Meet the Modules: A Focus on Academic Vocabulary November 2012 Common Core Ambassadors

About Us 2 Expeditionary Learning is a non-profit organization that partners with schools, districts, and states to continuously improve education for all students. Teachers and administrators from New York large urban, suburban, and small public and charter schools helped us develop this work for you.

A Team of Support Cheryl Dobbertin, Suzanne Plaut, co-directors of this project. Several EL curriculum writers here with us – they will be leading grade level breakout sessions. Additional EL teachers and leaders are available to you at all times. 3

A Learning Journey 4 We consider ourselves “lead learners” in this process. We are grateful for the deep and thoughtful guidance of expert educators at Student Achievement Partners and the New York State Department of Education.

The Origins of Hello “The great thing about collecting words is that they are free; you can borrow them, trade them, or toss them out…Words are lightweight, unbreakable, and literally everywhere. You can even make them up. Frebent, bezoncular, zurber. Someone made up the word padiddle …I call gathering words this way creating a “word pool.” -- From Poemcrazy: Freeing Your Life With Words By Susan Goldsmith Wooldridge 5

Our Work Together these Two Days A deep focus on the sixth shift: Academic Vocabulary. Vocabulary deficiency is one of the primary causes of the achievement gap (Becker 1977, Baumann & Kameenui, 1991, Stanovich 1986). This shift requires “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.” We will learn together about the importance of this shift and examine how students learn vocabulary in the 3-5 Modules. For those of you who haven’t been with us before, we will also help you get oriented to the modules – what’s in them, where do they live, what can you expect going forward? 6

Learning Targets Guiding Question: How can an emphasis on effective vocabulary instruction close the achievement gap and support all students to meet the demands of the Common Core Standards? Learning Targets:  I can explain how the effective vocabulary practices embedded Modules 1 and 2 can close the achievement gap and support all students to meet the demands of the CCSS.  I can describe the key components of effective vocabulary instruction for all students.  I can analyze effective instructional strategies that build students’ vocabulary.  I can effectively navigate the modules, units and lessons to guide my implementation.  I can locate key sections, practices and resources at the module, unit and lesson level.  I can continuously analyze and enhance my own growth mindset, as well as those of my students and colleagues. 7

8

Constructing Meaning Together 9 Norms of Collaboration

Where Do Your Interests Lie? Please complete “specializing” survey. Name, role, first and second choice for grade level break out groups (3 rd, 4 th, or 5 th grade). Please give the survey to member of EL staff. 10

Specifics About Today Next – Two Differentiated Groups (experience with the modules vs. not) Lunch Grade Level Work: Research Teams work together to understand key ideas through reading and discussion. Then experiencing practices from the module. Back together for whole group synthesis and closing. 11

Welcome to New Folks! If you are not yet introduced to the modules, or need a refresher on the overall structure and scope of the modules, we have a session for you. If you have been implementing the modules or feel very comfortable with the structure and scope of them, we have another session for you. 12

Structure of the Modules Module = Appx. 8 Weeks of Linked Instruction Culminating in a Performance Task Guiding Questions: Big Ideas Unit 1: Building Background Unit 2: Extended Reading/Research Daily Lessons Assessments Unit 3: Extended Writing Performance Task

First, “big picture” documents Curriculum PLAN – “at-a-glance” overview of each grade level’s topics and tasks. Curriculum MAP – more in depth, year-long overview specific to each grade level. 14

More Modules than You Can Use! 15  The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic.  Module topics are based in part on what content many teachers also know, but also include additional authentic texts needed to craft a coherent learning progression.  The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic.  Module topics are based in part on what content many teachers also know, but also include additional authentic texts needed to craft a coherent learning progression.

Pause for Reading and Thinking 16  Which portions of the Tri- State Rubric are addressed in this document?  Which “shift” does this document most represent?  Which portions of the Tri- State Rubric are addressed in this document?  Which “shift” does this document most represent?

Building Content Knowledge/Informational Text 17  Note, however: these modules do not replace Science or Social Studies instruction, which still need fuller treatment during other parts of the school day. Hopefully they often LINK TO and ENRICH that teaching.

