Common Core Planning – Deep Dive into Literacy August 20, 2013 High School PLI Caleb - Welcome to Day 1 of Common Core Training and the August PLI – and Day 1 of what I like to call the “Year of Curriculum” (that has not been formally approved yet ) – excited to begin this work with you and grateful for your time

Wonderings ? On separate sheet of paper answer the following questions: What teacher actions ensure shift 1 occurs? What administrator actions ensures shift 1 occurs?

Goals – Participants will develop a common understanding of… Implementation of Common Core State Standards’ ELA instructional shifts. Elements of a CCSS aligned block. How to monitor and support the implementation of Springboard, the Anthology Alignment Project, CRESST assessments etc. so that these initiatives and programs result in improved student achievement. Caleb -> Cami These are our goals for the day and the month with respect to Common Core, curriculum, and assessment. We are building off of what we did last year in launching a new NPS Framework. We spent a lot of time refining our understanding of the in-class indicators. This year, we move to focusing on the over-time indicators - Eval data shows there is significant area for growth in these indicators. The new curriculum and assessment resources we will have will help us develop a deeper sense of what over-time effectiveness means and how you can support it as school leaders.

Agenda Activity 4 – Look Fors 11:40–12:00 Do Now – Pre-test & Wonderings “What teacher actions ensure shift 1 occurs?” 8:30 – 8:50  Activity 1 – Close Read “Writing for Understanding” 8:50 –9:30 Activity 2 – “The Road Ahead” sample lesson 9:30 – 10:00 Activity 3 –Common Core aligned block, Parts II and III: 10:00 – 10:30 (The Block - discussion) 10:30 – 10:40 Break 10:40 – 11:40 (Small Group Instruction & Independent Reading) Activity 4 – Look Fors 11:40–12:00 Cami Today, we take another significant step towards understanding how best to support the transition to the Common Core in our classrooms. There are two main ways we are going to do this today: 1. highlight the knowledge that we need to have to lead and support this work via a test. 2. Engage deeply in understanding how the Common Core and NPS Framework can deepen understanding of what effective planning includes in literacy and math. We will conclude in networks discussing how to support this work over time.

Why Did We Change? “The Standards set requirements for English language arts (ELA) [and] for literacy in history/social studies, science, and technical subjects. …students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, …the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.” Students, “actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.”

Response To Intervention Core Aligned Literacy Block Response To Intervention Tier 1 FEW SOME Remind schools that ALL students experience Tier 1 curriculum ALL

Building knowledge through content- rich nonfiction ELA/Literacy: 3 Shifts 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 Caleb Overall we have talked a lot last year about this broad shifts. This year, we want to go deeper in figuring out what this means for curriculum.

According to the Common Core, what percentage of writing prompts should be devoted to narrative, expository, and argument in grades K-5, 6-8, and 9-12? In elementary school 30% writing to argue 35% writing to explain/inform 35% narrative writing In middle school 35% writing to argue 35% writing to explain/inform 30% narrative writing In high school 40% writing to argue 40% writing to explain/inform 20% narrative writing The first two shifts in mathematics really address the structure of the Standards. The third shift of rigor is the outcome – what can be achieved as a result of focus and coherence. By rigor, we do not simply mean that math is getting harder. Rigor in this sense indicates a degree of validity or believability in math proficiency. There are three elements of rigor within the Standards: conceptual understanding, procedural skill and fluency, and application. The standards do not offer a choice between these three elements of mathematics understanding. Rather, the standards expect curriculum, instructional time, and assessments to attend to all three – with intensity.

Activity 1 – Close Reading Turning it over to CALEB. As was shared, we want to begin the day by calling out specifically what knowledge we need to have about the Common Core (literacy and math) and assessment to support this work in our schools. To illustrate what this knowledge is and give you an opportunity to reflect on what you may need to learn as well as what you already know, we are starting the day with a pre-test on the Common Core math and literacy. There are also a few questions on assessments and curriculum development given how connected they are to implementing the Common Core.

Professional reading…. Readings: Persons A & C: Read green sheet: “Writing for Understanding” Persons B & D: Read pink sheet: “Writing for Understanding” Consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later.

Close Reading Person A: Turn to your group and share the key learning(s) from your article, citing specific parts of the text that led you to your assertions. (You will have 3 minutes) Person C: Did you agree with person A? if yes cite the specific claims you heard from person A & the text to affirm persons A's claims. If not, refute the specific assertions with textual evidence from your article. (You will have 3 minutes)

Close Reading Person B it is now your turn to share your article explaining the key learning(s) and citing from your text to support your assertions. (You will have 3 minutes) Person D: Did you agree with person B? if yes cite the specific claims you heard from person B & the text to affirm persons B's claims. If not, refute the specific assertions with textual evidence from your article. 

Sharing Out Please write down the group’s key learning(s) on the chart paper. (You will have 7 minutes) Post your papers in the room and have a seat. Choose on group’s chart to review. Are you thinking the same? Is there a “new” learning that you didn’t consider?

