6/21/2013 1 EngageNY.org Introduction to the Modules An Introduction to the 3-8 NYS ELA Modules EngageNY.org 2 Session Learning Targets • I can describe the foundational characteristics of the modules and component parts. • I can describe how the modules increase in complexity over time.
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6/21/2013
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EngageNY.org
Introduction to the Modules
An Introduction to the 3-8 NYS ELA Modules
EngageNY.org 2
Session Learning Targets
• I can describe the foundational characteristics of the modules and component parts.
• I can describe how the modules increase in complexity over time.
6/21/2013
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Who We Are
3
� Expeditionary Learning (EL) is a non-profit network of practitioners,
with 165 schools in 30 states, 4,000 teachers and 40,000 students.
� We have been working with schools and teachers for 20 years to
create rigorous classrooms in which develop strong literacy, numeracy,
and critical thinking skills.
� We have a proud history
of working in New York
State and have
engaged teams of
teachers from high-
performing classrooms
throughout the state to
help develop our
curriculum modules.
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.
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18
14
9
1
13
0.0
5.0
10.0
15.0
20.0
Black Hispanic FRL SPED ELL Total School
pe
rce
nta
ge
po
ints
EL Mentor Schools Compared to Local District on Reading/English-Language Arts State Assessments (2010-11)
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� We have always viewed every teacher -
regardless of subject area, grade or
specialization - as a teacher of readers,
writers, and content. This was a natural
connection for us.
� Via intensive collaboration with Student
Achievement Partners (SAP) and with
the input of teachers from across the
country, we have created a curriculum
that engages students and supports
teachers in building students’ capacity to
read, think, talk, and write about complex
texts.
A Deep Partnership
EngageNY.org 6
Norms & Introductions
• Please Read The Norms for Collaboration
� Think about which of these norms is really important to you – which do you really need to be in effect for you to feel “safe” as a learner and collaborator? – Pick your top 2.
• Think about which you personally struggle to uphold.
� Why is that?
� Would that be a good personal goal for the next two days?
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One Additional Norm
• A word about technology…
EngageNY.org 7
Introductions
• Please Introduce Yourselves
� Your Name
� Your Role & Work Location
� Your top 2 norms that feel really important
� Your personal “norm” goal for the next 2 days
EngageNY.org 8
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More Modules than You Can Use
• Take a look at the “Curriculum Plan” in your module sampler.
• This is the highest level overview of a year’s worth of curriculum.
• When the project is finished there will be six modules available for each grade level.
� Four currently completed in grades 3-5, the rest underway.
� Two currently completed in grades 6-8, the rest underway.
EngageNY.org 9
Grade Specific Curriculum Maps
• The highest level overview for each grade level.
• Among other things, delineate the specific standards assessed in each module.
• Teaching four modules ensures that you are deeply addressing “the shifts.”
EngageNY.org 10
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4 A’s Discussion
• Achieve (Look at STANDARDS) � How are standards grouped to ensure a staircase of complexity. 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?
EngageNY.org 11
The Staircase of Complexity
EngageNY.org 12
Reading Closely Gathering Evidence
Opinions Supporting Opinions w Evidence
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Unit
1
Unit
2
Unit
3
Module 1
Unit
1
Unit
2
Unit
3
Module 2
Unit
1
Unit
2
Unit
3
Module 3
Unit
1
Unit
2
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
Unit
1
Unit
2
Unit
3
Unit
1
Unit
2
Unit
3
Unit
1
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
Module Samplers
• Designed as a “snapshot” of the components of a module.
• Download these for training or introductory sessions.
• Hang in while I briefly address each component of the sampler. Once you know what you are looking at, we will take time to dig in more deeply.
EngageNY.org 16
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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
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� 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.
� 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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Unit Overviews
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� 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.
� 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.
Unit Calendars
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� 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 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).
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The Structure of a Lesson Plan
21
…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.
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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.
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Module Component Jigsaw• Create group of 5.
• Each of you to become “expert” in one component of a module
Person #1 -- Module Overview
Person #2 -- Unit Overviews
Person #3 -- Assessments and Assessment Lesson
Person #4 -- Close Reading Lesson
Person #5 -- Writing Lesson
• What information can be found in your section?
• How do the “shifts” live in each component of a module?
EngageNY.org 25
Shifts in ELA/Literacy
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Shift 1 Balancing Informational & Literary Text
Students read a true balance of informational and literary texts.
Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.
Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
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� The curriculum combines high quality, rigorous, standards-aligned content with effective instructional practice, bringing together the “what” and the “how” of the Common Core standards.
– Teachers who use these materials are not only ensured that they are
addressing the standards, they are being coached to address the
standards in ways that engage students.
Detailed Lesson Plans Designed to Help Teachers Make the Shifts
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� The curriculum is conceived as a
tool for professional learning, not
as a script, and can be adapted to the needs of teachers at all stages of their practice. It can
be used as an exemplar of
Common Core-aligned
instruction for veteran teachers,
or as explicit scaffolding for
teachers who need more
support.
Connect-Extend-Challenge
• 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?
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Thank you!
• Capture important thoughts about this session in your journals.