1. Overview of the 3-8 ELA Curriculum Modules New to NTI Principals Session 1

2. Common Core Success Grades 3-8 ELA & Literacy Curriculum 2

3. Who We Are a non-profit network of practitioners with a 20+ year history working with schools and teachers an approach grounded in respect for teachers and school leaders as creative agents proud history of working in NYS engaged teams of teachers from high- performing classrooms across the state to help develop our curriculum modules 3

4. Our Curriculum written by teachers and consultants in partnership with Student Achievement Partners (SAP) nationally recognized for level of engagement, and rigorous and consistent alignment to standards named among the “highest-quality Common Core-aligned curriculum materials currently available” by the NYCDOE 4

5. Our Design Approach 5 The curriculum is strategically designed to address the “what” of adopting new standards and the “how” of adapting to new ways of teaching and learning.  For Teachers: the curriculum is a tool for professional learning, not a script, and can be adapted to the needs of teachers at all stages of their practice.  For Students: the curriculum gets kids excited about reading and writing and ready to do hard work through great books, compelling topics and ownership of their own learning.

6. Learning Targets for this NTI I can describe the foundational characteristics of the modules and component parts. I can explain why these modules are exemplary models of Common Core alignment. I can explain key decision-making factors in implementation of the modules. I can identify the impact of protocols on students’ speaking, listening, reading, and writing skills. I can effectively guide elementary teachers to use EL’s Recommendations for Reading Foundations and Language Standards to provide a whole ELA program in grades 3-5. I can effectively guide middle school teachers to use research-based interventions in Academic Support and the resource room in grades 6-8. I can support and encourage the use of Independent Reading and the Recommended Text Lists build students’ volume of reading. I can develop a planning paradigm that supports implementation of the modules. 6

7. Our Beliefs about Professional Development 7

8. Effective Collaboration Norms and Guidelines Seven Norms of Collaboration (in Participant’s Notebook, p. 4) 1. Promoting a Spirit of Inquiry and Balancing Advocacy 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying Attention to Self and Others 7. Presuming Positive Intentions 8

9. The Norms for Collaboration We ask you to process thinking with each other often and hope that you will be thoughtful about your own development of relational trust with your NTI colleagues. Use the Norms Inventory (pp. 5-7) to think about the strengths you will bring to collaborative discussions and places where you might need to be more conscious of being your best self. 9

10. Learning Target I can describe the foundational characteristics of the modules and component parts. I can explain why these modules are exemplary models of Common Core alignment. I can explain key decision-making factors in implementation of the modules. 10

11. EL Curriculum Components 11

12. Structure of the EL Curriculum Modules 8 weeks of linked instruction, comprised of 3 units. Teaching four modules results in deep teaching and assessment of the CCSS (RL, RW, and W in 3-5). Central text(s) are chosen to be the best for the subject and standards. 12 Unit 1 Unit 2 Unit 3 Module 1 Unit 1 Unit 2 Unit 3 Module 2 Unit 1 Unit 2 Unit 3 Module 3 Unit 1 Unit 2 Unit 3 Module 4 8/9 weeks16/19 weeks24/26 weeks32/34 weeks

13. Each Module Contains Three Units In addition to instruction linked to the central text(s), each unit includes a text list of suggested classroom resources at all levels, which can be used with students at other times of the day. 13 Unit 1 Unit 2 Unit 3 Module 1Module 2A/BModule 3A/BModule 4 Building Background Knowledge (2-2.5 weeks) Extended Reading and Research (2-2.5 weeks) Extended Writing (2-2.5 weeks) Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3

14. On-demand and Performance Assessment 14 UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  UNIT  Mid-Unit Assessments End of Unit Assessments Culminating Performance Task 7 formal assessments, in addition to daily opportunities to check for understanding via homework, entry and exit tickets, and in-class assignments on-demand, usually tied to reading tied to standards checkpoint before progressing on-demand, usually emphasizes writing tied to standards Measures understanding of content and skills takes place over Unit 3, aligned to a type of writing tied to standards addressed across Units 1 and 2 requires research and writing from sources

15. Standards Addressed Across the school year:  In grades 3-5, all of the reading and writing standards are covered, as well as some language standards in 60-minute lessons.  In grades 6-8, all of the ELA standards are covered in 45-minute lessons. Additional resources supplement the modules*:  “Recommendations for Teaching Reading Foundations and Language Standards in Grades 3-5”  A resource to support Independent Reading * We will dive into these resources during Session 3. 15

