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Common Core CoursePlanning Instructional Shifts

Facilitator’s Guide

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Common Core CoursePlanning Instructional Shifts

Grades K-6

Facilitator’s Guide

Aligning Literacy Instruction to the

Common Core

Copyright © 2013 by Developmental Studies Center

All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. For information regarding permissions, write to the Editorial Department at Developmental Studies Center.

Permission is granted to reproduce the blackline masters in this volume for workshop use only.

First edition published 2013.

Cover photographs © Copyright Ereloom Studios and Laura Turbow.

Developmental Studies Center 1250 53rd Street, Suite 3 Emeryville, CA 94608–2965 (800) 666-7270, fax: (510) 464–3670 devstu.org

ISBN: 978-1-61003-198-1

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 WMP 20 19 18 17 16 15 14 13

ContentsLetter to the Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Course Outline and Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Course Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Adapting the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Course Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Course Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Preparing for Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

How to Use This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Participating Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Facilitator’s Initial To-Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The Facilitator’s Continuing To-Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Common Core Course Session Agendas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Pre-course Meeting: Introduction, Norm Setting, and Overview of the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Part 1: Course Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Part 2: Setting Team Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Part 3: Overview of the Common Core State Standards . . . . . . . . . . . . . . 21

Session 1: Common Core Portrait of College- and Career-ready Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Session 2: Common Core Portrait in Practice and Reading Anchor Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Session 3: Collaborative Classrooms: The Impact of Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . . . 51

Session 4: Examining Shifts in Instruction Through Reading Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Session 5: Lesson Planning: Addressing Multiple Standards . . . . . . . . . . . . . 78

Session 6: Putting It All Together: Instruction with Intention . . . . . . . . . . . 89

Post-course Meeting: Planning Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

continues

Contents continued

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Appendix A: Common Core Background Content Resources . . . . . . . . . . . . 108

Appendix B: Facilitator E-mail Reminders for Course Sessions . . . . . . . . . . 109

Appendix C: Team Builders and Cooperative Structures . . . . . . . . . . . . . . . . 113

Appendix D: Discussion Facilitation Techniques . . . . . . . . . . . . . . . . . . . . . . . . 116

Appendix E: Leader’s Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Appendix F: “Reflective Practice” Activity Summaries . . . . . . . . . . . . . . . . . . 120

Appendix G: College- and Career-ready Student Portrait Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Appendix H: Social Skills Assessment Record Sheet . . . . . . . . . . . . . . . . . . . . 126

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Dear Facilitator,

Whether you are a lead teacher, a coach, a district staff developer, a principal or vice principal, or a person in another leadership position, we welcome you to this course for professional learning and to your role as its facilitator! This Common Core Course Facilitator’s Guide will help you take participating teachers through a series of sessions to gain a deeper understanding of the Common Core State Standards and the shifts in instruction that are required to meet these higher demands for students.

As facilitator, your role is key to the success of the course implementation at your school. The course sessions are designed so that you can easily manage session facilitation, regardless of your level of staff-development experience. As a facilitator, however, it is recommended that you: 1) have existing knowledge of the Common Core State Standards and 2) work with the same teacher team(s) throughout the entire course. Assumptions of background knowledge needed for this course and resources for acquiring an initial understanding of the Standards are outlined in the Pre-course Meeting Session Topic Notes on page 13 and Appendix A.

We hope this course supports you in the exciting work of aligning instruction and bringing the Common Core to life at your school. We encourage you to read through this entire guide before you begin. We trust that this effort will be a rewarding professional experience for both you and the participants, and that the students in your school will benefit greatly from their teachers’ rich learning experiences.

Warm regards,

Developmental Studies Center

© Developmental Studies Center

IntroductionCourse Outline and DesignThis Common Core Course: Planning Instructional Shifts consists of a series of facilitator-led activities and between-session activities. After teachers have an initial understanding of the Common Core State Standards, the facilitator begins to work with teams of teachers to guide them, over time, through a series of six 90-minute or twelve 45-minute sessions (not including the Pre-course and Post-course Meetings). The course includes “Reflective Practice” activities, which are used between sessions to extend and apply each session’s learning. Each session in the course is carefully designed to focus the teachers’ learning on specific aspects of the Common Core and to build upon prior learning.

The Common Core Course is sequenced in the following order:

Common Core Course Learning Activities

Pre-course Meeting: Introduction, Norm Setting, and Overview of the Standards

90–120 minutes

Session 1: Common Core Portrait of College- and Career-ready Students

90 minutes (1) or 45 minutes (2)

Session 2: Common Core Portrait in Practice and Reading Anchor Standards


Session 3: Collaborative Classrooms: The Impact of Social and Emotional Learning


Session 4: Examining Shifts in Instruction Through Reading Standards


Session 5: Lesson Planning: Addressing Multiple Standards 90 minutes (1) or 45 minutes (2)

Session 6: Putting It All Together: Instruction with Intention 90 minutes (1) or 45 minutes (2)

Post-course Meeting: Planning Next Steps 45 minutes

Introduction 3


Course TimelineThe activities in this course may be moved through quickly or slowly; the pacing will depend on the needs of the school and the available meeting opportunities. Ideally, each team of teachers will spend at least half a year, and as much as a full year, moving through the course to provide them with the time they need to integrate and apply their learning. The length of the entire course is based on the frequency of opportunities to meet and engage in session activities. If teachers meet once per month, they will need a full year to complete the course. Meeting twice per month will accelerate the learning to a half-year timeline.

Adapting the CourseWhile the course timeline provides some flexibility, the course activities themselves have been carefully designed and specifically sequenced. For this reason, course users are strongly urged to complete all the activities in the order provided, over a reasonable period of time, minimizing adaptations when possible. That said, it is a reality that schools may need to adapt the course based on limitations of time or resources. Some adaptations will have less impact on the overall goal than others; for example, extending an activity over several shorter periods rather than completing it in one long period will still meet the goals of the activity. However, cutting the time short or dropping an activity altogether will impact the intended learning in the course.

Course ParticipantsThe session activities in this course have been designed for teams of teachers in grades K–6; however, this is not the only grouping option. This course can be used successfully with teams of teachers in any of the following groupings: full faculty, grade-band teams (i.e., K–2, 3–6), grade-level teams, or vertical teams. Activities throughout the course will include the examination of sample lessons and Common Core Standards at various grade levels, but participants will also be asked to unpack standards carefully at their own grade levels. Facilitator Notes will indicate when common grade-level or vertical grade-level groupings might be considered within the course.

Course MaterialsYour Common Core Course Facilitator’s Guide is organized by course session. The agendas, protocols, facilitator notes, and other materials that you will need to lead each session are grouped together for easy reference. Every participating teacher is provided with a Common Core Course Participant’s Binder that contains all the materials she will need to participate in the course, including a selection of Common Core-aligned lessons and units that are used in designated course sessions. The slide presentations, videos, and children’s trade books that are included in your Common Core Course Facilitator’s Package are referenced in various course sessions and are shared with the team of teachers

4 Common Core Course: Facilitator’s Guide


through course facilitation. Additional materials such as sample units and lessons (not used in the course) are included in the Participant’s Binder as supplemental resources for Common Core implementation.

A complete list of course components follows:

For the facilitator: For each participating teacher:

Common Core Course Facilitator’s Package, Grades K–6, which includes:

• Common Core Course Facilitator’s Guide, Grades K–6

• Common Core Course Presentation Materials DVD-ROM containing course videos, slide presentations, and blackline masters

• Trade books used in the course sample lessons

• The Lesson Planning Handbook by Peter Brunn

• Common Core Course Participant’s Binder (facilitator’s copy)

Common Core Course Participant’s Binder, Grades K–6, which includes:

• Sample instructional lessons and units, blackline masters, planning and reflection tools, and professional readings required for the course

• K–6 English Language Arts Common Core State Standards

• Notes pages

Introduction 5


Preparing for ImplementationHow to Use This GuideThis Common Core Course Facilitator’s Guide is designed to help you facilitate the staff-development sessions that compose the course in order to extend teachers’ understanding and application of the Common Core State Standards.

Course sessions are specifically designed to meet course goals and extend professional learning by engaging teachers as they:

• Consider what it means to be college- and career-ready

• Examine the English Language Arts Anchor Standards and grade-specific Common Core State Standards

• Review instructional lessons and videos that are aligned to the Common Core State Standards

• Share and reflect on their own lessons and student evidence of instruction

The agendas that are included with each session’s materials include a number of features to help you effectively facilitate and provide support for participating teachers as needed:

Facilitator Notes: These notes appear within the agendas and call out a variety of important points,

including the purposes of different activities and materials to be collected or saved.

Facilitation Tips: These notes suggest techniques you can use to facilitate group discussions

among participating teachers, including asking open-ended questions, using wait-time, not

paraphrasing or repeating teachers’ responses, and responding neutrally.



Roles and Responsibilities

FacilitatorAs facilitator, you will be an initiator, an organizer, a scheduler, a team builder, a teacher, and a colleague. At times you will need to be the staff’s “go-to person” about the Common Core State Standards; at other times, you will need to walk a fine line between providing direct guidance and allowing teachers to take responsibility to work through issues among themselves. As facilitator, you should be prepared to:*

• Become familiar with the course structure and materials.

• Work with the principal to recruit grade-level and/or subject-area teams to participate in the course.

• Learn and use the discussion facilitation techniques suggested in this guide (see Appendix D, “Discussion Facilitation Techniques”).

• Use the protocols, facilitator materials, and discussion facilitation techniques to facilitate the teachers’ learning in each session of the course.

• Model ways to be objective and analytical about teaching and learning in order to help the teachers cultivate those dispositions.

• Allow the teachers to learn through experience, even if they make decisions that you might not make. (For example, rather than suggesting a lesson idea for teacher planning, have each teacher decide on the lesson topic and instruction. That way teachers can discover, through examination of student work samples and reflection, whether the lesson they chose was effective or ineffective for shifting student thinking toward the demands of the Standards.)

• Communicate with the principal and participating teachers in a timely way about all issues related to the course.

* See “The Facilitator’s Initial To-Do List” on page 9 for more information about specific tasks that you, the facilitator, will need to complete in preparation for the course.

Preparing for Implementation 7


Participating TeachersTeacher participants should be prepared to:

• Cultivate a spirit of inquiry about their teaching practices

• Work with the facilitator and fellow team members over a period of time to learn more about implementing the Common Core State Standards

• Participate fully in all course activities by attending course sessions and completing between-session activities

• Be willing and ready to share their classroom examples and reactions

• Contribute their best thinking and seek to understand the thinking of others

• Keep their minds open and be willing to change their thinking

PrincipalThe principal is responsible for promoting the Common Core Course and for setting a tone of inquiry in the school. The principal is the visible leader of the professional learning community and, as such, holds student learning as the central topic of importance in that community. The principal should be prepared to:

• Meet with the facilitator to plan and schedule all course activities

• Minimize competing demands so teachers have time to participate in the course

• Provide participants with the materials they need to participate in the course

• Integrate the course into the school’s professional-development plan

• Set expectations for staff participation in the course

• Speak to others (administrators, parents, other interested parties in the school or community) about the course efforts at the school



The Facilitator’s Initial To-Do ListBefore beginning the course, there are a number of important tasks for you, the facilitator, to complete in preparation. These include:

✔ Become Familiar with All the Components Included in the Common Core Course Facilitator’s PackageCarefully read through this Facilitator’s Guide to understand the course structure, scope and sequence, rationale, and materials. Read the related trade books. Review the materials and lessons in the Participant’s Binder. Take time to view the lesson videos and slide presentations, and review the blackline masters on the Presentation Materials DVD-ROM.

✔ Generate an Implementation Plan with the PrincipalMeet with the principal to discuss the course and generate an implementation plan. Review the school calendar together and roughly schedule the course activities for the coming year.

Decide to deliver the course over a half- or full-year timeline. Doing so will help to prioritize participation in this course in relation to other activities that inevitably arise during the school year. Plan to stay in close communication with the principal about the schedule throughout the implementation of the course.

✔ Determine Teacher Teams and TimelineWork with the principal to determine which teachers and teams will be taking the course. Decide how the teachers will be grouped to participate in the course (e.g., full faculty, grade bands [i.e., K–2, 3–6], grade-level teams, vertical teams).

✔ Prepare Teams to Begin the CourseIf you don’t already know them, introduce yourself to the teacher researchers who will participate in the course and learn their names. Make sure that each participating teacher has a Participant’s Binder. In an e-mail to the teachers before the Pre-course Meeting (see Appendix B on page 109) ask them to scan the Participant’s Binder and read any required background information on the Standards to be prepared to start the course.

✔ Set and Plan the First Course ActivitiesSet the date, time, and location for the Pre-course Meeting and for the first course session. Prepare for each of these activities by reading through the agenda or protocol and anticipating questions. Gather the necessary materials and complete the tasks listed in the “Do Ahead” section for the Pre-course Meeting and the first session.

Preparing for Implementation 9


The Facilitator’s Continuing To-Do ListOnce the course is underway, you must continue to complete important tasks in order to support the ongoing schoolwide implementation. These include:

✔ Confirm the Schoolwide Implementation PlanRegularly review and confirm the schoolwide implementation plan with the principal.

✔ Schedule and Prepare for Course ActivitiesSet and communicate the date, time, and location for each course session. Prepare for each activity by reading the agenda or protocol and anticipating participants’ questions. Gather and review the necessary items from the Facilitator’s Guide.

✔ Plan for Follow-up SupportIn addition to the course sessions and between-session activities, you will want to offer participants ongoing opportunities to plan collaboratively, discuss challenges, and celebrate successes. This can be done at staff meetings or during grade-level planning periods.