Four Elements Key Paradigm Shifts Writing for Understanding vs. the Writing Process The text drives what you teach Rigor is in the reading and the task NOT the complexity of the prompt Complexity sits with the text; difficulty sits with the reader Content rich nonfiction teaches academic language Knowledge, and solid understanding of that knowledge A focus through which to think about and work with that knowledge and understanding A structure to develop their knowledge and understanding Grade-level control over conventions

What’s In and What’s Out according to the Common Core authors Daily encounters w/complex texts Texts worthy of close attention Balance of literary and info texts Coherent sequences of texts Mostly text-dependent questions Mainly evidence-based analyses Accent on academic vocabulary Emphasis on reading & re-reading Reading strategies (as means) Reading foundations (central and integrated) Only some students read complex texts Reading any ‘ol text Solely literature Collection of unrelated texts Mostly text-to-self questions Mainly writing without sources Accent on literary terminology Emphasis on pre-reading Reading strategies (as end goal) Reading foundations (peripheral and detached) Caleb Part of today and this week will be to go deeper on what these shifts mean for curriculum and instruction with the latest guidance. This chart represents the highlights of the Publishers’ Criteria – which again emanate directly from the Standards. It is easy enough to nod one’s head and agree with the shifts, and even agree with the Standards themselves. This chart highlights the actualization of the shifts and Standards in various features of a literacy program. As we go through this “Top Ten” list, reflect on or discuss the extent to which your current resources and pedagogy align. At the end of these training weeks, I hope you will ask whether the resources you are implementing this fall are aligned.

Activity 2 – Sample lesson – The Road Ahead Caleb The primary activity for today will be developing a deeper understanding of what over-time planning looks like in a Common Core context. What does it look like for K-2 literacy, 3-8 literacy, and K-8 math?

Review – Notice – Wonder Teacher instructions Before reading During reading Culminating Tasks & Teacher Instructions How is the “Writing for Understanding” philosophy manifested in the lesson? (Answer individually) Turn and tell a friend at the table.

Take out the yellow paper and read it silently. Again, consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later.

Activity 2 - Understanding Common Core Aligned Block Caleb The primary activity for today will be developing a deeper understanding of what over-time planning looks like in a Common Core context. What does it look like for K-2 literacy, 3-8 literacy, and K-8 math?

Whole Group Small Group/Independent Reading Core Aligned Block Turn to a partner and share 3 things you notice. Whole Group Small Group/Independent Reading Turn to a different partner and share 2 things you think would be new for English Language Arts, History, Social Studies, and Technical Subjects Teachers. Think about 1 misconception you will address that high school teachers will experience when viewing this document for the first time.

Small Group Instruction – Explicit Reading Instruction Core Aligned Literacy Block Small Group Instruction – Explicit Reading Instruction Gathering student data Forming reading/writing groups Scheduling and rotating groups Reflection and sharing Utilizing resources Classroom structure and physical setting Reference the Small Group Instruction Handout Go through each section prompting teams to turn and discuss the areas to consider Share the “Management of Small Group Instruction” template as an example

Small Group Instruction These are suggested stations that students can rotate to perform various tasks/activities. Based upon enrollment, teachers will determine the number of stations to establish in their classrooms. Group A: Teacher led group (Small group) (Rereading selection, responding to text-dependent questions, vocabulary…)   Group B: Independent Reading (Document pages read daily; complete reading response weekly) Group C: Project-based Task (Related to main topic of reading) Group D: Vocabulary (Skill work emphasizing usage in context) Group E: Writing Text-dependent Questions Culminating Tasks Additional Tasks Group F: Research (Optional) Comprehension Fluency Specific reading strategies

Read the Independent Reading Packet Consider the protocols and procedures the packet requires teachers to establish? As a group write them down on the blue paper on your tables.(You will have 7 minutes to complete this task.)

Core Aligned Literacy Block Independent Reading Management Norms Protocols Guidance for student selections Accountability Social Interactions Reference the EL Independent Reading handout Review the Accountability measures within the document Review the “reading log”

Activity 4 Strategic Planning for 2013-14 – Preparing to Implement Common Core Curricula

Look Fors – When discussing lesson plans with teachers ask… How often has the teacher planned for students to reread text? How often has teacher planned for students to discuss text and cite evidence? Has teacher designed opportunities for students to gather evidence as a separate step in the process of writing? Is small group instruction occurring? What management tool is being employed? Is independent reading being required and monitored?

Pre-test Answers How did you do? Which questions do you still need answered? How can the Office of Curriculum be of service?

Schedule Overview for Next 3 weeks August 19th: Introduction to Curriculum & Assessment in 2013-14 August 20th: Deep Dive into Literacy August 22nd: Teacher Evaluation in 2013-14 August 26th: CST Evaluation & Special Education in 2013-14 August 27th: Student Support Services in 2013-14 August 27th & 28th: Springboard & WEX Training Caleb But today will just be another step on your learning journey to your BHAG.