EXPEDITIONARY LEARNING &

COMMON CORE STANDARDS~

Grades 3-5 ELA Modules

Charlene Jordan, Dana Fulmer & Pat Krizan

SCDNSeptember 6, 2012

A Model of Content-Rich Curriculum

LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

What you’ll find:• Research: Dworkin, Liben, Stiggins, ACT study, etc.

• Protocols: http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-appendix-1-teaching-practices-and-protocols-august-13-17-2012

• Modules & Curriculum Outline:

http://engageny.org/wp-content/uploads/2012/08/curriculum-plan-grades-3-5.pdf

• Assessments

How Modules Are Organized

• Introduction (aka rationale & goals)

• Guiding Questions

• Performance Tasks/Assessments

• Content Connections (S.S. and science)

• Description of CCLSs & Learning Targets

• Central Texts

• Calendared Curriculum Map

EL’s Learning Targets

• Goals for lessons, projects, units, courses

• Derived from standards

• Used to assess growth & achievement

• Written in concrete, student –friendly language: “I can” statements!

• Shared & tracked carefully by teachers & students

A Sampling of Performance Assessments

Grade 3 Grade 4 Grade 5

2a

Informative Writing: Audio Report about a country – using Voice Thread

Narrative Writing: Historically accurate first person account

Informative & Narrative Writing: graphic novel style:

Frames about an inventor

4

Opinion Writing & Speaking: Importance of water public service announcement

Opinion Writing: How a minority selected group helped to win the revolutionary war

Opinion Writing: A famous athlete’s impact!

Appendix A:Research SupportingKey Elements of the Standards

Why Text Complexity Matters

Why focus on text complexity?

What is text complexity?

How do we help students understand more complex texts?

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Tools: Day 4 Materials

• Gradients in Complexity: Informational Texts

• Gradients in Complexity: Literary Texts

• Helping Students Read Closely

• Examining Models to Determine Criteria

• Text Complexity Recording Form

• Scaffolding Complex Text

http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-august-13-17-2012/

COMMON CORE “MOVES”

• Short chunks of text• Multiple reads• Cycle of reading, thinking, talking, writing• Making meaning through structured conversation• Then . . . text dependent questions (make

students return to text)• Writing from sources• Writing and reading are integrated

Remember:

Assess for LEARNING!

When teachers assess “for learning,” they use the continuous flow of information about

student achievement to check on and advance learning. The result is that students keep learning and remain confident – they do

not give up in frustration or hopelessness! (Stiggins, 2002)

How do teachers assess “for” learning?

Establish learning goals – use language students understand

Provide frequent and descriptive feedback Continuously adjust instruction based on

classroom assessments Engage students in regular self-assessment Actively involve students in communicating

with teachers and families about their progress

Become assessment literate!

16

Resources

• Engage NY: http://engageny.org

http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-august-13-17-2012/

• Expeditionary Learning:nyscurriculum@elschools.org