EngageNY.org

Planning Common Core

Professional Development for

Teachers

Professional Development in the

Expectations & MetricsProvide high quality professional development (as

defined by Impactful PD Rubric), taking advantage of the PD kits and instructional practice videos on EngageNY.org so that all teachers can implement aligned curriculum with quality and fidelity.

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Shifts in Assessments

Six Shifts in ELA Assessments

Evidence Based Claims

• Content & Analysis (The thinking part) An EBC is a clearly stated inference that arises

from close reading of a text.• Clarity of the Claim• Conformity to the Text• Understanding of the Topic

Command of Evidence• Reasoning• Use and Integration of Evidence• Thoroughness and Objectivity

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The Wizard of Oz

Use details and evidence to support your answers! What motivates Dorothy? What role do the red shoes play? What element of the human psyche does the lion

represent? What is the climax of the story? How many settings are there in the story? Is it real or is it a dream? What is the theme?

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ELA/ Literacy CCSS Professional Development

What does an effectively trained ELA teacher look like? What does he know? What can she do?

What does an effectively trained content area teacher look like? What does she know? What can he do?

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CCSS Professional Development• Where are you now?

• What have you focused on/ prioritized?

• What has been learned?

• How has practice changed in your building?

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Evidence Based Claims

• Content & Analysis (The thinking part) An EBC is a clearly stated inference that arises

from close reading of a text.• Clarity of the Claim• Conformity to the Text• Understanding of the Topic

Command of Evidence• Reasoning• Use and Integration of Evidence• Thoroughness and Objectivity

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Reading Targets

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CCSS goal: students leave the lesson having read, analyzed and understood what they have READ.

Current goal: Students leave the lesson knowing the details of the narrative and the way a particular “element” is playing out.

Pre-CCSS Questions• What weather words and phrases does the author

use?• Alexie uses the paradox of fighting at a party, two

seemingly incompatible events that nonetheless occur. What other examples of paradox appear in the story, and why might that be?

• Which character to you most resemble? Why?• How does the author use one or more major

metaphors (storms, water, drowning)?• Write a brief summary of the text, its relationship to

events, and its use of symbolism and paradox to illustrate it major theme.

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A Common Concern…Stamina/ Miles on the

Page• There is a difference between witnessing the scope of the narrative and conducting analysis of words on the page.

• Details of the narrative are not sufficient evidence for marshaling an argument.

• Close reading is a mission critical activity if students are to be able to tackle the number and complexity of texts assigned to them in college.

• True stamina will come.

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Common Misconceptions in ELA C&I…

• Low Rigor Questions and Activities What are the kids actually doing? Do the activities and questions require them to be able to

read, understand, and analyze?

• Pacing of Texts When is the “reading” actually happening?

• Micro Standards Are we breaking the standards up into bits and losing key

verbs, nouns, or relationships/ connections

• Teachers are still doing all the thinking If you read between the lines, who will end up making the

meaning?

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Readers & Writers Workshop is still a viable literacy model if…

• Efficiency of time• Text complexity for all (Frustration/ Productive Struggle is OK)• Far greater emphasis on writing from sources than narrative• Primacy of text based evidence• Deliberate skills instruction (Lisa Delpit was right!)• Frequent opportunities for students to learn and reinforce the

spelling/sound patterns necessary for proficient decoding in early grades

• Frequent opportunities for oral comprehension, rich language experiences, background knowledge to keep students’ comprehension progressing

• Frequent exposures to coherent texts which are connected to the primary materials.

• Exposure to varied, spiraled, and sophisticated syntax, content knowledge, and vocabulary.

• Leveled text structure does not prohibit domain specific acceleration

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Tom Guskey’s Levels of PD Evaluation

1. Did they like it?

2. Did they learn it?

3. Were the supports, policies, and accountabilities in place to ensure high quality implementation?

4. Did they implement with quality and fidelity?

5. Did the changes in their practice have an impact on student achievement?

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Let’s talk about level 3

• Supports• Policies• Accountabilities

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Recommended Areas of Focus for Teacher

Training: • Curriculum– Scope & Sequence– Format/ Structure– Assessments– Processes/ Protocols– Lesson Plans

• Diving Deeply into the shifts • Study in Research Writing (standards 7-9) for Secondary (6-

8) Teachers• Intensive Adult to Adult conversations about Content (Texts)• Practical application and adult to adult processing time

devoted to shift experimentation/ evidence collection tools

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So what do you want to do

• And when do you want to do it?

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