Session 1A: An Introduction to Expeditionary Learning’s 3-8 ELA Modules

Sequence of SessionsOverarching Objectives of this July 2013 Network Team Institute I can describe how the 3-8 modules increase in complexity over time. I can describe the impact of student engaged assessment practices on student achievement. I can describe the strategy of close reading. I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons. I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders. I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system. I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards. I can foster a growth mindset through feedback that promotes positive change. I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their

implementation of the ELA curriculum modules.

High-Level Purpose of this Session Introduce participants to Expeditionary Learning’s curriculum.

Related Learning Experiences This session is the foundation for any other sessions to follow for new participants.

Key Points I can describe the foundational characteristics of the modules and component parts. I can describe how the modules increase in complexity over time.

Session Outcomes

What do we want participants to be able to do as a result of How will we know that they are able to do this?

this session?

1. I can describe the foundational characteristics of the modules and component parts.

2. I can describe how the modules increase in complexity over time.

Listening to conversations and feedback. Observing while participants are working in protocols.

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation1. Introductions,

Norms, and Targets

15 mins Introduction Overview of Project Learning Targets of

Session Norms and Table

Introductions

Introduction to the Modules_ PPT.pptx1.Norms for Collaboration_NTI 0713.doc

Review agendas and read all documents that participants will read. Work through activities with “participant eyes”.

2. Curriculum Plan and Maps

30 Introduce logic of the curriculum over the course of the year.

Module Sampler curriculum plan (first page of each sampler)NYS Grade 3 ELA Curriculum Map June 2013NYS Grade 4 ELA Curriculum Map June 2013NYS Grade 5 ELA Curriculum Map June 2013NYS Grade 6 ELA Curriculum Map June 2013

NYS Grade 7 ELA Curriculum Map June 2013NYS Grade 8 ELA Curriculum Map June 20132.4As Protocol_1A_NTI 0713

3. Overview of Modules (via Module Sampler)

70 Dig into the components of each module.

Modules Samplers3. Module Sampler Jigsaw_NTI 0713.docx4. Connect Extend Challenge_NTI0713

4. Closing 5 minutes

Reflection and Journaling/Transition to next session

Session Roadmap

Section 1: Creating a Culture of Achievement Time: 15 min

[15 minutes] In this section, participants will establish a culture based on the norms for collaboration that will support their work for the entire day.

Materials used include:Introduction to the Modules_ PPT.pptx1.Norms for Collaboration_NTI 0713.doc

*F = Facilitator, P = Participant

Time

Slide #/ Pic of Slide Script/ Activity directions Document

Grouping: Mixed groupsIf you’re working with a group of “mixed” participants, encourage people to sit in mixed groups. Project slide for appropriate grouping and guide people to fill in tables before starting new ones.

1 min

Ask participants to consult their journals. Share the learning targets for this session. Share that they will learn more about this idea of “learning targets” in the session called “Foundational Practices in the 3-8 ELA Modules.” If they are new to the modules, they should be sure to attend that session.

1 min

Tell more about who we are:For 20 years we have been a network of schools. With the advent of the Common Core, we have been given the opportunity to share our work with a wider audience through a collaboration with New York State and Student Achievement Partners (authors of the Common Core). We are NOT a textbook company, but a network of practitioners.

1 min

Explain how we are currently connected to the Common Core through our curriculum and professional development:

We were commissioned by New York state in 2012 to craft curriculum for English Language Arts grades 3-8. Our curriculum has recently been recognized for being among the most common core-aligned literacy instruction available. We are now delivering professional development to those implementing the curriculum, those are interested in implementing the curriculum, or those who are looking to deepen their understanding about Common Core ELA instruction in general.

5 min

Orient participants to handout of norms

Have people discuss Norms as prompted on the PPT slide.

5 min

Model the following with brevity: introduce yourself: name, role, and work location. Share one norm you are good at and one you will work on today.

Participants introduce themselves to one another per the directions on the PPT side.

Section 2: Curriculum Plans and Maps Time: 30 mins

[30 mins] In this session you introduce participants to the curriculum plan and maps. They analyze them for the staircase of complexity.

