1. EXAMINING THE MODULES: Instructional practices related to finding and using evidence LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success. LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

3. “They Value Evidence” “Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.” (CCLS, page 5)

4. (Some) CCLS related to evidence R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. RI.1 and RL.1: What is the progression from grades 3 to 4? Grades 4 to 5? Grade 3Grade 4Grade 5 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6. Unit Overview: How are students being asked to work with evidence? Directions:  Orient to the unit 1 overview document  Read the summary paragraph  Read the mid-unit and end of unit assessment blurbs Annotate the Unit 1 Overview: Where does work with evidence appear explicitly? Cite evidence Where can you infer it is happening? Cite evidence

7. Unit Overview: How are students being asked to work with evidence? Directions:  Stay with the same unit 1 overview document  Find the “Unit-at-a-Glance” calendared curriculum map  First, read it on your own: Note in particular the supporting targets and ongoing assessments.  Annotate : Where does work with evidence appear explicitly? Cite evidence Where can you infer it is happening? Cite evidence

8. Discussion Talk with a partner:  What strikes you?  What questions does this raise?

9. 5 Specific Evidence-based Practices (Scavenger Hunt) Directions: Each person at a table select a lesson. Examine and annotate the lesson for the following evidence practices. Determine which practice is the most powerful in your particular lesson. 1. Guiding students to gather evidence in close reading through text- dependent questions 2. Capturing evidence using recording forms 3. Using evidence in discussion 4. Using evidence in writing 5. Independent application of working with evidence in on-demand assessments Be ready to share where you found your practice.

10. Discussion: How might you use these practices to build students’ capacity to cite and use evidence from text? 1. text-dependent questions 2. recording forms 3. Discussion 4. Writing 5. on-demand assessments What more do you need to know about these practices?

11. Transition  Thank you!  Please return to your grade-level break out group at 1pm. LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

12. Framing  Experiencing the modules: through the lens of a learner  Consider one’s own experience as a “Common Core era” learner  Based on one’s own experience, reflect on the implications for students.

13. Transition  Thank you!  We will meet in grade-level groups each day.  Teachers and school-based coaches, please remain here.  Those who want to join the “systems” conversation café, return to the whole group space.

14. ANALYZING THE MODULES: Instructional Practices and Scaffolding Related to Gathering and Using Evidence

15. The Shifts…in the modules 15 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.

16. Working with Evidence 3-column recording form Preview the 3-column Practices Recording form Evidence-based practice Evidence/example in the lesson How it supports students

17. Digging into the Lessons (on paper) At your tables, discuss: How is the written lesson for students different from what you just experiences as adult learners? How would this written lesson support teachers in understanding close reading? Reflect on the practices highlighted in the 4 th grade module that support students in accessing complex texts. Take notes on your Scaffolding Complex Text Recording Form.

18. Conversation Cafe 1. How do you connect these modules with your current classroom practices? 2. What are strategies for procuring new and utilizing current resources to implement CCLS? 3. How can your daily schedule be developed to support CCLS implementation?

19. Transition  Thank you!  We will meet in grade-level groups again each day.  Now, please return to the whole group space  Sit with your research team. Be prepared to share:  What you analyzed  What you experienced  Your key insights on your triad note catcher