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
Today we are going to deep dive into a module, but before we do we have to get very clear around the glue that cements the text, instruction, and the standards together- which is how we ask questions, and what we ask in them (or something)

5. Purpose of this Session
Participants will be able to:
Identify common language and describe its function within the curriculum
Distinguish between traditional approaches to canonical texts and a CCSS treatment of those texts
Use ELA curriculum materials to approach canonical and contemporary texts differently
1 minute

6. Session Overview
Examine the curriculum module’s approach to teaching classic and contemporary texts by:
Discussing the common language of the Core
Reading and experiencing excerpts from “St. Lucy’s Home for Girls Raised by Wolves” and Romeo and Juliet
Experiencing lessons from 9.1 Unit 1 and 9.1 Unit 3
Observe for the Standards and Shifts that occur with this approach
1 min

7. Elevating discourse through a common language
Leads to a more academic classroom discussion through a common vocabulary
Allows for academic conversation both within the classroom and among classrooms
Levels the playing field
1 min

8. Unifying learning through common standards
Allows standards to be used as a common focus for texts, lessons, and units
Leads to classwork and instruction that is oriented to a focus on standards
Levels the playing field by raising expectations for learning
1 min

9. Approaches to Teaching Classic Texts
In your table groups, discuss the following:
What are the advantages and potential pitfalls of teaching classic texts?
How can a teacher’s schema impede a student’s ability to experience a text?
7 min:
5 min discuss
2 min – whole group on the second question about schema → what did you say about impact of the teacher’s shema?

10. How the Curriculum Modules Approach Classic & Contemporary Texts
Read Module Overview, focusing on the following:
Introduction
Module-Specific Assessed/Addressed Standards
Unit Assessments
In your table groups, discuss the following:
How would you describe the difference between assessing and addressing a standard?
How does the module approach differ from traditional approaches to teaching classic and contemporary texts?
10 min

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

12. 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

13. “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell
Silently read the excerpt from the beginning of the story (pp )
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?
8 min to read and reflect on the questions
Note – book excerpt handout is separate from participant packet
Let’s observe a teacher working with students and this story.

14. St Lucy’s Home for Girls raised by Wolves
On your app, look up these two standards:
RL , SL
25 min:
4 minutes to set up the observation and have them look up the standards
Pass out IPGs
11 minutes to view the video
10 minutes to discuss evidence of the students demonstrating the standards. What aspects of the lesson design contribute to or prevent full mastery? How would you coach this teacher with the IPG Core Actions analysis?

15. Assessed Standards
RL : Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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.

16. Standards-Based Assessments
How is the standard assessed in the End-Unit Assessment prompts?
2 min
Here is an example. Let’s watch the lesson again and identify ways the teacher and the task are preparing the students to meet this standard/

17. St Lucy’s Home for Girls raised by Wolves
RL : Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
15 min:
11 minutes to view the video again
5 minutes to discuss evidence of the students demonstrating the focus standards. What aspects of the teacher’s instruction and/or lesson design contribute to or prevent full mastery?

18. Standards-Aligned Class Activities
1) Classroom Discussions
2) Tools
3) Formative Assessments
1 min
We’re now going to look at the attention paid to a different set of standards in this module, and how a classroom discussion protocol can develop students to meet SL standards as well as continuing to point them in the direction of mastering the Assessed Standard… all within a different text.

19. “Writing Floats on a Sea of Talk”
1 min
Turn & Talk Turn and Talks: quick conversations with a partner
Round Robin: peer discussions with prompts that can be used as preparation for the assessments

20. Quality Classroom Discussions
Factors that affect the quality of discussions:
The text
Student and teacher preparation
The prompt(s)
Discussion protocol
The level of conversation
2 min 20

21. Discussion Stems
For the purposes of our discussion today:
I think Romeo is/is not fortune’s fool because —— (textual evidence + analysis)
I respectfully disagree with you because —— (textual evidence + analysis)
I can add to that evidence because the text also says —— (textual evidence + analysis)
Discussion stems build confidence by providing students with a conversation frame
on pg 32 … 3 min
Let’s watch a teacher whose lesson is designed to aim for the Assessed Standard, while using a very different text from within this module.She is using a using the Round Robin protocol for a class discussion. Observe her lesson for the Speaking and Listening Standards. You can use the Rubric on page 30 in your packet to assist you. Also, continue to record evidence for progress toward the Focus Standard: RL : Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

22. Classroom Discussion Model
Discussion prompt: In Romeo and Juliet, is Romeo “fortune’s fool”?
pre vid then watch video
13 min?

23. Discussion Model: Round Robin
How are the standards embedded into the instruction?
How is this approach aligned to the assessed standard?
How does this protocol prepare students for writing?
post vid - 5 min

24. Standards-Aligned Class Activities
Classroom Discussions
2) Tools
3) Formative Assessments
Outline- repeat slide before each new activity

25. “St. Lucy’s” Mid-Unit Outline Tool
RL : Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
How does this Outline Tool address the focus standard?
How will this Tool help students in responding to both the mid-unit and end-unit prompts?
Mid-Unit prompt: Choose one character from St. Lucy’s who adapts to change and one who resists it. Explain the differences in their actions using evidence from the text.
End-Unit prompt: Analyze the development of Claudette’s character in relation to the five stages of lycanthropic culture shock.
7 min

26. Standards-Aligned Class Activities
Classroom Discussions
Tools
3) Formative Assessments
If there is still time, you can go into the end- slides on Formative Assessments. Otherwise, note the resources in the module and move to the reflection slide

27. 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

28. Quick Writes and Exit Tickets
Formative assessments that occur at the end of a lesson in order to determine students’ mastery
These assessments are built into the module, but can be adapted and more can be created for your classroom needs
For the following examples, ask yourself:
1. What standard is being assessed?
2. How is that standard being assessed?
3. How might a student struggle with the assessment?
5 min

29. Formative Assessment: Quick Write
2 min

30. Formative Assessment Example 2: Adapted Quick Write
Discuss adaptation - 2 min

31. Formative Assessment Example 3: Exit Ticket
2 min

32. Ultimately, Formative Assessments Allow...
A variety of activities for students to participate in that are all standards-aligned
Students the opportunity to refine important writing skills, like making claims and gathering evidence, on a daily basis
Technology to be integrated in unique ways
Teachers to orient their lessons toward the Standards-Based Mid- and End-Unit Assessments
1 min

33. Unifying Learning
Allows for academic conversation both within the classroom and among classrooms
Levels the playing field
Elevates discourse through a common language
Leads to a more academic classroom discussion through a common vocabulary
Raises expectations through common standards
1 min

34. Using the Standards as Lesson Objectives
2 min
one thing we heard a lot at 9-12 NTIs is wanting targets/"I can" statements a la EL's. Might be worth speaking to the metacognitive benefits of these

35. Using the Standards as Unit Objectives
1 min