Implementing Common Core: A Focus on Early Literacy Module- 3 Book Study: Rigorous Reading Ch 4 Presenters: LaRae Blomquist, Susie Lapachet, Christina Mc Colley, Jenny Smith and Patty Tong January/February 2015

Debrief Module 2 As a result of the ELD/ELA training in October/December on Text Complexity, what steps (if any) did you take or did you plan to take at your site?

Outcomes Participants will: Learn about structures that can support collaborative learning Identify the connectivity between ELA and ELD standards Use data to drive next steps

Speaking and Listening Standard 1 Rigorous Reading, pp What are the significant shifts in the standards as you look across grade levels?

Correspondence Matrix S/L 1 correspond to Collaborative 1,3,&4 Interpretive 5

Collaborative Standard #3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges Page 3

Collaborative Learning: Reservations from Educators “I’m just not sure they’re really doing anything of value when they’re in groups.” “It just doesn’t work for the students I teach.” Other teachers worry about logistic and behavior problems if the task is too easy or too difficult.

Quality Indicators of Appropriate Task Complexity Designs that require students to work together Structures that elevate academic language The presence of grade level work The opportunity for productive failure

Frontloading Group Work

Book Discussion  Jigsaw Protocol Number off from 1-5 at your table Review your assigned pages and craft a question to discuss with your expert group. Move to your expert group and discuss your assigned pages with your expert group. Go back to your home group. As you discuss the chapter, share the highlights of the discussion you had with your expert group with your home group.

Ch 4 Note-Taking Graphic Organizer

Expert Groups  Read assigned pages 1.77 and  Craft a question for your expert group to discuss.  Discuss your pages with your group.  Record highlights of the discussion to share with your home group.

Home Group Discussion  Take turns sharing highlights from your expert group discussion.  Add to your note-taking sheet.

Whole-Group Debrief 1.What are the different functions of the Jigsaw strategy? 2.How did we use this strategy to support collaborative conversations? 3.What instructional considerations that need to made before employing jigsaw?

Protocol for Introducing Partner Talk Review Speaking and Listening St. #1 on page 78 for grades K and 1. Note evidence of explicit instruction of the standard.

Video Debrief  What did the teacher do to build structures for collaborative conversations?  What opportunities ensured equal access for all students?

Walk Through Data

Data Analysis Page 1

Data Analysis Page 2

What stages of the lesson are observed least/most frequently?

What Research Based Best Practices are observed most/least?

When Research Based Best Practices are used, what levels of implementation are observed?

Walk Through Data Knowing the data you provided, is this reflective of the practice at your site? What professional learning is needed for you and your staff? How can you support this work?

Making Connections

Introduction Sites with Coaches: All concentrated coaches were trained at the coach meeting on January 9 th.

Introduction DatesNumber of Presenters Available Feb. 23rd 0 March 2nd 0 March 9th 1 March 16th 2 March 23rd 1 April 14 th (RM 117) CRT Training Consult Schools (As of 1/30/15)

Synced Solution Introduction TOT Feb. 19th RM 117 3:30-5:00

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