Common Core CourseSession Agendas


Pre-course Meeting

Introduction, Norm Setting, and Overview of the Standards90–120 minutes

Materials

• Pre-course Meeting slide presentation (on the Common Core Course Presentation Materials DVD-ROM)

• Computer/slide projection equipment

• Chart paper and markers

Teachers should bring their own:

• Common Core Course Participant’s Binder

Do Ahead

1. Read through the session and preview the Pre-course Meeting slides on the Common Core Course Presentation Materials DVD-ROM. Depending on the teachers’ existing knowledge of the Common Core State Standards, decide whether this session will be delivered over 90 or 120 minutes. (Also decide whether the session will be delivered over one or two meetings.)

2. Send an e-mail to participants for the Pre-course Meeting (see Appendix B on page 109), indicating the date, time, and materials needed for the session.

3. Set up the necessary equipment (computer/projector, screen, etc.).

4. Title a sheet of chart paper “Team Norms.”



Session Topic Notes: This course is intended to deepen teachers’ knowledge of the Common

Core State Standards (also referred to in this course as “the Common Core” and “the

Standards”) and support shifts in instruction that allow for increased student independence

and alignment toward the Standards. Therefore, it is expected that teachers will have

background knowledge of the Standards prior to beginning Session 1. In addition to providing

a course overview and norm-setting protocols, this Pre-course Meeting session can be used to

build teachers’ existing knowledge and awareness of the Standards prior to engaging in the

Session 1 activities.

Assumptions for background knowledge prior to beginning this course include awareness of:

• How, when, and why the Standards were written

• Expectations regarding the timeline for implementation of and assessment of

the Standards

• The organization of the English Language Arts Standards (strands, vertical build,

backward design)

• Significant differences between the organization and expectations of the Common Core

and previous/existing state standards

As the course facilitator, you may choose to use the resources included in Appendix A to

provide this background knowledge for your teachers as a supplement to the content

provided in the agenda for this session. This additional content may be offered during your

Pre-course Meeting or as Pre-course Meeting prep work. In either case, it is recommended

that you plan for extended meeting time if this background building is needed for your

teacher team.

Pre-course Meeting 13


SLIDE: Pre-course Meeting

SLIDE: Welcome to the Pre-course Meeting1–2 minutes

1. Welcome the participants to the Common Core Course: Planning Instructional Shifts. If necessary, have team members introduce themselves and say a few words about their backgrounds.

2. Explain that this session has three parts: Course Introduction, Setting Team Norms, and Overview of the Common Core State Standards.

Facilitator Note: If facilitating the meeting in one

session, indicate whether there will be a short

break between Parts 2 and 3. If facilitating the

meeting over multiple sessions, indicate that. In

addition, remind participants of the length of time

this meeting has been scheduled for.



Part 1: Course Introduction

SLIDE: Part 1: Course Introduction1 minute

1. Read the slide aloud.

2. Transition to the next slide by saying: “Let’s start by previewing the schedule for Course Learning activities.”

SLIDE: Session Purpose1 minute


2. Explain that during each session, the participants will work with partners and in small groups. Have each participant identify a partner to work with during this session. Establish a signal (such as a raised hand) to indicate when it is time to come back together at the end of partner or small-group work.



SLIDE: Course Components8–10 minutes


2. Provide time for the participants to work with their partners to find the components listed in the Participant’s Binder.

3. After 4–5 minutes, signal for the group to come back together. Ask for volunteers to share with the whole group what they noticed in the Participant’s Binder.

4. Ask: “What questions do you have?” Discuss participants’ questions, recording any questions that you may not be able to answer at that time.

5. Transition to the next slide by saying: “This course will include face-to-face meetings and ‘Reflective Practice’ activities that you will complete using your own students and lesson plans between course sessions. Let’s take some time to preview those activities now.”

SLIDE: Course Learning Activities2–3 minutes

1. Refer participants to page 2 of their Common Core Course Participant’s Binder, where the same schedule of Course Learning activities can be found. Ask them to read the session topics to themselves.

2. Explain the plan for how and when these sessions will be delivered (an exact or approximate schedule of session meetings), including whether subsequent sessions will be delivered in one 90-minute or two 45-minute meetings.

3. Transition to the next slide by saying: “Now, let’s take some time to review your Participant’s Binder.”



SLIDE: “Reflective Practice” Activities6–7 minutes

1. Refer participants to page 272 in their Participant’s Binder, where the “Reflective Practice” activity summaries can be found.

2. Ask them to read the summaries and then discuss the questions with their partners.

3. Provide enough time for participants to read the summaries and discuss the questions. Listen to their conversations and take notes about any clarifying points that you want to discuss with the whole group.

4. After 4–5 minutes, signal for the group to come back together.

5. Explain that each activity will be discussed in detail at the end of each designated session.

6. Ask: “What questions do you have about how the ‘Reflective Practice’ activities will extend our learning between and among sessions?”

Facilitator Note: This is the end of Part 1 of the Pre-course Meeting.

Transition to Part 2 by telling the participants that in the next part of the session, they

will engage in an activity to establish team norms that will be used throughout the

course. Explain that if they think of additional course questions during the meeting

today, they should jot them down and share them with the group at the end of the

session or with you privately before they leave.



Part 2: Setting Team Norms

SLIDE: Part 2: Setting Team Norms5 minutes

1. Explain that during this course of learning, participants will be expected to express their true opinions, consider different points of view, and agree as well as disagree. This work entails taking risks.


3. Facilitate a brief whole-group discussion about the question.

Facilitation Tip: Refer to the Discussion

Facilitation Techniques in Appendix D to

foster deep conversation among participants.

Select one or two prompts or techniques

to try during the conversation.

4. Explain that the team will now set norms for how they want to interact. They will record these norms on a chart and refer to them regularly as they work together.

Facilitator Note: If the team has existing norms in place, you may omit the three

slides that follow. Instead, consider asking clarifying questions such as “What will it

look like if we are (insert language from a norm here)?” or “What will it look like if

others are not (insert language from a norm here)?” These questions will encourage

the team to discuss clearly their expectations for how they want to work together and

may provide opportunities for you to probe more deeply into any behaviors or

expectations that need more clarification.



SLIDES: Team Scenarios5 minutes

1. Ask the team members to close their eyes and consider the questions that follow. Tell the participants to jot down notes about each question after they hear it.

2. Ask the questions one at a time, pausing for 1–2 minutes after each—without discussing it—to give participants time to think and write.

3. After allowing time for the last question, ask participants to turn and talk with their partners about the notes they took. Have them consider how the notes might lead to creating a feeling of safety and community within the team.

4. Signal for the group to come back together.



SLIDES: Setting Team Norms20 minutes

1. Display the chart paper titled “Team Norms.” Explain to participants that, as a group, they will need to agree on and write three or four “We will…” statements that reflect how they want to interact as a team.

2. As participants share, support them to combine ideas, if necessary.

3. Explain that they will use this chart to guide their interactions at every course meeting—and those in between—and that they will add to or revise their norms, if needed, over time.

Facilitator Note: Keep this chart of Team Norms

and display it for each course meeting. You may

also consider keeping it posted for other ongoing

team meetings as well.

This is the end of Part 2 of the Pre-course Meeting.

You might allow participants to take a short break

(5–7 minutes) before continuing with Part 3. If you

are facilitating this session over multiple meetings,

announce the date and time of the next meeting.

Thank the participants and remind them to bring

their Participant’s Binder to the next meeting.



SLIDE: Reading the English Language Arts Standards Introduction10–15 minutes


2. Explain to participants that this will be quiet reading time during which they can take notes and identify discussion points from the content for the next activity.

3. Watch carefully to notice when participants have finished reading.

4. Transition to the next slide by saying, “Now that you’ve had a chance to read more about the Standards, let’s discuss what ideas got you thinking.”

Part 3: Overview of the Common Core State Standards

SLIDE: Part 3: Overview of the Common Core State Standards2–3 minutes

1. Read the quote on the slide aloud.

2. Explain that this quote comes from the English Language Arts Standards Introduction, of which the participants will now read (pages 3–6 in the Participant’s Binder).



SLIDE: Standards Introduction Discussion20 minutes


2. Ask the participants to use the questions on the slide to guide them in a discussion of their notes and thinking about the English Language Arts Standards Introduction (pages 3–6 in the Participant’s Binder). Explain that they should be prepared to share some of their partner conversation in the whole-group discussion that will follow.

3. Listen in on partner conversations, and take notes about possible topics to discuss with the whole group.


5. Read the first question to facilitate a group conversation. Continue to the next question when ready.

Facilitation Tip: Use wait-time (5–10 seconds) after asking a question before calling

on anyone to respond. This gives everyone a chance to think before talking.

Facilitator Note: The purpose of this activity is to elicit participants’ responses to

the questions presented and facilitate dialogue around the Common Core State

Standards. Do not feel as though you need to answer all of the participants’ questions

during the discussion; however, you may wish to record their questions and thinking

to reference later in the course.



SLIDE: End of Session1–3 minutes

1. Explain that this is the end of Part 3 of the Pre-course Meeting.

2. Ask: “What are your questions about this Common Core Course?”

3. Announce the date and time of the next meeting. Thank the participants and remind them to bring their Participant’s Binder to the next meeting. Tell them that there is no “Reflective Practice” activity due for the first session meeting.

SLIDE: Revisit Team Norms2–5 minutes

1. Explain that you would like to end the meeting with a brief meeting evaluation.

2. Ask and briefly discuss each question on the slide.

3. Ask participants if they would like to add to or revise anything in their norms.

4. Once the group has reached consensus about the norms, advance to the next slide to close the session.



Session 1

Common Core Portrait of College- and Career-ready Students90 minutes (or two 45-minute sessions)

Materials

• Session slide presentation (on the Common Core Course Presentation Materials DVD-ROM)


• “Team Norms” chart



Do Ahead

1. Read through the session and preview the slides on the Presentation Materials DVD-ROM. Decide whether this session will be delivered in one 90-minute meeting or in two 45-minute meetings.

2. Send an e-mail to participants for Session 1 (see Appendix B on page 109), indicating the date, time, materials needed, and pre-work required for the session.

3. Set up the necessary equipment (computer/projector, screen, etc.).

4. Display the “Team Norms” chart.



Session Topic Notes: This session establishes guiding questions that will be revisited throughout

the course. It is intended to encourage teachers to consider the stages of change, as well as

the work it will take to implement significant instructional shifts and build capacity toward

implementation of the Common Core. The content focus of this session is on the Introduction of

the English Language Arts Standards, specifically the Portrait of the College- and Career-ready

Student, which is described on page 7 of the English Language Arts Standards PDF (page 10 in

the Participant’s Binder). In this session, it is important to use the questions and prompts included

in the agenda to promote deep conversation among the participants.

Facilitation Tip: Consider using a bookmark or making a copy of the Discussion

Facilitation Techniques in Appendix D (also available as a blackline master on the

Presentation Materials DVD-ROM) to support your facilitation of the questions included

in this session agenda. Your consistent use of wait-time and neutral responses during

the facilitation of conversations will reinforce the expectation that the participants

do the necessary deep thinking and reflection over the duration of the course.

Session 1 25




2. Explain that during this session the participants will again work with partners. Encourage participants to identify partners for this session that are different from the partners they chose for the Pre-course Meeting.

Facilitator Note: If it is necessary for participants

to move in order to sit by their new partners, they

may wait to do so until the Team Builder.

SLIDE: Common Core Portrait of College- and Career-ready Students1 minute

1. Welcome participants to Session 1 of the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder with them.

Facilitator Note: If facilitating this session over

multiple meetings, indicate that. Also remind the

participants of the length of time this session has

been scheduled for.

If facilitating this session in one meeting, indicate

if and when there will be a short break.



SLIDE: Guiding Course Questions3 minutes

1. Explain that today, and throughout the course, we will be thinking about and discussing these questions.

2. Read each question and consider including some of the commentary in the Facilitator Note below to further emphasize each one. As you share, allow participants time to consider these questions individually before discussing them as a group.

3. Ask participants to keep these questions in mind as a frame for learning today and across the course.

4. Transition to the next slide by saying, “Now let’s take some time to find out more about what you know and what you are challenged by regarding the Common Core.”

Facilitator Note: Consider using some of the commentary that follows as you ask the

rhetorical questions on this slide that will frame the thinking and learning in this

session and throughout the course.

• What does it really mean to be “college- and career-ready”? The Standards use

a backward design. The authors began with what students need to know by

the time they leave high school, and then worked backward to determine the

outcomes for each grade level that would get them there.

• The Standards are written more broadly than state standards of the past. Fewer

standards allow us to delve more deeply into content, enriching the learning

experience for kids. How might we view the new Standards as an opportunity to

help all teachers get kids working and learning together in meaningful ways?

• How will teachers need to change their practices, and how can we support

those changes?

• How can we increase student engagement to ensure that all students, regardless

of background or ability, are prepared and excited about continuing their learning

when they leave high school?

Session 1 27


SLIDE: Team Builder20 minutes

1. Using your selected Team Builder from Appendix C, facilitate partners to discuss each question on this slide.

2. Read the first question aloud. Use wait-time before prompting participants to turn to their partners to discuss.

3. Signal for the group to come together, and repeat Step 2 for each additional question. (If using “Inside-Outside Circle” as your selected Team Builder, rotate the circle for each additional question so that participants hear the perspective of multiple individuals.)

4. Facilitate a discussion around partners’ responses to Questions 1 (“What are you hearing about the Common Core?”) and 3 (“What are possible solutions and/or supports needed to address these challenges?”)

5. As participants return to their seats, remind them to move, if necessary, in order to sit by the new partners that they will be working with today.

