After School Professional Development Program 65 Court ... · After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201 Zoe Souliotis-Foley, Director

After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201

Zoe Souliotis-Foley, Director [email protected]

Revised 2.2014 ASPDP

ASPDP Course Syllabus

Title of Course: Common Core in ELA: Instructional Shifts for Effective Implementation, Grades 3-5 Course Code: Course Location: Online course, accessible at www.kdsi.org/NYC

Instructor’s Name: Sophia Thwaites Instructor’s Telephone #: 1-800-728-0032 E-mail: [email protected] Course Begins: September 15, 2014 Session Schedule: Online 24/7; Self-paced

Course Ends: January 5, 2015

Total Hours: 36

Course Description: In this course, educators will become fully versed in the foundations of the English Language Arts Common Core State Standards (CCSS) for grades 3-5. Using the six instructional shifts—balancing informational and literary text, using texts to inform, the staircase of text complexity, text-based answers, academic vocabulary, and writing from sources—educators will develop lesson plans, design instruction, and implement practical strategies for working with diverse learners, including English learners. Each grade level of this course focuses on the developmental perspectives of targeted students. Ideas for ways to communicate the CCSS to parents will also be discussed. Common Core State Standards: This course incorporates key aspects of the Common Core State Standards for English Language Arts. Educators will explore the CCSS for ELA in grades 3-5 to understand the purpose for the standards, the foundations of the standards, what students are expected to know and how this will impact teachers’ approach to instruction. Participants will learn how the CCR Anchor Standards are structured and will understand the Anchor Standards themselves for ELA, history/social studies, science, and the technical disciplines. In addition, participants will gain an understanding of grade-specific standards. Finally, course participants will learn about the instructional shifts in the standards, as well as the College and Career Anchor Standards for ELA. Charlotte Danielson Framework The Danielson components that apply to this course are: Domain 1: Planning and Preparation Competency 1c: Setting Instructional Outcomes Helping all students meet the high expectations of the Common Core State Standards is a challenge that many teachers face. This course will provide teachers in grades 3-5 with suggested strategies and examples for ways to successfully implement the pedagogical shifts associated with the CCSS. Additionally, educators will learn instructional moves to support the use of formative assessment, differentiation, and the student engagement.

mailto:[email protected]




Research Base, Best Practices, Pedagogical Approach, and Addressing the Needs of Diverse Adult Learners Knowledge Delivery Systems Approach to Course Production is based on the following research report as a key source: Gulamhussein, Allison. “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” Center for Public Education, September 2013. The learning experience we offer to adult learners includes:

Instruction (40%) - 20 hours

Coaching (20%) - 10 hours

Practice (40%) - 20 hours

Video Instruction Video modeling and

classroom demonstrations

Professional Readings

Video Coaching Expert feedback on

Learner Reflections Discussion and

collaboration with peers Feedback on

application projects facilitated by online coaches

Resources for Facilitation

Interactive activities Application scenarios

(checks for understanding)

Mid-course project (3 grad)

Final capstone project (3 grad)

Application Toolkit (resources for classroom use)

KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners. Structural components of Courses Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding. Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment. Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.





Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course. Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work. Interactives: KDS courses include a range of learning experiences that allow learners to practice with the content and skills they are learning in the course. These interactive experiences can be drag and drop, interactive glossaries, scenario prompts, surveys and tailored for the content of the course. Application Toolkit: The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom. Video Components Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below. Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country. Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:

Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.

Leadership Practice: Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.

Model Lessons: Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.





Observation Cycles: Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.

Mini-workshops: More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.

Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.

Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action. Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction. Our research principles include the following:

Professional development should be intensive, ongoing, and connected to practice.

Modeling has been found to be highly effective in helping teachers understand a new practice.

(We use clips and classroom video footage of model lessons to demonstrate effective

classroom practice).

Teachers’ initial exposure to a concept should not be passive, but rather should engage

teachers through varied approaches so they can participate actively in making sense of a new

practice. (We use interactive graphic exercises, readings, discussions and scenario-based

activities to support the educator as active learner).

Sources: Linda Darling Hammond, et al. “Professional Learning in the Learning Profession,” National Staff Development Council, 2009. Allison Gulamhussein, “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” Center for Public Education, 2013. We work collaboratively to assess our courses as we develop our courses and invite our partners do so as well. One tool available to KDS Course Designers to adjust and gauge the effectiveness of our courses while we develop our courses comes from California State University in the form of the Rubric for Online Instruction which assesses:

Learner Support and Resources

Online Organization and Design

Instructional Design and Delivery

Assessment and Evaluation of Student Learning


http://www.csuchico.edu/roi/the_rubric.shtml






Innovative Teaching with Technology

Use of Student Feedback Source: California State University http://www.csuchico.edu/celt/roi Rubric for Online Instruction Assessment Guiding Principles:

Learner Objectives and Outcomes based on Bloom’s Taxonomy

Backwards Designed: Assessments aligned to outcomes and objectives

Balanced Assessment: A variety of assessments are included to engage the learner and appropriately map to the objective or specific learning experience

Source: Center for Teaching and Learning, Humber http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere KDS Assessment Modalities:

Reflection Questions: The learner is able to reflect on an experience or synthesize knowledge

Checks for Understanding: Formative assessments take the form of scenarios, multiple

choice, short answer to allow for a range of responses and engage the learner to consider

multiple perspectives, process or apply their knowledge

Mid-course and Final Capstone Projects: Performance-Based or Extended Written Responses

to allow the learner to synthesize and apply knowledge from large chunks of the course to real

world situations as educators.

