1. Analyzing Priority Standards in Writing and Language, Grades 3-5 Session 2: Teacher/ Coach Strand NTI December 2014

2. 2 Learning Targets I can thoughtfully interpret the meaning of a grade-specific standard, discriminating it from the same standard at other grade levels. I can determine where, and for how long, a priority standard is addressed in the curriculum modules.

3. Returning to Appendix A Work in split table groups. Locate the Language Overview document from Appendix A in your Participant’s Notebook on p. X. Silently read the document. You will have 3 minutes. 3

4. Frayer Model Continue to work in split table groups. You will create a ‘Frayer’ model for the phrase, grammatical knowledge. 4

5. Synthesize One member from each split table group will quickly share your team’s Frayer model. Whole group discussion:  What are the implications for a common core-aligned curriculum in regards to language instruction? 5

6. Standards’ Progressions Locate the L.3 Progressions in your notebooks on p. X. “All you need is the plan, the road map, and the courage to press on to your destination.”-Earl Nightengale Turn to a partner and discuss the relationship between the quote and standards’ progressions. 6

7. Deep Dive into L.3 Please read the L.3 standards from grade 2-12. As you read, highlight key vocabulary and phrases that differentiate a grade level standard from those adjacent to it. 7

8. Progressions’ Notecatcher Locate the Progressions Notecatcher in your Participant’s Notebook on p. X. This notecatcher requires a focus on only a few of the component standards, specifically, the standards that we examined in Session 1 of this NTI in the data protocol. Record key vocabulary on the notecatcher for each grade level. You should focus on subtleties that delineate the L.3 standard at each particular grade level. 8

9. A Deep Dive into W.2 Please locate the W.2 Progressions in your notebook on p. X. Repeat the process.  Highlight key words and phrases.  Record words and phrases on the notecatcher.  Grades K-2 are not provided, as they do not have component standards to compare. 9

10. Learning Target #2 I can determine where, and for how long, a priority standard is addressed in the curriculum modules. 10

11. Road Map Locate the Unit Overview for Grade 5. Module 2B, Unit 3 on pp. X. The data that you analyzed in Session 1 were a result of the End-of-the-Unit Assessment from this unit. Analyze the Unit Overview to trace the evolution of Standard W.2.  “Unit Overviews help teachers begin long-term planning and determine how each unit, and lessons within units, emphasize key ideas, build towards assessments, and flow together over several weeks.” 11

12. Analyzing the Unit Overview Locate the Analyzing Module Documents Notecatcher on p. X. Complete the first two questions: 1. How do I understand what the “story” and “big ideas” of the unit are? 2. How does the Unit Overview help teachers support student success? 12

13. Road Map Continued Locate Lesson X and the Supplemental Materials on pp. X. The assessment results in Session 1 came from this lesson. Read through all of the materials, paying particular attention to how the W.2 and L.3 standards were addressed in the lesson and assessment. 13

14. Analyzing a Lesson Plan Return to the Analyzing Module Documents Notecatcher on p. X. Answer questions 3 and 4: 3. What supports have students had that led to this writing task? What additional scaffolds may they need? 4. How are the long-term learning targets, supporting learning targets and assessment related? 14

15. Re-teaching Priority Standards Please locate the Brainstorming Notecatcher on p. X. There are four categories on the Brainstorming Notecatcher:  Re-teaching transitions.  Re-teaching formal style of writing.  Re-teaching sentence patterns, language and voice.  Re-teaching maintaining style and tone. Work in teams to brainstorm possible strategies to re-teach the standard. 15

16. Standard progressions are like… 16