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Introduction to the Modules

An Introduction to the 3-8 NYS ELA Modules

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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.

Who We Are

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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.

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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

0.0

5.0

10.0

15.0

20.0

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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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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

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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?

One Additional Norm

• A word about technology…

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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

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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.

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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.”

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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?

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The Staircase of Complexity

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Reading Closely Gathering Evidence Opinions Supporting Opinions w Evidence

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

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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.

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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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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.

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Universal Terms

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Each lesson is broken down into sections:

Opening, Work Time, and Closing.

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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 modulePerson #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?

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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.

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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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Please use your Reflection Form to capture your new learning and thinking on the session.

THANK YOU!

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