Preparing to Teach a Module Session 2 August 2014 NTI

Common Core Success Grades 3-8 ELA & Literacy Curriculum 2

Learning Targets I can analyze the 3-8 modules as models of Common Core aligned instruction. I can plan to implement the modules. OR I can plan to use the modules to promote professional learning. 3

Tables Introduce at tables: Name and roll (unless all are from the same school) and a Share a thought about what you hope to learn about implementing the 3-8 ELA modules as your core curriculum OR the modules as models that will help you as you align your work to the “Statements of Practice” on the Comprehensive School Rubric for DTSDE Tenets. 4

Our Beliefs about Professional Development 5

A Model The modules are “models” of Common Core aligned instruction that focus on building students’ knowledge and vocabulary 6

EL Curriculum Components 7

Structure of the EL Curriculum Modules 8 weeks of linked instruction, comprised of 3 units. Teaching four modules results in deep teaching and assessment of the CCSS (RL, RW, and W in 3-5). Central text(s) are chosen to be the best for the subject and standards. 8 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

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. 9 Unit 1 Unit 2 Unit 3 Module 1Module 2A/BModule 3A/BModule 4 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

On-demand and Performance Assessment 10 UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  Mid-Unit Assessments End of Unit Assessments Culminating Performance Task 7 formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in-class assignments on-demand, usually tied to reading tied to standards checkpoint before progressing on-demand, usually emphasizes writing tied to standards Measures understanding of content and skills takes place over Unit 3, aligned to a type of writing tied to standards addressed across Units 1 and 2 requires research and writing from sources

Standards Addressed Across the school year:  In grades 3-5, all of the reading and writing standards are covered, as well as some language standards.  In grades 6-8, all of the ELA standards are covered. Additional resources supplement the modules*:  “Recommendations for Teaching Reading Foundations and Language Standards in Grades 3-5”  Common Core Aligned Interventions for Adolescent Readers (grade 6-8)  (We will delve into these resources more in sessions tomorrow) 11

The Module Overview Shows how the texts and activities progress toward the final performance task.  What students will read and write and the assessments that teachers will use to measure progress are described.  Central texts are the texts that lessons are specifically designed around.  Alignment to CC Standards is described in the “English Language Arts Outcomes Table.” 12

Unit Overviews 13  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.

Module Assessments 14  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.

Lesson Plans 15 The agenda shows the lesson “at a glance… …and the teaching notes provide some coaching for teachers as they think about delivering the lesson.

Universal Terms 16 Each lesson is broken down into sections: Opening, Work Time, and Closing.

Adapt Lessons 17 Each lesson offers recommendations for supporting all learners. Use your professional judgment to incorporate these and many more “moves” to match these lessons to your students’ needs.

Turn and Talk Turn and talk to a partner at your table: Any initial thoughts, questions or reactions you have to or about the content/structure you just learned about? 18

A “Module Sampler” This “sampler” is designed for training purposes. 19

EL Prefatory Material Read first two pages of the document (In Tab One of the Module Sampler) Record “Notices” and “Wonders” on sticky notes. 20

Preparing to Teach a Module Locate the document, “Preparing to Teach a Module” in your Participant Notebook on p. 33. Read through this document for the flow. 21

Locate the Task Cards Step 1: Form Groups Step 2: Preview the Task Card Step 3: Curriculum Plan Step 4: Curriculum Map Step 5: Module Assessments Step 6: Divide up the Lesson tabs Step 7: Go back to the Preparing to Teach a Module document. There is blank space on the notecatcher for you to notice/wonder and just take general notes about how this document is helpful 22

Mix, Mingle and Talk Find someone you have not met. Introduce yourself to your partner. “What was your biggest learning from looking closely at module documents?” 23

Mix it up again! How will implementing this curriculum in grade 3-8 or using this curriculum as a model help you to ensure that you are appropriately aligned to the CCLS and NYS content standards and address student schievement needs? 24

Action Planning Locate the August NTI Action Plan document in the participant notebook on p.46. Spend about 10 minutes in your school based team or with a small group thinking about steps you need to take. This Action Plan will be returned to through out this NTI. 25

Synthesize Locate your Team Synthesis document on p.30. In the space for this session, reflect on the questions. Feel free to discuss with others on your team or at your table 26