ela network team institute: principals’ sessions...ela network team institute: principals’...
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ELA Network Team Institute: Principals’ Sessions Grades 9-12 October 7-8, 2014
New York State Common Core — ELA & Literacy EngageNY.org
Name: ________________________________________
Phone: ________________________________________
Email: ________________________________________
Please note: These materials are occasionally updated online to reflect revisions made in response to classroom or other feedback. We advise checking EngageNY.org before using a resource printed here to ensure you are accessing the most recent version.
Student Engagement Strengthening Student Engagement: What do Students Want? Read the article annotating for Assumptions the authors hold, what you Agree with in the text, what you want to Argue with in the text and what part of the text you want to Act upon. Once you finish use the 4 As protocol with your table to discuss the article.
The 4 A’s Protocol 1. Choose a timekeeper and facilitator. 2. Read the excerpt silently, making notes in the table (on the following page) for each of the 4 As and
highlighting sentences, phrases, or words in the text as evidence. (8 minutes)
Ο What Assumptions does the author of the text hold?
Ο What do you Agree with in the text?
Ο What do you want to Argue with in the text?
Ο What part of the text do you want to Aspire to or Act upon?
3. In a round, have each person identify one assumption in the text, citing the text as evidence. (1 minute per person, 4 minutes total)
4. In the second round, each participant may choose any one of the remaining 3 As to share. (1 minute per person, 4 minutes total) (Please note, this is a variation on the original 4 As which continues in rounds for each of the remaining As.)
5. End the session with an open discussion framed around the question: What does this mean for our work with teachers and students? (4 minutes)
6. One person from each table will share briefly about his/her table’s discussion. (5 minutes total)
Resources • Gray, J. (2005). Four “A”s text protocol. National School Reform Faculty. Harmony Education Center.
http://www.nsrfharmony.org/protocol/doc/4_a_text.pdf • Snow, C. & O’Connor, C. (2013). Close reading and far reaching classroom discussion: fostering a vital
connection. International Reading Association. http://www.reading.org/Libraries/lrp/ira-lrp-policy-brief--close-reading--13sept2013.pdf
October 2014
©2014 Public Consulting Group. All rights reserved.
1
New York State Common Core
4 A’s Protocol What ASSUMPTIONS do the authors hold?
What do you AGREE with in the text?
What do you want to ARGUE with in the text?
What part of the text do you ASPIRE to or want to ACT upon?
October 2014
©2014 Public Consulting Group. All rights reserved.
2
New York State Common Core
What implications does this have for our work with teachers and students as we think about student engagement?
October 2014
©2014 Public Consulting Group. All rights reserved.
3
New York State Teaching Standards
And Elements
Standard 4: Learning Environment 4.1 Creates a mutually respectful, safe, and supportive learning environment that is inclusive of every student 4.2 Creates an intellectually challenging and stimulating learning environment 4.3 Manages the learning environment for the effective operation of the classroom 4.4 Organize and utilize available resources [e.g. physical space, time, people, technology] to create a safe and productive learning environment
Standard 1: Knowledge of Students & Student Learning 1.1 Knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and physical developmental levels 1.2 Knowledge of current, research-based knowledge of learning and language acquisition theories and processes 1.3 Knowledge of and responsive to diverse learning needs, interests, and experiences of all students 1.4 Knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning 1.5 Knowledge of and responsive to the economic, social, cultural, linguistic, family, and community factors that influences their students’ learning 1.6 Knowledge and understanding of technological and information literacy and how they affect student learning
Standard 5: Assessment for Student Learning 5.1 Design, select, and use a range of assessment tools and processes to measure and document student learning and growth 5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction 5.3 Communicate information about various components of the assessment system 5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system, make adjustments to it and plan instruction accordingly 5.5 Prepare students to understand the format and directions of assessment used and the criteria by which the students will be evaluated
Standard 2: Knowledge of Content and Instructional Planning 2.1 Knowledge of the content they teach, including relationships among central concepts, tools of inquiry, and structures and current developments within their discipline[s] 2.2 Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem solving related to real world contexts 2.3 Uses a broad range of instructional strategies to make subject matter accessible 2.4 Establishes goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement 2.5 Designs relevant instruction that connects students’ prior understanding and experiences to new knowledge 2.6 Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals
Standard 6: Professional Responsibilities and Collaboration 6.1 Upholds professional standards of practice and policy as related to students’ rights and teachers’ responsibilities 6.2 Engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning 6.3 Communicate and collaborate with families, guardians, and caregivers to enhance student development and success 6.4 Manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations 6.5 Understand and comply with relevant laws and policies as related to students’ rights and teachers’ responsibilities
Standard 3: Instructional Practice 3.1 Uses research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning 3.2 Communicate clearly and accurately with students to maximize their understanding and learning 3.3 Set high expectations and create challenging learning experiences for students 3.4 Explores and uses a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement 3.5 Engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use of technology 3.6 Monitors and assesses student progress, seeks and provides feedback, and adapts instruction to student needs
Standard 7: Professional Growth 7.1 Reflect on their practice to improve instructional effectiveness and guide professional growth 7.2 Set goals for and engage in ongoing professional development needed to continuously improve teaching competencies 7.3 Communicate and collaborate with students, colleagues, other professionals, and the community to improve practice 7.4 Remain current in their knowledge of content and pedagogy by utilizing professional resources
4
1. Refer to Common Core Shifts at a Glance (achievethecore.org/ELALitShifts) and the 3-12 Publishers’ Criteria for the Common Core State Standards for English Language Arts and Literacy (achievethecore.org/publisherscriteria) for additional information about the Shifts required by the CCSS.
