The ELA Common Core Journey. . . Claire Wick Yvonne Harness CESA 7 July 10, 2013 Welcome to Sheboygan Schools K-2 ELA Curriculum Camp! Where We’ve Been. . . • Spring, 2013 • Overview of ELA Common Core Standards • Shifts in ELA discipline reflected in standards • Gradual Release of Responsibility (GRR) as our instructional model for building more independent learners • Reader’s Workshop • Writer’s Workshop • Language Workshop Where We’re Headed. . . • • • • • • • • • Reflect with team on past learning about ELA Common Core Standards Make connections to Educator Effectiveness initiative Understand purpose of ELA Curriculum Companion (CC) scope and sequence Understand elements of CC and the navigation of the tool Understand student learning in OEU 1 Inquiry Modules (IM) including purpose of Launch Create Student Learning Targets (IM A, IM B, IM C) Connect Learning Targets to Lesson Teaching Points for the teacher to use in Focus Lessons (IM A, IM B, IM C) Sequence Lesson Teaching Points/Focus Lessons Create assessment plan for Focus Standards • Performance Assessments • Formative Assessments • Interim Assessments • Summative Assessments Today’s Learning Targets: We can. . . • Understand knowledge and skills in unpacked standards to create student learning targets for lessons • Use student learning targets to connect to lesson teaching points for Mini-lesson planning • Sequence lesson teaching points for Mini-lesson planning: • Reader’s Workshop • Writer’s Workshop • Language Workshop • Plan for standards-based and appropriate resources in OEU Inquiry Modules Day 1 Agenda • Welcome/Grounding • Guided Walkthrough of Curriculum Companion (CC) • Starting the work: OEU 1A • Launch Module • Deeper dive into the standards for OEU 1B and 1C • Inquiry Module Maps • Lesson teaching point sequences • Standards-based resources • Mentor texts • Guided Practice • Independent reading/writing Grounding Revisiting the Context for Our Work. . . Sheboygan’s Work: Beginning the Journey of ELA Common Core Implementation Spring, 2013 Summer, 2013 K-5 Workgroups K-5 Workgroups Building Background Knowledge Creating “guts” of Curriculum Companion Fall, 2013 K-5 Workgroups Start teaching Curriculum Companion Scope and Sequence The Journey Questions. . . • What is it we want students to learn?* • ELA Common Core Standards • Essential, Guaranteed and Viable Curriculum • How will we know if each student has learned it?* • Frequent, team developed, common formative assessments • How will we respond when some students don’t learn it?* • Timely, directive, systematic intervention • How can we extend and enrich the learning for students who have demonstrated proficiency?* • Timely enriched content, extended activities • What is the process for facilitating the learning? • Instructional framework – Gradual Release of Responsibility (Workshop model) • *DuFour et al. 2010. Learning by doing, 2nd Ed., p. 119. Solution Tree. Copyright 2012 CESA 7, Green11 Bay, WI Copyright 2012 CESA 7, Green Bay, WI “Big Picture”. . . 12 The Journey. . . Standards-referenced Standards-based ELA Curriculum 13 The Journey. . . K-12 ELA Curriculum Companion WHAT? ELA Common Core Standardsbased Lessons HOW? GRR Instructional Model Gradual Release of Responsibility (GRR) ELA Standards Elements Language Standards •Conventions of Standard English •Knowledge of Language •Vocabulary Acquisition & Use Language Progressive Skills Language CCR Standards Language ELA Speaking & Listening CCR Standards Writing CCR Standards Writing Standards Listening & Speaking Standards •Comprehension & Collaboration •Presentation of Knowledge & Ideas Writing Copyright 2011 CESA 7, Green Bay, WI Reading Foundational Skills Reading CCR Anchor Standards Literary Text Standards Reading Informational Text Standards Standard 10 Range & Text Complexity Speaking & Listening •Text Types & Purposes •Production & Distribution of Writing •Research to Build and 16 Present Knowledge •Range of Writing Connecting the Dots: CC and Educator Effectiveness Implementing the Common Core Standards Curriculum Copyright 2012 CESA 7, Green Bay, WI Standards Document 18 Building a Continuum of Learning for Students Where are my students heading? What must my students learn during this lesson so they will be prepared for the next lessons? What did my students learn in previous lessons? How do you define “curriculum”? What is a curriculum? CESA 7 Definition of curriculum: A comprehensive content-driven scope and sequence that organizes the Common Core State Standards in a meaningful way and provides a framework for teaching, learning and assessment from kindergarten through grade 12. 