Assessment Methods and Required Student Work: Participants’ work will be evaluated in a variety of ways. Participants will respond in writing to reflection prompts based on the video content and/ or selected readings in each unit of the course. Online coaches will provide feedback on responses to reflection prompts, based on the rubric below. Participants also engage in a discussion forum with their peers throughout each unit, and continuously provide and receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding, to determine whether participants understand and can apply the key concepts within that unit to their classrooms, in order to impact student achievement. Checks for Understanding will be computer evaluated for instant feedback. Checks for Understanding and Reflection Rubric:

Assessment Underdeveloped (1)

Basic (2) Proficient (3) Distinguished (4)

Checks for understanding

65% or below 66-79%

80-89% 90-100%




http://www.csuchico.edu/celt/roi

http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere

http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere




Reflection Question

Participant has included little to no content indicating consideration and comprehension of course content. Participant has not addressed the questions posed. Participant has copied from the course transcript without synthesis or analysis.

Participant has included little that indicates consideration and comprehension of course content. Participant has answered most questions directly but some too briefly.

Participant has included appropriate content from the course content. Participant has made thoughtful comments in direct response to the prompts.

Participant has provided rich detail and supporting examples from the course content. Participant has made responses to prompts personally meaningful and relevant to his or her teaching practice.

Participants will also be evaluated based on the work they produce for the Mid-course Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Mid-course Project (See Session #7 for a complete description of the Mid-course Project), participants will improve instructional outcomes for students by empowering parents/guardians to support their child’s learning and engagement with the ELA CCSS. This project will also deepen Educators’ knowledge of instructional shifts, which will ultimately impact student learning.

Mid-course Project Evaluation Rubric:

Project component

Underdeveloped (1)

Basic (2) Proficient (3) Distinguished (4) Score

Quality of lesson plan (25%)

Develops a standards-based lesson plan that lacks several critical components.

Develops a standards-based lesson plan that lacks one critical component.

Develops a standards-based lesson plan that includes all critical components.

Develops a standards-based lesson plan that includes clear and concise components and demonstrates planning mastery.

Text selection (25%)

Selects a text for the lesson, but is not clear about how it relates to building standards mastery.

Selects a text for the lesson but loosely aligns it to demands of the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards. Includes additional texts that can scaffold the learning for all students.

Assessment (25%)

Identifies a less rigorous

Identifies a broad

Identifies a rigorous

Identifies a rigorous assessment that





assessment for the lesson and is not clear about how it measures mastery.

assessment for the lesson that is too narrow to inform next steps.

assessment that clearly measures student learning and informs next steps.

clearly measures student learning and collects relevant data points for instruction.

Reflection on practice (25%)

Provides a narrow reflection on strengths and changes from lesson implementation.

Provides a brief reflection on strengths and changes from lesson implementation.

Provides a thorough reflection on strengths and changes lesson implementation.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Mid-course Project Performance Summary

Total Score _______/100% Qualitative feedback:

Finally, the culmination of participants’ work will be evaluated based on the Final Capstone Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Final Capstone Project (See Session #13 for a complete description of the Final Capstone Project), course participants will be able to improve student outcomes by providing learners with a rigorous, Common Core State Standards-aligned English Language Arts learning experience. This learning experience will expose students to texts from different genres and will address multiple standards and instructional shifts. Assessments will be used to provide intervention in real time when necessary, and the needs of diverse student learners will drive differentiated instruction. The Common Core State Standards, when effectively implemented, increase student achievement by consistently increasing the complexity of learning opportunities and challenging students to steadily improve their skills, leading to college and career readiness by the end of high school.

Final Capstone Project Evaluation Rubric:

Project component

Underdeveloped (1)

Basic (2) Proficient (3) Distinguished (4) Score

Quality of anchor papers (25%)

Develops anchor papers that lack several critical components.

Develops anchor papers that lack one critical component.

Develops anchor papers that include all critical components.

Develops anchor papers that include clear and concise components and demonstrates planning mastery and could be an exemplar.

Learning tracker

Provides a short and broad list of

Provides a broad list of skills and

Provides specific skills and list of

Provides specific skills and list of





(25%) skills and steps needed to complete assignment.

steps needed to complete assignment.

content knowledge needed to complete assignment.

content knowledge needed to complete assignment. Provides process steps that could translate into a lesson plan.

Reflection on practice (25%)

Provides a narrow reflection on knowledge demands from designing anchor papers.

Provides a brief reflection on strengths and changes from designing anchor papers.

Provides a thorough reflection on strengths and changes made from designing anchor papers.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Quality of capstone application (25%)

Demonstrates little understanding of standards-based writing assignment.

Demonstrates some understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment and show clear steps for translating the CCSS writing expectations.