INSTRUCTIONAL PRACTICE GUIDE: COACHING
ELA / LIT 3—12GRADES
LESSONGUIDE TYPESUBJECT
The coaching tool is for teachers, and those who support teachers, to
build understanding and experience with Common Core State Standards
(CCSS) aligned instruction. Designed as a developmental tool, it can be used
for planning, reflection, collaboration, and coaching. The three Shifts in
instruction for ELA/Literacy provide the framing for this tool.
The guide provides examples of what implementing the CCSS for English
Language Arts and Literacy in grades 3-12 look like in daily planning and
practice. It is organized around three Core Actions which encompass the
Shifts and instructional practice. Each Core Action consists of individual
indicators which describe teacher and student behaviors that exemplify
Common Core aligned instruction.
The Core Actions and indicators should be evident in planning and
observable in instruction. For each lesson evidence might include a
lesson plan, exercises, tasks and assessments, teacher instruction, student
discussion and behavior, and student work. Although many indicators will be
observable during the course of a lesson, there may be times when a lesson
is appropriately focused on a smaller set of objectives or only a portion of
a lesson is observed, leaving some indicators blank. Any particular focus
should be communicated between teacher and observer before using the
tool. Refer to the CCSS Standards for English Language Arts and Literacy
(corestandards.org/ELA-Literacy) as necessary.
Companion tools for Instructional Practice include:
• Instructional Practice Guide: Coaching (Digital)- a digital version of
this print tool, view at achievethecore.org/coaching-tool.
• Instructional Practice Guide: Lesson Planning- designed for teachers
to support them in creating lessons aligned to the CCSS, view at
achievethecore.org/lesson-planning-tool.
Date
Teacher Name
Topic / Lesson / Unit
School
Grade / Class Period / Section
Observer Name
Standard(s) Addressed in this Lesson
Building knowledge through content-rich nonfiction.
Reading, writing, and speaking grounded in evidence from text, both literary and informational.
1.
2.
3.
Regular practice with complex text and its academic language.
5
2
A majority of the lesson is spent reading, writing, or speaking about text(s).
The text(s) are at or above the complexity level expected for the grade and time in the school year.
The text(s) exhibit exceptional craft and thought and/or provide useful information.
Indicators
A.
B.
C.
A.
B.
C.
D.
A.
B.
C.
D.
E.
Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
Questions and tasks attend to the words, phrases and sentences within the text.
Questions are sequenced to build knowledge by guiding students to delve deeper into the text and graphics.
The teacher keeps all students persevering with challenging tasks.
Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
The teacher expects evidence and precision from students and probes students’ answers accordingly.
Students habitually display persistence in providing textual evidence to support answers and responses, both orally and in writing.
The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.
Students persevere in solving questions and tasks in the face of initial difficulty.
The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.
When appropriate, students demonstrate progress toward independence in reading and writing.
When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills
Students demonstrate use of language conventions and decoding skills, activating such strategies as needed to read, write, and speak with grade level fluency and skill.
Indicators
Indicators
Core Action 1Focus each lesson on a high-quality text (or multiple texts).
Core Action 3 Provide all students with opportunities to engage in the work of the lesson.
Core Action 2Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
SUMMARY OF CORE ACTIONS
3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
6
3
The following pages are provided as a space to record questions, comments, and observations of teacher and student interaction. These notes and related materials (e.g., lesson plan, exercises, tasks and assessments, and student work) will be the basis for the evidence needed to support the ratings for each indicator of the Core Actions on the pages that follow.
