New to NTI: Understanding the EBC

UnitImplementing the CCSS with Fidelity

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Purpose of this Session

• Participants will be able to: Explain the structure and features of the Making

Evidence-Based Claims units Explain how the EBC unit is aligned to the

Common Core instructional shifts

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Guiding Questions for this Session

• Teachers: How does this unit work? How does this unit help me implement the CCSS

instructional shifts in ELA?• Principals:

What evidence should I see in a classroom that teachers are implementing this unit effectively?

How can I scaffold teachers from where they are to powerful CCSS alignment to the instructional shifts?

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Orientation to the EBC Unit

• The process: Making Evidence-Based Claims Organizing Evidence-Based Claims Expressing Evidence-Based Claims

• The parts• The text• The assessments

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Orientation to the EBC Units

• Individually, read the outline of this unit (page 7) paying close attention to the learning sequence. Observe how the parts build upon one another as the unit progresses.

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Talk About This

• Look at the instructional arc of this unit. What do you notice about how the skill of making evidence-based claims builds over the course of this unit?

• What evidence can you find for how this unit teaches anchor standard R.1?

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Reviewing the Shifts in ELA/Literacy

1. Balancing Informational & Literary Text

2. Knowledge in the Disciplines

3. Staircase of Complexity

4. Text-Based Answers

5. Writing from Sources

6. Academic Vocabulary

Given the conversation about R.1 and the Core Proficiencies units, what stands out to you

now as you review these shifts?

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Deeper Dive: Identifying the Instructional Shifts

• Read your assigned part of the unit closely. • Look for evidence of the instructional shifts in

the activities, instructional notes, and assessment opportunities. Mark the text where you find evidence of a shift and note the shift number.

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Talk about it!

• Discuss each instructional shift. What evidence did each person find of that shift in the unit materials?

• Which instructional shifts does this unit fully address? What evidence supports this?

• What would you need to do to ensure all the shifts are addressed?

Adapt this unit? Add something from your curriculum? Build something new?

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Recommendations

• Determine students’ scaffolding needs. • Begin with EBC for non-fiction.• Use "as is.”

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Scaffolding Recommendations

• High Student Scaffolding Needs Increase instruction on the tools Leverage peer support

• Low Student Scaffolding Needs Increase independent work Merge some activities Shift modes of reading

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Plan for Implementation

• Using one of the EBC units and the EBC Implementation Plan organizer (or your own planning template) draft an implementation plan for building this unit into your curriculum.

• Feel free to use any of the EBC units for this.

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Reflection

• Teacher Ambassadors: How will you explain the structure and features

to another faculty member in your school?• School Leaders and NTI Members:

What are some specific types of feedback or advice you may need to provide teachers in order for them to effectively implement this unit in their classroom?

Share what you’re learning!

Tweet a takeaway with #NTIny