Final Capstone Project Performance Summary

Total Score _______/100% Qualitative feedback:

Required Materials and Texts: All texts and materials will be provided to course participants. Materials include resources relevant to course content.

http://charlottedanielson.com/theframeteach.htm

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm),

http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm

Lapp: "Navigating the CCSS" in International Reading Association, February 2012 (available free in the eClassroom)

Alterio: "Tools for Balancing Literary and Information Text in the CCSS," ASCD, 2011

"Texts Illustrating the Complexity, Quality, and Range of Student Reading," CCSS


Readings:



http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm






Goldman: "Adolescent Literacy," www.futureofchildren.org

Hiebert: "Readability and the CCSS Staircase of Text Complexity," TextMatters.Org

Hiebert: "Seven Actions Teachers Can Take Right Now," Text Matters.org, 2012

Lapp: "Teaching Students to Closely Read Texts," International Reading Association, 2012

Boyles: "Closing in on Close Reading," Educational Leadership.org

"Guide to Text Dependent Questions"

McKeown, Crosson, Artz, Sandora, and Beck: "Expanding Student's Experience with Academic Vocabulary, Reading Teacher, 2013


Coleman & Pimentel: "Revised Publishers' Criteria for the CCSS, Grades 3-5"

ELA Standards, CCSS

ELA Standards, Appendix A, CCSS

ELA Standards, Appendix C, CCSS

Bunch & Kibler: "Realizing Opportunities for ELLs," Understanding Language, 2012

McNulty & Gloeckler: "Fewer, Clearer, Higher Common Core State Standards," International Center for Leadership in Education, February 2011

"FAQs About CCSS and Gifted Education" Method of Instruction: The methods of Instruction and Evaluation for this course include:

Videos (presentations consisting of interviews and classroom footage)

Readings

Reflection questions (open-ended questions at intervals throughout the course which ask

participants to reflect on the course content, their own practice, and next steps for their

practice)

Checks for Understanding (selected-response quizzes to assess understanding)

Discussion forum (prompts that engage participants in online dialogue with their cohorts) Pre and Post survey Mid-Course Project and Final Capstone Project

Participants of this course will:

Listen to experts. Watch real classroom learning. Read research and best practice.

Educators who participate in this course will improve their understanding of and skills for differentiating instruction. Participants will learn how to support students who are on-grade level, as well as students who are or may not be at grade-level, including English Learners, students with special needs, and gifted and talented learners. Participants will also learn how to utilize resources to support the implementation of the Standards in all classrooms, with all students. Finally, course participants will learn how to implement the standards in a way that allows for the


http://www.futureofchildren.org/




widest possible range of students to participate fully from the outset, and when necessary, how to make appropriate accommodations to ensure maximum participation.

Course Calendar

Session # 1: Date: Self-paced Time: 1/2 hour Due Today: N/A Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.

Topics: List session topic and materials

KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related to the domains and components from Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and assessments or know anecdotally.) Materials: http://charlottedanielson.com/theframeteach.htm http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm

Objectives: Specify instructional goals and standards for each session.

To set student learning goals.

Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.

Participants set learning goals that will inform classroom instruction

Guest Speakers:

N/A

Session # 2: Date: Self-paced











Time: 3 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


In this course introductory unit, educators will explore the Common Core State Standards for ELA in grades 3-5 (CCSS ELA) to understand the purpose for the standards, the foundations of the standards, what students are expected to know and how this will impact teachers’ approach to instruction. Participants will also set goals for the course to guide their personal learning experience. Materials: Lapp: "Navigating the CCSS" in International Reading Association, February 2012 (available free in the eClassroom)


After completing this unit, educators will know:

The 4 major components of the course as the structure for understanding the CCSS ELA

Why the CCSS ELA standards were developed How the CCR Anchor Standards are structured


After completing this unit, educators will apply the following skills:

Set two to three personal learning goals for the course

Identify an instructional practice presented in one of the classroom scenarios presented that they are interested in applying in their classroom.

Understand the organization of the CCSS ELA, specifically how to read the standards horizontally to see the development of skills over time and vertically to appreciate the full range of skills that students need to learn in a specific grade

Understand how the standards move from broad categories to more discrete grade-level standards

Explore how the integration of multiple standards within a lesson provides greater rigor for students’ learning

Guest Speakers:

N/A

Session # 3: Date: Self-paced Time: 3 hours





Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


In this unit, participants will answer the questions: What are the College and Career Anchor Standards for ELA, what are the grade-specific standards, and how are the standards organized? Participants will explore the standards to gain an understanding of grade level expectations and content within the ELA classroom. This unit will provide an in-depth look at the standards documents, including the anchor standards and grade level standards. Materials: Standards for ELA & Literacy, Common Core State Standards Initiative (available free in the eClassroom)



The structure and major components of the standards

How the CCR Anchor Standards support rigor in students’ learning

CCSS-aligned lessons incorporate multiple standards



Identify the four strands of literacy addressed by the CCR Anchor Standards

Match the broad reading standards for reading, writing, speaking/listening and language to the literacy strands addressed in the CCR Anchor Standards

Analyze the teaching and learning in a literary text lesson

Reflect on how the integration of multiple standards in a lesson will apply to their own work

Guest Speakers:

N/A

Session # 4: Date: Self-paced Time: 3 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.






