1. Basic Introduction to the IMET kit for Washington ELA teams [insert district and facilitator here] ELA Fellows IMET frame- 2-13-2014

2. Washington Considerations ELA Fellows IMET frame- 2-13-2014  Washington is a local control state. OSPI (etc.) is prohibited from endorsing/supporting any materials. These decisions are made via local process.  WA standards for ELA are the CCSS ELA. These are the standards upon which our children will be assessed for state and federal accountability.

3. Unprecedented Resources! ELA Fellows IMET frame- 2-13-2014  Other states who’ve adopted CCSS ELA  Organizations who convene experts  Teachers working collaboratively across the 46 states  Publishers rethinking how they do business  Deep paradigm shift from the products of teaching to the process of teaching, which includes ongoing professional learning

4. Multiple tools to get organized : local/state/cadre/associations ELA Fellows IMET frame- 2-13-2014

5. Considering What We Do In the Classroom ELA Fellows IMET frame- 2-13-2014

6. CCSS ELA: Comprehensive literacy for all students Reading, Writing, Speaking, Listening, Language, Technology, Research… ELA Fellows IMET frame- 2-13-2014

7. The Big Ideas: introduction, page 7 ELA Fellows IMET frame- 2-13-2014  Demonstrate independence  Build strong content knowledge  Respond to the varying demands of audience, task, purpose, and discipline  Comprehend as well as critique  Value evidence  Use technology strategically and capably  Come to understand other perspectives and cultures

8. ELA Fellows IMET frame- 2-13-2014 how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1) support the assertions (arguments) they make in writing (W.8.1, W.8.9) Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL.8.5). AUTHENTIC LITERACY INSTRUCTION

9. Anchored in the Foundations of Literacy & Communication… ELA Fellows IMET frame- 2-13-2014  Reading  Writing  Language  Speaking & Listening  Literacy in SS/H*  Literacy in Sci/T*

10. Foundational Skills (K-5) ELA Fellows IMET frame- 2-13-2014  Print Concepts (K-1)  Phonological Awareness (K-1)  Phonics and Word Recognition  Fluency

11. ELA Fellows IMET frame- 2-13-2014  These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

12. ELA Fellows IMET frame- 2-13-2014 The Trouble with “Checklists” how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1) support the assertions (arguments) they make in writing (W.8.1, W.8.9) Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL.8.5).

13. The Possibilities of “Checklists” ELA Fellows IMET frame- 2-13-2014  NOT TO RATE/ just to check…  What do we need more work on seeing?  What do we see and know easily?  What are our strengths?  What are our weaknesses?  What data do we collect to identify components?

14. “PC” / IMET/ EQuIP ELA Fellows IMET frame- 2-13-2014 1) Review your copy of the Publishers Criteria (the BIG PICTURE OF CONTENT) 2) Highlight 1-3 components/lines/ sections that stand out to you 3) Share your choices with your table mates 1) What makes these things challenging? 2) Why are they important? 3) Can you “rank order” them? 4) What questions do you have? What else do we need to learn?

15. Publishers Criteria: Getting the BIG picture ELA Fellows IMET frame- 2-13-2014  What is one thing that stands out to you?  What is one question you have?  Find a partner and share…

16. “PC”/ IMET / EQuIP ELA Fellows IMET frame- 2-13-2014 Non- Negotiables Across the Whole  Complexity of Texts  Range of Texts  Quality of Texts  Text Dependent/Text Specific Questions  Scaffolding and Supports  FOUNDATIONAL SKILLS  Writing to Sources  Speaking and Listening Connected to Sources  Language Vertically Aligned K-12

17. Description/Metrics/Check/Comments: ELA Fellows IMET frame- 2-13-2014

18. “PC”/ IMET / EQuIP ELA Fellows IMET frame- 2-13-2014 Non- Negotiables Across the Whole  Complexity of Texts  Range of Texts  Quality of Texts  Text Dependent/Text Specific Questions  Scaffolding and Supports  FOUNDATIONAL SKILLS  Writing to Sources  Speaking and Listening Connected to Sources  Language Vertically Aligned K-12 Which are the “easiest” to see? Which are the most challenging?

19. Considering a lesson: “Eleven” ELA Fellows IMET frame- 2-13-2014  With a partner, review the “Eleven” lesson  Look through the IMET checklist and/OR the PC  Make notes, talk through questions, and identify:  What do you see that is CCSS ELA aligned?  What might be missing?

20. “PC”/ IMET/ EQuIP ELA Fellows IMET frame- 2-13-2014 -- Designed to evaluate a unit/ lesson (and identify revision possibilities) -- Not intended to be used for whole courses I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS III. Instructional Supports IV. Assessment Components

21. Using EQuiP: the Biggest Shifts to Identify Instructional foci needed to get to rich CCSS ELA teaching in your classroom ELA Fellows IMET frame- 2-13-2014

22. Shift One : Building content knowledge through content-rich nonfiction Provides an ideal context for building language, vocabulary, knowledge, and reasoning Is challenging, complex, and has deep comprehension-building potential Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers.

23. Consider: materials that support student access into texts ELA Fellows IMET frame- 2-13-2014 What does the reading teacher know to do to support student learning?

24. ELA Fellows IMET frame- 2-13-2014 What does the teacher know to do to support student science learning?

25. ELA Fellows IMET frame- 2-13-2014 What does the teacher know to do to support student social studies learning?

26. K-5 Balance Across a Year reading, writing, modes, genres, products ELA Fellows IMET frame- 2-13-2014 Informational Text Literature Poetry, Drama Myths, Legends, Short stories, SS, Science, etc. Informational Text Literature Poetry, Drama Myths, Legends, Short Stories, Directions, Forms, etc. Social Studies, History, Arts, Science, Biographies,

27. 6-12 Balance Across a Year reading, writing, modes, genres, products ELA Fellows IMET frame- 2-13-2014 Increased quantity of materials and instructional time devoted to informational text English Language Arts Literature fiction, drama, poetry Literary Nonfiction Social Studies, Science, Technical Subjects Other informational Text

28. ELA Fellows IMET frame- 2-13-2014 Shift Two : Reading, writing, and speaking grounded in evidence from text, both literary and informational Moving from “how do you feel about what you just read? Do you like it?” to “Identify three examples that let you know what the author’s purpose is. Do you agree with the author?”

29. Sample of the Shift: Text-dependent questions ELA Fellows IMET frame- 2-13-2014 What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? 1. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. 2. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

30. ELA Fellows IMET frame- 2-13-2014 Shift Three: Regular practice with complex text and its academic language  Careful, targeted scaffolding of text complexity  Focus on appropriately rigorous texts  Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms

31. Curate and Teach the Right Words at the Right Times… for the Right Reasons (*weights) From this: To this: ELA Fellows IMET frame- 2-13-2014  Cinquain  Sestina  Shakespearean Sonnet  Rhyme scheme AP English Major/ deep cuts Cinquain Sestina CCR Sonnet Shakespeare High School Exit Rhyme scheme Alliteration

32. Text Complexity Model: Using the right text at the right time for the right reasons ELA Fellows IMET frame- 2-13-2014 Best measured by computer software Best measured by an attentive human reader Best made by educators employing their professional judgment

33. Considering a lesson: “Eleven” ELA Fellows IMET frame- 2-13-2014  With a partner, review the “Eleven” lesson  Dive into the EQuiP!  Make notes, talk through questions, and identify:  What do you see that is CCSS ELA aligned?  What might be missing?

34. EQuiP columns 1 & 2: ELA Fellows IMET frame- 2-13-2014 I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS *read, review, discuss with your table.

35. EQuiP columns 3 & 4: ELA Fellows IMET frame- 2-13-2014 III. Instructional Supports IV. Assessment Components

36. What Should We Look For? ELA Fellows IMET frame- 2-13-2014  What do we know well?  What professional learning, reading, research, discussion (etc.) must we continue to know these shifts?  What do we need to read? What do we need to see? Do we need classroom examples?  What data do we use to understand what’s working?

37. ELA RESOURCES! ELA Fellows IMET frame- 2-13-2014  Achieve the Core www.achievethecore.orgwww.achievethecore.org  Achieve http://www.achieve.orghttp://www.achieve.org  Engage New Yorkwww.engageny.orgwww.engageny.org  North Carolina’s pagehttp://elaccss.ncdpi.wikispaces.net/homehttp://elaccss.ncdpi.wikispaces.net/home Washington’s OER Review http://digitallearning.k12.wa.us/oer/http://digitallearning.k12.wa.us/oer/ Tim Shanahan’s Literacy Blog www.shanahanonliteracy.comwww.shanahanonliteracy.com BIG PICTURE RESOURCES (for parents, communities, and everyone!) http://thecommoncore.com/map/WA www.Readywa.org Great City Schools Parent Roadmaps: http://www.cgcs.org/Page/328

38. English Language Arts Office Teaching and Learning, OSPI 360-725-6064 K123456789-1011-12 Foundational Skills  Print concepts and alphabetic principle  Phonological awareness  Phonics and word recognition  Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year.  Balance grades K-5 = 50%* literature; 50%* informational text  Balance grade 6-8 = 45%* literature; 55%* informational text  Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas  By grade 4—opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas  Grade 8 – argument = 35%; information = 35%; narrative = 30%  Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker’s point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition. ELA Fellows IMET frame- 2-13-2014

39. Thank you! English Language Arts/Literacy ELA/Literacy Support: Liisa Moilanen Potts, Liisa.MoilanenPotts@k12.wa.us General Support / Overall CCSS Leadership: - General email: corestandards@k12.wa.us -Jessica Vavrus, jessica.vavrus@k12.wa.usjessica.vavrus@k12.wa.us -Math Support / CCSS Coordination Lead: - Anne Gallagher, anne.gallagher@k12.wa.usanne.gallagher@k12.wa.us ELA Fellows IMET frame- 2-13-2014