1. Mastering Common Core Instructional Shifts in ELA
Argumentative Writing, Close Reading, Text-Dependent Questioning, and Text Complexity for ELA, Social Studies, and Science Middle and High School Teachers
CFN 206
Sarah Benis Scheier-Dolberg
Session 1
Saturday, November 16, 2013
Health Opportunities High School (X670)

2. Welcome

3. Framing the Work There is nothing permanent except change. Heraclitus
The ultimate measure of a man is not where he stands in the moments of comfort and convenience, but where he stands in times of challenge and controversy. Martin Luther King, Jr
There is no such thing as making the miracle happen spontaneously and on the spot. You’ve got to work.
Martina Arroyo
The gem cannot be polished without friction, nor man perfected without trials.
Confucius
We don’t see things as they are, we see things as we are.
Anais Nin
Ain’t nothin’ to it but to do it.
Maya Angelou
Provide as handout on tables at the start of session. Talk for two minutes about why we are here.
Turnkey note: You could choose another image, passage, or video to activate participants’ deeper sense of why they are sitting in this professional learning session and what is at stake for us as educators.

4. Session Objectives
Learn strategies for implementing Common Core ELA Instructional Shifts.
Apply strategies learned to your classroom context.
Start portfolio and case study work.
Create collaborative space for learning.

5. Introductions

7. Partner Introductions
Choose one person to work with for this exercise.
The first partner should discuss the following questions:
Where do you work?
What is your current role? What grade(s) do you teach?
Describe what makes your students this year different from other groups you’ve taught. What makes this group unique? Are their any individual students you have who stand out for you? In what ways?
When time is called, the second partner should begin.
At the end of the exercise, each person will introduce his or her partner to the full group.
Total time: 20 min
Find partner, move, clarify directions, start (2 min)
First partner speaks (4 min); second partner speaks (4 min)
Whole group sharing (10 min)
Turnkey note: You could choose different questions and/or call it a warm-up rather than introductions for a group of colleagues. The purpose is to help people feel comfortable talking in this setting and to get them thinking about the session topic.

8. Common Core Instructional Shifts: ELA/ Literacy
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3
Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
Shift 4
Students engage in rich and rigorous evidence based conversations about text.
Shift 5
Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6
Academic Vocabulary
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.
Knowledge in
the Disciplines
Staircase of Complexity
Text-based
Answers
Time: 10 min
Writing from Sources
Slide adapted from Engage NY presentation:

9. Parking Lot
Write down your questions and issues on the post-it notes provided throughout the sessions and “park” them in the Parking Lot charts on the walls of the room.
I will work at answering them during and after the session.
Slide adapted from a presentation by Liz Irwin, AUSSIE Consultant.

10. Hopes and Fears Protocol (Mc Donald, Mohr, Dichter, Mc Donald, 2007)
Slide adapted from a presentation by Liz Irwin, AUSSIE Consultant.

11. Hopes
Fears
Based on the discussion of shifts in ELA/literacy, what are your hopes and fears about this topic of the workshop and/or the workshop series in general. This activity runs like a think, write, pair, share.
Time: 15 min
Turnkey note: The activity is critical for taking a formative assessment of where the group is at the start of the series, so that modifications can be made during the session and in future sessions to meet participants where they are.

12. Setting Norms

13. At your tables, brainstorm norms for this setting…
Consider group norms that foster trust, respect, and safety
Consider use of “air sticks” or other method to allow all voices in the discussion
Consider how or if you would like to communicate in between sessions
This activity invites participants to brainstorm (write, talk, and/or privately think) that the norms should be for this professional learning space in small groups, followed by large group discussion.
Time: 15 min
Turnkey note: The activity is critical for building trust, ensuring confidentiality, and supporting collaboration during all the professional learning sessions.

14. Break
(one-function)

15. Addressing Common Core ELA Instructional Shifts
Using Institute for Learning’s
Patterned Way of Reading, Writing, and Talking
Based on NYC Common Core Library activity: Supporting Students in Accessing Complex Texts (
Time: 90 min

16. Accessing Complex Texts…
What does it mean to “access” complex texts?
What strategies do you currently use to support students in accessing complex texts?

17. Using IFL’s Patterned Way to Access Complex Texts…
How, if at all, might this framework support students in meeting the expectations of Common Core?
In particular, how might this help student access complex texts and meet Common Core expectations?
How, if at all, might this work influence your own practice?

18. Free-Write/Free-Think
Think about the texts you are currently using in your classroom. Ask: Which texts are worthy of this kind of close reading?
How might I use or adapt this framework for my classroom? If I were to teach with this framework next week, what texts would I use? What resources would I need to obtain or create? What other supports would I need to try this?

19. Argumentative Writing

20. Case Study Students and Portfolio
20 minute activity
Participants will learn more about how to collect work and information for 2 case study students and what to create/collect for portfolio artifacts for next session.

21. Preparing for Next Time…
Next Session:
Saturday, December 7 (8:30 am – 12:30 pm)
Health Opportunities High School (X670)
Intersession Learning Opportunities:
Choose two case study students;
Apply what you have learned in this session in at least one lesson; bring instructional materials and student work from case study students to share with your school team; and
Bring one or more texts you use to the next session.
Future Sessions:
Session 3: 1/11 (Location: TBD)
Session 4: 1/25 (Location: 01M034)
On-Site Coaching: 2/5, 3/5, 4/2, 5/14
5 minutes

22. Session Evaluation
Please complete the session evaluation before leaving.
5 minutes

23. Please contact me with any questions or feedback.
THANK YOU
Please contact me with any questions or feedback.
Sarah Benis Scheier-Dolberg