Facilitator Note: The purpose of this activity is to elicit participants’ responses to

the questions presented and to facilitate dialogue about the Common Core State

Standards. Do not feel as though you need to answer all of the participants’ questions

during the discussion. However, you may wish to record their questions and thinking

to reference later in the course.

The discussion in this activity intentionally excludes whole-group conversation

after partners discuss challenges in Question 2. Excluding discussion about the

challenges, yet discussing conversation around solutions, may help to maintain a

positive climate of inquiry and solution-seeking. The participants’ challenges are not

ignored, but are instead discussed through their identification of possible solutions

and supports.

Facilitation Tip: Select a Team Builder from Appendix C for this activity. “Inside-

Outside Circle” is recommended because of the nature of the questions included in

this section (challenges/possible solutions).



SLIDE: “Furious Activity” Quote1 minute


2. Use the following commentary to explain the meaning of this quote:

“So often when we have new implementations, everyone gets busy doing work, checking boxes. We often expend a great deal of energy on things that aren’t taking us where we need to go. Change takes time, and it takes a while for people to move from just hearing about something to ultimately being able to make it their own and innovate on the original idea. We should expect that it will take time to change, and we should plan to look for incremental progress in the process.”

3. Transition to the next slide by saying: “Let’s consider where we are in the stages of change when considering the Standards.”

Session 1 29


SLIDE: Build Capacity1 minute


2. Emphasize the notion that this is hard work and worth doing, because if we do it well, our students will ultimately leave school ready to face the world and their future.

3. Transition to the next slide by saying, “Knowing this, let’s think about our students and begin with the end in mind.”

SLIDE: Stages of Change5 minutes

1. Explain that—as is the case with any change—we will each be at various phases in understanding and applying this work to our practice.

2. Talk through each stage:Know It: You have heard of it and know what it is.Try It: You have tried it out.Own It: You have tried it and are ready to adapt it to their own situation.Spread It: You are ready to be advocates and improve on it.

3. Ask participants to think about and jot down some notes for themselves about where in the stages of change they are right now.



SLIDE: Visualize a Child1 minute

1. As the participants continue to think about the child that they have identified, ask them to picture that child as an adult in 2028. What will he or she do?

Facilitation Tip: Ask this question as the

images of four children continue to display, and

then advance to activate the slide animation

that phases the images into photographs of

career-focused adults. Remember, this is still a

rhetorical question to get participants thinking.

SLIDE: Think Backward1 minute

1. Ask participants to think about a young child (about five years old) that they know and care about. This might be their own child, a family member, a neighbor, etc.

2. Ask them to think about (but not discuss) the experiences that they would like this child to have in school.

3. Explain to participants that they should hold this child in their minds as they consider some implications of this child’s education.

Session 1 31


SLIDE: College- and Career-ready1 minute

1. Read this slide aloud.

2. Use the following commentary to support participants’ thinking about the question:

“But what does that really look like? Think about this child completing his or her education. What will it really mean for this child to be college- and career-ready? What will it mean in elementary school? In middle school? In high school?”

3. Transition to the next slide by saying, “Let’s look to the Standards to find more answers to these questions.”

SLIDE: Discussion Questions 10 minutes

1. Read each question on the slide aloud.

2. Use wait-time before saying, “Turn to your partner to discuss.”

3. Listen to partner conversations, but refrain from facilitating or contributing to conversations.


5. Facilitate a whole-group discussion around these questions. Elicit two or three big ideas in your discussion.

Facilitator Note: If you were planning for a short

break during this session, consider taking it here.



SLIDE: Common Core Portrait Characteristics1 minute

1. As you advance through each of the seven Common Core Portrait characteristic slides (Note: only the first image is displayed in this agenda), read each slide aloud and pause for a moment for participants to consider each description.

Facilitator Note: These characteristics are

included and further described on page 7 of the

English Language Arts Standards PDF, which is

located on page 10 of the Participant’s Binder.

SLIDE: Common Core Quote1 minute

1. Tell participants that the quote on this slide comes from page 7 of the English Language Arts Standards Introduction.

2. Ask them to read the quote to themselves.

3. Watch participants as they read. When all participants have finished, transition to the next slide by saying, “Let’s look at a portrait of a student who is college- and career-ready.”

Session 1 33


SLIDE: Reflection and Discussion20–25 minutes

1. Facilitate a group discussion using these questions. Elicit ideas that best reflect participants’ thinking about shifts in instructional practice that might be necessary in order to get their students to the levels of knowledge and independence called for in the portrait.

SLIDE: Painting the Portrait20 minutes


2. Clearly explain that participants are to look at the descriptors for two things: 1) where they have made progress (underline), and 2) where they have work to do (circle). Allow time for participants to do this work silently on their own.

3. Wait until you notice that most participants have finished before asking them to turn to their partners to share what they underlined.



SLIDE: “Reflective Practice” Activity3–5 minutes

1. Explain to participants that the “Reflective Practice” activity they will complete before the next session will relate to the characteristics from the portrait discussed today.

2. Refer participants to page 14 in the Participant’s Binder, where each characteristic is listed with space for taking notes.

3. Explain that participants should take time to examine their own lessons before Session 2 and identify opportunities for students to move toward these characteristics. They should record specific instructional examples on the organizer and be prepared to share them with new partners at the beginning of Session 2.

Session 1 35



1. Explain that this is the end of Session 1.

2. Ask participants, “What questions do you have?”

3. Announce the date and time of the next meeting. Thank the participants and remind them to bring their Participant’s Binder and completed “Reflective Practice” activity to the next meeting.



Session 2Common Core Portrait in Practice and Reading Anchor Standards90 minutes (or two 45-minute sessions)

Materials



• Speakers

• Chart paper/markers

• “Team Norms” chart

• Train to Somewhere trade book



• “Reflective Practice” activity for Session 2

Do Ahead

1. Read through the session and preview the slides on the Presentation Materials DVD-ROM. Decide whether this session will be delivered in one 90-minute or two 45-minute meetings.

2. Send an e-mail to participants for Session 2 (see Appendix B on page 110) indicating the date, time, materials needed, and pre-work required for the session.

3. Set up the necessary equipment (computer/projector, screen, speakers, etc.).

4. Display the “Team Norms” chart.

5. Create a chart with two columns labeled “Instructional Shifts for Teachers” and “Instructional Shifts for Students,” and title the chart “Instructional Shifts.”

6. Read the Facilitator Note on page 43 and the trade book Train to Somewhere and make notes to preview the text for the participants.

Session 2 37


Session Topic Notes: The content focus of this session continues to be the Introduction of the

English Language Arts Standards, specifically the Portrait of the College- and Career-ready

Student, which is described on page 7 of the English Language Arts Standards PDF (page 16

in the Participant’s Binder). In addition, the Reading Anchor Standards will be referenced in this

session as teachers consider the Common Core’s connections to the classroom video they will

observe. It is important to use the “Reflective Practice” activity and key activities in this session

to build on the ideas and deep conversation from Session 1 when charting instructional shifts.



SLIDE: Common Core Portrait in Practice and Reading Anchor Standards1 minute

1. Welcome participants to Session 2 of the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder and “Reflective Practice” activity with them.

Facilitator Note: If you are facilitating this session

over multiple meetings, indicate that. Also remind

participants of the length of time you have

scheduled for this session. If you are facilitating

this session in one meeting, indicate if and when

there will be a short break.



2. Explain that during this session the participants will again work with partners. Encourage them to identify new partners for this session, if possible.

Facilitator Note: If it is necessary for participants

to move in order to sit by their new partners, they

may wait to do so until after they share their

“Reflective Practice” activity.

Session 2 39



1. Using your selected Team Builder from Appendix C, ask participants to share their completed “Reflective Practice” activity using the guiding questions provided.

Facilitation Tip: Circulate and listen in

as partners share their notes from their

classrooms. If necessary, ask clarifying

questions or use probes to deepen the

conversations among partners. Be careful not

to put yourself at the center of any partner

conversations and to stay in a facilitative role.

2. After each partner has had a chance to share, signal for the group to come together. Advance to the “Reflective Practice” activity slide.

Facilitation Tip: Select a Team Builder from Appendix C for this activity. “Fold the

Line” is recommended for this session to ensure that partners are randomly selected.



SLIDE: Reflect and Discuss: “Reflective Practice” Activity10 minutes

1. Ask: “Who would like to share an example of how their partner moved his or her students toward one of the Common Core Portrait characteristics since our last meeting?” Encourage participants to share their colleagues’ examples. If clarifications are needed, allow participants to elaborate with their own classroom examples to expand on the ideas generated by their partners.

2. Transition to the next slide by saying, “Let’s return to our seats to record some of the qualities of effective instruction that have been shared so far today.”

3. As participants return to their seats, remind them to move, if necessary, in order to sit with the new partners they will be working with today.

4. Say to the participants, “Now that we have revisited the Common Core Portrait, let’s consider the question, ‘What does this look like in practice?’”

Facilitation Tip: Advance to the next slide as you say, “What does this look like in

practice?” to match the question displayed on the slide.

Session 2 41


SLIDE: Close Reading Quote1 minute


2. Use the following commentary to give additional background information:

“Mike Schmoker’s book, Results Now!, is one that the authors of the Common Core State Standards cite frequently. Schmoker argues that the key to helping students develop as readers and writers—to help them become literate adults who will shape our future—lies in the extent to which they have opportunities to engage in authentic literacy experiences. They need to spend time every day in the classroom reading, rereading, talking, and writing about things that interest them, things they care about, things that matter in the real world, and not just in school.”

3. Ask participants to think about the recipe for a “trained powerful mind” as we look at the Common Core Portrait in practice.

SLIDE: What Does This Look Like in Practice?10 seconds

1. Read the slide aloud. Pause to allow participants time to think about the question before advancing to the next slide.



SLIDE: Grade 6 Comprehension Lesson5–6 minutes

1. Explain that today, you will be using some lessons that focus on the Common Core and shifts in instruction. Invite the participants to think about how their experiences with these lessons might help them reconsider their own instructional planning and delivery.

2. Explain that they are about to watch video excerpts from two days of sixth-grade comprehension lessons.

3. Ask participants to read the goals of the lessons on the slide to themselves.

4. When you notice that participants have finished reading, show them the cover of Train to Somewhere and tell them that this is the text that was used in the lessons they are about to watch. Explain that you will now briefly retell the story.

5. Retell Train to Somewhere using suggestions from the following Facilitator Note.

Facilitator Note: When retelling Train to Somewhere, key points to make include:

• Introduction: Explain the background of the orphan train.

• Pages 4–5: Marianne and Nora are among 14 orphans Miss Randolph is

accompanying to help them find foster parents.

• Pages 12–13: Some of those waiting are clearly looking for a child of their own. In

some towns, the adoption looks more like a slave auction. Read page 12 through

“. . . there’ll be an agent coming around to make sure everything is all right.”

• Pages 14–15: Nora is adopted.

• Pages 16–17: Marianne recalls the day her mom left. Her mother worked

at a chicken factory, and Marianne took a feather from her hair that she

still has in her pocket. She remembers her mother promising she’d be

back before Christmas, but she never returned. It becomes clear that, in

her heart, Marianne is hoping her mom will be at one of the stops.

• Pages 28–30: Marianne is the last child on the train as they reach the town of

Somewhere. Read page 30 through “. . . as if it has found its place at last.”

Session 2 43


SLIDE: Video Observation Guide1 minute

1. Refer participants to page 17 in their Participant’s Binder.

2. Ask participants to watch for and record evidence that the students are working toward these intended outcomes of the Common Core. Ask them to notice also the instructional support they are receiving. Let participants know that they will be sharing their notes and observations with their partners after the video.

SLIDE: Grade 6 Lessons: Days 2 and 31 minute

1. Explain that in this week of lessons, students participate in a variety of activities that move them closer each day to independently applying what they have learned in their own reading, writing, and thinking.

2. Tell participants that they will be viewing Days 2 and 3. Point out that on Day 4 (which they won’t see), students apply their learning as they read and talk about self-selected books at their independent reading levels.



SLIDE: What Did You Notice?20 minutes

1. Ask participants to turn to their partners to discuss their notes and observations from the video.

2. Facilitate a whole-group discussion. Consider using the following questions to deepen conversation:• What evidence did you see that students

were developing these characteristics?• What evidence did you see of student

engagement?• How did the students’ social interactions

deepen their learning?• How did the teacher support the

students’ thinking and behavior?

Facilitator Note: This activity is intended to help participants get a clearer sense of

the kind of instruction that is most likely to support the development of both the

academic and social skills required of college- and career-ready students. Highlight

comments that emphasize the collaborative, student-centered nature of this

classroom, pointing out the rigorous questioning by the teacher that encourages

divergent thinking while requiring students to support their thinking with evidence.

SLIDE: Watch the Video10 minutes

1. The video will play automatically when you advance the slide. (Note: you may have to advance to the next slide to play the second part of the video.)

Session 2 45


SLIDE: Quick-write5 minutes


2. Ask participants to write down their thoughts on the Notes page in their Participant’s Binder.

3. After 3–4 minutes, ask participants to share their thoughts with their partners when you notice they are ready.

4. Signal for the group to come together, then advance to the next slide to facilitate charting shifts in instruction.



SLIDE: “Instructional Shifts” Chart10 minutes

1. Say, “We will now capture our observations and thinking using another chart that will be a working document during our course together.”

2. Display the prepared “Instructional Shifts” chart and point out the “Instructional Shifts for Teachers” and “Instructional Shifts for Students” columns.

3. Elicit participants’ responses to capture the shifts that will be required to work toward the intended outcomes of the Standards.

