1. The ELA Common Core Journey... Claire Wick Yvonne Harness CESA 7 July 10, 2013

2. Welcome to Sheboygan Schools K-2 ELA Curriculum Camp!

4. Where We’ve Been... Spring, 2013 Overview of ELA Common Core Standards Shifts in ELA discipline reflected in standards Gradual Release of Responsibility (GRR) as our instructional model for building more independent learners Reader’s Workshop Writer’s Workshop Language Workshop

5. Where We’re Headed... Reflect with team on past learning about ELA Common Core Standards Make connections to Educator Effectiveness initiative Understand purpose of ELA Curriculum Companion (CC) scope and sequence Understand elements of CC and the navigation of the tool Understand student learning in OEU 1 Inquiry Modules (IM) including purpose of Launch Create Student Learning Targets (IM A, IM B, IM C) Connect Learning Targets to Lesson Teaching Points for the teacher to use in Focus Lessons (IM A, IM B, IM C) Sequence Lesson Teaching Points/Focus Lessons Create assessment plan for Focus Standards Performance Assessments Formative Assessments Interim Assessments Summative Assessments

6. Today’s Learning Targets: We can... Understand knowledge and skills in unpacked standards to create student learning targets for lessons Use student learning targets to connect to lesson teaching points for Mini-lesson planning Sequence lesson teaching points for Mini-lesson planning: Reader’s Workshop Writer’s Workshop Language Workshop Plan for standards-based and appropriate resources in OEU Inquiry Modules

7. Day 1 Agenda Welcome/Grounding Guided Walkthrough of Curriculum Companion (CC) Starting the work: OEU 1A Launch Module Deeper dive into the standards for OEU 1B and 1C Inquiry Module Maps Lesson teaching point sequences Standards-based resources Mentor texts Guided Practice Independent reading/writing

8. Grounding

9. Revisiting the Context for Our Work...

10. Sheboygan’s Work: Beginning the Journey of ELA Common Core Implementation Spring, 2013 K-5 Workgroups Building Background Knowledge Summer, 2013 K-5 Workgroups Creating “guts” of Curriculum Companion Fall, 2013 K-5 Workgroups Start teaching Curriculum Companion Scope and Sequence

11. What is it we want students to learn?* ELA Common Core Standards Essential, Guaranteed and Viable Curriculum How will we know if each student has learned it?* Frequent, team developed, common formative assessments How will we respond when some students don’t learn it?* Timely, directive, systematic intervention How can we extend and enrich the learning for students who have demonstrated proficiency?* Timely enriched content, extended activities What is the process for facilitating the learning? Instructional framework – Gradual Release of Responsibility (Workshop model) *DuFour et al. 2010. Learning by doing, 2 nd Ed., p. 119. Solution Tree. Copyright 2012 CESA 7, Green Bay, WI 11 The Journey Questions...

12. Copyright 2012 CESA 7, Green Bay, WI 12 “Big Picture”...

13. Standards-based Standards-referenced The Journey... 13 ELA Curriculum

14. The Journey... HOW? GRR Instructional Model WHAT? ELA Common Core Standards- based Lessons K-12 ELA Curriculum Companion

15. Gradual Release of Responsibility (GRR)

16. ELA Standards Elements 16 ELA Reading Writing Speaking & Listening Language Reading CCR Anchor Standards Literary Text Standards Informational Text Standards Standard 10 Range & Text Complexity Reading Foundational Skills Writing CCR Standards Writing Standards Text Types & Purposes Production & Distribution of Writing Research to Build and Present Knowledge Range of Writing Speaking & Listening CCR Standards Listening & Speaking Standards Comprehension & Collaboration Presentation of Knowledge & Ideas Language CCR Standards Language Standards Conventions of Standard English Knowledge of Language Vocabulary Acquisition & Use Language Progressive Skills Copyright 2011 CESA 7, Green Bay, WI

17. Connecting the Dots: CC and Educator Effectiveness

18. Copyright 2012 CESA 7, Green Bay, WI 18 Implementing the Common Core Standards Standards Document Curriculum

19. Building a Continuum of Learning for Students Where are my students heading? What must my students learn during this lesson so they will be prepared for the next lessons? What did my students learn in previous lessons?

