1. NTI Vets: Building a Core Proficiencies Sequence
Implementing the CCSS with Fidelity
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2. Purpose of this Session
Participants will be able to:
Explain the structure and features of the Making Evidence-Based Claims units
Explain how to incorporate multiple Core Proficiencies Units into a semester-long curriculum plan
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3. Lenses for this Session
How does the EBC unit for literary technique work? How do the pieces fit together?
How can teachers build a curriculum that teaches all the core proficiencies?
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4. Orientation to the EBC Unit
The process:
Making Evidence-Based Claims
Organizing Evidence-Based Claims
Expressing Evidence-Based Claims
The parts
The text
The tools
The assessments
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5. Deep Dive into Making EBC About Literary Technique
CCSS.ELA-Literacy.RL  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.W Draw evidence from literary or informational texts to support analysis, reflection, and research.

6. Deep Dive into Making EBC about Literary Technique
How are these standards explicitly taught over the course of the unit?
What will you learn about student acquisition of this skill through the different assessment opportunities in this unit?
What scaffolds are included in this unit to support students?
How would teachers need to change current instructional approaches in order to implement this unit?
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7. Literature and the Instructional Shifts
Read the following instructional shifts:
Text-based answers
Writing from sources
Discuss at your tables
What do these shifts look like with literature?
How do they look different than with non-fiction? How do they look the same?
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8. Explain that they are going to look at how these differences are manifested in the two different EBC units. Direct participants to the Excerpts in their PD packet. Both have the title Activity 1: Introduction to Unit.
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9. EBC Units for Nonfiction vs. Literature
Read the excerpts from the EBC units for literature and nonfiction.
Annotate them, highlighting the differences we discussed.
Discuss:
What did you find?
How might teachers need support in making these distinctions?
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13. Customizing the Sequence
With others from your site or someone at your grade level, discuss the suggested scope and sequence.
How would you integrate this sequence into an existing curriculum at your site or BOCES?
Would you follow this timeline, spread things out more?
Capture the changes you’d make on your note catcher.
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14. Q & A
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15. Reflection NTI Members: Teachers:
What will you do to help teachers understand the flow of the Core Proficiencies Units and how they are most effectively integrated into curriculum?
Teachers:
How will you begin teaching the skills in the Core Proficiencies Units? Where will you start next year?
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