4. Explain that they will have ongoing opportunities to add to the chart throughout the course, and encourage them to share any additional ideas.

5. Transition to the next slide by saying, “We have just observed students who are on their way to becoming ‘college- and career-ready.’ The Anchor Standards and supporting grade-level Standards in the Common Core were specifically written to ensure students are adequately challenged and supported in developmentally appropriate ways to achieve these bigger outcomes. Each set of grade-level Standards builds on the previous grade toward the Anchor Standards. The writers of the Standards encourage us, regardless of the grade we teach, to always keep the end goal—the Anchor Standards—in mind.”

Facilitator Note: You will add to this chart throughout the course. Examples of shifts

are included below. It may be helpful to explain that the ideas added to either side of

this chart do not have to directly relate to one another, although it is possible that

they may.

When considering instructional shifts for teachers, participants may say:

• “The teacher should truly facilitate student thinking.”

• “Teacher talk should be decreased so students can do the talking and thinking.”

When considering instructional shifts for students, participants may say:

• “The students have increased responsibility for their own thinking and interactions.”

• “The students can self-select appropriately challenging texts.”

Session 2 47


SLIDE: Review Reading Anchor Standards10 minutes

1. Ask participants to turn to page 18 in their Participant’s Binder.

2. Ask them to read the Anchor Standards and the note on the side, and encourage them to think about where in the video they saw evidence that students were working toward these outcome standards.

3. Give participants 3–4 minutes to read to themselves.

4. When participants have finished reading, ask them to turn to their partners to talk about how both the Anchor Standards and the ideas discussed in the sidebar note were reflected in the video. Tell them that the lessons the teacher used in the video can be found on pages 19–37 in their Participant’s Binder.

5. Signal for the group to come back together. Explain that participants will have a chance to continue this thinking as they complete the “Reflective Practice” activity before the next session.

Facilitator Note: The purpose of this activity is for participants to consider the

relationship between the Anchor Standards and the portrait. They should see that, in

addition to developing the characteristics of independent adults who are ready to

learn the advanced skills necessary for a particular profession or career, they are

working toward the outcomes of specific content areas as well—in this case, English

Language Arts. Being very familiar with the Anchor Standards is critical to being

prepared to make the kinds of instructional decisions necessary for planning and

delivering effective instruction in each content area.



SLIDE: Introduce “Reflective Practice” Activity2–3 minutes

1. Ask participants to think more deeply about Anchor Standards 1 and 10 between sessions.

2. Explain that they should also be thinking about some of the instructional shifts that were discussed today and how they relate to Anchor Standards 1 and 10.

3. Refer participants to page 38 in their Participant’s Binder.

4. Explain that the “Reflective Practice” activity for Session 3 calls for teachers to infuse their learning from today’s session into their planning and instruction. Tell participants that they should be prepared to share an example of a lesson plan and student evidence from that lesson, related to Anchor Standards 1 and 10, at the beginning of Session 3.

Session 2 49



1. Ask participants what questions they have about the “Reflective Practice” activity for Session 3.


3. Announce the date and time of the next meeting. Thank the participants and remind them to bring their Participant’s Binder and their completed “Reflective Practice” activity to the next meeting.



Session 3Collaborative Classrooms: The Impact of Social and Emotional Learning90 minutes (or two 45-minute sessions)

Materials




• Self-stick notes

• Train to Somewhere trade book




Do Ahead

1. Read through the session and preview the slides on the Presentation Materials DVD-ROM. Decide whether this session will be delivered in one 90-minute meeting or in two 45-minute meetings.

2. Send an e-mail to participants for Session 3 (see Appendix B on page 110) indicating the date, time, materials needed, and pre-work required for the session.

3. Set up the necessary equipment (computer/projector, screen, speakers, etc.) and place the self-stick notes on the table.

4. Display the “Team Norms” chart from the Pre-course Meeting.

5. Display the “Instructional Shifts” chart from Session 2.

6. Preview the Facilitator Note on page 52 and the lessons on 41–67 and 73–108 of the Participant’s Binder. Reread Train to Somewhere and make any notes you need to teach the model vocabulary lesson.

7. Display a blank sheet of chart paper in a visible space in the room. This will be used to write the vocabulary words used in the model lesson.

Session 3 51


Session Topic Notes: The content in this session will focus on: 1) Sharing lessons and student

evidence from Reading Anchor Standards 1 and/or 10; and 2) Unpacking Speaking and

Listening Anchor Standard 1. In addition, participants will read and discuss a professional

article to discover the impact of social and emotional learning on student achievement.

As participants explore the impact and instructional implications of social and emotional

learning, they will build on their ideas and deep conversations from Session 2 as they add

to the “Instructional Shifts” chart. The purpose of the “Reflective Practice” activity that will

be completed after this session is twofold. First, the participants will identify examples of

classroom interactions that reflect an aspect of Speaking and Listening Anchor Standard 1.

They will also select a language arts lesson that they have not yet taught, which they will use

in Session 4.

Facilitator Note: In order to provide enough time to engage in the activities in this session, the

sharing time for the “Reflective Practice” activity is limited to 15 minutes. You may choose to devote

more time for this purpose in a separate setting (for example, in a grade-level or PLC meeting, if

possible) so that participants can discuss in greater depth the instructional examples and student

evidence that they have selected to share with their colleagues.

The pacing of this session relies on your attention to the time recommendations provided in the

agenda and on the degree of your preparation for delivering the vocabulary lesson experience. You

might consider rehearsing and timing the vocabulary lesson in preparation for the session.






SLIDE: Collaborative Classrooms: The Impact of Social and Emotional Learning1 minute

1. Welcome participants to Session 3 of the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder and their completed “Reflective Practice” activity with them.



participants of the length of time that you have




Session 3 53



1. Use the Team Builder that you have selected from Appendix C to have partners share their completed “Reflective Practice” activities with each other. Suggest that they use the questions provided and the “Instructional Shifts” chart that you have displayed to guide their discussion.

Facilitation Tip: Circulate and listen in as partners

share their lesson plans and student evidence. If

necessary, ask clarifying questions to deepen the

conversations among partners. Be sure to remain

in a facilitative role to avoid putting yourself

at the center of any partner conversations.

2. After all participants have had a chance to share, signal for the group’s attention. Ask each pair to join with another pair to form groups of four. Invite participants to discuss the questions on the slide in their larger group.

3. After groups have had sufficient time to share, signal for their attention and ask the participants to return to their seats.

4. Advance to the “Reflective Practice” activity slide.

Facilitation Tip: Select a Team Builder from Appendix C for this activity. “Tea Party

(partners and quads)” gives participants the opportunity to share with multiple

partners and is recommended for this session.




1. Read the first question aloud.

2. Facilitate a conversation about how the teachers and students have been working toward the Anchor Standards and what they notice in the process.

3. Read the second question aloud. Encourage teachers to share successes and challenges as they discuss what it has been like to implement some of the shifts that they have identified.

4. End the discussion by explaining that they will have the opportunity today to continue thinking about shifts in instruction.

Facilitation Tip: As the participants share, encourage them to cite specific student

evidence from their instruction. Use prompts such as, “Say more about that,” and,

“What did that look like in the classroom?” to facilitate discussion.

Session 3 55


SLIDE: “Best Practice” Quote3 minutes

1. Read the slide aloud. Tell participants that the book in which this quote is found—Best Practice—was revised in 2012 to reflect the Common Core.

2. Ask participants to think about classrooms they have observed that embody the characteristics in the statement. Ask: “What was happening in those classrooms?” Invite participants to turn to their partners to discuss this question.

3. After a minute, signal for attention. Facilitate a whole-group discussion using some or all of the following questions:• What does this look like in

the classroom?• What kinds of activities were

taking place?• How did the teacher interact with

the students?• How did the students interact with

one another?• Who was doing most of the work?• Who was doing most of the talking?• What are the implications for

teaching students to work together in a classroom community?

4. Transition to the next slide by inviting participants to take part in a vocabulary lesson that was designed with these best practices in mind.



SLIDE: Lesson Experience Preparation1 minute

1. Tell the participants that they will experience a vocabulary lesson from the perspective of a student. However, participants should be encouraged to engage in the activities as adults.

2. Indicate that the lesson is based on the trade book Train to Somewhere. Remind participants that they watched a video of sixth-grade students discussing the book in the last session.

3. Tell participants that the vocabulary lessons in their Participant’s Binder represent a full week of instruction. Explain that while six words and phrases are introduced in the lessons, only two of the words will be used for modeling today.

4. Advance to the next slide.

Facilitator Note: Review the vocabulary instruction on pages 48–54 in the

Participant’s Binder. You will teach steps 2–6 of Week 13, Day 2.

Session 3 57


SLIDE: Vocabulary Prompts7 minutes

1. Teach steps 2–6 of the Week 13, Day 2 lesson (on pages 48–54, as instructed).

2. When directed to write the word, do so on the blank chart paper that you displayed for today’s session.

3. Advance each prompt on this slide as you introduce it in the lesson.

Facilitator Note: Consider implementing the ELL

margin notes in Step 4, which suggest acting out

one of the vocabulary words.



SLIDE: Lesson Reflection3 minutes

Facilitator Note: Revisit the “Best Practice” quote

to frame participants’ reflections on last week’s

reading lesson and the vocabulary lesson that

participants just took part in.

1. Reread the quote on the slide. Tell participants to think about the lessons based on Train to Somewhere that they have observed and participated in to date. Then ask: “What made these lessons student-centered, active, experiential, authentic, democratic, collaborative, rigorous, and challenging?”

2. Facilitate a discussion among participants. Ask them to consider how lessons like these help students move toward the outcomes of the Standards.

3. Explain to participants that further evidence of the importance of these kinds of interactions can be found in a recent meta-analysis of the research conducted by CASEL, the Collaborative for Academic, Social, and Emotional Learning, based in Chicago. As you transition to the next slide, tell participants that they will now read an article and a journal entry about that research.

Facilitator Note: You might consider sharing some of the ideas below to support

participants’ thinking and discussion:

Deeper learning occurs through interaction with others, prompts that extend

conversation, and a community that has a feeling of safety. It is no accident that the

lessons were designed in this way. Research tells us that when we attend not just to

academic rigor, but also to the social and emotional needs of the students we teach,

students grow in all dimensions.

If time permits, you may wish to invite participants to think about the meaning of

“rigor.” Emphasize that the call for rigor does not mean that we can no longer spare

the time it takes to develop relationships with and among our students. In fact, the

Standards call attention to the fact that engaging students in a rigorous curriculum

depends on their ability to work together, solve problems together, and get along

with one another.

Session 3 59


SLIDE: CASEL: Social and Emotional Learning and Academics15 minutes

1. Ask participants to turn to page 68 in their Participant’s Binder.

2. Explain that they will read this article with a pen in hand. Tell participants that research and practice informs us that reading with a pen in hand allows us to internalize ideas as we read. Encourage participants to write questions, underline important ideas, and respond to and interact with the text as they read.

3. Direct participants to now turn to the Notes page on page 40 in their binder. Explain that as they read the article, they should think of a connection or an experience that relates to the text and record their reflections on this page.

4. Indicate that you will check in after 15 minutes to see if they have finished reading the article and writing their journal entries.

5. After 15 minutes, signal for the group’s attention. If necessary, negotiate an additional amount of time that participants would like in order to finish the reading and journal entry in preparation for the next activity.

Facilitator Note: The text below provides background information on the

CASEL article:

With funding from the William T. Grant Foundation and the Lucile Packard

Foundation for Children’s Health, CASEL president and CEO Roger Weissberg

and Joseph Durlak, professor of clinical psychology at Loyola University Chicago,

have directed the meta-analyses of 213 positive youth development, SEL,

character education, and prevention interventions. These are the largest, most

scientifically rigorous, and up-to-date reviews of controlled outcome research

on interventions that promote children’s social and emotional development to

date. The reviews include school, family, and community interventions designed

to promote personal and social skills in children and adolescents between

the ages of 5 and 18. The reviews looked at the impact of SEL programs on

students’ SEL skills, attitudes toward self and others, positive social behavior,

conduct problems, emotional distress, and academic performance.



SLIDE: “Storyteller” Protocol21 minutes

1. Follow the steps on this slide to introduce the “Storyteller” protocol.

2. Have participants form groups of three and sit together. Ask a volunteer in each group to keep track of time as the participants engage in the protocol together.

3. As groups share their journal entries and discuss the article, circulate and listen in on conversations. Try to avoid joining group discussions, but consider taking notes to capture individual or group thinking that might be helpful to reference during the whole-group discussion to follow.

4. Although groups were asked to monitor their own time throughout the protocol, you might consider letting them know when 7 minutes are left to make sure that all participants have had a turn to share.

5. Signal for attention and then discuss the article.

Facilitator Note: The text below further explains the processes involved in the

“Storyteller” protocol for this activity.

After reading the article, each participant is asked to reflect and write a journal entry

relating what was read to (1) a personal learning experience from her childhood,

or (2) a personal experience from the classroom in which she teaches. A direct

connection should be made to a specific section or idea from the reading. The

first person takes 2 minutes to share the idea or passage from the reading and her

personal learning or classroom experience. The other participants then ask clarifying

questions about the story. These participants have 3 minutes to ask and have an

open discussion around the questions, “Why do you think the storyteller found this

experience to be so profound?” and “How does this connect to the idea from the

reading?” The storyteller sits quietly and takes notes. Following this discussion, the

storyteller has 2 minutes to share her thoughts, new insights, and connections to

the reading. This process is repeated with each participant taking the role of the

storyteller. Each round should take about 7 minutes.

Session 3 61


SLIDE: Benefits of Social and Emotional Learning5 minutes

1. Without specifically referencing the content on this slide, invite a volunteer to share his thoughts about the “Storyteller” protocol.