20. How do you define “curriculum”?

21. What is a curriculum? CESA 7 Definition of curriculum: A comprehensive content-driven scope and sequence that organizes the Common Core State Standards in a meaningful way and provides a framework for teaching, learning and assessment from kindergarten through grade 12. 21

22. ELA Curriculum Companion Specifics Curriculum should reflect: ELA Common Core Standards-based Underpinnings of ELA Common Core Standards Portrait of a Literate Learner College and Career Readiness ELA disciplinary foundations ELA disciplinary shifts 22

23. Portrait of a Literate Student

24. What is College and Career Readiness? “ACT defines college readiness as acquisition of the knowledge and skills a student needs to enroll and succeed in credit- bearing, first-year courses at a postsecondary institution, such as a two- or four-year college, trade school, or technical school. Simply stated, readiness for college means not needing to take remedial courses in postsecondary education or training programs.” (Washington Post, 4/29/2010)

25. Copyright 2012 CESA 7, Green Bay, WI 25 One View: Year-Long Scope & Sequence

26. Other revisions: Colored Module Maps Review grade level Colored Module Map What do you notice? How can the tool be helpful to your work? Another view: Color-coded Map of Standards

27. Copyright 2012 CESA 7, Green Bay, WI 27 Log-in to Companion using your access code Digging into Curriculum Companion...

28. Preview CC Curriculum Elements CESA 7 School Improvement Services 28 ElementsELA Organizing ApproachOverarching Enduring Understandings (4 sequential big ideas, K-12) Chunks of learningSequenced Inquiry Modules Categorization of Standards Focus Standards for emphasis (Focus Lessons) Transfer/Application Standards Assessment (e.g. Performance Tasks) Space to document and upload formative, interim, summative assessments Sample Performance Tasks Instructional Guidance ELA Instructional Frameworks (K-5 and 6-12) Lesson Teaching Points (Mini/Focus Lessons) Lesson Plan Templates Resources Generic description for each module Choice of resources for mentor texts, instructional texts, independent reading Teacher resources

29. Rationale for revisions First year of CC implementation Practitioners feedback Process for revisions April-June, 2013 Teams of practitioners (K-2, 3-5, 6-8, 9-12) Reviewed all Inquiry Modules (IM) Overview Pacing Essential Questions ELA Strands Focus Standards and Transfer/Application Standards Lesson Teaching Points Resources All revisions will be published in CC-July, 2013

30. Copyright 2012 CESA 7, Green Bay, WI 30 Guided Walk-Through of CC...

31. Copyright 2012 CESA 7, Green Bay, WI 31 OEU 1 Inquiry Modules

32. “Reading” the Inquiry Modules Step 1: OEUs Inquiry Module Pacing Overview Essential Questions ELA Strands Use CC, revision documents and Investigating ELA Curriculum Companion Elements organizer Guiding Question: What do you notice about the teaching and learning in OEU 1 Inquiry Modules?

33. Copyright 2012 CESA 7, Green Bay, WI 33 Inquiry Module A: Launch

34. Read Inquiry Module 1A: Reflect on purpose of Launch Read Inquiry Module 1A OEUs Inquiry Module Pacing Overview Essential Questions ELA Strands Guiding Question: What is your common understanding of the Launch Module? What are the habits/routines needed to BEGIN the workshops (shared reading/writing, readers’, writers’ and language) in K-2 classrooms?

35. Read Inquiry Module 1A: Reflect on purpose of Launch Team Task: Reflect on and collaboratively discuss the habits/routines needed to BEGIN the year Document your thinking on a grade-level flip chart Use a Gallery Walk process to reflect on and discuss K-2 habits/routines to be established in classrooms What are possible edits and revisions to charts based on collaborative conversations?

