111E: Shifting the Paradigm: A Standards-Based Approach to Fiction (K-5) July 2015

Session 2 The Read Aloud Project Session 3 A Fourth Grade Module Study 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Today’s Sessions Session 1 What Matters in Early Literacy: The Three Components of a Comprehensive Literacy Program Session 2 The Read Aloud Project Session 3 A Fourth Grade Module Study 1 min

Purpose of this Session Participants will be able to: Explore a module and lesson that have the three components of a comprehensive literacy program Distinguish between traditional approaches to texts and a CCSS treatment of those texts 1 minute

Remember this from this morning? 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION A Comprehensive Literacy Program in the Elementary Grades Remember this from this morning? 1. Explicit class and small group instruction of foundational reading and writing skills 2. Interactive read-alouds (K-2) to model fluency and syntax, with explicit vocabulary instruction and Ongoing reading experiences (2-5) to practice fluency and syntax 3. Additional book time, centers, and independent reading opportunities to build stamina and enjoyment 1 min Speaker notes: A reminder of this first session this morning.

Examine the curriculum module’s approach to teaching fiction texts by: 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Session Overview Examine the curriculum module’s approach to teaching fiction texts by: Discussing the common language of the Core Experiencing lessons from 4th Grade Module 1A, Units 1 and 2 Observe for the Standards and Shifts that occur with this approach 1 min Today we are going to deep dive into a module and how the CCSS require that we approach the teaching of literacy differently.

Read the 4th grade Curriculum Module Overview, focusing on Module 1A: 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION How the Curriculum Modules Approach Classic & Contemporary Texts Read the 4th grade Curriculum Module Overview, focusing on Module 1A: Introduction Description Texts Standards that are Formally Assessed In your table groups, discuss the following: How does the module approach differ from traditional approaches to teaching classic and contemporary texts? 10 min Let’s take a look at the first Module for 4th grade.

Silently read the lesson and Birth of the Haudenosaunee 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Birth of the Haudenosaunee Silently read the lesson and Birth of the Haudenosaunee By Dehowӓhda×dih - Bradley Powless, Eel Clan, Onondaga Nation What features make this text complex To what grade would you feel comfortable giving this text? How can we center our approach to a complex text on the learning standards? 15 min to read and reflect on the questions Let’s observe a teacher working with students and this topic.

Now, let’s look at a lesson from Unit 2… 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Compare The Lessons Now, let’s look at a lesson from Unit 2… What knowledge and skills need to be in place for students to move from Unit 1, Lesson 1 to Unit 2, Lesson 2? KNOWLEDGE: SKILLS: 15 min to read and reflect on the questions Let’s observe a teacher working with students and this topic.

111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Observe the Lesson in Action 23 min: 2 minutes to set up the observation. Pay special attention to the teacher’s questioning. What evidence do you see of the Standard(s)? What evidence do you see of the Shifts? After this view, we will look at the lesson plan again and what the students are supposed to demonstrate. 11 minutes to view the video 10 minutes to discuss evidence. https://www.engageny.org/content/all-fourth-grade-ela-videos RI 4.1

111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Approaches to Reading ...how do you do this?... with a masterful and close read! - 2 min “Depth not Breadth”

MASTERFUL READING CLOSE READING 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Approaches to Reading MASTERFUL READING Building fluency and confidence through modeling Accessing the text with confidence Understanding the text at a basic level CLOSE READING Collaborative reading Examining the ideas, structures, and layers of meaning, creating a common and solid understanding 3 min Need notes here

THE ASSESSED STANDARDS 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Assessed Standards THE ASSESSED STANDARDS Provide cohesion between the units within a module Are continuously assessed for mastery throughout by students and teachers Are continuously revisited and applied in a variety of ways 3 min We want to call your attention to a feature of the modules. There are “assessed standards” that connect the units and keep you “focused” on what will be assessed. For example, on the next slide…

What is the Great Law of Peace? Why is it important? 111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Standards-Based Assessment Mid-Unit 2 Assessment What is the Great Law of Peace? Why is it important? Read page 20 of The Iroquois. Take notes using the Four-Square graphic organizer and then write a paragraph. RI.4.1, RI 4.2, RI 4.9, W.4.2, W.4.8 and SL. 4.1 End of Unit 2 Assessment How have the lives of the Iroquois changed and stayed the same over time? In the text The Iroquois: The Six Nations Confederacy, we learned about how the Iroquois have changed over time, but also stayed the same. In your response, use evidence from The Iroquois to provide specific examples of how the lives of the Iroquois have changed and stayed the same over time. RI.4.1, RI 4.2, W.4.5, and W.4.9. 20 min 4 min for directions and for them to pull up the app: First, pull up the these standards on your app. Take a moment to think about what you would want to see demonstrated in an assessment task. 16 min Compare the two assessment lessons. What do you notice? Next we will observe a different teacher teaching toward the same set of standards in the same topic area. Let’s pull all of our learning together with this viewing. Observe for Standards, Shifts, and TDQs and evidence of a Comprehensive Literacy Program:

111E – SESSION 3: SHIFTING THE PARADIGM: A STANDARDS-BASED APPROACH TO FICTION Pulling It All Together 1. Explicit class and small group instruction of foundational reading and writing skills 2. Interactive read-alouds (K-2) to model fluency and syntax, with explicit vocabulary instruction and Ongoing reading experiences (2-5) to practice fluency and syntax 3. Additional book time, centers, and independent reading opportunities to build stamina and enjoyment RL4.1 and RL 4.3 20 min 10 minutes to view. 10 to debrief. 1. Explicit class and small group instruction of foundational reading and writing skills 2. Interactive read-alouds (K-2) to model fluency and syntax, with explicit vocabulary instruction and Ongoing reading experiences (2-5) to practice fluency and syntax 3. Additional book time, centers, and independent reading opportunities to build stamina and enjoyment https://www.engageny.org/resource/grade-4-ela-reading-closely-and-inferring-mood

Reflect and Write What is the gap between where you need to be and where you are? What do you need to lead and support this work? • Systems and structures • People • Resources Who needs to learn what by when? • You • Leadership Team Staff 5 min

References Slide # Source 12 https://www.engageny.org/content/all-fourth-grade-ela-videos 17 https://www.engageny.org/resource/grade-4-ela-reading-closely-and-inferring-mood