2. Facilitate a group discussion about the benefits of social and emotional learning.

Facilitation Tip: Refer to the Discussion

Facilitation Techniques in Appendix D to

foster deep conversation among participants.

Select one or two prompts or techniques

to try during the conversation.

Facilitator Note: If participants discuss

instructional implications of this article that require

shifts in instruction, consider asking them to add

their ideas to the “Instructional Shifts” chart.

3. Transition to the next slide by saying, “To be successful with the Common Core, we have to find ways to make shifts in instruction that include not only what is taught, but also the way it is taught.”



SLIDE: Speaking and Listening Anchor Standard 11 minute

1. Direct participants’ attention to the slide, and explain that it displays Speaking and Listening Anchor Standard 1.

2. Ask the following questions one at a time to allow participants to think about the implications for instruction:• How do teachers go about weaving

this standard into all the teaching and learning that happens across a day, a week, or a year?

• Given that time is such a precious commodity, how do we find more of it to prepare students to fully participate in collaborative learning communities?

Facilitation Tip: Do not discuss the questions

at this time. They are intended to spark

the participants’ thinking about Speaking

and Listening Anchor Standard 1 and to

frame the purpose of the next activity.

3. Tell participants that the group will now consider this standard while taking a look at a unit designed for the beginning of the year.

Session 3 63


SLIDE: Review “The Reading Life”12 minutes

1. Set the purpose of the next activity by saying, “We’ve just discussed the benefits of spending time on social and emotional learning. Now let’s think about how that looks in the classroom, starting right at the beginning of the year.”

2. Using the directions on this slide as a guide, explain that participants will now review two weeks of reading instruction from the beginning of the school year. Have participants skim pages 74–108 in their Participant’s Binder. As they read, tell them to: 1) think about what the students are learning in this unit; and 2) use self-stick notes to identify places where the instruction and unit design support Speaking and Listening Anchor Standard 1.

Facilitation Tip: Participants may review and

mark this unit individually to prepare for a group

conversation or continue to work in pairs.

3. After 8 minutes, signal for attention. Ask participants to share their observations and describe the places they noted where the lessons and unit design embody the concepts in Speaking and Listening Anchor Standard 1. Facilitate the group discussion, pointing out or eliciting the following ideas:• Students have opportunities to take part in a variety of rich,

structured conversations—as part of a whole class, in small groups, and with partners.

• Students are explicitly taught how to work together by using prompts to support their conversations and by using cooperative structures like “Think, Pair, Share.”

• The instruction invites and encourages students to reflect on and discuss how they worked with their partners.



SLIDE: Reflection5 minutes

1. Read the introduction and the first question on the slide aloud.

2. Facilitate a brief whole-group discussion about the question.

3. Advance to the next question on the slide and read the question aloud.

4. As participants discuss their thinking, refer to the “Instructional Shifts” chart. Ask them to agree on how they want their thinking to be captured on both sides of the chart.

Facilitation Tip: You may need to add

additional sheets of chart paper to the

“Instructional Shifts” chart, as participants

will continue to add to the chart over time.

Session 3 65


SLIDE: “Reflective Practice” Activity1 minute

1. Ask participants to think more deeply about Speaking and Listening Anchor Standard 1 between sessions.

2. Explain that the “Reflective Practice” activity for Session 4 calls for teachers to incorporate their learning from today’s session into their planning and instruction. Tell participants that they should be prepared to share a story, video, or audio recording from a lesson that illustrates one or more of the features of Speaking and Listening Anchor Standard 1.

3. Tell participants that they will also need to bring a reading lesson plan with them to the next meeting so it can be used during one of the Session 4 activities. Explain that the lesson should be one that they plan to use with their students after Session 4 and that it should reflect the concepts that they discussed today.



SLIDE: End of Session1 minute

1. Ask participants if they have any questions about the “Reflective Practice” activity that they will complete before the next session.



Session 3 67


Session 4Examining Shifts in Instruction Through Reading Standards90 minutes (or two 45-minute sessions)

Materials








Do Ahead

1. Read through the session and preview the slides on the Presentation Materials DVD-ROM. Decide whether this session will be delivered over one or two sessions.


3. Set up the necessary equipment (computer/projector, screen, speakers, etc.), and place the self-stick notes on the table.



Session Topic Notes: The content in this session focuses on examining the instructional shifts

that the participants have implemented to date and considering the shifts that the authors

of the Common Core have called for. The purpose of the “Reflective Practice” activity that

participants will complete after this session is to encourage them to think about multiple

shifts in instruction as they plan, teach, and reflect on a single lesson.



SLIDE: Examining Shifts in Instruction Through Reading Standards1 minute

1. Welcome participants to Session 4 of the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder and their “Reflective Practice” activity with them.










Session 4 69



1. Ask participants to turn to page 113 in their Participant’s Binder, which is labeled “Give One, Get One.”

2. Invite participants to think about the example of student work that they brought with them today and how it reflects Speaking and Listening Anchor Standard 1. Ask them to list specific lessons or instructional opportunities across the day in which students have opportunities to work toward the Speaking and Listening Standards in the “Give One” column of this page.

3. After participants have finished their lists, explain the process for the “Give One, Get One” activity.• Have participants stand and each find a

partner to begin the activity.• Partners take turns sharing an idea from

their “Give One” column with each other.• Participants write any new ideas they

get from their partners in their “Get One” column, with the name of the person who shared the idea.

• Continue the activity by having participants rotate around the room so they may talk to two or three partners.

4. When you notice that each person has had a chance to share with two or three people, signal for the group’s attention and ask everyone to return to their seats.

Facilitation Tip: “Give One, Get One” is the recommended Team Builder for this

session so that partners have a chance to share and gather many ideas about creating

classroom opportunities to work toward the Speaking and Listening Standards. If you

have already used “Give One, Get One,” you might choose a different Team Builder

and modify the directions for this activity.




1. Invite participants to share the stories, videos, or audio recordings from their classrooms that they brought with them.

2. Facilitate a discussion about the successes and challenges of working toward the concepts in Speaking and Listening Anchor Standard 1.

3. Transition to the next slide. Tell participants that they will now take some time to review a tool that may help them assess and reflect as they make shifts to work toward this type of collaboration and communication in the classroom.

Facilitator Note: The participants should also have brought a reading lesson with

them as part of their “Reflective Practice” activity. They will not share the lesson at

this time. Ask them to set the lesson aside until it is needed for an activity later in

this session.

Session 4 71


SLIDE: Social Skills Assessment Record5 minutes

1. Ask participants to turn to pages 114–115 in their Participant’s Binder.

2. Explain that this Social Skills Assessment Record can be used over time with a whole class to reflect, monitor, and set goals for collaborative learning.

3. Give participants 1–2 minutes to read the Social Skills Assessment Record.

4. After reading, ask the participants to consider how they might use this assessment in their classrooms. Give them a moment to think to themselves, and then ask them to turn to partners to share their thinking.

5. Signal for attention, and then transition to the next slide. Explain that the group will now spend some time revisiting the “Instructional Shifts” chart.



SLIDE: Common Core Shifts in English Language Arts/Literacy Instruction10 minutes

1. Review with the participants that the new expectations of the Common Core will require instructional shifts, many of which they have already identified thus far in the course.

2. Explain that the authors of the Common Core have identified three specific instructional shifts for teachers to consider.

3. As you advance each box, read the instructional shift aloud.

4. Invite participants to consider how these shifts require changes from current instruction—both for teachers and for students. Ask them how they would like to add these shifts to the chart.

5. Record participants’ thinking on the “Instructional Shifts” chart in a new color to identify that these are the shifts called for by the Common Core authors.

Facilitator Note: If the participants have already

identified one or more of these shifts on their

own charts, suggest that they underline or circle

those statements.

6. Transition by telling the participants that they will now consider what these shifts look like in reading instruction.

Session 4 73


SLIDE: Look Inside Lessons20 minutes

1. Read the directions on the slide aloud.

2. Explain to participants that they will start this activity by reading and coding the expository nonfiction text individually. Then they will share what they found with partners. Finally, they will discuss their findings as a whole group.

3. Tell participants that they will have 15 minutes to start reading and coding the lessons in this unit.

4. After 15 minutes, signal for attention.

5. Tell participants to share and discuss with their partners the places that they marked.

6. Listen in on partners’ conversations in anticipation of the whole-group discussion.

7. After 5 minutes, signal for the group’s attention and advance to the next slide.

Facilitator Note: Participants will need self-stick notes to complete this activity.



SLIDE: Discussion7–10 minutes

1. Use the questions on the slide to facilitate a group discussion.

2. Encourage participants to share specific examples of instructional shifts that they identified in the lessons as they read and coded the text.

Facilitator Note: Be sure to spend time on

the last question, which focuses on the

implications for instructional shifts in the

participants’ own classrooms.

3. Transition by saying, “We will now spend time planning for an upcoming lesson with these particular shifts in mind.”

Session 4 75


SLIDE: Planning Your Reading Lesson20 minutes

1. Ask participants to take out the reading lessons that they brought with them as part of their “Reflective Practice” activity.

2. Ask them to reread their lessons to themselves and mark places where there are examples or opportunities for them to move students toward the work of the Standards, using these three instructional shifts. Tell them to consider changes that they might make to their lessons to incorporate these shifts in instruction.

Facilitation Tip: Direct participants to the

pages in the Participant’s Binder that include

the specific Reading Standards and Speaking

and Listening Standards for each grade level.

3. After participants have had about 5 minutes to read and mark places in their lessons, ask them to turn to their partners to share their thinking and ideas with one another.

4. After 10 minutes, signal for attention. Give each participant a chance to briefly tell about the lesson they will be teaching and explain how they planned it with these instructional shifts in mind.

Facilitator Note: If teams are using common lessons and are accustomed to planning

collaboratively, consider facilitating a group discussion about the planning of the

lesson with these instructional shifts in mind.



SLIDE: “Reflective Practice” Activity2 minutes

1. Read the slide aloud and explain the “Reflective Practice” activity that participants will complete for Session 5.


1. Ask participants whether they have any questions about the “Reflective Practice” activity.



Session 4 77


Session 5Lesson Planning: Addressing Multiple Standards90 minutes (or two 45-minute sessions)

Materials



• Speakers


• Chrysanthemum trade book




Do Ahead

1. Read through the session and preview the slides on the Presentation Materials DVD-ROM. Decide whether the session will be delivered over one or two meetings.







Session Topic Notes: The content in this session focuses on examining the Writing Anchor

Standards and planning lessons to address multiple English Language Arts Standards. The

Reading Standards and Speaking and Listening Standards are revisited to provide a lens to

view an example of integrated instruction that addresses multiple standards. Examining

a first-grade video and first-grade Standards provides a common experience; however,

participants will apply their learning to their grade-specific Standards as they plan their

“Reflective Practice” activity for Session 6. If you are working with intermediate-grade

teachers, consider discussing the benefits of examining instruction and Standards from the

primary grades.

Session 5 79




2. Explain that during this session the participants will again work with partners. Encourage them to identify different partners for this session, if possible.

SLIDE: Lesson Planning: Addressing Multiple Standards1 minute

1. Welcome participants to Session 5 of the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder and “Reflective Practice” activity with them.



the participants of the length of time that you

have scheduled for this session.

If you are facilitating this session in one meeting,

indicate if and when there will be a short break.




1. Invite participants to take turns sharing their lesson plans and student evidence of instructional shifts with their partners. Listen carefully to each pair to ensure that both partners have a chance to share before signaling for the attention of the group.

2. Ask participants: “Where did you notice evidence of instructional shifts in the student artifacts that you brought with you today?”

3. Facilitate a discussion around ways that the participants’ examples of instruction and student evidence represent the shifts shared in Session 4.

Facilitation Tip: To increase the engagement

in and depth of the discussion, consider asking

participants about the successes and challenges

they faced as they planned and delivered

instruction for this “Reflective Practice” activity.

4. Tell participants that they will continue to think about the impacts of their shifts in instruction today as the group considers the Writing Anchor Standards and the importance of planning to address multiple standards.

Session 5 81


SLIDE: Team Builder: “Fold the Line”10 minutes

1. Follow the protocol for “Fold the Line” that is described on page 113 of Appendix C.

2. When each participant has found a partner, read the first box on the slide aloud.

3. Pause for participants to think to themselves before asking them to turn to their partners to share.

4. Listen in on partners’ conversations to make sure that each partner has enough time to share before signaling for the attention of the group.

5. Ask: “Who will share what you and your partner discussed?”

6. Advance the slide so that the second box appears. Read the slide aloud.

7. Repeat steps 3–5 for the second set of questions.

8. After several participants have shared, say, “Let’s take a look at what the Common Core Anchor Standards for Writing tell us about writing and the types of writing activities that students should be engaged in.”

9. Ask participants to return to their seats.



SLIDE: Anchor Standards for Writing10 minutes


2. After 5–6 minutes, signal for the attention of the group.

3. Facilitate a discussion about whether the participants feel that they are headed in the right direction and where they feel that there is still work to be done.

Facilitation Tip: Consider using prompts such as

“Say more about that,” “What do you think that

would look like?” and “Why do you think so?” to

more fully engage participants in the discussion.

4. Read the following:

“Unlike previous standards, these standards are not meant to be taught in isolation, nor are they meant to be taught in a day, a week, or even a unit. The very design of the Common Core calls for the Reading, Writing, and Listening and Speaking Standards to be integrated across individual lessons throughout not only the year, but across the entire K–12 continuum. This means that teachers have to have a deep understanding of—and appreciation for—the Standards at their grade levels, along with those that come before and after the grade they teach. It also means that they will have to intentionally design instruction in every lesson to give students opportunities to practice and deepen their expertise toward the Standards.”