NOTES
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
7
The following pages are provided as a space to record questions, comments, and observations of teacher and student interaction. These notes and related materials (e.g., lesson plan, exercises, tasks and assessments, and student work) will be the basis for the evidence needed to support the ratings for each indicator of the Core Actions on the pages that follow.
4
NOTES
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
8
5
A majority of the lesson is spent reading, writing, or speaking about text(s).
The text(s) exhibit exceptional craft and thought and/or provide useful information.
Indicators
The text(s) are at or above the complexity level expected for the grade and time in the school year2.
B.
A.
C.
Core Action 1Focus each lesson on a high-quality text (or multiple texts).
For each indicator, circle the appropriate rating based on what was observed during the lesson. Provide specific evidence to support the rating. Refer to questions, comments, and observations recorded in the preceding notes section.
The lesson is focused on a text or multiple texts.
The quality of the text(s) is high – they are well written and/or provide useful information.
There is no text under consideration in this lesson.
The text(s) are below both the qualitative and quantitative complexity expected for the grade and time in the school year.
The quality of the text(s) is low – they are poorly written or do not provide useful information.
Yes
The text(s) are at or above both the qualitative and quantitative complexity expected for the grade and time in the school year.Yes
Yes
No
No
No
2. Refer to achievethecore.org/ela-literacy-common-core/text-complexity/ for text complexity resources.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
9
Core Action 2Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
Indicators
Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
A.
Questions and tasks do not refer to the text.1
Not Observed.
Not Observed.
Not Observed.
Few questions and tasks return students to the text to build understanding.2
Many questions and tasks return students to the text to build understanding.3
4 Most questions and tasks return students to the text to build understanding.
Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
B.
1
1
Questions and tasks can be answered without evidence from the text.
2 Few questions and tasks require students to cite evidence from the text.
3
3
Many questions and tasks require students to cite evidence from the text.
4
4
Most questions and tasks require students to cite evidence from the text.
C. Questions and tasks attend to the words, phrases and sentences within the text.
No questions and tasks focus students on the words that matter most and how they are used in the text.
2 Vocabulary questions and tasks rarely focus students on the words that matter most and how they are used in the text.
Vocabulary questions and tasks mostly focus students on the words that matter most and how they are used in the text.
Vocabulary questions and tasks consistently focus students on the words, phrases, and sentences that matter most and how they are used in the text.
6
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
10
Core Action 2 (continued)Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
Indicators
Questions are sequenced to build knowledge by guiding students to delve deeper into the text and graphics.
D.
Questions seem random and are not intentionally sequenced to support building knowledge.1
Few questions are intentionally sequenced to support building knowledge.2
Some questions are intentionally sequenced to support building knowledge.3
Most questions are intentionally sequenced to support building knowledge.4
7
Not Observed.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
11
8
Core Action 3Provide all students with opportunities to engage in the work of the lesson.
Indicators
The teacher keeps all students persevering with challenging tasks.
Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
A.
The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.
Students persevere in solving questions and tasks in the face of initial difficulty.
The teacher expects evidence and precision from students and probes students’ answers accordingly.
Students habitually display persistence in providing textual evidence to support answers and responses, both orally and in writing.
B.
C.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
12
9
Core Action 3 (continued)Provide all students with opportunities to engage in the work of the lesson.
Indicators
The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.
When appropriate, students demonstrate progress toward independence in reading and writing.
D.
When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills.
Students demonstrate use of language conventions and decoding skills3, activating such strategies as needed to read, write, and speak with grade level fluency and skill.
E.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
This tool is for teachers, those providing support to teachers, and all educators working to implement the CCSS for ELA/Literacy – it is not designed for use in evaluation. The guide should be used in conjunction with the CCSS Instructional Practice Guide: Supplement for Reflection Over the Course of the Year. Both tools are available at achievethecore.org/instructional-practice.
To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.
Published 07.09.2014 Send feedback to [email protected]
3. The CCSS for Reading: Foundational Skills are applicable for grades 3-5 only.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
13
Instructional Practice Guide A Tool for Looking for Student Engagement After completing the gallery walk, take a few minutes to reflect on the following question:
How could you use this tool during instructional rounds?
October 2014
©2014 Public Consulting Group. All rights reserved.
14
How to Make a Switch For things to change, somebody somewhere has to start acting differently. Maybe it’s you, maybe it’s your team. Picture that person (or people).
Each has an emotional Elephant side and a rational Rider side. You’ve got to reach both. And you’ve also got to clear the way for them to succeed. In short, you must do three things:
Direct the Rider Follow the Bright Spots: Investigate what’s working and clone it.
