1. Grade 3-5 ELA Common Core Ambassadors August 13-17, 2012 Albany, NY

2. Day 4: Welcome! Please remember to sit with your research teams.

3. The 6 Instructional Shifts of the CCLS Think, write, then share with a partner: List the 6 instructional shifts

4. The CCLS Shifts... In the Modules 4 The ShiftsWhat you will see in the Curriculum Modules Balancing Informational and Literary Text (NYS CCLS Shift 1) The modules emphasize effective literacy instruction through the use of compelling topics which engage students in informational and literary texts. Building Content Knowledge (NYS CCLS Shift 2) The modules emphasize students building expertise about a topic and often sharing that expertise with classmates or a wider audience. Staircase of Complexity (NYS CCLS Shift 3) The modules emphasize getting students curious so they have purpose for reading, then supporting and challenging students with increasingly complex texts.

5. The CCLS Shifts... In the Modules 5 The ShiftsWhat you will see in the Curriculum Modules Text-based Answers (NYS CCLS Shift 4) The modules emphasize working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read, and doing research for a real purpose. Writing from Sources (NYS CCLS Shift 5) The modules emphasize performance tasks that require students to cite textual evidence, to revise their writing and critique their peers’ writing, and share their writing with a real audience. Academic Vocabulary (NYS CCLS Shift 6) The modules expose students to a wide range of increasingly complex texts to build background knowledge and interest.

6. The 6 Instructional Shifts of the CCL and Implications for Assessment Texts Draw inferences: what are the implications of these shifts on the selection of TEXT PASSAGES to be used for assessment? What types of texts might students read? Why?

7. Passage Selection Guidelines

8. Passage Selection Guidelines for Assessing CCSS ELA (top paragraph, p.3) Read aloud, then re-read on your own, focusing on the following: “Along with instructional materials and teacher training, assessment development is essential to the successful implementation of the CCSS.” “The foundation for preparing students for the linguistic rigors of college and the workplace lies in the texts with which they interact.” “Selecting passages of appropriate type and complexity for use in assessment is integral to this preparation.” (p.3)

9. Passage Selection Guidelines for Assessing CCLS ELA (top paragraph, p.3) Discuss with your colleagues: what is the main idea? “Along with instructional materials and teacher training, assessment development is essential to the successful implementation of the CCSS.” “The foundation for preparing students for the linguistic rigors of college and the workplace lies in the texts with which they interact.” “Selecting passages of appropriate type and complexity for use in assessment is integral to this preparation.” (p.3)

10. Passage Selection Guidelines, cont. … “when selecting passages for assessment, attention should be dedicated to three additional considerations” Text Complexity (pp.4-6) Text Types (p7) Text Suitability for Specific Standards (pp7-22)

11. Passage Selection Guidelines, cont. Directions: 1.Skim the chart at the top of page 7 2.Read the two paragraphs at the bottom of page 7 “A thorough analysis of a potential text’s purpose…” 3.Choose ONE Reading Standard (pp. 8-16) - What do you notice? - What do you wonder? 4. Talk with a partner: How does the information in this document relate to our previous conversations about assessment (Day 2) and working with evidence (Day 3)?

12. Grade 3-5 ELA Common Core Ambassadors August 13-17, 2012 Albany, NY

15. A Few Changes in Agenda Today Writing time More conversation café: let us know your questions

16. How to Contact Us  Please be in touch with us via email about your ongoing needs:  nyscurriculum@elschools.org nyscurriculum@elschools.org

17. Research Teams: Text Complexity

18. LT 4a. I can describe the impact of access to complex text on students’ college and career readiness. LT 1c. I can effectively engage in a range of collaborative discussions with diverse colleagues, building on others’ ideas and expressing my own ideas clearly.

19. Revised Performance Task: Rationale for Recommended Change Task: The implementation of Common Core-aligned curriculum modules will require change at the classroom, building, and district levels, and in the services provided through BOCES/Network Teams. Your task is to develop a product describing the changes needed that serve the needs of your specific audience – for example, a PowerPoint presentation, a memo, a faculty meeting agenda, a PD session, or an implementation plan. No matter what format you choose, you must include a rationale for the specific changes that you are planning to make or that you want to help others make. Use specific evidence from the texts you are studying this week – the articles and research you studied in your research teams, the curriculum itself, Mindsets, and Switch – to support your rationale for change.

