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Bringing the Common Core to Life

An Introduction to the 3-8 NYS ELA Modules

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Session Learning Targets• I can describe the key components of the 3-8

ELA Modules.

Finding the Curriculum Modules

Visitengageny.org

Click on Common

Core Curriculum & Assessment

s

Click on Common

Core Curriculum

Click on English

Language Arts

Click onSelected

Grade Level

Click on Network Teams & Turnkey

Training for Additional Resources

(e.g. November 26-29, Grades 3-5 ELA

Appendices 1 and 2)

In the elementary grades, the average percentage point difference between an EL mentor school and its local district was 16 percentage points in

Reading/English language arts.

High Expectations Lead to Achievement

Schools fully implementing the EL model outperform district averages in reading/ELA.

Black Hispanic FRL SPED ELL Total School

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EL Mentor Schools Compared to Local District on Read-ing/English-Language Arts State Assessments (2010-11)

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Module 1

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Unit 2

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Module 2

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Unit 3

Module 3

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Unit 3

Module 4

8/9 weeks 16/19 weeks 24/26 weeks 32/34 weeks

Structure of the EL Curriculum Modules

Each module is approximately 8 weeks of linked instruction, comprised of 3 units. 6 modules will be provided so that teachers can make choices.

Teaching four modules results in deep teaching and assessment of all of the RL, RI, and W standards in 3-5 and all of the standards in their entirety in 6-8.

Each module is anchored around one or more central text – books from a variety of publishers, chosen to be the best for the subject and standards. These books are complemented by rigorous, authentic informational text embedded within the curriculum itself.

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Unit 1

Unit 2

Unit 3

Module 1 Module 2 Module 3 Module 4

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.

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

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End of Unit Assessments

Mid-Unit Assessments

Module 1

End of Unit Assessments

Mid-Unit Assessments

Module 2

End of Unit Assessments

Mid-Unit Assessments

Module 3

End of Unit Assessments

Mid-Unit Assessments

Module 4

On-demand and Performance Assessment

Unit 1

Unit 2

Unit 3

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Unit 2

Unit 3

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Unit 2

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Unit 2

Unit 3

Culminating Performance

Task

Culminating Performance

Task

Culminating Performance

Task

Culminating Performance

Task

Incorporates multiple modes, or types, of writing (e.g., argument, informative / explanatory text, and narrative)

Always involves writing from sources and citing evidence Requires research to build and present knowledge

The Staircase of Complexity

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Reading Closely Gathering Evidence Opinions Supporting Opinions w Evidence

Which Texts?

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Plus all kinds of short text that you access through the curriculum materials…

Helping Students Read Closely

Link: http://vimeo.com/54007714

As you’re watching, look for the following: How is the teacher ensuring that all students have access

to an appropriately challenging text? How does the teacher ensure that all students “work” the

same challenging text? How does he engage, support, and hold students

accountable at an individual level?

Module Samplers• Designed as a “snap shot” of the components

of a module.

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Managed Choice

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The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic.

Module topics are based in part on the content many teachers already know, but also include additional authentic texts needed to craft a coherent learning progression.

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The Module Overview• The purpose of this document is to provide an

overview of the entire Module (8 weeks of instruction). It helps you understand how the texts and activities progress toward the final performance task.

Module overviews describe what students will read and write and the assessments that teachers will use to measure their progress.

Central texts are the texts that lessons are specifically designed around.

Alignment to CC Standards is described in the “English Language Arts Outcomes table.”

Also notice the “Calendared Curriculum Map,” which provides a sense of pace (about 1 hour per day).

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Module Assessments

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.

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Performance Tasks

What do you notice about assessment in the module?

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Unit Overviews

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.

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Unit Calendars

The Calendared Curriculum Map in the unit provides a day to day scope and sequence.

The supporting targets are meant to be shared with kids (more on this in the lessons).

The Structure of a Lesson Plan

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…and the teaching notes provide some

coaching for teachers as they think about

delivering the lesson.

The agenda shows the lesson “at a glance…

Academic and Domain Specific Vocabulary Work in Every Lesson

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Each lesson calls out vocabulary that should be explicitly taught as

well as other words that may arise in the course of teaching the content.

Universal Terms

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Each lesson is broken down into sections:

Opening, Work Time, and Closing.

