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Introduction to the Modules

An Introduction to the 3-8 NYS ELA Modules

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Session Learning Targets

• I can describe the foundational characteristics of the modules and component parts.

• I can describe how the modules increase in complexity over time.

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Who We Are

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� Expeditionary Learning (EL) is a non-profit network of practitioners,

with 165 schools in 30 states, 4,000 teachers and 40,000 students.

� We have been working with schools and teachers for 20 years to

create rigorous classrooms in which develop strong literacy, numeracy,

and critical thinking skills.

� We have a proud history

of working in New York

State and have

engaged teams of

teachers from high-

performing classrooms

throughout the state to

help develop our

curriculum modules.

In the elementary grades, the average percentage point difference between

an EL mentor school and its local district was 16 percentage points in

Reading/English language arts.

High Expectations Lead to Achievement

Schools fully implementing the EL model

outperform district averages in reading/ELA.

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5.0

10.0

15.0

20.0

Black Hispanic FRL SPED ELL Total School

pe

rce

nta

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po

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EL Mentor Schools Compared to Local District on Reading/English-Language Arts State Assessments (2010-11)

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� We have always viewed every teacher -

regardless of subject area, grade or

specialization - as a teacher of readers,

writers, and content. This was a natural

connection for us.

� Via intensive collaboration with Student

Achievement Partners (SAP) and with

the input of teachers from across the

country, we have created a curriculum

that engages students and supports

teachers in building students’ capacity to

read, think, talk, and write about complex

texts.

A Deep Partnership

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Norms & Introductions

• Please Read The Norms for Collaboration

� Think about which of these norms is really important to you – which do you really need to be in effect for you to feel “safe” as a learner and collaborator? – Pick your top 2.

• Think about which you personally struggle to uphold.

� Why is that?

� Would that be a good personal goal for the next two days?

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One Additional Norm

• A word about technology…

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Introductions

• Please Introduce Yourselves

� Your Name

� Your Role & Work Location

� Your top 2 norms that feel really important

� Your personal “norm” goal for the next 2 days

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More Modules than You Can Use

• Take a look at the “Curriculum Plan” in your module sampler.

• This is the highest level overview of a year’s worth of curriculum.

• When the project is finished there will be six modules available for each grade level.

� Four currently completed in grades 3-5, the rest underway.

� Two currently completed in grades 6-8, the rest underway.

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Grade Specific Curriculum Maps

• The highest level overview for each grade level.

• Among other things, delineate the specific standards assessed in each module.

• Teaching four modules ensures that you are deeply addressing “the shifts.”

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4 A’s Discussion

• Achieve (Look at STANDARDS) � How are standards grouped to ensure a staircase of complexity. What

do you notice about which standards are met when?

• Aspire (Look at TEXTS)� What do you notice about central texts in your curriculum map? What

design logic do you see (balance of fiction/non-fiction, increase in complexity, etc.)?

• Assess (Look at ASSESSMENTS) � What information will you capture about your students’ learning over

the course of the year? What do you notice about assessments across over time?

• Adjustment (Consider the map overall) � What changes to your teaching does this map indicate you will be

making as you adopt or adapt the modules?

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The Staircase of Complexity

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Reading Closely Gathering Evidence

Opinions Supporting Opinions w Evidence

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Unit

1

Unit

2

Unit

3

Module 1

Unit

1

Unit

2

Unit

3

Module 2

Unit

1

Unit

2

Unit

3

Module 3

Unit

1

Unit

2

Unit

3

Module 4

8/9 weeks 16/19 weeks 24/26 weeks 32/34 weeks

Structure of the EL Curriculum Modules

� Each module is approximately 8 weeks of linked instruction, comprised of 3

units. 6 modules will be provided so that teachers can make choices.

� Teaching four modules results in deep teaching and assessment of all of the

RL, RI, and W standards in 3-5 and all of the standards in their entirety in 6-8.

� Each module is anchored around one or more central text – books from a

variety of publishers, chosen to be the best for the subject and standards.

These books are complemented by rigorous, authentic informational text

embedded within the curriculum itself.

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Unit

1

Unit

2

Unit

3

Module 1 Module 2 Module 3 Module 4

Each Module Contains Three Units

In addition to instruction linked to the central

text(s), each unit includes a text list of suggested

classroom resources at all levels, which can be

used with students at other times of the day.