36. “Reading” the Inquiry Modules, cont’d. Step 2: Click on Focus Standards and Reading Foundational Standards for OEU 1A: Launch Reflect on purpose of Focus Standards (including Reading Foundational Standards) in a Launch Module Guiding Question: What is the connection between the teaching and learning in the Focus Standards and the habits/routines required in the Launch Module?

37. Introducing Inquiry Module Maps: Components OEU and Inquiry Module Title Pacing Overview Essential Questions Focus Standards Focus Lesson Teaching Points Student Learning – “I can…”

38. Connecting Habits/Routines to Lesson Teaching Points Click on Lesson Tools/Lesson Teaching Points for Focus Standards in Inquiry Module 1A: Launch Reflect on the Lesson Teaching Points that connect to routines/habits Document those Lesson Teaching Points on the Inquiry Module Map for 1A that are connected to the appropriate Focus Standard

39. Reflecting on Habits/Routines of Inquiry Module A: Launch Create Student Learning Targets for OEU 1A: Launch Go back to the habits/routines charts and create student learning targets for 1A using “I can...” Record habits/routines student learning targets on grade-level Module Maps for 1A

40. Reader’s and Writer’s Notebooks Purpose? Consistent practices? What do we want this to look like for gr. K-2 students?

41. Sequencing Lesson Teaching Points Team Task: Record Lesson Teaching Points on sticky notes for OEU 1A Create Flip charts for each of the following: Shared Reading/Writing Reader’s Workshop Writer’s Workshop Language Workshop Sort sticky notes in appropriate charts for explicit instruction Guiding Question: Where will explicit instruction for the Focus Standard(s) take place?

42. Building Lesson Plans with Mini-lessons Collaborative conversation about how to proceed with lesson plans Options Option A: Lesson plans sequenced by context (Shared Reading/Writing, Readers’, Writers’, Language workshop) Option B: Daily plan across each context Option C: Longer range plans (e.g., weekly) Guiding Question: How will Sheboygan Elementary Schools create and organize lesson plans?

43. Lesson Planning Templates: Walk-through Lesson Tools View Lesson Plan Templates Model LP Template Teacher Lesson Plan Template for ELA (Gr. K-5) Gradual Release of Responsibility (GRR) Framework Abbreviated Lesson Plan Template: K-12 English Language Arts/Literacy Guiding Question: What lesson planning process will be used in Sheboygan Elementary Schools?

44. Identifying Resources Choose instructional resources (mentor texts) for Inquiry Module 1A Choose instructional resources for Guided Practice Consider resources for independent reading/writing

45. A Deeper Dive Into the Standards: OEU 1B

46. “The most effective teaching and the most meaningful student learning happen when teachers design the right learning target for today’s lesson and use it along with their students to aim for and assess understanding” (Moss & Brookhart, 2012) Mini-Lesson: Student Learning Targets

48. Guide learning Written in student friendly language Describes the lesson sized chunk of information, skills, and reasoning processes that students will come to know “what students are actually doing to learn and achieve during today’s lesson” (Moss & Brookhart, 2012)

50. “Reading” Inquiry Module 1B Step 1: OEU Inquiry Module Title Pacing Overview Essential Questions ELA Strands Use CC and revision documents Guiding Question: What do you notice about the teaching and learning in Inquiry Module 1B?

51. “Reading” Inquiry Module 1B, cont’d. Step 2: Click on Focus Standards and Reading Foundational Standards for Inquiry Module 1B Reflect on purpose of Focus Standards (including Reading Foundational Standards) Guiding Question: What will the student learning in OEU 1B look like based on the Focus Standards in this Module?

