9. More Modules than You Can Use Take a look at the “Curriculum Plan” in your module sampler. This is the highest level overview of a year’s worth of curriculum. When the project is finished there will be six modules available for each grade level.  Four currently completed in grades 3-5, the rest underway.  Two currently completed in grades 6-8, the rest underway. EngageNY.org9

10. Grade Specific Curriculum Maps The highest level overview for each grade level. Among other things, delineate the specific standards assessed in each module. Teaching four modules ensures that you are deeply addressing “the shifts.” EngageNY.org10

11. 4 A’s Discussion Achieve (Look at STANDARDS)  How are standards grouped to ensure a staircase of complexity? What do you notice about which standards are met when? Aspire (Look at TEXTS)  What do you notice about central texts in your curriculum map? What design logic do you see (balance of fiction/non-fiction, increase in complexity, etc.)? Assess (Look at ASSESSMENTS)  What information will you capture about your students’ learning over the course of the year? What do you notice about assessments across over time? Adjustment (Consider the map overall)  What changes to your teaching does this map indicate you will be making as you adopt or adapt the modules? EngageNY.org11

12. The Staircase of Complexity EngageNY.org12 Reading Closely Gathering Evidence Opinions Supporting Opinions w Evidence

13. Unit 1 Unit 2 Unit 3 Module 1 Unit 1 Unit 2 Unit 3 Module 2 Unit 1 Unit 2 Unit 3 Module 3 Unit 1 Unit 2 Unit 3 Module 4 8/9 weeks16/19 weeks24/26 weeks32/34 weeks Structure of the EL Curriculum Modules  Each module is approximately 8 weeks of linked instruction, comprised of 3 units. 6 modules will be provided so that teachers can make choices.  Teaching four modules results in deep teaching and assessment of all of the RL, RI, and W standards in 3-5 and all of the standards in their entirety in 6-8.  Each module is anchored around one or more central text – books from a variety of publishers, chosen to be the best for the subject and standards. These books are complemented by rigorous, authentic informational text embedded within the curriculum itself. EngageNY.org

14. 14 Unit 1 Unit 2 Unit 3 Module 1Module 2Module 3Module 4 Each Module Contains Three Units In addition to instruction linked to the central text(s), each unit includes a text list of suggested classroom resources at all levels, which can be used with students at other times of the day. Building Background Knowledge (2-2.5 weeks) Extended Reading and Research (2-2.5 weeks) Extended Writing (2-2.5 weeks) Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 EngageNY.org

15. 15 End of Unit Assessments Mid-Unit Assessments Module 1 End of Unit Assessments Mid-Unit Assessments Module 2 End of Unit Assessments Mid-Unit Assessments Module 3 End of Unit Assessments Mid-Unit Assessments Module 4 On-demand and Performance Assessment Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Culminating Performance Task  Incorporates multiple modes, or types, of writing (e.g., argument, informative / explanatory text, and narrative)  Always involves writing from sources and citing evidence  Requires research to build and present knowledge EngageNY.org

16. Module Samplers Designed as a “snapshot” of the components of a module. Download these for training or introductory sessions. Hang in while I briefly address each component of the sampler. Once you know what you are looking at, we will take time to dig in more deeply. EngageNY.org16

17. 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 the texts that lessons are specifically designed around.  Alignment to CC 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). 17

18. Module Assessments 18  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.

19. Unit Overviews 19  Each one 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.  Each one 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.

20. Unit Calendars 20  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).

21. The Structure of a Lesson Plan 21 …and the teaching notes provide some coaching for teachers as they think about delivering the lesson. The agenda shows the lesson “at a glance…

22. Academic and Domain Specific Vocabulary Work in Every Lesson 22 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. EngageNY.org

23. Universal Terms 23 Each lesson is broken down into sections: Opening, Work Time, and Closing. EngageNY.org

24. Flex Tasks to Meet Students’ Needs 24 Each lesson offers recommendations for supporting all learners. EngageNY.org

25. Module Component Jigsaw Create group of 5. Each of you to become “expert” in one component of a module Person #1 -- Module Overview Person #2 -- Unit Overviews Person #3 -- Assessments and Assessment Lesson Person #4 -- Close Reading Lesson Person #5 -- Writing Lesson What information can be found in your section? How do the “shifts” live in each component of a module? EngageNY.org25

26. Shifts in ELA/Literacy 26 Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. EngageNY.org

27.  The curriculum combines high quality, rigorous, standards-aligned content with effective instructional practice, bringing together the “what” and the “how” of the Common Core standards. –Teachers who use these materials are not only ensured that they are addressing the standards, they are being coached to address the standards in ways that engage students. Detailed Lesson Plans Designed to Help Teachers Make the Shifts 27  The curriculum is conceived as a tool for professional learning, not as a script, and can be adapted to the needs of teachers at all stages of their practice. It can be used as an exemplar of Common Core-aligned instruction for veteran teachers, or as explicit scaffolding for teachers who need more support. EngageNY.org

28. Connect-Extend-Challenge What of what you’ve heard CONNECTS to what you expected to find in a Common Core- Aligned curriculum? What of what you’ve heard EXTENDS what you expected to find in a Common Core-Aligned curriculum? What of what you’ve heard CHALLENGES what you expected to find in a Common Core- Aligned curriculum? EngageNY.org28

29. Please use your Reflection Form to capture your new learning and thinking on the session. THANK YOU! EngageNY.org29