20. 4 As Discussion Protocol Read the text on your own, twice if needed. Annotate based on the following four general questions: 1. Assumptions: What assumptions does the author of the text hold? 2. Agreements: What do you agree with in the text? 3. Arguments: What do you want to argue with in the text 4. Aspirations: What parts of the text do you aspire to?

21. Independent Reading and Annotating the Text (20 minutes) Aspects of Text Complexity Project Helping students read closely (If time permits) Passage Selection Guidelines, pp. 1-6

22. 4 As Discussion Protocol, continued (5 minutes) In a round, have each person identify one assumption in the text, citing the text (with page numbers, if appropriate) as evidence. (10 minutes) Continue in rounds, talking about each of the remaining As one at a time. Cite text.” to the next, giving each “A” enough time for full exploration. – Agreements – Arguments – Aspirations (5 minutes) Open discussion. Debrief the text experience. How well did the protocol work for your group?

23. Text-Dependent Questions (10 minutes) Why does text complexity matter? What structures and strategies help all students access complex texts?

24. Close Reading: Lessons learned

25. Close Reading: Lessons Learned Connections to current practice Extensions of current practice Challenges to current practice

26. Break Return to the whole group space at 10:30.

27. Welcome Back  Please sit with your research teams.

28. Toward our Performance Task

29. LT 1. I can explain how my choices AND PLANS as an educator align with the goal of engaging, supporting, and holding learners (children and adults) accountable for rigorous learning. LT 1d. I can strengthen a growth mindset (in myself and others) regarding teaching and learning.

30. Examining Models of Rationales  Model 1: What do you notice?  Model 2: What do you notice?  Which is stronger? Why?

31. Developing Criteria for Success Think back to Ron’s example of the Olympics and how each event is scored. Based on your conversations about both the strengths and weaknesses of the two models, now focus your table discussion on the criteria that you think are the most important when crafting a rationale. We’re not describing what proficiency looks like – just naming the categories that an assessor (including yourself) would focus on when checking quality.

32. Writing Time (30 minutes) Review our Performance Task for this week: The implementation of Common Core-aligned curriculum modules will require change at the classroom, building, and district levels, and in the services provided through BOCES/Network Teams. Your task is to develop a product describing the changes needed that serve the needs of your specific audience – for example, a PowerPoint presentation, a memo, a faculty meeting agenda, a PD session, or an implementation plan. No matter what format you choose, you must include a rationale for the specific changes that you are planning to make or that you want to help others make. Use specific evidence from the texts you are studying this week – the articles and research you studied in your research teams, the curriculum itself, Mindsets, and Switch – to support your rationale for change. Identify evidence from the two texts you read today. Begin to brainstorm/draft a section of your rationale.

33. Criteria we generated: (insert criteria here)

34. Debrief Stand, find a new person, and talk about the following: How is your writing going? What are you figuring out? How has the reading and discussion we have done this week helped you as a writer? How has looking at models and developing criteria for success helped you?

35. Transition Enjoy your lunch. Grade level groups will meet at 1pm. 3 rd grade is upstairs, but in Stonehenge (new room!)

36. Welcome to our Conversation Cafe Review the process List the options

37. Debrief the Day and Looking Ahead

38. Teacher Target: I can build expertise in the Common Core shifts by analyzing model curriculum. I can build students’ literacy skills and content knowledge by implementing curriculum aligned with the Common Core standards. NTI/Administrator Target: I can support educators striving to build students’ content knowledge and literacy skills by building expertise in implementing curriculum aligned to the common core standards.

39. Learning Journal (5 minutes)  Go to the Day 3 section of your Learning Journal  Examine the Supporting Targets  Use the space provided to capture your thinking about the work today: Which learning targets represented your most important learning? What key points do you want to remember? Which activities or discussion impacted you the most? What do you want to commit to?

40. Discussion Review the agenda: How did we address our targets? How did we promote a culture of achievement for ourselves as a community of adult learners? We emphasized the importance of scaffolding so all students can access complex text. What practices stood out for you today regarding your own learning as an adult? Consider both what you learned and how you learned today. What are the implications for our work with students?

41. Closing  Thank you.  Continue working on your performance task.  You will have a bit more writing time in the morning.  You will have a chance to share your draft with a colleague from your research team in order to receive feedback.  As usual, please begin the day seated with Research Teams