Facilitator Note: In Step 1, consider offering two different-colored highlighters or

suggesting that participants use different markings (circle/underline) to differentiate

between the areas where they feel that they are headed in the right direction and the

areas where they feel that there is still work to do on the Writing Anchor Standards.

Session 5 83


SLIDE: Grade 1 Personal Narrative1 minute

1. Use the text on the slide and the following commentary to describe the unit from which this instructional excerpt was taken:

“In this unit, the students write stories about themselves and take one story through to publication. In the first week, the students listen to and discuss stories they’ve heard that have a beginning, middle, and end. The teacher models writing about a personal experience that has a beginning, middle, and end.

“In the week you’re about to see, the teacher uses the read-aloud book Chrysanthemum to help the students recognize how authors think about a character’s feelings to add more detail to stories. She explains that the students will be asked to ‘tell more’ in their own stories by adding details that express feelings.”

SLIDE: Grade 1 Standards: A Closer Look5 minutes

1. Read the slide aloud, and direct participants to identify their designated page number in their Participant’s Binder.

2. Give participants time to read their assigned set of Standards.

3. Explain that in the next activity, participants are going to be looking at how they can intentionally design lessons to integrate the strands and help their students develop toward grade-level outcomes.



SLIDE: Grade 1 Personal Narrative Video Excerpt10 minutes

1. The video will play automatically when you advance the slide.

SLIDE: Video Observation Protocol1 minute


Facilitator Note: Encourage participants to record

their observations to share with the group after

the video.

2. Advance the slide to play the video.

Session 5 85


SLIDE: Discuss in Small Groups10 minutes

1. Read the slide aloud. Have trios of participants discuss their notes and observations.

Facilitation Tip: Circulate and listen in as groups

share the notes they made while watching the

video. If necessary, ask clarifying questions to

deepen the conversations among participants.

Be careful not to put yourself at the center of any

conversations and to stay in a facilitative role.

2. After 5–6 minutes, signal for attention.

3. Facilitate a whole-group conversation by asking: “How do these lessons intentionally address the Standards in an integrated way?” Try to elicit at least one idea from each small group.

Facilitation Tip: Emphasize any discussion that is connected to or that leads

back to the importance of Social and Emotional Learning (SEL) and ideas from the

CASEL article.

4. Transition by saying, “We will now look across the Reading, Writing, and Speaking and Listening Standards at your grade level to identify an opportunity to plan for instruction in an integrated way between now and Session 6.”




1. Read the slide aloud and explain the “Reflective Practice” activity that participants will complete for Session 6.

SLIDE: Addressing Multiple Standards20 minutes


2. Provide time for partners to share their thinking and ideas with one another as they plan.

3. After 15 minutes, give each participant a chance to briefly share how she will plan in an integrated way in the coming weeks to support students as they work toward multiple standards.

Facilitator Note: If the team uses common plans,

consider modifying this assignment to a whole-

group discussion. You may wish to have

participants first meet in pairs to generate ideas

that will be contributed to the group.

Session 5 87



1. Ask participants whether they have questions about the “Reflective Practice” activity.


3. Announce the date and time of the next meeting. Thank the participants and remind them to bring their Participant’s Binder and their completed “Reflective Practice” activity to the next meeting.



Session 6Putting It All Together: Instruction with Intention90 minutes (or two 45-minute sessions)

Materials



• Speakers

• “Instructional Shifts” chart



• The Lesson Planning Handbook




• Teacher’s Manual(s) and materials from their English Language Arts Curriculum

Do Ahead

1. Read through the session and preview the slides on the Presentation Materials DVD-ROM. Decide whether this session will be delivered in one 90-minute or two 45-minute meetings. Consider whether or not teams will meet vertically (across multiple grade levels) for all or any part of this session (see Session Topic Notes on the following page).





Session 6 89


Session Topic Notes: The content in this session will focus on: 1) Sharing lessons and student

evidence from instruction designed to address multiple standards; 2) Reviewing and

evaluating the existing English Language Arts Curriculum; and 3) Revisiting the Portrait of a

College- and Career-ready Student to reflect on student instructional opportunities.

Facilitator Note: One purpose of this session is for participants to share instruction and student

evidence toward multiple grade-level Common Core Standards. It is recommended that, if possible,

participants share these artifacts from the “Reflective Practice” activity with colleagues in vertical

(across grade-level) groups. The additional activities in this session require grade-level and

individual reflection. Therefore, you might choose to deliver this session over two meetings—in

vertical groups for the first meeting and in grade-level groups for the second meeting. If you are

facilitating this way, see the Facilitator Note about adjusting the time during the Team Builder

sharing activity on page 93.





2. Explain that during this session, the participants will again work with partners. Encourage them to identify new partners for this session, if possible.

SLIDE: Instruction with Intention: Putting It All Together1 minute

1. Welcome participants to Session 6 of the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder and their completed “Reflective Practice” activity with them.







Session 6 91



1. Ask participants to review the “Reflective Practice” activity that they completed for this session to be sure that they have identified the multiple standards—Reading, Writing, and Speaking and Listening—to which their lesson is aligned. Participants will need to read the Standards as they share, so ask them to turn to this section of their Participant’s Binder.

2. Transition to the next slide by explaining that today they will use a new Team Builder activity to share the work that they brought with them.



SLIDE: Team Builder: “Find Someone Who…”30 minutes

1. Use the “Find Someone Who…” Team Builder (described in Appendix C on page 114) to have the participants identify a partner for this activity.

Facilitator Note: Be sure to read the Session Topic

Notes regarding considerations for vertical (across

grade-level) sharing.

2. Invite participants to share their lesson(s) and student evidence with their partners. Ask participants to use the guiding questions on this slide to discuss their lessons, student evidence, and the Standards that they were working toward. To help partners manage their time, indicate that they will each have approximately 12 minutes to share.

Facilitation Tip: Listen to participants share as you circulate. Ask questions to ensure

that conversations are supported by reference to the Standards and student data. You

may need to indicate when 12 minutes have passed to be sure that each partner has a

turn to share.

3. After each partner has had a chance to share, signal for the attention of the group.

Facilitator Note: If sharing in vertical teams, you may want to add more time to this

activity and encourage partners to join with another pair in order for each participant

to see work from additional grade levels.

4. Signal for the group’s attention and invite participants to return to their seats. Facilitate a discussion about what participants noticed when sharing their “Reflective Practice” activities.

Facilitation Tip: If you scheduled this session to be delivered in two meetings, the

first part of the session ends here. If you scheduled this session to be completed in

one meeting, ask participants to sit with their grade-level groups when they return to

their seats at the end of the activity.

Session 6 93


SLIDE: “Powerful Planning” Quote3 minutes

1. Read the slide and tell participants that this quote comes from The Lesson Planning Handbook. Briefly discuss how this quote highlights the significance of planning with both the students and the Standards in mind, regardless of the curriculum materials that are used.

Facilitator Note: The Lesson Planning Handbook is

included in your Facilitator’s Package. Consider

allowing participants to review your copy of the

book after this session.

2. Explain that participants will now have the opportunity to spend some time reviewing and evaluating their English Language Arts Curriculum through the lens of addressing multiple standards.

3. Ask participants to take out the curriculum materials that they brought with them to the session.



SLIDE: Curriculum Review Preparation5 minutes

1. Tell the participants that they will be working in groups of four to review one week of instruction in the curriculum they are currently using.

2. Ask participants to number off and identify the English Language Arts Standards for the grade level to which they are assigned.

Facilitator Note: If you have teams of more

than four participants, consider breaking the

Reading Standards into separate roles to address

the Reading Literature and Reading Informational

Text Standards.

You may also decide whether participants will use

the Reading Foundational Skills as a lens in their

review (this is likely, depending on their grade

level and aligned Standards for Foundational

Skills). If so, you may want to add that element

and have participants work in groups of five.

3. Give participants time to read their designated Standards.

4. Advance to the next slide.

Session 6 95


SLIDE: Look Inside Lessons: Lesson Review25 minutes

Facilitator Note: If you are using the Reading

Foundational Skills (especially if working with

teams from grades K–2), consider adding RF as a

code to mark the text.

1. Read the slide aloud to explain how participants should review and evaluate the curriculum in this activity.

2. Ask each group to select the week of instruction that they would like to review before they begin.

3. Explain to participants that they should first review the lessons with their Standards in mind, marking places that contain issues they would like to discuss with the group. Tell them that they can begin their small-group discussion when all participants in the group have completed this part of the activity.

4. Circulate to see whether participants have questions and if they are completing this activity as directed. Encourage group members to begin sharing with each other as they each complete their individual part of this activity.

5. After participants have discussed the lessons from the lens of each strand, signal for their attention and transition to a whole-group discussion using the questions on the next slide.



SLIDE: Discussion8 minutes

1. Facilitate a whole-group discussion using the first three questions on this slide.

Facilitator Note: Although participants only

reviewed one week of lessons, encourage them to

consider how the lesson fits within the larger unit

and how it contributes to the instructional build

across the unit.

You may wish to take notes during this discussion,

especially regarding any gaps in the curriculum

that are identified by the team. Explain that the

team will have an opportunity to consider how

to address these gaps in upcoming Professional

Learning Communities (team meetings).

2. Ask participants to revisit the “Instructional Shifts” chart that is displayed. Invite them to add ideas to the chart that are based on their review of these lessons.

3. Transition to the next slide by saying, “Now that we have reviewed our work toward the Standards as a team, let’s take some time to reflect on our individual progress toward making instructional shifts and providing opportunities for students to work toward the expectations of the Standards as a whole.”

Session 6 97


SLIDE: College- and Career-ready (CCR) Student Portrait Reflection12 minutes

1. Ask participants to turn to the College- and Career-ready Student Portrait Reflection Tool on page 268.

2. Explain that this reflection tool is based on the student characteristics from the Portrait of a College- and Career-ready Student (Common Core State Standards, page 7), which was discussed in previous sessions of this course.

3. Ask participants to take some time to silently review each descriptor. As they identify behaviors and characteristics that they are currently observing in their students, tell them to mark them with a plus sign (+). Ask them to mark a delta (Δ) next to indicators that they would like to work on in their classrooms. Explain that not every indicator needs a plus or delta.

4. When you notice that participants have finished, ask them to turn to a partner to discuss the indicators that stood out to them.

5. Signal for the attention of the group. Facilitate a whole-group discussion based on the pluses and deltas the participants recorded.

6. Ask participants to once again look at the “Instructional Shifts” chart. Invite participants to add shifts that they have noticed, especially those that can be added to the “Instructional Shifts for Students” column.




1. Tell participants that this is the last official session of the Common Core Course, but it is not the end of their own professional learning on the topic. Explain that the group will be meeting one more time. During this Post-course Meeting, they will determine the direction and focus of their next group-learning effort to further explore the Common Core State Standards.

2. Tell participants that between now and the Post-course Meeting, they should think about the following questions. Read the questions from this slide aloud.

Facilitator Note: If participants are not sure what topics or formats they might

consider, share any or all of the following ideas:

Topics: Text Complexity, Language Standards, Foundational Skills, Assessment

(PARCC, Smarter Balanced), supporting independent reading, CCSS exemplars, etc.

Formats: Book Study (see bibliography for title ideas), Lesson Study, PLC Meetings,

Action Research, etc.

Session 6 99



1. Ask participants whether they have any questions about the “Reflective Practice” activity.


3. Announce the date and time of the Post-course Meeting. Thank the participants and remind them to bring their Participant’s Binder and completed “Reflective Practice” Activity to the next meeting.



Post-course MeetingPlanning Next Steps45 minutes

Materials

• Post-course Meeting slide presentation (on the Common Core Course Presentation Materials DVD-ROM)


• Speakers





• “Reflective Practice” activity for the Post-course Meeting

Do Ahead

1. Read through the session and preview the Post-course Meeting slides on the Presentation Materials DVD-ROM.

2. Send an e-mail to participants for the Post-course Meeting (see Appendix B on page 112), indicating the date, time, materials needed, and pre-work required for the session.



5. Review the protocol for the “Four Corners” Team Builder, and create four charts with quotes from the Common Core State Standards to post (see Facilitator Note on page 103).

6. Review Appendix D: Discussion Facilitation Techniques on page 116 of the Facilitator’s Guide.

Post-course Meeting 101


Session Topic Notes: This session provides an opportunity for the participants to plan, as

a team, their next steps for professional learning related to the Common Core. Additional

resources and professional-development opportunities offered by Developmental Studies

Center can be found on the welcome sheet inserted into your Facilitator’s Guide, or at

devstu.org or learn.devstu.org.





2. Explain that during this session, the participants will have time to plan and discuss their ongoing professional development related to the Common Core.

SLIDE: Post-course Meeting: Planning Next Steps1 minute

1. Welcome participants to the Post-course Meeting for the Common Core Course: Planning Instructional Shifts. Ensure that all participants have their Participant’s Binder and their completed “Reflective Practice” activity with them.



SLIDE: Team Builder: “Four Corners”12 minutes

Facilitator Note: You can use the following

Common Core quotes for this and other Team

Builder activities. Write each quote on a separate

sheet of chart paper, and display each quote in a

different corner of the room.

“By emphasizing required achievements, the

Standards leave room for teachers, curriculum

developers, and states to determine how

those goals should be reached and what

additional topics should be addressed.”

“The Standards insist that instruction in reading,

writing, speaking, listening, and language be

a shared responsibility within the school.”

“Often, several Standards can be

addressed by a single rich task.”