In this unit, participants connect learning from previous units to answer the question: What instructional shifts do teachers have to make in order to help students read a true balance of informational and literary text? In the earliest years of schooling, it has been commonplace for teachers to concentrate on narrative text with some poetry and some informational text. Now, the CCSS calls for a balance of 50% literary or narrative text and 50% informational or expository text. In this unit, we will explore the differences between these genres, why it is important to achieve this balance, and how teachers can move toward this balance for purposes of all students being career and college ready. This unit focuses on the College and Career Readiness Anchor Standard for Reading on Range of Reading and Level of Text Complexity and the Reading Standards for Literature K-5 and the Reading Standards for Informational Text K-5. Materials:


"Texts Illustrating the Complexity, Quality, and Range of Student Reading," CCSS




The differences between narrative and informational text

What is meant by a “50-50% balance of literary and informational text”

How to explain the shift in balance in types of texts through the grade bands

Specific examples of the genres of literary and informational text

Practical ways in which he/she can start to gather appropriately balanced classroom resources for this instructional shift



Explain the differences between literary and informational text

Explain how to approach creating a standards-aligned ratio of information to literary text in the 3-5 classroom

Guest Speakers:

N/A

Session # 5: Date: Self-paced





Time: 3 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


In this unit, you will build on the understandings of using a balance of texts to gain an understanding of Shift 2 in Common Core instructional practices. This shift focuses on the use of texts, both content rich nonfiction and informational, to inform learning. This shift will impact all teachers, as the focus of instruction centers on students and their use of text to learn, versus the traditional teacher role as the “distributor of knowledge.” This shift highlights the importance of students at the center of the learning process; using texts to inform critical thinking, learning, discussion, and writing. This shift should be considered for English Language Arts instruction and content area instruction since students are expected to learn new information through text. This unit addresses the College and Career Readiness Standards for Reading that focus on Key Ideas and Details and Integration of knowledge and Ideas, and the Reading Standards for Literature K-5 and Reading Standards for informational Text K-5. Materials: Goldman: "Adolescent Literacy," www.futureofchildren.org



Why a 3-5 teacher must consider the use of content-rich texts across the disciplines

A range of strategies used to make text central to learning in a CCSS-aligned classroom

The characteristics of a content-rich “text-set”



Explain why a 3-5 teacher must consider the use of content-rich texts across the disciplines.

Describe a range of strategies used to make text central to learning in a CCSS-aligned classroom.

Plan for the establishment of at least one best practice with respect to the use of texts as central to learning.

Describe the characteristics of a content-rich “text-set”

Evaluate whether or not three self-chosen texts create a content-rich text set.

Guest Speakers:

N/A







In this unit, you will understand how the Common Core State Standards call for shifts in instruction and materials to support a “staircase of complexity.” This means that teachers should use a range of quality, complex texts for instruction as the main source of students’ knowledge acquisition and for students’ independent reading. You will explore how using a range of quality text at varying levels of complexity can help prepare students for college and career readiness. Understanding text complexity of the CCSS ELA as it relates to selecting and teaching using complex texts will help you to consider the texts qualitatively, quantitatively and with the consideration of the reader and task to provide rich, meaningful instruction. You will apply your understanding of measures of text complexity to analyze currently used grade-level texts for their appropriateness based on the three-part model proposed in Appendix A. Once you have compiled and analyzed their list of grade-level texts, they will then create a text set on a specific topic (called layers of text) to represent a range and variety of quality, complex texts. This unit encompasses all of the College and Career Readiness Anchor Standards for Reading – Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, but it is primarily focused on Anchor Standard 10, Range of Reading and Level of Text Complexity. The Reading Standards for Literature K-5, the Reading Standards for Informational Text K-5, and the Language Standards K-5 all come in to play when reading complex texts. Materials:

Hiebert: "Readability and the CCSS Staircase of Text Complexity," TextMatters.Org

Hiebert: "Seven Actions Teachers Can Take Right Now," Text Matters.org, 2012

Lapp: "Teaching Students to Closely Read Texts," International Reading Association, 2012



What is meant by a “staircase of complexity” and why it is vital to students being college and career ready

The qualitative rubrics for informational and literary rubrics as well as the Reader and Task Considerations as tools to help determine the complexity of text

Classroom Connection: As a result of today’s session, specify what skills and strategies the participant





will bring back to his/her classroom.


Describe what is meant by a “staircase of complexity” and explain why complex text is vital to students being college and career ready

Analyze the key ideas associated with the instructional shift of text complexity

Explain the qualitative rubrics for informational and literary rubrics as well as the Reader and Task Considerations as tools to help identify the complexity of texts

Construct a standards-aligned text set

Guest Speakers:

N/A

Session # 7: Mid-course Project Date: Self-paced Time: 4 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


Mid-course Project To illustrate and apply the knowledge you have gained in this course so far, this two-part midterm asks you to compose a letter to parents and the outline of a presentation for your colleagues introducing them to the English Language Arts Common Core Standards (ELA CCSS). Part 1: Letter to Parents/Guardians Compose a letter to the parents/guardians of your students. The purpose of this letter is to introduce parents/guardians to the ELA CCSS and inform them of the how the new standards are changing your teaching. Your letter should include:

1. Description of the ELA CCSS initiative. Your description should include information about the purpose and the foundation of the standards.

2. Three main points addressing how the ELA CCSS will change your approach to instruction. 3. Three tips for parents on how they can support their child’s engagement with the ELA CCSS.

Points to consider:

1. Your letter should be approximately 3/4 – 1 page in length (single-spaced, 12-pt font). 2. Language should be easy to read and as jargon free as possible. 3. Write with an actual audience in mind. If you are a classroom teacher, please write for your

students’ parents. If you are an administrator, please write for a specific audience (i.e. 6-8 grade teachers, literacy coaches, etc.).

