Bringing it All Together Knowledge Writing and a
Bringing it All Together: Knowledge, Writing, and a Cohesive Curriculum Grades 4 -5 ELA Winter 2017
Why Is it Important to Take a Stand? Protocol: Spirit Read • Participants are each given a different text to read. • Then, they stand or sit in a circle. • In random order, each person reads aloud his or her text for the group to hear.
Today’s Session • Analyze the impact that knowledge makes on the quality of writing • Name the essential elements of curriculum that’s aligned to the state standards/The Sunshine Standards • Analyze the Engage. NY curricula for those essential elements in order to determine whether your current curriculum has those essential elements • Plan next steps to ensure alignment
Session Objectives At the end of today, we will have a better understanding of: • How building knowledge influences writing performance • what a fully aligned curriculum contains, and how it marries the things we’ve been talking about all week into an integrated package. • the state of your own curriculum.
Session Agenda I. Experience and analyze how building knowledge influences the quality of writing. II. Dive deeply into the Engage. NY curriculum – really getting a handle on what’s there and why. III. Compare what you see in the Engage. NY curriculum to your current state – any gaps? IV. Action Planning – What are the right next steps for you?
Norms that Support Our Learning After some shared work this morning, much of today’s session is going to be highly self-directed. • Take advantage of this time, especially if you’re here with colleagues. You never get enough. • GET WHAT YOU NEED…Ask questions, seek resources, etc. You are in the driver’s seat this afternoon.
Why Is it Important to Take a Stand? • All week we’ve been learning about qualities of someone who takes a stand. • People take a stand for different reasons. • In what ways can we learn from these inspiring people?
Let’s Show What We Know! Work with a partner to write a “Taking a Stand” Readers Theater script in which you… • capture the qualities of taking a stand • feature two or three of the people we read about • include how these people made a difference
Criteria for Success What makes a really good Readers Theater?
Skim and Discuss Additional Text • Althea Gibson text folder • Roberto Clemente text folder • Might you add to your list other qualities of someone who takes a stand?
Writing from Sources • Any of the pieces we’ve looked at over the past three days • Althea Gibson text folder • Roberto Clemente text folder • If we were doing this “for real, ” you would identify your gaps after drafting, then conduct additional research before additional drafting/revising.
Draft your Readers Theater Which people will you include? What qualities will you include? How did each person make a difference? Did you stick to our criteria for success?
Praise-Question-Suggestion Each partnership joins another pair • Presenting Pair: Read aloud your own draft of the Readers Theater • Feedback Pair: Offer one Praise, one Question, and one Suggestion • Switch roles and repeat Use the questions and suggestions to determine what you still need to learn.
Reflection • How has your knowledge of the qualities of someone who takes a stand changed over the past several days? • Look back in your journals at your writing from Day 3, to 4, to today. What’s changed? Why?
Break – 15 minutes
Knowing and Writing • Read “A Powerful Tool: Writing Based on Knowledge and Understanding” • As you read the article, annotate as you desire in preparation for the First Word/Last Word discussion protocol.
Knowing and Writing As a table, discuss the article using the First Word/Last Word protocol 1. The first person at the table shares something that he or she noted in the article. 2. Each person responds to what was shared, but the first person stays silent. 3. Once everyone has commented, the first person responds to the comments. 4. The next person shares something he or she noted and steps 2 and 3 are repeated until everyone has shared.
Knowing and Writing • How did your understanding of the qualities of someone who takes a stand grow over the past few days? – In what ways was this understanding cultivated?
Planning Components of “A Powerful Tool: Writing Based on Knowledge and Understanding” • Central Ideas • Focusing Question • Building and Processing Working Knowledge • Structure • Writing
LUNCH 60 MINUTES 20
The “Engage. NY” 3– 8 ELA Curriculum Created “by teachers, for teachers” in a collaboration between the New York State Education Department and the teachers and curriculum design team of a non-profit organization called Expeditionary Learning/EL Education.
Rooted in Actual Classroom Practice
How to Use It? • Designed to be a resource to help teachers understand the shifts and the standards, and also to be a curriculum that can be adapted and adopted.
How to Access It? • The curriculum is available, free, online, in three places: – unbounded. org (we are going to work mostly from here today) –eleducation. org (some important additional documents here)
What’s There?