Script the Critical Moves: Don’t think big picture, think in terms of specific behaviors.
Point to the Destination: Change is easier when you know where you’re going and why it’s worth it.
Motivate the Elephant Find the Feeling: Knowing something isn’t enough to cause change. Make people FEEL something.
Shrink the Change: Break down the change until it no longer spooks the Elephant.
Grow Your People: Cultivate a sense of identity and instill the growth mindset.
Shape the Path Tweak the Environment: When the situation changes, the behavior changes, so change the situation.
Build Habits: When behavior is habitual, it’s “free”— it doesn’t tax the Rider. Look for ways to encourage habits.
Rally the Herd: Behavior is contagious. Help it spread.
October 2014
©2014 Public Consulting Group. All rights reserved.
15
Student Engagement Bright Spots Bright Spots in My ELA Classrooms: Take a moment to reflect on what’s working in your buildings.
What’s working right now? Identify bright spots— who can you leverage in your buildings who is already doing this? How can they influence others?
How can you direct the rider and show him where he needs to go (stop the wheels from spinning and promote action)?
October 2014
©2014 Public Consulting Group. All rights reserved.
16
NY Teaching Standards/Switch Framework Planning Template Using your homework, choose which standard (s) to focus on for each teacher and write them in the template below. Next, script out the critical moves to Motivate the Elephant, Direct the Rider and Shape the Path towards better student engagement in your ELA classrooms.
Teacher 1 Teacher 2
Standard (s)- This is the change you want to see: Standard (s)- This is the change you want to see:
October 2014
©2014 Public Consulting Group. All rights reserved.
17
New York State Common Core
Teacher 1 Teacher 2
Scripting the Critical Moves- Steps to the change you want to see
Motivate the Elephant Motivate the Elephant
Direct the Rider Direct the Rider
Shape the Path Shape the Path
October 2014
©2014 Public Consulting Group. All rights reserved.
18
Student Engagement in the ELA Classroom Discussion and Reflection Thinking about the bright spots in your buildings around student engagement, how will your plan leverage these teachers to create more engaged classrooms?
October 2014
©2014 Public Consulting Group. All rights reserved.
19
9-10 ELA Speaking and Listening Standards
9-10.1 Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
October 2014
©2014 Public Consulting Group. All rights reserved.
20
1. Refer to Common Core Shifts at a Glance (achievethecore.org/ELALitShifts) and the 3-12 Publishers’ Criteria for the Common Core State Standards for English Language Arts and Literacy (achievethecore.org/publisherscriteria) for additional information about the Shifts required by the CCSS.
INSTRUCTIONAL PRACTICE GUIDE: COACHING
ELA / LIT 3—12GRADES
LESSONGUIDE TYPESUBJECT
The coaching tool is for teachers, and those who support teachers, to
build understanding and experience with Common Core State Standards
(CCSS) aligned instruction. Designed as a developmental tool, it can be used
for planning, reflection, collaboration, and coaching. The three Shifts in
instruction for ELA/Literacy provide the framing for this tool.
The guide provides examples of what implementing the CCSS for English
Language Arts and Literacy in grades 3-12 look like in daily planning and
practice. It is organized around three Core Actions which encompass the
Shifts and instructional practice. Each Core Action consists of individual
indicators which describe teacher and student behaviors that exemplify
Common Core aligned instruction.
The Core Actions and indicators should be evident in planning and
observable in instruction. For each lesson evidence might include a
lesson plan, exercises, tasks and assessments, teacher instruction, student
discussion and behavior, and student work. Although many indicators will be
observable during the course of a lesson, there may be times when a lesson
is appropriately focused on a smaller set of objectives or only a portion of
a lesson is observed, leaving some indicators blank. Any particular focus
should be communicated between teacher and observer before using the
tool. Refer to the CCSS Standards for English Language Arts and Literacy
(corestandards.org/ELA-Literacy) as necessary.
Companion tools for Instructional Practice include:
• Instructional Practice Guide: Coaching (Digital)- a digital version of
this print tool, view at achievethecore.org/coaching-tool.
• Instructional Practice Guide: Lesson Planning- designed for teachers
to support them in creating lessons aligned to the CCSS, view at
achievethecore.org/lesson-planning-tool.
Date
Teacher Name
Topic / Lesson / Unit
School
Grade / Class Period / Section
Observer Name
Standard(s) Addressed in this Lesson
Building knowledge through content-rich nonfiction.
Reading, writing, and speaking grounded in evidence from text, both literary and informational.
1.
2.
3.
Regular practice with complex text and its academic language.
