1. Leadership Presentation Title
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Leadership Presentation Title
July 2015 Lorem Ipsum

2. Session 3 Shifting the Paradigm: A Standards-based Approach to Fiction
Standards Institute
Session 3
Shifting the Paradigm:
A Standards-based Approach to Fiction

3. Today’s Sessions Session 1: Writing Text-Dependent Questions
Session 2: Shifting the Paradigm: Teaching Nonfiction in the Common Core
Session 3: Shifting the Paradigm: A Standards-based Approach to Fiction
Session 4: ACT, SAT, PARCC and CCSS for Leaders

4. Standards Institute Approach
Conceptual
Practical
Foundations
Shifts & Tools
Texts & Fiction
Canon & Contemporary Application: Shifts 1&2
Modules and Units
Deconstructing Lessons: Shift 3
Inquiry
Research and Writing
Equity
Strategies & Assessment
Support
Access
Rigor
Relevance
July 13 - July 17

5. 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

6. From this morning: A Comprehensive Literacy Program in the Elementary Grades
Includes…
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:
It is these areas that we are going to focus on today in this session. We will discuss the composition of each.

7. 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.

8. How the Curriculum Modules Approach Classic & Contemporary Texts
Read the 4th grade Curriculum Map, 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.

9. Birth of the Haudenosaunee By Dehowӓhda×dih - Bradley Powless, Eel Clan, Onondaga Nation
Silently read the lesson and Birth of the Haudenosaunee
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.

10. Now, let’s look at a lesson from Unit 2
Compare the lessons.
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.

11. Let’s observe this lesson in action
RL 4.1
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.

12. Approaches to Reading “Depth not Breadth”
...how do you do this?... with a masterful and close read! - 2 min
“Depth not Breadth”

13. 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

14. 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…

15. Standards-Based Assessments
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:

16. Pulling it all Together
RL4.1 and RL 4.3
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
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

17. What is the gap between where you need to be and where you are?
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