Part 2: Outline for Presentation to Colleagues





Create an outline of a 10-15 minute presentation to describe the first three instructional shifts that will take place with alignment to the ELA CCSS. The outline should include an introduction and conclusion. Your outline should explain the following shifts:

1. Shift #1: Balancing Literary and Informational Texts 2. Shift #2: Using Texts to Inform Disciplinary Knowledge 3. Shift #3: Staircase of Text Complexity

Points to consider:

4. Your letter should be approximately 3/4 – 1 page in length (single-spaced, 12-pt font). 5. Language should be easy to read and as jargon free as possible. 6. Write with an actual audience in mind. If you are a classroom teacher, please write for your

students’ parents. If you are an administrator, please write for a specific audience (i.e. 6-8 grade teachers, literacy coaches, etc.).

For each shift, address the following:

a. The Essential Understandings of the shift b. A description of how this shift will impact teaching at your grade level c. A description of how this shift will impact text selection in general in your school d. Specific steps you recommend teachers take to implement this shift

Please specify if you will be making this presentation to all the teaching staff at your school (e.g. K-2, 3-5, 6-8, or 9-12) or to a grade level team. When you’ve completed your midterm, upload your Presentation to Colleagues Outline and Parent Letter for evaluation.

Midterm Rubric

Distinguished

(4) Proficient (3) Basic (2)

Unsatisfactory (1)

Score

Part I Description of the ELA CCSS with purpose and foundation of the standards.

Letter clearly demonstrates understanding of the purpose and foundation of the standards and extensively and correctly applies course content.

Letter demonstrates general understanding of the purpose and foundation of the standards and correctly applies course content.

Letter demonstrates partial understanding of the purpose and foundation of the standards and superficially/ incorrectly applies course content.

Little to no understanding of the purpose and foundation of the standards and does not apply course content.

3 main points addressing how the ELA CCSS will

Letter clearly outlines 3 main points of how the ELA CCSS will

Letter outlines 3 main points of how the ELA CCSS will impact

Letter outlines 2-3 main points of how the ELA CCSS will impact

Letter does not include 3 main points with





change your approach to instruction.

impact the participant’s instruction/work with a convincing rationale and support for this change.

the participant’s instruction/work with a rationale and support for this change.

the participant’s instruction/work with little/no rationale or support for this change.

accompanying rationale and support.

3 tips for parents on how they can support their child’s engagement with the ELA CCSS.

Letter clearly provides 3 relevant tips for parents describing how they can support their child’s engagement with the ELA CCSS.

Letter provides 3 tips for parents describing how they can support their child’s engagement with the ELA CCSS.

Letter provides 3 or fewer tips that have limited relevance and does not fully describe how parents can support their child’s engagement with the ELA CCSS.

Tips are provided with unclear description for how to support a child’s engagement with the ELA CCSS. Or no tips are provided.

Part II Organization of Outline

Outline is well organized with an identified audience, introduction, and conclusion. Information is presented in a way that should enhance audience understanding. Sections are clearly organized around key ideas relevant to each shift.

Outline is organized with an intended audience, introduction, and conclusion. Information is presented with sections organized around ideas relevant to each shift.

Outline is somewhat organized, and information is only partially relevant to the shifts.

Outline is poorly organized and/or information is unclear.

Shift #1: Balancing Literary and Informational Texts

The participant describes the appropriate Essential Understandings

The participant describes the appropriate Essential Understandings

The participant minimally describes the Essential Understandings

The description of the shift is generic, lacking in





for the shift. The participant describes in detail how the shift will impact teaching at specific grade level. The participant appropriately describes how the shift will impact text selection for the school. The participant lists and describes a complete list of the specific recommendations for next steps to implement the shift.

for the shift. The participant describes how the shift will impact teaching at specific grade level. The participant describes how the shift will impact text selection for the school. The participant lists and describes the recommendations for next steps to implement the shift.

for the shift. The participant briefly describes how the shift will impact teaching at specific grade level. The participant describes how the shift will impact text selection for the school. The participant provides few or inappropriate recommendations for next steps to implement the shift.

detail and shows little understanding of the shift.

Shift #2: Using Texts to Inform Disciplinary Knowledge

The participant describes the appropriate Essential Understandings for the shift. The participant describes in detail how the shift will impact teaching at specific grade level. The participant appropriately describes how

The participant describes the appropriate Essential Understandings for the shift. The participant describes how the shift will impact teaching at specific grade level. The participant describes how the shift will impact text selection for

The participant minimally describes the Essential Understandings for the shift. The participant briefly describes how the shift will impact teaching at specific grade level. The participant describes how the shift will impact text selection for

The description of the shift is generic, lacking in detail and shows little understanding of the shift.





the shift will impact text selection for the school. The participant lists and describes a complete list of the specific recommendations for next steps to implement the shift.

the school. The participant lists and describes the recommendations for next steps to implement the shift.

the school. The participant provides few or inappropriate recommendations for next steps to implement the shift.

Shift #3: Staircase of Text Complexity

The participant describes the appropriate Essential Understandings for the shift. The participant describes in detail how the shift will impact teaching at specific grade level. The participant appropriately describes how the shift will impact text selection for the school. The participant lists and describes a complete list of the specific recommendations for next steps to implement the

The participant describes the appropriate Essential Understandings for the shift. The participant describes how the shift will impact teaching at specific grade level. The participant describes how the shift will impact text selection for the school. The participant lists and describes the recommendations for next steps to implement the shift.

The participant minimally describes the Essential Understandings for the shift. The participant briefly describes how the shift will impact teaching at specific grade level. The participant describes how the shift will impact text selection for the school. The participant provides few or inappropriate recommendations for next steps to implement the shift.

The description of the shift is generic, lacking in detail and shows little understanding of the shift..





shift.

Part I and Part II Appropriateness for audience

The Parent Letter addresses the identified audience with a friendly and positive tone and easy to understand language (no jargon). The language of the Presentation is clearly appropriate for professional colleagues and the content would likely engage the audience. Recommendations are well developed and both general to the school/grade level and specific to the school’s needs.

The Parent Letter addresses the identified audience with a positive tone and easy to understand language (little argon). The language of the Presentation is appropriate for professional colleagues and should engage the audience. Recommendations are both general to the school/grade level and specific to the individual school’s needs.

The Parent Letter addresses a general audience in the school and uses some jargon. The language of the Presentation is basic or too casual for a presentation to professional colleagues. Recommendations lack specificity or relevance.

The Parent Letter addresses a general audience and uses confusing language and jargon. The Presentation shows little attention to professional language, tone, or relevance.

Quality of writing

No grammatical errors or typos. Varied sentence structure. Paragraphs are clearly organized around ideas relevant to the main idea and

Few grammatical errors or typos. Coherent sentence structure. Paragraphs are organized around ideas relevant to the main idea.

Distracting grammatical errors or typos. Awkward sentence structure. Relevance to main idea of supporting paragraphs is not

Plentiful grammatical errors or typos. Problematic sentence structure. No apparent paragraph





fully developed. always clear. organization.

Total Score


Assess CCSS foundational knowledge.


Communicate about the CCSS to parents and colleagues.

Guest Speakers:

N/A



In the previous two units you learned about using a balance of literary and informational texts that are complex in nature. In this unit, you will gain an understanding of Shift # 4: Text-Based Answers and how to support students learning from the text. The Common Core State Standards call for text to be at the center of teachers’ instruction and student learning. As such, teachers are charged with creating text-based or text-dependent questions to help students carefully analyze, critique and support their arguments using information directly elicited through the text. You will explore what the research says about creating text-dependent questions to enhance their instruction and engage students in the type of close reading that is necessary to gain knowledge through the text. This unit encompasses all of the College and Career Readiness Anchor Standards for Reading – Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity but it is primarily focused on Anchor Standard 1 Key Ideas and Details. Materials:

Boyles: "Closing in on Close Reading," Educational Leadership.org

"Guide to Text Dependent Questions"







Why an emphasis on text-based questions with text-dependent answers is an important instructional shift

Strategies associated with close reading of text using text-based questions



Create text-dependent questions that help students better understand a text

Select appropriate strategies to assist students when close reading a grade-level appropriate complex text

Guest Speakers:

N/A



In the last unit, you learned much about what makes a text complex. In this unit, you will learn about an additional variable that adds to text complexity. The variable is academic vocabulary. In this unit, you will answer the question: What instructional shifts do teachers have to make in order to help students’ master academic vocabulary? It used to be that teachers paid great attention to Tier 1 high-frequency sight words and Tier 3 content-specific or high-interest words. But academic words (Tier 2 words) that apply to all content areas, like require and maintain and perform were not given enough attention. Students need to learn these high-utility words in order to become career and college ready. This unit addresses the College and Career Readiness Anchor Standards for Language, specifically Vocabulary Acquisition and Use. Materials:



Coleman & Pimentel: "Revised Publishers' Criteria for the CCSS, Grades 3-5"





ELA Standards, CCSS



The instructional shift towards building students’ academic vocabulary within grade appropriate complex text

The explicit strategies and less-explicit best teaching practices for teaching of academic vocabulary

Examples of the three tiers of vocabulary words and explain the CCSS focus upon teaching Tier 2 (Academic Words) and Tier 3 (Content Specific Words)

Four best instructional practices with respect to academic vocabulary


After completing this unit, educators will apply the following skills

Describe the need for explicit and less-explicit teaching of academic vocabulary, referencing the CCSS Vocabulary Acquisition Anchor Standards

Identify the three tiers of vocabulary words and illustrate the focus in CCSS to teach Tier 2 (Academic Words) and Tier 3 (Content Specific Words)

Identify best practices for introducing academic vocabulary in the classroom

Guest Speakers:

N/A



The previous unit focused upon reading, speaking and listening to understand complex text. In this unit, you will build on this knowledge to consider writing. You will answer the question: What instructional shifts do teachers have to make in order to help students write using evidence from sources to inform or make an argument? To ensure that all students are career and college ready by the end of grade 12, we know that elementary students need to move beyond narrative writing and to begin to focus on using evidence from text to support their writing across genres. This unit addresses the College and Career Readiness Anchor Standards for Writing. These standards address three text types of writing in grades 3-5: narrative, informative/explanatory, and argument/opinion. Since most elementary teachers are well versed in teaching students how to write narratives, this unit will focus on the less familiar forms of writing, specifically informative/explanatory, and argument/opinion.





Materials:

ELA Standards, Appendix A, CCSS

ELA Standards, Appendix C, CCSS



What is meant by using evidence from sources to write an informative/explanatory piece or construct a written argument/opinion and will be able to explain why doing these tasks is important for career and college readiness

The textual characteristics of informative/explanatory and opinion-based writing

Best practices for using evidence from the text to inform informative/explanatory and opinion-based writing in the classroom



Describe the need for the teaching of writing from sources, referencing the CCSS Writing Anchor Standards and ELA Standards

Identify the characteristics of informative/explanatory and argument/opinion writing in the 3-5 grade band

Recognize best practices for using evidence from the text to inform informational and opinion-based writing in the classroom

Guest Speakers:

N/A



Through the previous units, you have explored the CCSS and their implementation through the instructional shifts for on grade level learners. In this unit, you will explore ways to meet the needs of ALL students in the classroom, not just those at or above grade level. This unit will prepare you to implement the Common Core State Standards with all students, including English Learners, students with special needs, and gifted and talented. Participants will explore resources to support the implementation of the standards in all classrooms, with all students. This unit addresses the intentions stated in the Common Core State Standards for English Language Arts that “all students must have the





opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives” and that “the Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.” (p.6). Materials:

Bunch & Kibler: "Realizing Opportunities for ELLs," Understanding Language, 2012

McNulty & Gloeckler: "Fewer, Clearer, Higher Common Core State Standards," International Center for Leadership in Education, February 2011

"FAQs About CCSS and Gifted Education"



The unique needs of English Learners, students with special needs, and gifted and talented students with regards to implementation of the CCSS

strategies to support CCSS-aligned instruction of all students, particularly English Learners, students with special needs, and gifted and talented students



Begin to support all learners in achieving the standards through the application of strategies to support CCSS instruction of all students, particularly English Learners, students with special needs, and gifted and talented students.

Guest Speakers:

N/A

Session # 12: Date: Self-paced Time: 1/2 hour Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


In this unit, the presenter revisits the promise of the Common Core State Standards, and participants reflect on next steps for incorporating what they’ve learned into their classroom practice.







Revisit their goals

Reflect on next steps



Revisit goals and reflect on course learning.

Guest Speakers:

N/A



Final Project Final Overview: For your final you will complete the following two tasks: 1) Create an original lesson plan that provides learners with a rigorous, Common Core State Standards-aligned English Language Arts learning experience, and 2) Write an essay that describes your rationale of how you applied the course content. Part 1: CCSS ELA Lesson Plan For this part of the assignment, create an original lesson plan aligned to the Common Core State Standards in ELA. The lesson plan should include a layering of texts from different genres and address multiple standards and instructional shifts. You may use the texts and materials you developed during this course or you may choose different texts. This lesson plan should be designed for all learners and must include a section focused on supporting one subset of diverse learners (English learners, students with special needs, or gifted and talented students). For this lesson please do the following:

1. List the Standards to be addressed, making sure the standards are appropriate to the task and work well to enhance student learning:

a. ELA Common Core grade-specific standards that address at least two of the following domains: reading, writing, speaking and listening, and language (if you are a history/social studies, science, or technical subjects teacher, please use the CCSS subject-specific standards appropriate to your content area).





2. Include the Student Learning Goals/Essential Understandings for the lesson. a. What do you intend students to know and be able to do at the end of this lesson? b. Follow the construction: “Students will be able to…” for each of the Student Learning

Goals/Essential Understandings. 3. Include a Formative Assessment Plan

a. What will success look like? b. How will your learning outcomes be communicated to your students? c. Include any formative assessment tools you have designed.

4. List Resources/Materials a. Include a complex text set that includes as least three texts of varied genres and levels

including one informational text. b. Describe the text complexity of each text based on the Qualitative and Reader & Task

Considerations from the course. c. Please include citations for the texts (i.e. title, author, date of publication).

5. Describe Learning Activities/Tasks a. What learning activities or tasks will students engage in? b. Include any text-dependent questions for students. c. Include any Tier 2 academic vocabulary and the strategies used to teach the words. d. Include any graphic organizers that will be used with the learning activities/tasks.

6. Access for Students with Diverse Learning Needs a. Choose one of the following: English learners, students with special needs, or gifted and

talented students. b. Describe how you will ensure that the chosen group of students has access to, and is

able to engage appropriately in, this lesson? Part 2: Rationale for Lesson Design The second part of the assignment is a 1-2 page essay that provides a rationale for the lesson plan you designed for the first part of this assignment. The rationale should apply the content from this course and show how the lesson will support the students you work with.

1. Provide your rationale for the Standards you included. How will these standards support your specific student population? How are these standards relevant to real-world learning?

2. Explain how the texts you have chosen are appropriately complex as called for in the standards.

3. What instructional shifts are reflected in your lesson? How did the instructional shifts guide your lesson planning? How will the shifts be evident during instruction/learning tasks?

Please make sure to proofread your work before submission. Once you have completed the final, please upload as Microsoft Word (.doc or .docx) documents in the e-Classroom.

Final Rubric





Step

Distinguished

(4) Proficient (3) Basic (2)

Unsatisfactory

(1)

Score

Part 1: CCSS Standards

Standards are listed in the correct format; multiple standards are addressed; standards work well together to enhance student learning; standards are applicable to the grade level task.

Standards are listed in the correct format; multiple standards are addressed; standards work somewhat well together to support student learning; standards are applicable to the grade level task.

Standards are listed in the correct format; only one standard is addressed or multiple standards do not work to support student learning; standards somewhat applicable to the grade level task.

Standards are not in the correct format; multiple standards not addressed or do not support student learning; standards are not applicable to the grade level task.

Student learning goals / essential understandings

Learning goals or essential understandings include clear descriptions of what students will know or be able to do and reflect appropriate and targeted attention to the learners’ needs.

Learning goals or essential understandings are attainable and reflect attention to the learners’ needs.

Learning goals or essential understandings are somewhat defined and show some attention to the learners ‘needs. It’s not clear whether the learning goals are attainable.