16. A Common Core Exemplar EQuiP (Educators Evaluating the Quality of Instructional Products) is an initiative of the non-profit Achieve. Reviewers noted that the EL 3-8 curriculum:  “demonstrates the key shifts by having students read different types of text and read, write, and speak in the course of the lesson and unit…and pays special attention to using best practices in assessment and supporting the needs of diverse learners.” 16

17. EL Prefatory Material Read first two pages of the document on pp. 8- 19 in your Participant’s Notebook. Locate the “Implementing the Modules: School Leader Notecatcher” on pp. 20-22 and make notes in the first row. 17

18. EL Prefatory Material: Key Points During your later, close read of the document, you will find information on: the structure of a module on-demand and performance assessments how each of the Six Instructional Shifts demanded by the Common Core are addressed strategies for engagement and differentiation how homework is included 18

19. Curriculum Plan- A Year at A Glance Please note this has been UPDATED. Please check that your school is using this most recent version – May 2014. 19

20. Curriculum Plan – A Year at A Glance Take a couple of minutes to look over the Curriculum Plan. Turn and Talk:  As a school leader, what do you notice about this curriculum plan and what do you wonder? 20

21. Curriculum Plan – Key Noticings Notice the headings:  “ Becoming a Close Reader”  “Researching to Build Knowledge” Standards are arranged in this manner to provide focus on a coherent set of standards at a time. Not all standards are taught in all the modules- they are strategically clumped. Central texts are identified. 21

22. Module Texts EL is affiliated with the American Reading Company. EL’s “Trade Books and Other Resources List” (pp. 23-25) identifies titles and quantities required for each module. 22

23. A Note on Text Complexity The Common Core Standards necessitate a shift in the complexity of the texts used in instruction. Resource: “Common Core Appendix A,” excerpted on pp. 26-35.  provides detailed information on Common Core measures of text complexity  identifies grade-specific text-complexity bands The texts chosen for inclusion in EL’s modules fall within these required complexity bands. 23

24. Grade-Level Curriculum Maps 24 Administrative Teams and Curriculum Councils can use this map to determine which four modules to teach in a school year. Maps list the Common Core Standards and identify the module(s) in which each is addressed.

25. Become an “Expert” Form a group of 3. Assign each member one of the following sections:  Module Overview  Unit Overview(s)  Assessments and/or Assessment Lesson 25

26. Become an “Expert” Continued As you read your section(s), note on your Implementing the Modules: School Leader Notecatcher (7 minutes):  important information  key decisions to be made regarding this  if/how you will need to communicate this to others in your district Share your notes with other members of your group (1 minutes each). 26

27. The Module Overview Shows how the texts and activities progress toward the final performance task.  What students will read and write and the assessments that teachers will use to measure progress are described.  Central texts are the texts that lessons are specifically designed around.  Alignment to CC Standards is described in the “English Language Arts Outcomes Table.” 27

28. Unit Overviews 28  Each one goes into depth about the scope of each unit.  Helps you understand on a day-to-day basis the learning targets each lesson will address.  Each one goes into depth about the scope of each unit.  Helps you understand on a day-to-day basis the learning targets each lesson will address.

29. Module Assessments 29  There are assessments embedded in each unit (mid and end).  Excellent potential for grade level conversation, professional collaboration.  Students are practicing assessment all year long.  There are assessments embedded in each unit (mid and end).  Excellent potential for grade level conversation, professional collaboration.  Students are practicing assessment all year long.

30. Lesson Plans 30 The agenda shows the lesson “at a glance… …and the teaching notes provide some coaching for teachers as they think about delivering the lesson.

31. Universal Terms 31 Each lesson is broken down into sections: Opening, Work Time, and Closing.

32. Adapt Lessons 32 Each lesson offers recommendations for supporting all learners. Use your professional judgment to incorporate these and many more “moves” to match these lessons to your students’ needs.

33. Digging In Locate the Lessons in your Module Sampler. Choose one lesson to read through. As you read, annotate for instructional practices that may be different than those currently used by your teachers (6 minutes). Whip around your group sharing your noticings. 33

34. A Note About Adaptation Lessons can and should be adapted to meet students’ needs. The 3-8 ELA Module lessons are not scripts to be followed without regard for how students are progressing. The EL Prefatory Material resource, specifically pages 10-11, contains clear language to use when communicating this to your teachers. 34

35. Reflect What is your “best” learning from this session? Whip around the table and share this final thought. 35