The Year-Long Curriculum Map: Reading and Thinking Multiple key portions of this document. Two I want you to especially notice. Starting on page 3 – High-level overviews of each Module. Please find the summary for Module 1 and read carefully Turn of couple of pages -- Standards addressed in each of the modules. Examine from left to right (across the year). Use the rubric and discuss with colleagues – which of the shifts/are addressed in this document? 18  LINGER HERE…

Zooming in: What is a “module?” The term comes from PARCC, the consortium that is designing our new NYS assessments. This is their recommended curriculum design. ( A module is an extended, integrated model of curriculum design in which students read multiple texts, synthesize across texts, write routinely, and develop extended pieces of writing. In service of Shift 1: Building Knowledge in the Content Areas, ours are often (but not always) about NYS social studies and science content.

Structure of the Modules Module = Appx. 8 Weeks of Linked Instruction Culminating in a Performance Task Guiding Questions: Big Ideas Unit 1: Building Background Unit 2: Extended Reading/Research Daily Lessons Assessments Unit 3: Extended Writing Performance Task

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 those used in the lessons. Alignment to 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). 21

Linger Here: Use the rubric (10 minutes) 22

Discussion: Headlines Style “Headlines” is discussion routine that helps the reader/thinker get to the “heart of the matter.” It’s based on the concept of a newspaper headline – catchy, pithy, yet complete and accurate. 1.If you were to write a headline for this module that captured the most important aspects that should be remembered, what would that headline be? 2.Write one headline for COLLEAGUES, then write one for KIDS. Do this with kids! 23

Module Assessments 24  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.

End-of-Module Performance Task 25  Linger on the assessments and performance task. Use the rubric to analyze.  What do you notice about assessment in the module?  Linger on the assessments and performance task. Use the rubric to analyze.  What do you notice about assessment in the module?

Claim-Support Protocol (15 minutes) Each person at the table writes silently to synthesize a “claim” about assessment in the module. (Assessment in the module is ___________________). Then add support for your claim, which is specific evidence from the texts. (One piece of evidence for my claim is _____________. Any specific piece of evidence is_____). (2 minutes). Go ‘round the table. Each person has 1 minute to state their claim and evidence. Others may agree or disagree with the presenters claim, with evidence, for 2 minutes. Complete the cycle until all have participated. Use this with kids! 26

Recommended Texts A list of texts at much broader range of readability that those used for the lessons. Use for guided reading lessons, a classroom library, independent reading, read alouds. Send list home to parents with suggestions. 27

Zooming in on a Unit Module = Appx. 8 Weeks of Linked Instruction Culminating in a Performance Task Guiding Questions: Big Ideas Unit 1: Building Background Unit 2: Extended Reading/Research Daily Lessons Assessments Unit 3: Extended Writing Performance Task

Unit Overview 29  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.  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 Calendar 30  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).

A Closer Look (15 minutes) Carefully read the Unit Overview. In your notes, keep track of what you See-Think- Wonder about your unit. 31 What do you see? (Especially as it relates to the Tri-State Rubric) What do you think about what you see? What do you wonder about what you see?

What Questions Do You Have? 32

A Tale of Two Instructional Periods 1 hour per day (the Modules)Whatever else you have Common Core aligned reading, writing, listening and speaking Linked Informational Text/Fiction appropriate complexity focus on text-dependent questioning/evidence. Deep focus on vocabulary in context. Nearly daily “routine” writing. Extended writing aligned with core – less narrative, more informational and argument writing. Common Core aligned language and reading foundations skills. Use assessment to determine what your students really need (vs. the list). More differentiated…think centers-like or work folders or use technology. ( 33

Lesson Overview 34 …and the teaching notes provide some coaching for teachers as they think about delivering the lesson. The agenda shows the lesson “at a glance…

Lesson Overview 35 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.

Lesson Overview 36 Each lesson is broken down into sections: Opening, Work Time, and Closing.

Lesson Overview 37 Each lesson offers recommendations for supporting all learners.

Myth #3 : 39 Myth #3: Modeling is a Mistake

40 Let the students take the lead..they will surprise you!

Myth #4: Differentiation is dead. 41

“The CCSS require equal outcomes for all students, but they do not require equal inputs. Vary the amounts and types of instruction provided to students to ensure high rates of success.” -- International Reading Association, “Literacy Implementation Guidance for the ELA Common Core State Standards,” available: