1. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Supporting Rigorous English Language Arts Teaching and Learning Tennessee Department of Education English Language Arts Grades 4-5 Module 1 Analysis of a Writing Research Simulation Task 1

2. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Our Norms for Working Together Keep students at the center Be present and engaged Monitor air time and share your voice Challenge with respect Stay solutions oriented Risk productive struggle Balance urgency and patience 2 Norms for Collaborative Work (white book, white, p. 21)

3. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Module 1: Goals Deepen understanding of a Writing Research Simulation Task by: engaging in a Writing Research Simulation Task. analyzing what students need to know and be able to do in order to be successful on the task. analyzing alignment to the CCSS and key shifts. discussing implications for classroom instruction and instructional materials. Module 1 Goals (white book, white, p. 23) 3

4. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 1.Complexity: Regular practice with complex text and its academic language. 2.Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational. 3.Knowledge: Building knowledge through content-rich nonfiction. What questions do you have about the key shifts? 4 CCSS: Key Shifts in ELA & Literacy *Excerpted from A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool, p. 6, Table 1, Key Instructional Shifts of the Common Core State Standards, by the Partnership of Readiness for College and Careers Transition & Implementation Institute, 2012, Washington, DC: Achieve. Key Shifts in ELA & Literacy (blue book, tab 1, purple)

5. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Getting to Know Your CC Standards For this activity, you will be exploring the new CCSS. Directions; –Count off by 5’s at your table. –Gather into your numbered groups –Analyze your strand of standards (RL, RI, RF, SL, and W) and discuss the major differences between the CCSS and TN criterion-referenced SPIs. Be prepared to discuss your findings with the whole group.

6. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh For homework, you are going to engage in a Writing Research Simulation Task (WRST) similar to one students in your grade-band might encounter. Independently engage in the task as an adult rather than a K-12 student. Take 90 minutes to complete the items in the task. Be ready to share your responses. Please take the time to fully engage in the task. This task is important because it provides a common experience as we delve into the new literacy expectations. 6 Engage in Writing Research Simulation Task

7. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Module 1: Reflection Take a few moments to respond to the following questions as a way to reflect on your learning during this module: What was your biggest insight or learning in this module? Why was that significant? What one thing will you do differently in the classroom based on your understanding of this module’s content and the demands of the CCSS? What do you want to learn more about in order to implement the learning in your practice? What questions do you still have? Module 1 Reflection (white book, green, p. 29) 7