1. A Model of Content-Rich Curriculum LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

2. Grade-Level Groups  Your grade-level EL team: Suzanne Plaut and Lily Newman  Examining the modules: through the lens of a teacher  Analyze the curricular structures (module, unit, and lesson level)  Analyze the instructional practices, pedagogical moves, etc.  Experiencing the modules: through the lens of a learner  Consider one’s own experience as a “Common Core era” learner  Based on one’s own experience, reflect on the implications for students

3. Grade Level Groups: Introductions  Name  Position/role  Your district, region, or school  Your particular interest in or connection to this grade level

4. Quote Strips Directions: Locate the quotes in the envelopes on your table.  Each person at your table chooses one quote from the envelope.  Read each quote aloud to the group. As a group, select one quote as a lens through which to view your work in this session while you are a learner “experiencing” the module. Consider where you see the ideas in this quote come to life in the curriculum.  After your experience some learning from the module, we will return to this quote to discuss what you noticed.

5. Learning Targets (for this lesson) Long-term Targets (based on CCLS) I can effectively participate in a conversation with my peers and adults (SL.3.1) I can ask and answer questions about a text (RI.3.1) Supporting Targets: I can talk with my partner in order to record what I notice and I wonder about pictures I can ask and answer questions about a text

6. Carousel Directions At your tables, form groups of five – As a small group, look at the images on the charts – Discuss, then write on the chart: “I see... So I infer...” What can you infer about the topic of this module? What is your evidence? What specific content do you infer students will be learning? What is your evidence?

7. Common Text (Quotes) Directions – At your tables, scan the page of quotes – A few read aloud; others follow along

8. Expert Texts At your table, 5 people choose each of the two texts: Camels + Children = Literacy “Acclaimed Colombian Institution has 4,800 Books and 10 Legs”

9. Read, Talk, Write Directions – On your own, read your text once silently, for gist (the basic sense of what the story is mostly about) – With someone who read the same text, discuss gist: What is this text mostly about? – Record notes: what do you think this text is mostly about?

10. Debrief As a table group, discuss: How was the quote you chose illustrated through your experience? What did you notice about your motivation to read/learn during this experience? If you were designing this module, what would you have students do next? Why?

11. Transition  Thank you!  We will meet in grade-level groups again each day.  Now, please return to the whole group space.  In the whole group space, we will provide an overview of the modules and give people time to examine them and to ask questions.