21 ELA Curriculum Companion Specifics Curriculum should reflect: • ELA Common Core Standards-based • Underpinnings of ELA Common Core Standards • • • • Portrait of a Literate Learner College and Career Readiness ELA disciplinary foundations ELA disciplinary shifts 22 Portrait of a Literate Student What is College and Career Readiness? • “ACT defines college readiness as acquisition of the knowledge and skills a student needs to enroll and succeed in creditbearing, first-year courses at a postsecondary institution, such as a two- or four-year college, trade school, or technical school. Simply stated, readiness for college means not needing to take remedial courses in postsecondary education or training programs.” (Washington Post, 4/29/2010) Copyright 2012 CESA 7, Green Bay, WI One View: Year-Long Scope & Sequence 25 Another view: Color-coded Map of Standards • Other revisions: Colored Module Maps • Review grade level Colored Module Map • What do you notice? • How can the tool be helpful to your work? Digging into Curriculum Companion. . . Copyright 2012 CESA 7, Green Bay, WI Log-in to Companion using your access code 27 Preview CC Curriculum Elements Elements ELA Overarching Enduring Understandings (4 sequential big ideas, K-12) Chunks of learning Sequenced Inquiry Modules Categorization of Standards Focus Standards for emphasis (Focus Lessons) Transfer/Application Standards Assessment (e.g. Performance Tasks) • Space to document and upload formative, interim, summative assessments • Sample Performance Tasks Instructional Guidance •ELA Instructional Frameworks (K-5 and 6-12) •Lesson Teaching Points (Mini/Focus Lessons) •Lesson Plan Templates Resources CESA 7 School Improvement Services Organizing Approach •Generic description for each module 28 •Choice of resources for mentor texts, instructional texts, independent reading •Teacher resources • Rationale for revisions • First year of CC implementation • Practitioners feedback • Process for revisions • April-June, 2013 • Teams of practitioners (K-2, 3-5, 6-8, 9-12) • Reviewed all Inquiry Modules (IM) • • • • • • • Overview Pacing Essential Questions ELA Strands Focus Standards and Transfer/Application Standards Lesson Teaching Points Resources • All revisions will be published in CC-July, 2013 Copyright 2012 CESA 7, Green Bay, WI Guided Walk-Through of CC. . . 30 Copyright 2012 CESA 7, Green Bay, WI OEU 1 Inquiry Modules 31 “Reading” the Inquiry Modules • Step 1: • • • • • • OEUs Inquiry Module Pacing Overview Essential Questions ELA Strands • Use CC, revision documents and Investigating ELA Curriculum Companion Elements organizer • Guiding Question: • What do you notice about the teaching and learning in OEU 1 Inquiry Modules? Copyright 2012 CESA 7, Green Bay, WI Inquiry Module A: Launch 33 Read Inquiry Module 1A: Reflect on purpose of Launch • Read Inquiry Module 1A • • • • • • OEUs Inquiry Module Pacing Overview Essential Questions ELA Strands Guiding Question: • What is your common understanding of the Launch Module? • What are the habits/routines needed to BEGIN the workshops (shared reading/writing, readers’, writers’ and language) in K-2 classrooms? Read Inquiry Module 1A: Reflect on purpose of Launch Team Task: • Reflect on and collaboratively discuss the habits/routines needed to BEGIN the year • Document your thinking on a grade-level flip chart • Use a Gallery Walk process to reflect on and discuss K-2 habits/routines to be established in classrooms • What are possible edits and revisions to charts based on collaborative conversations? “Reading” the Inquiry Modules, cont’d. • Step 2: • Click on Focus Standards and Reading Foundational Standards for OEU 1A: Launch • Reflect on purpose