Flex Tasks to Meet Students’ Needs

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Each lesson offers recommendations for

supporting all learners.

GRADE 3Lesson Sample

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Exploring Lessons

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Learning Targets5 minutes

• I can talk with my partner in order to record what I Notice and I Wonder about pictures.

• I can ask and answer questions about a text.

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Learning Targets• I can talk with my partner in order to record

what I Notice and I Wonder about pictures.

• I can ask and answer questions about a text.

What do the circled words mean to you?

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Learning Targets

• Tools in understanding your own learning

• Part of every lesson

• “I can…” statements that you are striving to be able to do in any given lesson or series of lessons

Think – Pair – SharePartners

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Notice

When we look at a picture, or a book, we

notice details.

What details do you notice about this picture?

When I look at this picture, I notice…

but it also makes me wonder…

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What did you notice?

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I Notice I Wonder

Wonder• What words do we use when asking

questions?

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QUESTION WORDS ANCHOR CHART

When

What did you wonder?

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I Notice I Wonder

Carousel • Form groups of four• Tips for having a good conversation

• Carousel expectations Take turns Make sure everyone gets to write

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At each station:

1. Talk with your group about details you notice and questions you wonder (for the picture)

2. Add to the I Notice I Wonder Chart

2 – 3 minutes per station

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Circle Time

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We’ll talk more about the pictures later

Becoming Great Readers!

• Read stories• Read informational

texts Real people Real places

• Today, read quotes

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Your JobFIRST

• Read the text• Ask questions that

the texts brings to mind

• May be many new words

Underline unfamiliar Circle words that

give meaning of the quote

THEN• Use clues - like

words and phrases - to write possible answers to your questions

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ModelThe herders like to use “iron horses,” meaning motorbikes, instead of real horses. Very few people have telephones, television, or access to computers, but most people can read!

I am wondering what a herder is, so I am going to write, “What is a herder?”

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Practice

The herders like to use “iron horses,” meaning motorbikes, instead of real horses. Very few people have telephones, television, or access to computers, but most people can read!

I Wonder…your ideas!

Turn and Talk‘

What other words do you notice that might be important?

What do you think the quote is mostly about?

What questions do you have?

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5 MinutesPartner Work

Quotes

1. Read the quote

2. Think of a question based on what you read

3. Underline words you don’t know and can’t figure out

4. Circle words that may help you answer questions

5. Write possible answers in complete sentences

• Goal is to make sense of the quote

• Pay attention to important words

• Ask questions

• Okay if you don’t have the answers yet

• First work in pairs, then individually write questions

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Closing• Circle Talk

Review posted T-Charts – Notice and Wonder from Carousel

• Share Out What did you notice and wonder? What worked well with your partner discussions

today?

• Think-Pair-Share What might be the big themes or ideas for our

unit? I see many _____, so I think we might study…

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Big Ideas and Questions• How do people around the world access

books?

• How does reading give us power?

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EXIT TICKET

What is one tip you have for talking with a partner?

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Homework• Tell an adult about the pictures you saw and

the quotes you read. What will you learn about in the coming weeks?

• HW to come At home independent reading Re-reading of complex text, writing task, or

talking about your learning

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Lesson Scaffold Ideas• Highlight ‘notices’ in pictures (circle, mark with

a sticky note)

• Provide a step by step visual protocol for multistep directions

• Post sentence frames for discussions

• Provide a model of the Exit Ticket

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Investigate a Lesson

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Analyzing the Modules• Now you are going to analyze a lesson for

evidence of best practices.

• You will need your Hold Your Thinking Document:

Best Practices in the Modules (handout) and an appropriate grade level lesson (handout)

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The analysis• You should look in several sections of the

lesson, including opening, work time, and closing/assessment.

• You will also look in the section “Meeting students’ needs.” This section specifically addresses scaffolding and differentiation.

• You will record your evidence on your “Hold Your Thinking” document.

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Synthesizing your thinking in a “gist

statement” • Spend 2 minutes creating a “gist statement” of

20 words or less that synthesizes your thinking on the question: What new understanding do you have about how the modules exemplify best practices and the instructional shifts?

• Then spend 5 minutes discussing your gist

statements within your groups.

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QUESTIONS

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For More Information

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Please visit www.elschools.org or email us at:

commoncoresuccess@ elschools.org