Building

Background

Knowledge

(2-2.5 weeks)

Extended

Reading and

Research

(2-2.5 weeks)

Extended Writing

(2-2.5 weeks)

Unit

1

Unit

2

Unit

3

Unit

1

Unit

2

Unit

3

Unit

1

Unit

2

Unit

3

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End of Unit

Assessments

Mid-Unit Assessments

Module 1

End of Unit

Assessments

Mid-Unit Assessments

Module 2

End of Unit

Assessments

Mid-Unit Assessments

Module 3

End of Unit

Assessments

Mid-Unit Assessments

Module 4

On-demand and Performance Assessment

Unit

1

Unit

2

Unit

3

Unit

1

Unit

2

Unit

3

Unit

1

Unit

2

Unit

3

Unit

1

Unit

2

Unit

3

Culminating

Performance

Task

Culminating

Performance

Task

Culminating

Performance

Task

Culminating

Performance

Task

� Incorporates multiple modes, or types, of writing (e.g., argument, informative / explanatory text, and narrative)

� Always involves writing from sources and citing evidence� Requires research to build and present knowledge

Module Samplers

• Designed as a “snapshot” of the components of a module.

• Download these for training or introductory sessions.

• Hang in while I briefly address each component of the sampler. Once you know what you are looking at, we will take time to dig in more deeply.

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The Module Overview• The purpose of this document is to provide an

overview of the entire Module (8 weeks of instruction). It helps you understand how the texts and activities progress toward the final performance task.

� Module overviews describe what students will read and write and the assessments that teachers will use to measure their progress.

� Central texts are the texts that lessons are specifically designed around.

� Alignment to CC Standards is described in the “English Language Arts Outcomes table.”

� Also notice the “Calendared Curriculum Map,” which provides a sense of pace (about 1 hour per day).

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Module Assessments

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� There are assessments

embedded in each unit (mid and

end).

� Excellent potential for grade

level conversation, professional

collaboration.

� Students are practicing

assessment all year long.

� There are assessments

embedded in each unit (mid and

end).

� Excellent potential for grade

level conversation, professional

collaboration.

� Students are practicing

assessment all year long.

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Unit Overviews

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� Each one goes into depth

about the scope of each unit.

� Helps you understand on a

day-to-day basis the learning

targets each lesson will

address.

� Each one goes into depth

about the scope of each unit.

� Helps you understand on a

day-to-day basis the learning

targets each lesson will

address.

Unit Calendars

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� The Calendared Curriculum

Map in the unit provides a

day to day scope and

sequence.

� The supporting targets are

meant to be shared with kids

(more on this in the lessons).

� The Calendared Curriculum

Map in the unit provides a

day to day scope and

sequence.

� The supporting targets are

meant to be shared with kids

(more on this in the lessons).

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The Structure of a Lesson Plan

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…and the teaching

notes provide some

coaching for teachers

as they think about

delivering the lesson.

The agenda shows the

lesson “at a glance…

Academic and Domain Specific Vocabulary Work in Every Lesson

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Each lesson calls out

vocabulary that should

be explicitly taught as

well as other words

that may arise in the

course of teaching the

content.

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Universal Terms

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Each lesson is broken

down into sections:

Opening, Work Time,

and Closing.

Flex Tasks to Meet Students’ Needs

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Each lesson offers

recommendations for

supporting all learners.

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Module Component Jigsaw• Create group of 5.

• Each of you to become “expert” in one component of a module

Person #1 -- Module Overview

Person #2 -- Unit Overviews

Person #3 -- Assessments and Assessment Lesson

Person #4 -- Close Reading Lesson

Person #5 -- Writing Lesson

• What information can be found in your section?

• How do the “shifts” live in each component of a module?

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Shifts in ELA/Literacy

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Shift 1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

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� The curriculum combines high quality, rigorous, standards-aligned content with effective instructional practice, bringing together the “what” and the “how” of the Common Core standards.

– Teachers who use these materials are not only ensured that they are

addressing the standards, they are being coached to address the

standards in ways that engage students.

Detailed Lesson Plans Designed to Help Teachers Make the Shifts

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� The curriculum is conceived as a

tool for professional learning, not

as a script, and can be adapted to the needs of teachers at all stages of their practice. It can

be used as an exemplar of

Common Core-aligned

instruction for veteran teachers,

or as explicit scaffolding for

teachers who need more

support.

Connect-Extend-Challenge

• What of what you’ve heard CONNECTS to what you expected to find in a Common Core-Aligned curriculum?

• What of what you’ve heard EXTENDS what you expected to find in a Common Core-Aligned curriculum?

• What of what you’ve heard CHALLENGES what you expected to find in a Common Core-Aligned curriculum?

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Thank you!

• Capture important thoughts about this session in your journals.

• Enjoy your next session.

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