of Focus Standards (including Reading Foundational Standards) in a Launch Module • Guiding Question: • What is the connection between the teaching and learning in the Focus Standards and the habits/routines required in the Launch Module? Introducing Inquiry Module Maps: Components • • • • • • • • OEU and Inquiry Module Title Pacing Overview Essential Questions Focus Standards Focus Lesson Teaching Points Student Learning – “I can…” Connecting Habits/Routines to Lesson Teaching Points • Click on Lesson Tools/Lesson Teaching Points for Focus Standards in Inquiry Module 1A: Launch • Reflect on the Lesson Teaching Points that connect to routines/habits • Document those Lesson Teaching Points on the Inquiry Module Map for 1A that are connected to the appropriate Focus Standard Reflecting on Habits/Routines of Inquiry Module A: Launch • Create Student Learning Targets for OEU 1A: Launch • Go back to the habits/routines charts and create student learning targets for 1A using “I can. . .” • Record habits/routines student learning targets on grade-level Module Maps for 1A Reader’s and Writer’s Notebooks • Purpose? • Consistent practices? • What do we want this to look like for gr. K-2 students? Sequencing Lesson Teaching Points Team Task: • Record Lesson Teaching Points on sticky notes for OEU 1A • Create Flip charts for each of the following: • • • • Shared Reading/Writing Reader’s Workshop Writer’s Workshop Language Workshop • Sort sticky notes in appropriate charts for explicit instruction Guiding Question: Where will explicit instruction for the Focus Standard(s) take place? Building Lesson Plans with Mini-lessons • Collaborative conversation about how to proceed with lesson plans • Options • Option A: Lesson plans sequenced by context (Shared Reading/Writing, Readers’, Writers’, Language workshop) • Option B: Daily plan across each context • Option C: Longer range plans (e.g., weekly) • Guiding Question: • How will Sheboygan Elementary Schools create and organize lesson plans? Lesson Planning Templates: Walk-through • Lesson Tools • View Lesson Plan Templates • Model LP Template • Teacher Lesson Plan Template for ELA (Gr. K-5) Gradual Release of Responsibility (GRR) Framework • Abbreviated Lesson Plan Template: K-12 English Language Arts/Literacy Guiding Question: What lesson planning process will be used in Sheboygan Elementary Schools? Identifying Resources • Choose instructional resources (mentor texts) for Inquiry Module 1A • Choose instructional resources for Guided Practice • Consider resources for independent reading/writing A Deeper Dive Into the Standards: OEU 1B Mini-Lesson: Student Learning Targets “The most effective teaching and the most meaningful student learning happen when teachers design the right learning target for today’s lesson and use it along with their students to aim for and assess understanding” (Moss & Brookhart, 2012) Student Learning Targets • Guide learning • Written in student friendly language • Describes the lesson sized chunk of information, skills, and reasoning processes that students will come to know • “what students are actually doing to learn and achieve during today’s lesson” (Moss & Brookhart, 2012) “Reading” Inquiry Module 1B • Step 1: • • • • • • OEU Inquiry Module Title Pacing Overview Essential Questions ELA Strands • Use CC and revision documents • Guiding Question: • What do you notice about the teaching and learning in Inquiry Module 1B? “Reading” Inquiry Module 1B, cont’d. • Step 2: • Click on Focus Standards and Reading Foundational Standards for Inquiry Module 1B • Reflect on purpose of Focus Standards (including Reading Foundational Standards) • Guiding Question: • What will the student learning in OEU 1B look like based on the Focus Standards in this Module? Model How to Determine ELA Student Learning Targets • Click on Common Core Standards-Focus Standards and Reading Foundational Standards (CC) • Scroll down to unpacked standard • Model how to create student learning targets for each Focus Standard/Reading Foundational Standard in each module (“I can. . .” statements) Copyright 2012 CESA 7, Green Bay, WI • Model how to reflect on Unpacked Focus Standards