Introduction to Expeditionary Learnings Curriculum Expeditionary Learning Professional

Introduction to Expeditionary Learning’s Curriculum Expeditionary Learning Professional Development

Effective Collaboration: Norms and Guidelines (p. 1) 1. Promoting a Spirit of Inquiry and Balancing Advocacy 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying Attention to Self and Others 7. Presuming Positive Intentions 2

Learning Targets 1. I can describe the structure of Expeditionary Learning’s Grades 3 -8 curriculum. 2. I can access and evaluate the materials necessary to implement the curriculum. 3. I can describe the “ 4 Ts” of Expeditionary Learning’s Common Core-aligned curriculum design. 3

Learning Target Tracker • Please locate the Learning Target Tracker (p. 2) in your Participant Notebook. • Take a moment to assess where you are in meeting these targets AT THE MOMENT. Mark where you are for each Learning Target with a symbol or the time. • We will revisit this tracker at the end of this session to see how your understanding of this information has grown.

We Begin with… 1. I can describe the structure of Expeditionary Learning’s Grades 3 -8 curriculum. 2. I can access and evaluate the materials necessary to implement the curriculum. 5

Who We Are § Expeditionary Learning (EL) is a non-profit network of practitioners, with 165 schools in 30 states, 4, 000 teachers and 40, 000 students. § We have been working with schools and teachers for 20 years to create rigorous classrooms which develop strong literacy, numeracy, and critical thinking skills. § We have a proud history of working in New York State and have engaged teams of teachers from highperforming classrooms throughout the state to help develop our curriculum modules.

A Deep Partnership § We have always viewed every teacher regardless of subject area, grade or specialization - as a teacher of readers, writers, and content. This was a natural connection for us. § Via intensive collaboration with Student Achievement Partners (SAP) and with the input of teachers from across the country, we have created a curriculum that engages students and supports teachers in building students’ capacity to read, think, talk, and write about complex texts.

EL by the numbers

EL Curriculum Design 9

Concentric Circles • Find a partner • As a group, form a circle with one person on the inside facing the partner on the outside. • After you hear a prompt, discuss for about 1 minute. • You will be cued to rotate either to your left or right so that each person has a new partner. • Another discussion prompt will be given to you.

Structure of Modules Structure ofthe the. ELELCurriculum Modules Unit 1 Unit 2 Unit 3 Unit 1 8/9 weeks Unit 2 Unit 3 Unit 1 16/19 weeks Unit 2 Unit 3 Unit 1 24/26 weeks Unit 2 Unit 3 Module 4 § Each module is approximately 8 weeks of linked instruction, comprised of 3 units. 6 modules will be provided so that teachers can make choices. § Teaching four modules results in deep teaching and assessment of all of the RL, RI, and W standards in 3 -5 and all of the standards in their entirety in 6 -8. § Each module is anchored around one or more central text – books from a variety of publishers, chosen to be the best for the subject and standards. These books are complemented by rigorous, authentic informational text embedded within the curriculum itself.

Each Module Contains Three Units Module 1 Unit 2 Module 2 Unit 3 Building Background Knowledge (2 -2. 5 weeks) Unit 1 Unit 2 Extended Reading and Research (2 -2. 5 weeks) Module 3 Unit 1 Unit 2 Module 4 Unit 3 Unit 1 Unit 2 Unit 3 Extended Writing (2 -2. 5 weeks) In addition to instruction linked to the central text(s), each unit includes a text list of suggested classroom resources at all levels, which can be used with students at other times of the day.

On-demand Each Module Contains Assessments Performance Assessment Unit 1 Unit 2 Unit 3 Mid-Unit Assessments End of Unit Assessments Culminating Performance Task § Incorporates multiple modes, or types, of writing (e. g. , argument, informative / explanatory text, and narrative) § Always involves writing from sources and citing evidence § Requires research to build and present knowledge 13

Common Core ELA Shifts in Instruction

Access ELA Curriculum • www. commoncoresuccess. elschools. org 15

Curriculum Plan • Take a look at the Curriculum Plan (pp. 27 -28) for Grades 35. • This is the highest level overview of a year’s worth of curriculum. • You will notice that there are 6 modules. When offered, you will choose either the “A” module or the “B” module for a total of 4 modules. • Teaching four modules ensures that you are deeply addressing “the shifts. ” 16

Grade Specific Curriculum Maps • Now, locate the Curriculum Map for your grade level. • These are the highest level overview for each grade level. • Among other things, the Curriculum Maps delineate the specific standards assessed in each module. 17