21
2
A majority of the lesson is spent reading, writing, or speaking about text(s).
The text(s) are at or above the complexity level expected for the grade and time in the school year.
The text(s) exhibit exceptional craft and thought and/or provide useful information.
Indicators
A.
B.
C.
A.
B.
C.
D.
A.
B.
C.
D.
E.
Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
Questions and tasks attend to the words, phrases and sentences within the text.
Questions are sequenced to build knowledge by guiding students to delve deeper into the text and graphics.
The teacher keeps all students persevering with challenging tasks.
Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
The teacher expects evidence and precision from students and probes students’ answers accordingly.
Students habitually display persistence in providing textual evidence to support answers and responses, both orally and in writing.
The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.
Students persevere in solving questions and tasks in the face of initial difficulty.
The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.
When appropriate, students demonstrate progress toward independence in reading and writing.
When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills
Students demonstrate use of language conventions and decoding skills, activating such strategies as needed to read, write, and speak with grade level fluency and skill.
Indicators
Indicators
Core Action 1Focus each lesson on a high-quality text (or multiple texts).
Core Action 3 Provide all students with opportunities to engage in the work of the lesson.
Core Action 2Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
SUMMARY OF CORE ACTIONS
3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
22
3
The following pages are provided as a space to record questions, comments, and observations of teacher and student interaction. These notes and related materials (e.g., lesson plan, exercises, tasks and assessments, and student work) will be the basis for the evidence needed to support the ratings for each indicator of the Core Actions on the pages that follow.
NOTES
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
23
The following pages are provided as a space to record questions, comments, and observations of teacher and student interaction. These notes and related materials (e.g., lesson plan, exercises, tasks and assessments, and student work) will be the basis for the evidence needed to support the ratings for each indicator of the Core Actions on the pages that follow.
4
NOTES
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
24
5
A majority of the lesson is spent reading, writing, or speaking about text(s).
The text(s) exhibit exceptional craft and thought and/or provide useful information.
Indicators
The text(s) are at or above the complexity level expected for the grade and time in the school year2.
B.
A.
C.
Core Action 1Focus each lesson on a high-quality text (or multiple texts).
For each indicator, circle the appropriate rating based on what was observed during the lesson. Provide specific evidence to support the rating. Refer to questions, comments, and observations recorded in the preceding notes section.
The lesson is focused on a text or multiple texts.
The quality of the text(s) is high – they are well written and/or provide useful information.
There is no text under consideration in this lesson.
The text(s) are below both the qualitative and quantitative complexity expected for the grade and time in the school year.
The quality of the text(s) is low – they are poorly written or do not provide useful information.
Yes
The text(s) are at or above both the qualitative and quantitative complexity expected for the grade and time in the school year.Yes
Yes
No
No
No
2. Refer to achievethecore.org/ela-literacy-common-core/text-complexity/ for text complexity resources.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
25
Core Action 2Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
Indicators
Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
A.
Questions and tasks do not refer to the text.1
Not Observed.
Not Observed.
Not Observed.
Few questions and tasks return students to the text to build understanding.2
Many questions and tasks return students to the text to build understanding.3
4 Most questions and tasks return students to the text to build understanding.
Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
B.
1
1
Questions and tasks can be answered without evidence from the text.
2 Few questions and tasks require students to cite evidence from the text.
3
3
Many questions and tasks require students to cite evidence from the text.
4
4
Most questions and tasks require students to cite evidence from the text.
C. Questions and tasks attend to the words, phrases and sentences within the text.
No questions and tasks focus students on the words that matter most and how they are used in the text.
2 Vocabulary questions and tasks rarely focus students on the words that matter most and how they are used in the text.
Vocabulary questions and tasks mostly focus students on the words that matter most and how they are used in the text.
Vocabulary questions and tasks consistently focus students on the words, phrases, and sentences that matter most and how they are used in the text.
6
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
26
Core Action 2 (continued)Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
Indicators
Questions are sequenced to build knowledge by guiding students to delve deeper into the text and graphics.
D.
Questions seem random and are not intentionally sequenced to support building knowledge.1
Few questions are intentionally sequenced to support building knowledge.2
Some questions are intentionally sequenced to support building knowledge.3
Most questions are intentionally sequenced to support building knowledge.4
7
Not Observed.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
27
8
Core Action 3Provide all students with opportunities to engage in the work of the lesson.
Indicators
The teacher keeps all students persevering with challenging tasks.
Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
A.
The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.
Students persevere in solving questions and tasks in the face of initial difficulty.
The teacher expects evidence and precision from students and probes students’ answers accordingly.