in CC 52 Determining Student Learning Targets Creating Student Learning Targets Focus on . . . Determining Student Learning Targets: Example RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Brainstorm “I Can” Statements from unpacked standard: • I can use text annotations in order to better understand a text and cite textual evidence. • I can identify explicit details in a text that help me better understand the text. • I can make inferences when reading a text that help support my comprehension. • I can choose the most important pieces of textual evidence that will help me to analyze the text. • I can build a strong analysis of a text when I can cite and prioritize evidence from the text. IM Map Student Learning Targets I can use annotate text in order to better understand a text and cite textual evidence. I can identify explicit details in a text that help me better understand the text. I can make inferences when reading a text that help support my comprehension. I can choose the most important pieces of textual evidence that will help me to analyze the text. I can build a strong analysis of a text when I can cite and prioritize evidence from the text. Review Learning Target Process Review the unpacked standard for knowledge (e.g., concepts, generalizations, principals), skills, and understanding Consider the “lesson-sized” chunks in the unpacking State the lesson-sized chunks in the form of student friendly learning targets (“I can. . .”) in the appropriate column of the IM Map Example: Writing Learning Targets in Student Friendly Language Guiding Questions Today’s Lesson on “identifying the main idea of a paragraph” What will I be able to do when I’ve finished this lesson? I can choose the right main idea and explain why it was more important than the other choices. What idea, topic, or subject is important for me to learn and understand so that I can hit the target? I will learn that a main idea is the most important thing the writer of a paragraph is trying to tell me. What will I do to show that I understand I will read paragraphs and choose the the target, and how well will I have to main idea for each paragraph from a do it? list. Collaborative Team Work Task: • Collaboratively create Inquiry Module Map for each module by using the process modeled during Focus Lesson. • Electronically save Inquiry Module Maps. Copyright 2012 CESA 7, Green Bay, WI Inquiry Module Maps 58 Progress Check on IM Maps TEAM TASK: • Review previous work on IM Maps with Learning Targets • Use collaborative work time to revise maps and continue working on OEU IM Maps • Schedule a conference with Claire to share IM Maps with Learning Targets for OEU 1 Checking Work Progress GR: TASKS IM Map Performance Task Resources Sequence Lessons OEU 1 1A 1B 1C 2A 2B 3A 3B 3C 4A 4B Sequencing Lesson Teaching Points Team Task: • Record Lesson Teaching Points on sticky notes for each module in OEU 1 • Create Flip charts for each of the following: • • • • Shared Reading/Writing Reader’s Workshop Writer’s Workshop Language Workshop • Sort sticky notes in appropriate charts for explicit instruction Building Lesson Plans with Mini-lessons • Collaborative conversation about how to proceed with lesson plans • Options • Option A: Lesson plans sequenced by context (Shared Reading/Writing, Readers’, Writers’, Language workshop) • Option B: Daily plan across each context • Option C: Longer range plans (e.g., weekly) • Guiding Question: • How will Sheboygan create and organize lesson plans? Lesson Planning Templates: Walk-through • Lesson Tools • View Lesson Plan Templates • Model LP Template • Teacher Lesson Plan Template for ELA (Gr. K-5) Gradual Release of Responsibility (GRR) Framework • Abbreviated Lesson Plan Template: K-12 English Language Arts/Literacy Guiding Question: What lesson planning process will be used in Sheboygan Elementary schools? Identifying Resources • Choose instructional resources (mentor texts) for Inquiry Modules in OEU 1 • Choose instructional resources for Guided Practice • Consider resources for independent reading/writing Closure/Debrief • Teams report out progress on team tasks • Share 1 take-away from today’s session!