Trade Book Lists (pp. 29 -32) 18

The Module Overview An overview of the entire Module (8 -9 weeks of instruction) • Helps you understand how the texts and activities progress toward the final performance task • – Describes what students will read and write and the assessments that teachers will use to measure progress. – Central texts are the texts that lessons are specifically designed around. – Alignment to CC Standards is described in the “English Language Arts Outcomes table. ” – Also notice the “Unit-at-a-Glance, ” which provides a sense of pace (about 45 minutes per day. ) 19

Module Assessments § There assessments embedded in each unit (mid and end). § Excellent potential for grade level conversation, professional collaboration. § Students are practicing assessment all year long. 20

Unit Overviews § Each one goes into depth about the scope of each unit. § Helps you understand on a dayto-day basis the learning targets each lesson will address. 21

Unit-at-a-Glance § The Unit-at-a-Glance provides a day to day scope and sequence. § The supporting targets are meant to be shared with kids (more on this in the lessons). 22

The Structure of a Lesson Plan The agenda shows the lesson “at a glance… …and the teaching notes provide some coaching for teachers as they think about delivering the lesson. 23

Academic and Domain Specific Vocabulary Work in Every Lesson Each lesson calls out vocabulary that should be explicitly taught as well as other words that may arise in the course of teaching the content. 24

Detailed Lesson Plans § The curriculum combines high quality, rigorous, standards-aligned content with effective instructional practice, bringing together the “what” and the “how” of the Common Core standards. – Teachers who use these materials are not only ensured that they are addressing the standards, they are being coached to address the standards in ways that engage students. § The curriculum is conceived as a tool for professional learning, not as a script, and can be adapted to the needs of teachers at all stages of their practice. It can be used as an exemplar of Common Corealigned instruction for veteran teachers, or as explicit scaffolding for teachers who need more support. 25

Professional Learning Packs (PLPs) http: //www. plp. elschools. org/ 26

Reflect on Learning Targets 1. I can describe the structure of Expeditionary Learning’s curriculum. 1. I can access and evaluate the materials necessary to implement the curriculum. 27

Next Learning Target 3. I can describe the “ 4 Ts” of Expeditionary Learning’s Common Core-aligned curriculum design. 28

Curriculum Design- 4 Ts • Process of Expeditionary Learning’s curriculum design: – Topic determined at a very – Targets high level before the modules were fully – Texts developed – Tasks (including text-dependent questions and assessments) created following the principles of backwards design

Glimpse into Life of Curriculum Designers • Locate one 4 Ts note-catcher. (p. 40) • We will view a video of teachers at work designing a module. • Teachers are thinking about the Ts. • Complete the note-catcher thinking about what the 4 Ts are and what curriculum designers think about in relation to each T. 30

Curriculum Design- The 4 Ts 31

Discuss • Using your 4 Ts note-catcher, discuss what you saw in the video, particularly what you discovered about each T. 32

Read • Form a group of 4. • Locate the second 4 Ts note-catcher (p. 41) and the excerpt from Transformational Literacy (pp. 33 -39). • Each member of the group should select one of the Ts to use as a focus for your reading. • Read the selection, focusing on the potential impact of your chosen T on students’ engagement and motivation. Complete note-catcher. 33

Share • Share your thinking with your group in relation to the potential impact of each T on students’ engagement and motivation. 34

Framework • Read the document, 4 T Curriculum Design Framework (pp. 42 -44) and highlight any important information about the Ts that you haven’t already discovered or thought about. 35

Reflect • I can describe the “ 4 Ts” of Expeditionary Learning’s Common Core-aligned curriculum design. 36

Preparing to Teach a Module • Locate the Preparing to Teach a Module (pp. 45 -55) document. • You will have an opportunity to analyze a process to become familiar with the modules beginning with the milehigh view and then funneling towards the daily lesson plans. 37

Notice and Wonder • Read Preparing to Teach a Module. • Complete the Notice and Wonder note-catcher (p. 56) keying in on reflections about module implementation and or using the modules as professional development if you are in a coaching role. 38

Discuss 39

Learning Targets Reflection 1. I can describe the structure of Expeditionary Learning’s curriculum. 2. I can access and evaluate the materials necessary to implement the curriculum. 3. I can describe the “ 4 Ts” of Expeditionary Learning’s Common Core-aligned curriculum design. 40

Revisiting the Learning Target Tracker (p. 2) • Take a moment to assess where you are now in meeting these targets. • Mark where you with a different symbol or the time. • How has your understanding of the learning targets grown?