Students habitually display persistence in providing textual evidence to support answers and responses, both orally and in writing.
B.
C.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
28
9
Core Action 3 (continued)Provide all students with opportunities to engage in the work of the lesson.
Indicators
The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.
When appropriate, students demonstrate progress toward independence in reading and writing.
D.
When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills.
Students demonstrate use of language conventions and decoding skills3, activating such strategies as needed to read, write, and speak with grade level fluency and skill.
E.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
This tool is for teachers, those providing support to teachers, and all educators working to implement the CCSS for ELA/Literacy – it is not designed for use in evaluation. The guide should be used in conjunction with the CCSS Instructional Practice Guide: Supplement for Reflection Over the Course of the Year. Both tools are available at achievethecore.org/instructional-practice.
To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.
Published 07.09.2014 Send feedback to [email protected]
3. The CCSS for Reading: Foundational Skills are applicable for grades 3-5 only.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
29
Instructional Practice Guide Features As you examine the guide, take a few moments to answer the following questions:
How is the guide aligned to Speaking and Listening Standard 1?
How can the guide be used to help recognize instruction that results in greater student engagement?
October 2014
©2014 Public Consulting Group. All rights reserved.
30
Student Engagement in Action Teacher One: What did you notice the teacher doing (use language from the practice guide)?
What did you notice the students doing (use language from the standards)?
What worked?
What needs work?
After calibrating your rating with your group: How aligned were your ratings?
To what do you attribute alignment/misalignment?
October 2014
©2014 Public Consulting Group. All rights reserved.
31
1. Refer to Common Core Shifts at a Glance (achievethecore.org/ELALitShifts) and the 3-12 Publishers’ Criteria for the Common Core State Standards for English Language Arts and Literacy (achievethecore.org/publisherscriteria) for additional information about the Shifts required by the CCSS.
INSTRUCTIONAL PRACTICE GUIDE: COACHING
ELA / LIT 3—12GRADES
LESSONGUIDE TYPESUBJECT
The coaching tool is for teachers, and those who support teachers, to
build understanding and experience with Common Core State Standards
(CCSS) aligned instruction. Designed as a developmental tool, it can be used
for planning, reflection, collaboration, and coaching. The three Shifts in
instruction for ELA/Literacy provide the framing for this tool.
The guide provides examples of what implementing the CCSS for English
Language Arts and Literacy in grades 3-12 look like in daily planning and
practice. It is organized around three Core Actions which encompass the
Shifts and instructional practice. Each Core Action consists of individual
indicators which describe teacher and student behaviors that exemplify
Common Core aligned instruction.
The Core Actions and indicators should be evident in planning and
observable in instruction. For each lesson evidence might include a
lesson plan, exercises, tasks and assessments, teacher instruction, student
discussion and behavior, and student work. Although many indicators will be
observable during the course of a lesson, there may be times when a lesson
is appropriately focused on a smaller set of objectives or only a portion of
a lesson is observed, leaving some indicators blank. Any particular focus
should be communicated between teacher and observer before using the
tool. Refer to the CCSS Standards for English Language Arts and Literacy
(corestandards.org/ELA-Literacy) as necessary.
Companion tools for Instructional Practice include:
• Instructional Practice Guide: Coaching (Digital)- a digital version of
this print tool, view at achievethecore.org/coaching-tool.
• Instructional Practice Guide: Lesson Planning- designed for teachers
to support them in creating lessons aligned to the CCSS, view at
achievethecore.org/lesson-planning-tool.
Date
Teacher Name
Topic / Lesson / Unit
School
Grade / Class Period / Section
Observer Name
Standard(s) Addressed in this Lesson
Building knowledge through content-rich nonfiction.
Reading, writing, and speaking grounded in evidence from text, both literary and informational.
1.
2.
3.
Regular practice with complex text and its academic language.
32
2
A majority of the lesson is spent reading, writing, or speaking about text(s).
The text(s) are at or above the complexity level expected for the grade and time in the school year.
The text(s) exhibit exceptional craft and thought and/or provide useful information.
Indicators
A.
B.
C.
A.
B.
C.
D.
A.
B.
C.
D.
E.
Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
Questions and tasks attend to the words, phrases and sentences within the text.
Questions are sequenced to build knowledge by guiding students to delve deeper into the text and graphics.
The teacher keeps all students persevering with challenging tasks.
Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
The teacher expects evidence and precision from students and probes students’ answers accordingly.
Students habitually display persistence in providing textual evidence to support answers and responses, both orally and in writing.
The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.
Students persevere in solving questions and tasks in the face of initial difficulty.