Learning goals or essential understandings are poorly defined with little or no attention to the learners’ needs. The learning goals do not seem attainable.

Formative assessment plan

Lesson plan includes ongoing formative assessment tied to the learning goals/essential understandings and is clearly communicated to students.

Lesson plan includes formative assessment tied to the learning goals/essential understandings and is communicated to students.

Lesson plan includes some formative assessment but is not clearly communicated to students.

Lesson plan includes little or no formative assessment and does not include how expectations will be communicated to students.





Resources / materials

Complex text

set includes at

least 3 texts of

varied genres

and levels, one

of which is an

informational

text, and

reflects

appropriate

attention to the

Qualitative and

Reader & Task

Considerations

covered in

course.

All texts have

correct citations

(title, author,

date of

publication).

Complex text set

includes 3 texts,

one of which is

an informational

text, and reflects

attention to the

Qualitative and

Reader & Task

Considerations

covered in

course.

Complex text set

includes 2 texts

and reflects

some attention

to the Qualitative

and Reader &

Task

Considerations

covered in

course.

Complex text set

includes 0-2

texts and

reflects little

attention to the

Qualitative and

Reader & Task

Considerations

covered in

course.

Texts do not

have correct

citations (title,

author, date of

publication).





Learning activities / tasks

Learning

activities/tasks

are explicitly

connected to

the standards

and

instructional

shifts. The

participant has

included

appropriate and

engaging text-

dependent

questions.

Participant

includes

vocabulary with

appropriate and

engaging

strategies from

the course

content.

Learning

activities/tasks

are connected to

the standards

and instructional

shift. The

participant has

included

appropriate and

engaging text-

dependent

questions.

Participant

includes

vocabulary and

appropriate

strategies from

the course

content.

Learning

activities/tasks

are loosely

connected to the

standards or

instructional

shifts. The

participant has

included some

text-dependent

questions.

Participant

includes some

vocabulary with

little application

to the strategies

from the course

content.

Learning

activities/tasks

are not

connected to the

standards or

instructional

shifts. The

participant has

not included any

appropriate text-

dependent

questions or

vocabulary.

Access for students with diverse learning needs

Detailed and

appropriate

explanation of

how needs of

one group of

diverse learners

(ELLs, students

with special

needs, or gifted

& talented) will

be addressed in

the lesson.

General

explanation of

how needs of one

group of diverse

learners (ELLs,

students with

special needs, or

gifted & talented)

will be addressed

in the lesson.

Basic

explanation of

how needs of

one group of

diverse learners

(ELLs, students

with special

needs, or gifted

& talented) will

be addressed in

the lesson.

Little explanation

of how needs of

at least one

group of diverse

learners (ELLs,

students with

special needs,

or gifted &

talented) will be

addressed in the

lesson.





Part 2: Provide a rationale for the standards included

Clear and

insightful

explanation of

how the lesson

connects with

the CCSS

standards. The

participant

clearly

describes how

the standards

support his/her

student

population and

how it is

relevant to real-

world learning.

Adequate

explanation of

how the lesson

connects with the

CCSS standards.

The participant

describes how

the standards

support his/her

student

population and

how it is relevant

to real- world

learning.

Simple

explanation of

how the lesson

connects with

the CCSS

standards. The

participant

vaguely

describes how

the standards

support his/her

student

population and

how it is relevant

to real- world

learning.

Little explanation

of how the

lesson connects

with the CCSS

standards.

There is little to

no explanation

of how the

standards

support the

participant’s

student

population or

how it is relevant

to real- world

learning.

Explanation of how texts chosen are appropriately complex

Explanation

clearly

describes how

the participant

has chosen

appropriately

complex texts

with clear

application of

the course

content.

Explanation

describes how

the participant

has chosen

appropriately

complex texts

with application of

the course

content.

Explanation

partially

describes how

the participant

has chosen

complex texts

that superficially

apply the course

content.

Little explanation

of how the

participant has

chosen complex

texts with little to

no application of

the course

content.





Description of the instructional shifts reflected in the lesson

Detailed

explanation of

how specific

instructional

shifts guided

lesson planning;

detailed

discussion of

how shifts will

be evident

during

instruction and

how the shift is

evident in the

learning tasks

students will do.

General

explanation of

instructional shifts

in lessons;

general

discussion of how

shifts will be

evident during

instruction and

how the shift is

evident in the

learning tasks

students will do.

Limited

explanation of

instructional

shifts in lessons;

discussion of

how shifts will be

evident during

instruction and

how the shift is

evident in the

learning tasks

students will do

provides little

detail.

Limited or no

explanation of

instructional

shifts in lessons

or how shifts

impact

instruction and

learning.

Parts I and II Quality of Writing

No grammatical

errors or typos.

Varied sentence

structure.

Paragraphs are

clearly

organized

around ideas

relevant to the

main idea and

fully developed.

Few grammatical

errors or typos.

Coherent

sentence

structure.

Paragraphs are

organized around

ideas relevant to

the main idea.

Distracting

grammatical

errors or typos.

Awkward

sentence

structure.

Relevance to

main idea of

supporting

paragraphs is

not always clear.

Plentiful

grammatical

errors or typos.

Problematic

sentence

structure.

No apparent

paragraph

organization.

Total Score


Demonstrate knowledge of course materials.


Guest Speakers:





N/A


Documents

After School Professional Development Program 65 Court ... · After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201 Zoe Souliotis-Foley, Director