52. Model how to reflect on Unpacked Focus Standards in CC Click on Common Core Standards-Focus Standards and Reading Foundational Standards (CC) Scroll down to unpacked standard Model how to create student learning targets for each Focus Standard/Reading Foundational Standard in each module (“I can...” statements) Copyright 2012 CESA 7, Green Bay, WI 52 Model How to Determine ELA Student Learning Targets

53. Determining Student Learning Targets Creating Student Learning Targets Focus on...

54. Determining Student Learning Targets: Example RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Brainstorm “I Can” Statements from unpacked standard: I can use text annotations in order to better understand a text and cite textual evidence. I can identify explicit details in a text that help me better understand the text. I can make inferences when reading a text that help support my comprehension. I can choose the most important pieces of textual evidence that will help me to analyze the text. I can build a strong analysis of a text when I can cite and prioritize evidence from the text.

55. IM Map I can use annotate text in order to better understand a text and cite textual evidence. I can identify explicit details in a text that help me better understand the text. I can make inferences when reading a text that help support my comprehension. I can choose the most important pieces of textual evidence that will help me to analyze the text. I can build a strong analysis of a text when I can cite and prioritize evidence from the text. Student Learning Targets

56. Review Learning Target Process Review the unpacked standard for knowledge (e.g., concepts, generalizations, principals), skills, and understanding Consider the “lesson-sized” chunks in the unpacking State the lesson-sized chunks in the form of student friendly learning targets (“I can...”) in the appropriate column of the IM Map

57. Example: Writing Learning Targets in Student Friendly Language Guiding QuestionsToday’s Lesson on “identifying the main idea of a paragraph” What will I be able to do when I’ve finished this lesson? I can choose the right main idea and explain why it was more important than the other choices. What idea, topic, or subject is important for me to learn and understand so that I can hit the target? I will learn that a main idea is the most important thing the writer of a paragraph is trying to tell me. What will I do to show that I understand the target, and how well will I have to do it? I will read paragraphs and choose the main idea for each paragraph from a list.

58. Collaborative Team Work Task: Collaboratively create Inquiry Module Map for each module by using the process modeled during Focus Lesson. Electronically save Inquiry Module Maps. Copyright 2012 CESA 7, Green Bay, WI 58 Inquiry Module Maps

59. Progress Check on IM Maps TEAM TASK: Review previous work on IM Maps with Learning Targets Use collaborative work time to revise maps and continue working on OEU IM Maps Schedule a conference with Claire to share IM Maps with Learning Targets for OEU 1

60. Checking Work Progress GR: OEU 1 TASKS1A1B1C2A2B3A3B3C4A4B IM Map Performance Task Resources Sequence Lessons

61. Sequencing Lesson Teaching Points Team Task: Record Lesson Teaching Points on sticky notes for each module in OEU 1 Create Flip charts for each of the following: Shared Reading/Writing Reader’s Workshop Writer’s Workshop Language Workshop Sort sticky notes in appropriate charts for explicit instruction

62. Building Lesson Plans with Mini-lessons Collaborative conversation about how to proceed with lesson plans Options Option A: Lesson plans sequenced by context (Shared Reading/Writing, Readers’, Writers’, Language workshop) Option B: Daily plan across each context Option C: Longer range plans (e.g., weekly) Guiding Question: How will Sheboygan create and organize lesson plans?

63. Lesson Planning Templates: Walk-through Lesson Tools View Lesson Plan Templates Model LP Template Teacher Lesson Plan Template for ELA (Gr. K-5) Gradual Release of Responsibility (GRR) Framework Abbreviated Lesson Plan Template: K-12 English Language Arts/Literacy Guiding Question: What lesson planning process will be used in Sheboygan Elementary schools?

64. Identifying Resources Choose instructional resources (mentor texts) for Inquiry Modules in OEU 1 Choose instructional resources for Guided Practice Consider resources for independent reading/writing

65. Closure/Debrief Teams report out progress on team tasks Share 1 take-away from today’s session!