The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.
When appropriate, students demonstrate progress toward independence in reading and writing.
When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills
Students demonstrate use of language conventions and decoding skills, activating such strategies as needed to read, write, and speak with grade level fluency and skill.
Indicators
Indicators
Core Action 1Focus each lesson on a high-quality text (or multiple texts).
Core Action 3 Provide all students with opportunities to engage in the work of the lesson.
Core Action 2Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
SUMMARY OF CORE ACTIONS
3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
33
3
The following pages are provided as a space to record questions, comments, and observations of teacher and student interaction. These notes and related materials (e.g., lesson plan, exercises, tasks and assessments, and student work) will be the basis for the evidence needed to support the ratings for each indicator of the Core Actions on the pages that follow.
NOTES
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
34
The following pages are provided as a space to record questions, comments, and observations of teacher and student interaction. These notes and related materials (e.g., lesson plan, exercises, tasks and assessments, and student work) will be the basis for the evidence needed to support the ratings for each indicator of the Core Actions on the pages that follow.
4
NOTES
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
35
5
A majority of the lesson is spent reading, writing, or speaking about text(s).
The text(s) exhibit exceptional craft and thought and/or provide useful information.
Indicators
The text(s) are at or above the complexity level expected for the grade and time in the school year2.
B.
A.
C.
Core Action 1Focus each lesson on a high-quality text (or multiple texts).
For each indicator, circle the appropriate rating based on what was observed during the lesson. Provide specific evidence to support the rating. Refer to questions, comments, and observations recorded in the preceding notes section.
The lesson is focused on a text or multiple texts.
The quality of the text(s) is high – they are well written and/or provide useful information.
There is no text under consideration in this lesson.
The text(s) are below both the qualitative and quantitative complexity expected for the grade and time in the school year.
The quality of the text(s) is low – they are poorly written or do not provide useful information.
Yes
The text(s) are at or above both the qualitative and quantitative complexity expected for the grade and time in the school year.Yes
Yes
No
No
No
2. Refer to achievethecore.org/ela-literacy-common-core/text-complexity/ for text complexity resources.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
36
Core Action 2Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
Indicators
Questions and tasks address the text by attending to its particular structure(s), concepts, ideas, and details.
A.
Questions and tasks do not refer to the text.1
Not Observed.
Not Observed.
Not Observed.
Few questions and tasks return students to the text to build understanding.2
Many questions and tasks return students to the text to build understanding.3
4 Most questions and tasks return students to the text to build understanding.
Questions and tasks require students to use evidence from the text to demonstrate understanding and to support their ideas about the text. These ideas are expressed through both written and oral responses.
B.
1
1
Questions and tasks can be answered without evidence from the text.
2 Few questions and tasks require students to cite evidence from the text.
3
3
Many questions and tasks require students to cite evidence from the text.
4
4
Most questions and tasks require students to cite evidence from the text.
C. Questions and tasks attend to the words, phrases and sentences within the text.
No questions and tasks focus students on the words that matter most and how they are used in the text.
2 Vocabulary questions and tasks rarely focus students on the words that matter most and how they are used in the text.
Vocabulary questions and tasks mostly focus students on the words that matter most and how they are used in the text.
Vocabulary questions and tasks consistently focus students on the words, phrases, and sentences that matter most and how they are used in the text.
6
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
37
Core Action 2 (continued)Employ questions and tasks, both oral and written, that are text specific and reflect the standards.
Indicators
Questions are sequenced to build knowledge by guiding students to delve deeper into the text and graphics.
D.
Questions seem random and are not intentionally sequenced to support building knowledge.1
Few questions are intentionally sequenced to support building knowledge.2
Some questions are intentionally sequenced to support building knowledge.3
Most questions are intentionally sequenced to support building knowledge.4
7
Not Observed.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
38
8
Core Action 3Provide all students with opportunities to engage in the work of the lesson.
Indicators
The teacher keeps all students persevering with challenging tasks.
Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing.
A.
The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle.
Students persevere in solving questions and tasks in the face of initial difficulty.
The teacher expects evidence and precision from students and probes students’ answers accordingly.
Students habitually display persistence in providing textual evidence to support answers and responses, both orally and in writing.
B.
C.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
39
9
Core Action 3 (continued)Provide all students with opportunities to engage in the work of the lesson.
Indicators
The teacher demonstrates awareness and appropriate action regarding the variations present in student progress toward reading independently.
When appropriate, students demonstrate progress toward independence in reading and writing.
D.
When appropriate, the teacher explicitly attends to strengthening students’ language and reading foundational skills.