Module Sampler curriculum plan (first page of each sampler)NYS Grade 3 ELA Curriculum Map June 2013NYS Grade 4 ELA Curriculum Map June 2013NYS Grade 5 ELA Curriculum Map June 2013NYS Grade 6 ELA Curriculum Map June 2013NYS Grade 7 ELA Curriculum Map June 2013NYS Grade 8 ELA Curriculum Map June 20132.4As Protocol_1A_NTI 0713

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

5 mins Orient participants to the first document in their Module Sampler known as the Curriculum Plan. Preview the purpose of this document: to give a year at a glance and give them a few minutes to read over the information for their grade level.

Be sure they notice the headings “Becoming a Close Reader,” “Researching to Build Knowledge (NOTE TO FACILITATOR: elementary is different that middle once you get pas the first heading – be sure to look at an elementary and middle level module sampler prior to this session), etc. This is how standards are arranged to provide focus on a coherent set of standards at a time. Not all standards are taught in all modules – they are strategically “clumped.” (NOTE TO FACILITATOR: BE SURE TO LOOK A CURRICULUM MAP TO SEE HOW THIS IS TRUE PRIOR TO THIS SESSION).

25 mins Introduce the Curriculum Maps. These are the highest-level grade level documents; they help you understand the scope of the curriculum for the year. Participants should read the “front matter,” as it introduces the specifics that the map contains. (5 minutes)

Introduce the 4 A’s discussion protocol. Ask participants to find someone at their table or a table nearby with the same grade level curriculum map as them. Ask them to spend 5 minutes talking about each A…20 minutes total.

Achieve (Look at STANDARDS) -- What standards do students master over the course of the year?  What do you notice about which standards are met when?

Aspire (Look at TEXTS) -- What do you notice about central texts in your curriculum map? What design logic do you see (balance of fiction/non-fiction, increase in complexity, etc.)

Assess (Look at ASSESSMENTS) -- What information will you capture about your students’ learning over the course of the year?  What do you notice about assessments across over time?

Adjustment (Consider the map overall) -- What changes to your teaching does this map indicate you will be making as you adopt or adapt the modules?

5 Allow time for questions related to the curriculum map.

Section 3: Overview of Modules Time: 70 mins

[70 mins] In this session participants learn how the components of the modules are aligned to the shifts.

Modules Samplers3. Module Sampler Jigsaw_NTI 0713.docx4. Connect Extend Challenge_NTI0713

5 Show 3 PPT slides regarding the structure of the modules.Key ideas:

Each module is three units. Building background, extended reading/research, deep writing. There is writing in all portions of the modules, but the writing process is fully employed in Unit 3. In MS modules, there are two full-length pieces of writing: literacy essay at the end of unit 2 and the unit 3 performance task.

Curriculum plan shows choices (2A/2B, 3A/3B) in elementary. There will be choices in MS, but they are not yet completed.

15 Draw participants’ attention to the remainder of their module samplers. At this point you are going to give them a quick overview so they know what they are looking at, then they will dig in more deeply.

Show and discuss PPT slides regarding overview/structure of modules, units, lessons, etc. This is a brief overview.

45 Tell participants they are going to become experts on specific sections of the modules and determine their alignment to the shifts. Participants should organize themselves into team of five (within tables), with each person responsible for one section: Module Overview, Unit Overviews, Assessments and Assessment Lesson, Close Reading Lesson, Writing Lesson.

Each person should read the shifts on the front of the jigsaw note catcher, then read their sections, recording their notices/wonders and alignments to the shifts. (20 minutes)

Once everyone has prepared their part, they should share in their team (5 minutes each). Encourage people to spread out in the room if possible for this sharing … people have been good about separating their chairs from tables and making smaller circles.

As teams work, circulate to answer/note questions or clear up misconceptions.

5 Draw participants’ attention to Connect-Extend-Challenge prompt in their notebooks and PPT. Ask them to reflect on their own for 5 minutes, making notes as needed:

What of what you’ve heard CONNECTS to what you expected to find in a Common Core aligned curriculum?

What of what you’ve heard EXTENDS what you expected to find in a Common Core Aligned curriculum?

What of what you’ve heard CHALLENGES what you expected to find in a Common Core Aligned curriculum?

As participants make notes, circulate, keeping an eye out for challenges you might want to address with specific participants or whether you want to raise some up for the whole group to discuss.

5 Journal reflection on the learning targets for this session and prepare them to transition to the next session.

Make sure they look at the session overviews and help guide them to the correct location and session based on their role and past PD experiences.