Supported by
At a Glance: The Curriculum Plan, page 4
More Than You Can Use: Choice
Bundles of Standards Reading Closely and Writing to Learn Working with Evidence Understanding Perspectives Research, Decision Making, and Forming Positions
The Staircase of Complexity 30
Structure of the EL ELA Curriculum Module 1 Unit 2 Module 2 Unit 3 Unit 1 8/9 weeks Unit 2 Module 3 Unit 1 16/19 weeks Unit 2 Module 4 Unit 3 Unit 1 24/26 weeks Unit 2 Unit 3 32/34 weeks Teaching four modules results in deep teaching and assessment of all of the state standards. Engage. NY. org
Each Module Contains Three Units Unit 1 Unit 2 Unit 3 Building Background Knowledge (2– 2. 5 weeks) Extended Reading and Research (2– 2. 5 weeks) Extended Writing (2– 2. 5 weeks) 32 Engage. NY. org
Each Module Embeds Assessment ½ Unit 1 End Unit 1 ½ Unit 2 End Unit 2 ½ Unit 3 End Unit 3 Culminating Performance Task Assessment § § Incorporates multiple modes, or types, of writing (e. g. , argument, informative / explanatory text, and narrative) Always involves writing from sources and citing evidence 33 Engage. NY. org
Analysis Protocol • The goal of this work is fourfold: – To help you see the components of a curriculum that’s been called an “exemplary” model of standards alignment. –To help you notice the embedded nature of reading, writing, and discussion in curriculum design. – To help you think about your own curriculum—how aligned are you now? – To help you begin to determine whether this a resource that can help you.
Analysis Note-catcher Use this note-catcher to capture your thinking as you view the videos and study the curriculum materials.
Central Ideas
Central Ideas in the Engage. NY Curriculum Materials • Read these documents to gather information on the central ideas of the module: – first page of the Module Overview – first page of each Unit Overview • What are the guiding questions and big ideas? • What are the reading and writing standards that focus students’ skills and establish the learning goals of the module?
Planning Components of “A Powerful Tool: Writing Based on Knowledge and Understanding” • Central Ideas • • Focusing Question Building and Processing Working Knowledge Structure Writing What are you noticing?
Focusing Question
Focusing Question in the Engage. NY Curriculum Materials • Read these documents to gather information on focusing question(s) of the module: – Unit 2 Overview • Mid Unit 2 Assessment • End of Unit 2 Assessment • What is the writing prompt to which students will craft a written piece?
Planning Components of “A Powerful Tool: Writing Based on Knowledge and Understanding” • Central Ideas • Focusing Question • Building and Processing Working Knowledge • Structure • Writing What are you noticing?
Building & Processing Working Knowledge
Building & Processing Working Knowledge in the Engage. NY Curriculum Materials • Read these documents to gather information on building knowledge in the module: – Unit 1 Overview • Central Texts (page 3) • Unit-at-a-Glance chart (pages 4– 7) – Unit 2 Overview • Central Texts (page 3) • Unit-at-a-Glance chart (pages 4– 12) • What texts will students read, view, discuss, and respond to throughout the module to build knowledge? • How will they take notes as they read and discuss so they can access their thinking when they are writing?
Planning Components of “A Powerful Tool: Writing Based on Knowledge and Understanding” • Central Ideas • Focusing Question • Building and Processing Working Knowledge • Structure • Writing What are you noticing?
Structure
Structure in the Engage. NY Curriculum Materials • Read these documents to gather information on structure in the module: –Unit 2 Overview • Lesson Materials (L 8, 9, 15, and 18) • How will students know what is expected of their writing? • What organizers or tools might they need?
Planning Components of “A Powerul Tool: Writing Based on Knowledge and Understanding” • Central Ideas • Focusing Question • Building and Processing Working Knowledge • Structure • Writing What are you noticing?
Writing
Writing in the Engage. NY Curriculum Materials • Read these documents to gather information on writing in the module: – Unit 2 Overview • Lessons 10 • Lessons 17– 18 What are the opportunities for drafting, feedback, and revision?
Planning Components of “A Powerful Tool: Writing Based on Knowledge and Understanding” • • Central Ideas Focusing Question Building and Processing Working Knowledge Structure • Writing What are you noticing?
What Do You Need? Action Planning • Meet in teams to make plans for next steps. Guidance Sessions • Meet with one of us to discuss curriculum implementation – we’ve learned a lot over the past several years from schools doing this work!
Heading to the Website
The Highest Level
See the Three Units?
The Three Units DOWNLOAD the Module for easy access or refer to the printed materials.
Action Planning
Closing How has your thinking changed as a result of this institute? What are you committing to doing differently? Where will you need more support? How will you get it?
http: //www. standardsinstitutes. org/institute/winter-2017 -standards-institute#tab--details 58
References Slide Source 19 Grades 3 -5 Curriculum Plan, Engage. NY. https: //www. engageny. org/resource/grades-3 -5 -english-language-artscurriculum-map Insert video slide numbers Inspiring Excellence video collection, EL Education. http: //eleducation. org/resources? type. Category=29&keywords=inspiring+excellence
- Slides: 59