“The College- and Career-ready Anchor

Standards themselves provide another

source of focus and coherence.”

1. Use the protocol for the “Four Corners” Team Builder described on page 114.

Facilitator Note: The purpose of using quotes here is to stimulate discussion related

to course learning around the Common Core and to identify a random partner for the

brainstorming discussion that follows.

2. When participants have selected and discussed a quote using the guiding questions on this slide, advance to Step 4 displayed on the slide. Shift participants’ small-group discussions to focus on possible topics for future professional learning related to the Common Core.

3. Signal for the group’s attention. Ask participants to share the ideas that they discussed. Record their ideas on a sheet of chart paper.

Facilitation Tip: To support brainstorming and encourage participants to share their

ideas, try to record the participants’ ideas exactly as spoken while refraining from

commenting on any of them.



SLIDE: Discussion3 minutes

1. Facilitate a group discussion using the questions on this slide. As new ideas are shared, add them to the brainstorming chart that was started during the Team Builder.

Facilitator Note: If participants are not sure what

topics or formats they might consider, share any

or all of the following ideas:

Topics: Text Complexity, Language Standards,

Foundational Skills, Assessment (PARCC, Smarter

Balanced), supporting independent reading,

Common Core State Standards exemplars, etc.

Formats: Book Study (see bibliography for title

ideas), Lesson Study, PLC Meetings, Action

Research, etc.

2. When all ideas have been recorded, facilitate a discussion to make choices and identify the next steps for Common Core team professional development.

Facilitation Tip: Use the “Reach decisions through consensus” technique in

Appendix D on page 116 to facilitate the group’s discussion and decision-making.

3. Record the team’s proposed plan as it is determined. Reread what you wrote to check for consensus.

Facilitator Note: Consider sending a follow-up e-mail to the team that includes a

copy of the proposed plan.



SLIDE: End of Session and Course2 minutes

1. Explain that this is the end of today’s meeting and that this session concludes the Common Core Course.

2. Thank participants for their hard work across the course, and remind them that there are additional resources, citations, and links in their Participant’s Binder that they can continue to explore on their own.


Appendices


Appendix ACommon Core Background Content ResourcesThe following resources may be used to build participants’ background knowledge of the Common Core State Standards prior to beginning this Common Core Course.

Common Core State Standards Initiative, corestandards.orgAlthough the Common Core State Standards are printed in the Participant’s Binder, participants should know how to access the Standards on this site. In addition to hosting the Standards (html and PDF versions), this site offers a wide variety of resources, such as webinars, slide presentations, frequently asked questions, and more.

National Council of Teachers of English (NCTE) and the Common Core, ncte.org/standards/common-coreThis NCTE website is dedicated to providing resources for “student-centered instruction in a time of Common Core Standards.” Participants can find position statements, open letters, and teaching vignettes related to the standards on this site.

International Reading Association (IRA) and the Common Core, reading.orgThe IRA resources on this site include a free Common Core State Standards guide, a questions-and-answers link, and a Common Core State Standards Guidelines white paper, all of which can be used to build participants’ background knowledge and extend their understanding of the Common Core.

Common Core Assessments• Smarter Balanced Assessment Consortium: smarterbalanced.org

• Partnership for Assessment of Readiness for College and Careers: parcconline.org



Appendix BFacilitator E-mail Reminders for Course SessionsConsider using the text in this section to remind participants of course meeting dates, times, locations, materials, and any work that is required to be completed between course sessions.

Pre-course MeetingDear Participants,

Our Pre-course Meeting for the Common Core Course has been scheduled as follows:

Date: Time: Location:

Please prepare for the team meeting by completing the following tasks:

• Preview your Common Core Course Participant’s Binder.

• Assemble the binder as indicated by inserting the dividers in the appropriate sections.

• (If additional reading on Common Core background is needed prior to the Pre-course Meeting, indicate the reading assignment here.)

Please bring your Participant’s Binder to this meeting. You will notice that your binder includes blank note pages, but if you would prefer to take notes on a separate notepad, consider bringing one with you as well. I look forward to working with you at the Pre-course Meeting!

Best wishes,

Common Core Course Facilitator

Session 1Dear Participants,

Session 1 of the Common Core Course has been scheduled as follows:


Please bring your Participant’s Binder with you. I look forward to working with you!

Best wishes,


Appendix B 109





Please prepare for the team meeting by completing the “Reflective Practice” activity for Session 2. See page 13 in your Participant’s Binder for a summary of this activity.

Please bring your Participant’s Binder and “Reflective Practice” activity artifacts (page 17, the completed Evidence Recording Sheet) with you to this meeting. I look forward to working with you!

Best wishes,






Please bring your Participant’s Binder and “Reflective Practice” activity artifacts with you. These include your lesson plan and student evidence of instruction (class set or high/middle/low examples). I look forward to working with you!

Best wishes,








Please bring your Participant’s Binder and “Reflective Practice” activity artifacts with you to this meeting. These include a written story or an audio- or video-recording of your students and a selected reading lesson plan that you do not plan to teach until after Session 4. I look forward to working with you!

Best wishes,






Please bring your Participant’s Binder and “Reflective Practice” activity artifacts with you. These include your reading lesson plan and student evidence from the lesson (class set or high/middle/low example). I look forward to working with you!

Best wishes,


Appendix B 111






Please bring your Participant’s Binder and “Reflective Practice” activity artifacts with you to this meeting. These include your lesson plan (in which you have identified all aligned Standards) and student evidence across each strand (class set or high/middle/low examples). I look forward to working with you!

Best wishes,


Post-course MeetingDear Participants,

The Post-course Meeting for the Common Core Course has been scheduled as follows:


Please prepare for the team meeting by completing the “Reflective Practice” activity. See page 274 in your Participant’s Binder for a summary of this activity. Please bring your Participant’s Binder with you, and be ready to discuss your ideas from the “Reflective Practice” activity. I look forward to working with you!

Best wishes,




Appendix CTeam Builders and Cooperative Structures

Team Builders“Fold the Line” Ask participants to think about where they were born in relation to the location of the meeting. Explain that they will line up according the distance between the location of the meeting and their birthplace. Indicate where the line will start (with the person who was born closest to the meeting place), and give participants time to find their place in the line. Signal for the attention of the group. If time permits, have each person say where she was born (you may also have the participants share something about themselves or ideas related to the session topic). Explain that the group will now “fold the line” by having the last person walk along the length of the line to pair with the first person. As the last person is walking, those behind him will follow so that each person in the line has a partner as a result of the “fold.” Once partners have been identified, offer questions to guide their discussion. Note: You may have participants line up according to other descriptors as well (for example, their birthday month, the number of years they have been teaching, and so forth).

“Inside-Outside Circle” Divide the team into two equal groups, assigning each participant either a “1” or “2.” Ask all of the participants who have been assigned a “1” to form an outward-facing circle in an open area. Once they have assembled into a circle, invite all remaining participants who were assigned a “2” to form a circle around the inner circle. Participants in the outside circle should pair with those in the inside circle to form partnerships. When partners have been identified, offer them a question to guide their discussion. Before a new question is offered, ask either the inside or outside circle to rotate (indicate whether to rotate left or right) to create new partnerships.

“Tea Party (partners and quads)” Invite participants to find a partner or group of four that they either do not know or do not work with frequently. When partners have been identified, offer a question to guide their discussion. After each partner has had a chance to share, ask each group to join with another group. In the new group, participants share information and synthesize the collaborative thinking of everyone in the group.

Appendix C 113


“Give One, Get One” Give each participant something to write on (a self-stick note, index card, or piece of paper), and ask each participant to respond in writing to a prompt. Offer a prompt that asks participants to list one or more ideas about a given topic. After all of the participants have had a chance to record their thinking, invite each participant to stand and each find a partner with whom to share her ideas. Each partner should offer an idea (“give one”) and record an idea that they get from their partner (“get one”). It is helpful if they also record the name of the person who gave them an idea in case they want to consult with that person at a later date to get more information. The process of giving and getting ideas should repeat with multiple partners. Note: You may choose to make this a musical activity in which partners circulate while music is playing and find a partner with whom to “give” and “get” ideas when the music stops.

“Find Someone Who…” In this Team Builder, participants attempt to find one or more individuals who meet a certain characteristic. This strategy can be used to allow participants to find a single partner; it can also be organized so that participants meet and talk to many people in a short period of time. The result will depend on the goals of the desired interaction. If using this Team Builder to form pairs, ask participants to find someone who has a characteristic that is general enough so that all participants will be able to find a partner, but specific enough so that partners will be encouraged to interact with less familiar colleagues (for example, find someone who teaches a grade level at least two years above or below than yours). If using this strategy to encourage conversations among many participants, consider creating a checklist with characteristics that will invite participants to interact with several others (for example, find someone who has a dog, has visited five or more countries, was born in September, and so forth.) Note: If creating a checklist, consider using your knowledge of the participants to tailor the characteristics to your group.

“Four Corners” Post words, pictures, quotes, or statements on chart paper and place them in different areas of the room. Invite participants to choose the chart that most appeals to them and stand near it. When all participants have identified their preferences, ask them to engage in a discussion about the content on the chart with others who have made the same choice (either as a group or in pairs). Consider asking follow-up or additional questions to guide their discussion.



Cooperative StructuresCooperative structures are especially powerful when only a few voices are being heard in a discussion, when many people want to talk at once, when people are reluctant to share, or when the subject matter is challenging.

“Turn to Your Partner” After asking a question, ask participants to “turn to your partner.” Encourage partners to turn and face knee-to-knee and eye-to-eye as they engage in conversation. Consider using a signal (such as a raised hand) to gain the attention of the group and transition to a discussion or new topic.

“Think, Pair, Share” After asking a question, give adequate “think time” before asking participants to share their thinking with a designated partner. After ensuring that each partner has had a chance to share their thinking, call on pairs to share their individual or collective thinking. Note: You might also ask a partner to share the thinking of his partner rather than his own ideas.

“Think, Write, Share” After asking a question, give adequate “think time” before asking participants to record their thinking in writing. After ensuring that each participant has had a chance to record her thoughts, invite participants to share their thoughts with the group.

“Think, Write, Pair, Share” Follow the protocols for “Think, Write, Share”; however, after participants write their ideas, encourage them to turn and share those ideas with a partner before they share them with the group.

“Heads Together” Organize participants into small groups, and pose a question to the whole group. Allow enough time for the members of each small group to share their thinking and synthesize the different ideas presented. Indicate who will share the thinking of each small group with the whole group.

“Whip Around” After asking a question, give adequate “think time.” Then quickly work your way around the room by calling on each participant by name and giving him a chance to share one idea. Note: You might repeat this process by “whipping around” more than once and encouraging all ideas to be contributed. Consider letting the participants know that it is fine to pass if they do not have any additional ideas.

Appendix C 115


Appendix DDiscussion Facilitation TechniquesUse cooperative structures. Cooperative structures (such as those in Appendix C) give everyone a chance to talk about their thinking. Using these structures in the course sessions also models how teachers might use them in the classroom. Use these strategies at any time, but particularly when only a few people are contributing to a whole-group discussion or when many people want to talk. To further encourage participants to talk to each other, prompt them to address their comments and questions to one another—rather than to you—during group discussions.

Use open-ended questions and prompts. Encourage discussion, clarify understanding, and promote reflection by using open-ended questions that encourage multiple responses instead of “yes” or “no” answers. Facilitating discussions in this way requires that you actively listen and make minute-by-minute decisions about which comments to delve into further. Keep the purpose of the discussion clearly in mind, and choose to encourage those comments that will lead to further learning by all. Some examples of prompts include:

Q Do you agree or disagree with [Jeremy’s] idea? Why?

Q What would you like to add to what [Ann] said?

Q What questions would you like to ask [Emilio]?

Q Why do you think so? Please say more about that.

Q What is an example of that?

Call attention to different points of view. Highlight differences of opinion by pointing out, without judgment, what the differences are. First in pairs, and then as a whole group, ask the team to discuss which opinion they agree with and why. You can also ask the participants to paraphrase one another’s points of view before stating their own.

Reach decisions through consensus. When you ask the team to make a decision, work toward consensus. Building consensus means making a decision that is acceptable to all, even if it’s not everyone’s first choice. In situations where participants express a difference of opinion about a decision, ask them to identify what they can’t agree with and how to modify a decision so that they can agree with it. Unlike voting, consensus-building helps everyone graciously accept a decision and avoids “winners and losers.”



Use an attention signal. Choose a way to get the participants’ attention when they are talking in pairs or groups. Two techniques that work well are raising your hand or ringing a bell. Signals like these eliminate the need for you to shout to get their attention. Explain that when participants see or hear the signal, they may finish what they are saying to their partner or group and then turn their attention back to you.

Communicate explicit expectations for participation and behavior. Be clear that you expect everyone to participate and that engaging in other activities during the discussion (such as grading papers) is not appropriate or acceptable. Before a discussion, review the “Team Norms” chart. If you notice the participants falling short of the norms they established in the Pre-course Meeting, stop to discuss the differences between the norms they’ve set and the behaviors you’ve observed as they interact.

Use wait-time. Wait several seconds after asking a question before calling on anyone to respond. This gives everyone time to think.

Listen carefully and respond neutrally. Show each person that she has your full attention. Acknowledge contributions without conveying judgment. A positive evaluative comment, such as “That’s right,” or “Great answer,” can inhibit discussion as much as a negative one because it can discourage others from offering different ideas.

Instead, respond neutrally with a “thank you,” a nod, or an open-ended follow-up question.

