1. Setting the Stage: What is Rigor?
Supporting Student Access to Complex Texts

2. Purpose of this Session
Participants will be able to explain the concept of rigor and the role of both curriculum and instruction in its development.
School teams will be able to identify what rigor looks like in instructional practice.

3. Understanding Rigor

4. What is Rigor? Read the three quotes on the “What is Rigor?” handout.
Put a star next to ideas that resonate with you.
EngageNY.org

5. 4 Myths About Rigor As you read, annotate for:
Concepts that connect or resonate with you.
Words that would be a part of your definition of rigor.
Concepts or ideas that might surprise others.
Questions for discussion:
What is rigor?
Where does rigor “live?”
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6. Recognizing the Potential for Rigor in Curriculum

7. Rigor in the Text
Reread pp of St. Lucy’s Home for Girls Raised by Wolves by Karen Russell. (Stage 1 and 2)
Discuss:
What makes this text complex and potentially rigorous for 9th graders?
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8. Rigor in Instructional Design
Read the curriculum sample in your materials. As you read, look for evidence of the article’s perspectives about rigor. Notice:
The amount and type of homework.
The types of questions and support.
The amount of text considered each day.
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9. Recognizing Rigor in Instruction

10. Who’s Doing the Thinking? How Do You Know?
Try This!
Who’s Doing the Thinking? How Do You Know?

11. Talk About It
What did you notice about who was doing the thinking and when? (When is the teacher thinking? When are the students thinking?)
 Which students are doing the thinking? (How many? Which ones?)  
What did you notice about how and when the shifts in who was doing the thinking occurred? What was happening?  
How do you know who’s doing the thinking?   (Does it equate to who is doing the talking?)

12. Discussion and Reflection
How can this curriculum help teachers create “an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.”
What does it look like when this is happening?
What needs to happen so that teachers can do this?
EngageNY.org

13. and select “Online Parking Lot” for any NYSED related questions.
Please go to
and select “Online Parking Lot” for any NYSED related questions.
Thank You!