Students demonstrate use of language conventions and decoding skills3, activating such strategies as needed to read, write, and speak with grade level fluency and skill.
E.
Teacher Date3—12GRADES
LESSONGUIDE TYPE
ELA / LITSUBJECT
This tool is for teachers, those providing support to teachers, and all educators working to implement the CCSS for ELA/Literacy – it is not designed for use in evaluation. The guide should be used in conjunction with the CCSS Instructional Practice Guide: Supplement for Reflection Over the Course of the Year. Both tools are available at achievethecore.org/instructional-practice.
To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.
Published 07.09.2014 Send feedback to [email protected]
3. The CCSS for Reading: Foundational Skills are applicable for grades 3-5 only.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
The teacher does not provide students opportunity and very few students demonstrate this behavior.1
The teacher provides consistent opportunities and few students demonstrate this behavior. 2
The teacher provides consistent opportunities and some students demonstrate this behavior. 3
The teacher provides consistent opportunities and most students demonstrate this behavior.4
Not Observed.
40
Student Engagement in Action Teacher Two: What did you notice the teacher doing (use language from the practice guide)?
What did you notice the students doing (use language from the standards)?
What worked?
What needs work?
After calibrating your rating with your group: How aligned were your ratings?
To what do you attribute alignment/misalignment?
October 2014
©2014 Public Consulting Group. All rights reserved.
41
Student Engagment in Your Buildings As you turn your focus to your ELA Classrooms, take a moment to respond to these questions:
Using language from the Speaking and Listening Standard 1, and the Instructional Practice Guide, think about a classroom where teachers are being intentional in their planning for student thinking (bright spot).
What does that look like?
Teacher behaviors
Student behaviors
October 2014
©2014 Public Consulting Group. All rights reserved.
42
Standards, Intructional Moves and Student Engagement Discussion and Reflection Questions: Thinking about how to increase student engagement in your ELA classrooms, how could you use these tools in your buildings?
Peer observations
Lesson study
Common planning time
Other
October 2014
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43
Teaching Practices for Speaking and Listening Standards List instructional moves by an ELA teacher you would want to see in a classroom where students are engaged with the curriculum. Provide examples of expected student behavior. Use the video(s) and your own experiences as a guide.
Instructional Moves by Teacher Evidence of Student Engagement
October 2014
©2014 Public Consulting Group. All rights reserved.
44
Implementation Support Jigsaw Activity The purpose of this activity is guide the discussion of building/district administrators, BOCES representatives, teachers and coaches around focus areas for effective CCSS implementation. Use a flip chart or this template to capture notes from your conversation.
Focus Question Notes
How can a school or district implement an action plan that reaches across all content areas?
What does supporting teachers to improve instruction look like in your school/district /area you serve?
What needs to be in place to help teachers, schools, or districts use data to make decisions?
How does a school build leadership capacity around sustaining change in ELA classrooms?
October 2014
©2014 Public Consulting Group. All rights reserved.
45
Planning for Success Complete the charts below using the questions as prompts to help you plan...
Use Data to Make Decisions
• In what ways can you use data to increase student engagement in the ELA classroom? • In what ways can you use data to identify the bright spots in your ELA classrooms?
Actionable Step to Take Name of the Owner for this Step
How will we know this has been completed successfully? Deadline for Completion
October 2014
©2014 Public Consulting Group. All rights reserved.
46
New York State Common Core
Build Leadership Capacity
• How can you build leadership capacity around CCSS implementation? • In what ways can you build leadership capacity around identifying markers of success?
Actionable Step to Take Name of the Owner for this Step
How will we know this has been completed successfully? Deadline for Completion
October 2014
©2014 Public Consulting Group. All rights reserved.
47
New York State Common Core
Allocate Resources
• How can the school or district effectively allocate resources to move this work forward?
Actionable Step to Take Name of the Owner for this Step
How will we know this has been completed successfully? Deadline for Completion
October 2014
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48
New York State Common Core
Implement an Action Plan
• How can you implement an action plan to align writing instruction with the CCSS? • How can you implement a plan to improve and sustain CCSS implementation?
Actionable Step to Take Name of the Owner for this Step
How will we know this has been completed successfully? Deadline for Completion
October 2014
©2014 Public Consulting Group. All rights reserved.
49
New York State Common Core
Support Teachers to Improve Instruction
• How can you support teachers to improve writing instruction? • How can you support teachers to improve speaking and listening instruction?
Actionable Step to Take Name of the Owner for this Step
How will we know this has been completed successfully? Deadline for Completion
October 2014
©2014 Public Consulting Group. All rights reserved.
50