Manage the time. While discussions are an important part of the learning process, they can present a time-management challenge. Keep discussions moving and focused on the topic. Respond to comments that are off-topic by offering to keep a chart of topics to be discussed at a future meeting (“Parking Lot”). To help you wrap up a discussion or deal with situations in which you are running out of time, consider the following strategies:

• State that you’ll take just one more comment before moving on

• Suggest another time to continue the discussion

• Record “for next time” any questions or topics that can’t be addressed now

• Continue the discussion and spend less time on another activity

• Negotiate with participants to stay a bit longer

Appendix D 117


Appendix ELeader’s Calendar

Before the Course During the Course After the Course

Rea

d, P

rep

are,

an

d D

o

1. Familiarize yourself with the course.

2. Review the Introduction and Preparing for Implementation sections, and decide on course-delivery options (meeting length, frequency, schedule; whole-group, grade-level bands, or grade-level teams).

3. Determine implementation expectations with administration.

4. Plan to document hours for in-service points (if applicable).

1. Read the agenda and supporting materials prior to each session.

2. Follow the directions outlined in the “Do Ahead” section before each session.

1. Send notes from the Post-course Meeting with action steps outlined for teams.

2. Provide support in the planning of ongoing professional development related to the Common Core.

Faci

litat

e St

aff D

evel

op

men

t

1. Share course plans with the entire faculty.

2. Communicate implementation expectations.

3. Anticipate staff questions, and think about ways to answer them.

4. Identify Common Core background resources and assign as pre-work (if necessary).

1. Facilitate the Pre-course Meeting and 6 session meetings (12, if you plan shorter meetings).

1. Facilitate the Post-course Meeting.

2. Lead the implementation of the continued professional learning of the Common Core (as determined by the team).



Before the Course During the Course After the Course

Ob

serv

e an

d A

sses

s 1. Visit participants’ classrooms during lessons.

1. Visit participants’ classrooms during lessons.

2. Use the College- and Career-ready Portrait Reflection Tool as you observe.

Co

ach

an

d S

up

po

rt

1. Encourage teachers and assure them that it’s natural to feel uncomfortable when making shifts in instruction.

2. Support teachers in collecting data for the “Reflective Practice” activities.

3. Meet with grade-level teams (PLCs) between sessions to support their ongoing learning and reflection. Use the guiding course questions to engage in ongoing discussion.

1. Support teachers in using the College- and Career-ready Portrait Reflection Tool.

2. In staff meetings and PLC meetings, discuss the successes and challenges of implementing the Common Core.

3. Offer additional support systems and resources related to the Common Core as they become available (share books and blogs, highlight Professional Development opportunities, lead book clubs, and so on).

Appendix E 119


Appendix F“Reflective Practice” Activity Summaries

“Reflective Practice” Activity for Session 2

College- and Career-ready Portrait in Practice

1. Use the Evidence Recording Sheet (for the College- and Career-ready Portrait descriptors) on page 14 of the Participant’s Binder.

2. Take time to examine and reflect upon your own lessons before Session 2, and identify where there are opportunities for students to move toward these characteristics. Record specific instructional examples on the organizer, and be prepared to share with a partner at the beginning of Session 2.

Bring the following to Session 2:

• Your completed Evidence Recording Sheet


Instructional Planning and Student Evidence

1. Review Reading Anchor Standards 1 and 10.

2. Select one Instructional Shift from either the teacher or student column of the “Instructional Shifts” chart created in Session 2.

3. Plan and deliver instruction to support student work toward these outcome standards. Incorporate your selected instructional shift into your planning and your delivery.


• Your lesson plan

• Student evidence from the lesson (class set or high/middle/low examples)




Students Speaking and Listening

1. Think more deeply about the four concepts described in Speaking and Listening Anchor Standard 1.

2. Capture a story or an audio- or video-recording of the students engaging in one or more of the behaviors described in this Anchor Standard.

3. Select any reading lesson plan that you intend to teach after Session 4. This lesson will be used during one of the Session 4 activities.


• The written story or audio- or video-recording of your students engaging in one or more of the behaviors described in this Anchor Standard

• A reading lesson plan of your choice that you will teach after Session 4


Planning and Teaching with the Instructional Shifts in Mind

1. Think more deeply about the three instructional shifts discussed in Session 4. Consider how they are incorporated in the reading lesson that you brought to Session 4.

2. Teach the reading lesson before Session 5, and gather student evidence from the instruction.


• Your reading lesson plan (identify any changes that you may have made after Session 4)

• Student evidence from the lesson (class set or high/middle/low examples)

Appendix F 121



Addressing Multiple StandardsPlan and teach one or more lessons that integrate the Reading, Writing, and Speaking and Listening Standards. You may use and modify existing lessons. Gather student evidence from the instruction.


• Your lesson plan(s) (identify all standards aligned to instruction)

• Student evidence across each strand (Reading, Writing, and Speaking and Listening) from the lesson (class set or high/middle/low examples)

“Reflective Practice” Activity for the Post-course Meeting

Planning Next StepsConsider:

• How would you like to direct your team’s ongoing professional learning related to the Common Core?

• What topics and resources related to the Common Core would you like to explore together?

Be ready to discuss these questions in the Post-course Meeting.



Appendix GCollege- and Career-ready Student Portrait Reflection ToolTeachers can use this checklist as a tool for reflection and self-evaluation as they consider the portrait of students who are college- and career-ready and as they implement the Common Core State Standards.

Name of teacher: Date:

Students Demonstrate Independence

Discuss their understanding of complex text

Evaluate complex text across multiple genres

Evaluate complex text across different content areas

Use evidence from text to convey specific, multifaceted information

Demonstrate understanding of a speaker’s message

Express their own ideas during conversations and discussions

Ask clarifying questions during conversations and discussions

Build on the ideas of others during conversations and discussions

Confirm that they have been understood during conversations and discussions

Use a wide-ranging vocabulary in written and oral communication

Take responsibility for their own learning and behavior

Seek and use a variety of resources (teachers, peers, print, digital media, etc.) to solve their own problems

Students Build Strong Content Knowledge

Recall information and themes from reading across content areas and genres

Connect and compare ideas and information presented in text

Read and synthesize multiple texts to build new knowledge on a topic

Appendix G 123


Set a purpose to acquire knowledge when reading

Retain and recall information presented by a speaker

Seek domain-specific knowledge across content areas

Demonstrate their understanding of a topic or problem through written and oral communication

Students Respond to Varying Demands of Audience, Task, Purpose, and Disciplines

Understand and apply attributes of different genres

Demonstrate an ability to write and speak for formal and informal purposes

Convey information in different formats based on content area and purpose

Demonstrate effective word choice to convey ideas to varied audiences

Set a purpose for reading based on a given task

Set a purpose for writing based on a given task

Set a purpose for speaking and/or listening based on a given task

Demonstrate how to use evidence to explain and justify claims across content areas

Students Comprehend as Well as Critique

Demonstrate sustained engagement during independent reading

Are open-minded to new ideas presented in conversation, text, and digital media

Identify underlying assumptions of an author and/or speaker

Recall, synthesize, and evaluate information presented by an author and/or speaker

Assess the validity of claims presented by an author and/or speaker based on evidence

Students Value Evidence

Give evidence from the text (unprompted) to support their thinking

Demonstrate clear, effective written and oral communication

Agree and disagree with peers and explain why

Effectively identify and construct detailed support for ideas in written and oral communication



Provide sound explanations and justifications for claims made in written and oral communication

Seek evidence from others when interpreting written and oral communication

Students Use Technology and Digital Media Strategically and Capably

Identify and use a wide variety of technology tools

Use a variety of technology tools to enhance their written and oral communication

Demonstrate research skills to effectively and efficiently retrieve information online

Integrate print and digital media sources in written and oral communication

Select technology tools according to their purpose, considering audience and task

Recognize and regulate competing demands of attention (interest, task-directed, etc.) when using technology tools

Students Come to Understand Other Perspectives and Cultures

Appreciate diverse experiences and opinions

Communicate effectively with individuals from varied backgrounds

Demonstrate collaborative skills that support cooperative learning

Seek to better understand others and their viewpoints through reading and listening

Read a variety of literature across time periods and cultures

Describe and attempt to understand the experiences of other cultures and time periods

Contribute diverse ideas, opinions, and comments to whole-group discussions

Use effective conflict-resolution skills

Appendix G 125


Appendix HSocial Skills Assessment Record Sheet

1� Being a Writer™ • Grade Two

Use the following rubric to score each student:

1 = does not implement

� = implements with support

� = implements independently

Participates in partner work and class discussionsFall Fall

Winter Winter

Spring Spring

Follows classroom procedures (e.g., gathering for read-alouds, silent writing time, pair conferences, Author’s Chair)

Fall Fall

Winter Winter

Spring Spring

Uses “Turn to Your Partner” and “Think, Pair, Share” (e.g., faces partner, listens attentively, contributes ideas about the reading, question, or topic)

Fall Fall

Winter Winter

Spring Spring

Speaks clearlyFall Fall

Winter Winter

Spring Spring

Listens to othersFall Fall

Winter Winter

Spring Spring

Reflects on own behaviorFall Fall

Winter Winter

Spring Spring

Takes responsibility for learning and behavior (e.g., during writing time, pair conferences, Author’s Chair)

Fall Fall

Winter Winter

Spring Spring

Acts considerately toward othersFall Fall

Winter Winter

Spring Spring

Gives full attention to people who are speakingFall Fall

Winter Winter

Spring Spring

Uses discussion prompts (e.g., to express interest in one another’s writing, to build on one another’s thinking)

Fall Fall

Winter Winter

Spring Spring

Expresses interest in and appreciation for others’ writingFall Fall

Winter Winter

Spring Spring

Asks others questions about their writingFall Fall

Winter Winter

Spring Spring

Asks for and receives feedback about writingFall Fall

Winter Winter

Spring Spring

Gives feedback in a helpful wayFall Fall

Winter Winter

Spring Spring

Shares partner’s thinking with the classFall Fall

Winter Winter

Spring Spring

Agrees and disagrees in a caring wayFall Fall

Winter Winter

Spring Spring

Reaches agreement before making decisionsFall Fall

Winter Winter

Spring Spring

Makes fair decisionsFall Fall

Winter Winter

Spring Spring

Discusses and solves problems that arise in work together

Fall Fall

Winter Winter

Spring Spring

ST

Ud

eN

T N

Am

eSSociAL SkiLLS ASSESSMEnT REcoRD



Being a Writer™ • Grade Two 1�

Participates in partner work and class discussionsFall Fall

Winter Winter

Spring Spring

Follows classroom procedures (e.g., gathering for read-alouds, silent writing time, pair conferences, Author’s Chair)

Fall Fall

Winter Winter

Spring Spring

Uses “Turn to Your Partner” and “Think, Pair, Share” (e.g., faces partner, listens attentively, contributes ideas about the reading, question, or topic)

Fall Fall

Winter Winter

Spring Spring

Speaks clearlyFall Fall

Winter Winter

Spring Spring

Listens to othersFall Fall

Winter Winter

Spring Spring

Reflects on own behaviorFall Fall

Winter Winter

Spring Spring

Takes responsibility for learning and behavior (e.g., during writing time, pair conferences, Author’s Chair)

Fall Fall

Winter Winter

Spring Spring

Acts considerately toward othersFall Fall

Winter Winter

Spring Spring

Gives full attention to people who are speakingFall Fall

Winter Winter

Spring Spring

Uses discussion prompts (e.g., to express interest in one another’s writing, to build on one another’s thinking)

Fall Fall

Winter Winter

Spring Spring

Expresses interest in and appreciation for others’ writingFall Fall

Winter Winter

Spring Spring

Asks others questions about their writingFall Fall

Winter Winter

Spring Spring

Asks for and receives feedback about writingFall Fall

Winter Winter

Spring Spring

Gives feedback in a helpful wayFall Fall

Winter Winter

Spring Spring

Shares partner’s thinking with the classFall Fall

Winter Winter

Spring Spring

Agrees and disagrees in a caring wayFall Fall

Winter Winter

Spring Spring

Reaches agreement before making decisionsFall Fall

Winter Winter

Spring Spring

Makes fair decisionsFall Fall

Winter Winter

Spring Spring

Discusses and solves problems that arise in work together

Fall Fall

Winter Winter

Spring Spring

ST

Ud

eN

T N

Am

eS

Appendix H 127


BibliographyProfessional Books and ResourcesDarling-Hammond, Linda. The Flat World and Education: How America’s Commitment to

Equity Will Determine Our Future. New York: Teachers College, 2010.

Loucks-Horsley, Susan “The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals.” National Academy of Sciences. http://www.nas.edu/rise/backg4a.htm. Originally published as: “Professional Development for Science Education: A Critical and Immediate Challenge” in National Standards & the Science Curriculum, edited by Rodger Bybee. Dubuque, Iowa: Kendall/Hunt Publishing Co., 1996.

Newkirk, Thomas. The Art of Slow Reading: Six Time-honored Practices for Engagement. Portsmouth, NH: Heinemann, 2012.

Nussbaum-Beach, Sheryl. The Connected Educator: Learning and Leading in a Digital Age. Bloomington, IN: Solution Tree, 2012.

Schmoker, Michael J. Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.

Zemelman, Steven, Harvey Daniels, and Arthur A. Hyde. Best Practice: Bringing Standards to Life in America’s Classrooms. Portsmouth, NH: Heinemann, 2012.

Additional ResourcesTo find more information about DSC, the Common Core State Standards, and Social Emotional Learning (SEL), visit:

• devstu.org/standardstopractice: to download a Common Core State Standards presentation

• [email protected]: to send questions to DSC

• devstu.org/community-resources: to find more Common Core resources

• casel.org: to learn more about the work and research of the Collaborative for Academic, Social, and Emotional Learning


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