1. EngageNY.org Session 2A and Session 2B October 2014 NTI Analyzing Priority Standards

2. Welcome 2

3. Learning Targets I can thoughtfully interpret the meaning of a grade-specific standard, discriminating it from the same standard at other grade levels. I can determine where, and for how long, a priority standard is addressed in the curriculum modules. I can gather new ideas for teaching a specific standard. 3

4. Close Reading a Standard 1 st read: Read through all the standards. 2 nd read: Read and underline or highlight key words in the standards. 3 rd read: Read through with a partner discussing the words that you selected and why. Discuss what do you notice about this standard as it progresses? 4

5. Analyzing Text Structure Locate the Text Structure Types on pp. X and Analyzing Text Structure Notecatcher on pp. X. Work in partners for this activity. Read five short excerpts taken from the ELA Modules:  Identify the text structure.  Identify possible challenges. 5

6. Share Your Thinking Pair up with another partnership to share the thinking you recorded on your notecatcher. 6

7. Text Structure Matters Authors make intentional decisions about how to structure a text based on their purpose and audience and the meaning they want to convey. When readers know what kind of structure to expect, it helps them connect to and remember what they’ve read better. It gives readers clues as to what is most important in the text. It helps readers summarize the text. 7

8. What Academic Vocabulary Should be EXPLICITLY taught? I can explain how comparing and contrasting the structure of what I read supports my understanding of the ideas presented in informational texts. 8

9. What Academic Vocabulary Should be EXPLICITLY taught? I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim. 9

10. What Academic Vocabulary Should be EXPLICITLY taught? I can analyze the structure of a specific paragraph in “Equal Rights for Women,” including the role of a particular sentence in developing a key concept. 10

11. Why it Matters Teaching academic vocabulary is a powerful way to help students become sensitized to text structure. 11

12. Looking at a Lesson Plan Locate the lesson plan in your participant notebook on p X 12

13. Examining a Lesson Plan Read through the lesson plan looking closely at the “Work Time” portion of the lesson. As you read use your Notice/Wonder/Connect notecatcher located on page x to hold your notices, wonders and connections regarding Standard 5 “in action” in a lesson. 13

14. Mix and Mingle Take your notecatcher with you. Find someone who was not at your table to partner with. Each member of the partnership should share a notice/wonder and a connection from the reading of the lesson plan. 14

15. Mix it up again Find a new partner. Share a lingering wonder. 15

16. Making Connections Locate the Curriculum Map on your table 16

17. Look closely Look at the curriculum map and make note of where the standard is assessed. Now locate the performance tasks and read them, to get the “big picture” assessments for this grade level. Now look at each assessment in the section of the map “Unit Level Assessments ELA CCSS” – underline every 17

18. Turn and Talk 18

19. NYS Assessment Participants should look at either grade 7 or grade 3 based on what grade level lesson plan/curriculum map you just looked at As you look at your selected grade level you may again use your Notice Wonder Connect notecatcher to make notes as you review the reading, question, response for your grade level. What do you notice/wonder/connect about standard 5 in the assessment? 19

20. Turn and Talk Turn and talk: How can the process of looking from standard, to lesson, to assessment level inform instructional decision making? 20

21. Look and Discuss Locate the How to “find” a standard document in your participant notebook page x. Look at the document independently for a few minutes. Talk at your tables about how this process of “finding” a standard could be useful in your school/district. 21

22. Reflection Reflection: How does the process of looking at the standard level, the lesson level and the assessment level inform instructional practice and decision making? 22

23. Learning Targets I can thoughtfully interpret the meaning of a grade-specific standard, discriminating it from the same standard at other grade levels. I can determine where, and for how long, a priority standard is addressed in the curriculum modules. I can gather new ideas for teaching a specific standard. 23