syllabus - kdsi. web viewcourse syllabus template. 3 credit courses; 36 hours; 2 credit courses = 24...

After School Professional Development ProgramZoe Souliotis-Foley, Director [email protected]

Course Syllabus Template3 Credit Courses; 36 Hours; 2 Credit Courses = 24 hours; 1 Credit Courses = 12 hours

Summer 2015: July 6, 2015 – August 17, 2015

Please complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website.

Title of Course: Common Core in ELA: Instructional Shifts for Effective Implementation, Grades 9-12 Course Code:Registration Close Date: _________________________________________Course Location: Online course, accessible at www.kdsi.org/NYCInstructor’s Name: Sophia ThwaitesInstructor’s Telephone #: 1800 728 0032

E-mail: [email protected]

Course Begins: July 6, 2015 Course Ends: August 17, 2015 Total Hours: 36Educational Partner Fee: $174.00

Materials Fee (if applicable): N/A

In one sentence, what is the focus of this course? This course describes and models the six instructional shifts associated with the CCSS in English language arts for effective teacher implementation.

What will teachers know and be able to do as a result of taking this course? (50 words or fewer) Educators will become fully versed in the ELA Common Core State Standards for grades 9-12. Using the six instructional shifts, educators will develop lesson plans, design instruction, and implement practical strategies for working with diverse learners. Formative assessment and ways to communicate the CCSS to families will also be discussed.

This course will meet on the following dates: (Please list day of the week and all dates this course will be offered in mm/dd/yyyy format; do not provide a range): 7 days a week; 24/7

This course will meet at the following times: Start time: 24/7_____________End time: 24/7________

The maximum number of students this class can permit: 999___________________________ _____

Target Grade Level(s): 9-12 ___________ Content Area(s): English Language Arts, Methodology

Specific Content Area(s): (Identify one to two specific content areas) □ Arts □Academic Intervention □Accountability □ ELL X English Language Arts □Guidance □Health/Physical Ed. □Intervention □Mathematics □Mentoring X Methodology □Multicultural Ed. □Science □Secretaries □Social Studies □Special Education □Technology in the Content Area

mailto:[email protected]


Course Information

Course Description1. In two paragraphs describe your course including the course objectives, key activities or texts, assessment plan, Common Core Standards (where relevant) and key Danielson Components addressed. The description should indicate the research base and/or best pedagogical practices addressed.

In this course, educators will become fully versed in the foundations of the English Language Arts Common Core State Standards (CCSS) for grades 9-12. 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. This course includes multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.

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 9-12 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. This course also provides methods for helping all students meet the demands of the CCSS in English Language Arts Common Core State Standards (CCSS) for grades 6-8. 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. The KDS Theory of Action is the belief that through the combination of 50 hours of learning through Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. There are three principles that we believe support our course design: Research Based Principle 1: Professional development should be intensive, ongoing, and connected to practice: one study suggests 50 hours of instruction to make any kind of impact, so we design our courses to be approximately 50 hours, Research Based Principle 2: Modeling has been found to be highly effective in helping teachers understand a new practice, so we use authentic clips and classroom video footage of model lessons to demonstrate effective classroom practice, Research Based Principle 3: 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, so we use interactive activities, graphics, readings, discussions, and scenario-based activities to support the educator as active learner.

Integration of Danielson Framework2. Identify and explain how your course will deepen participant understanding of one to two components in Danielson’s Framework for Teaching. (Include Domain # and Component letter e.g. 1E).



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 6-8 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.

Integration of Standards3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area (Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in the Arts, National Educational Technology Standards)

A Framework for Teaching 1C: Setting Instructional Outcomes

Common Core State Standards: This course incorporates key aspects of the Common Core State Standards for English Language Arts.

o Educators will explore the CCSS for ELA in grades 6-8 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.

o 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.

o 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.

Pedagogical Approach4. Describe the pedagogical approach that will be used in the course and how you will address the needs of diverse adult learners. What specific method(s) of instruction will you use?

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

Interactive activities Application scenarios

(checks for understanding) Mid-course project (3 grad) Final capstone project (3

grad) Application Toolkit

(resources for classroom



Resources for Facilitation 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. KDS differentiates instruction for learners in multiple ways, including learning design and supports, KDS coaching services and the KDS Professional Learning Platform (PLP).

At KDS, we design courses of study based on the systemic needs identified within a system of schools to meet teachers where they are and move them through strategic learning progression over time. We design our courses under five core domains, including the Common Core, Diverse Learners, Teacher and Leadership Induction, Using Data and Personalized Learning. For each core domain, we provide courses that range from building foundational knowledge to enriching content expertise and practice. Within each domain course offerings include a range of theoretical approaches led by educational authors and experts in the field.

Another way KDS differentiates learning is in how we address learning styles by providing multi-modal learning experiences. To support course engagement, courses are taken asynchronously, therefore allowing educators to learn during a time that is conducive with their teaching schedule and within an optimal learning time for the individual. KDS courses also provide a collection of activities and materials to support different learning styles. In each course, there are units of study that each contain learning through video, readings, interactive activities, checks for understanding, reflection prompts, discussion forums, application materials and resources for bridging learning to practice. In addition, searchable transcripts of the videos are provided for the learner to review and annotate to support their learning of the content.

To further differentiate learning, KDS courses are configured and accredited in a way that speaks to differentiated professional pursuits including courses that can be completed for state certification, master's degree programs and career advancement for teachers and administrators at every stage of their career.

KDS Online Coaches also support learners to meet differentiated needs. Throughout each KDS course, participants are engaged with an online coach who provides individualized feedback to every learner throughout the course. The coach will respond to key reflections in each unit, prompt and respond to discussion postings, evaluate mid-course and final capstone projects and provide qualitative feedback to the learner to support extension of their learning. In addition, KDS works with systems of schools to design resources for facilitation that can be used for the in-person component of the blended learning professional development. All materials are customized to take into account the identified needs and goals.

The KDS Professional Learning Platform (PLP) provides participants with the opportunity to extend their learning during the course and continue their learning after a course has ended. The PLP allows educators to connect, collaborate, converse and share instructional strategies across districts and states. Facilitated discussion forums provide learners with an additional opportunity to share their reaction to new learning, identify new strategies, share struggles and address challenges, and exchange ideas and resources. PLP



allows learners to identify and connect with recognized experts within your system of schools on an on-going basis.

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.

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.

Participant Application5. All courses must show how participants will link their learning to their own classrooms. Describe how your course will do this.

Participants who complete this course will link learning to their classrooms, and will bring the following back to their classrooms and/ or teaching practice:

Participants set learning goals that will inform classroom instruction 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

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 Apply their understanding of this shift to their classroom work to ensure their students are career

and college ready Explain the differences between narrative and informational text Explain how to approach determining the ratio of information to literary text in the classroom Apply their understanding of this shift to their classroom work to ensure their students are career

and college ready Outline the key implications for selecting texts to build knowledge Describe the need to use texts to inform learning in a CCSS focused classroom Describe a range of strategies used to make text central to learning in a CCSS-aligned classroom Plan for the establishment of at least 1 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 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 Apply their understanding of this shift to their work to ensure that students are college and career

ready. Analyze questions to determine their quality. Create text dependent questions based on a grade-level appropriate text. Select appropriate strategies to assist students when close reading a grade-level appropriate

complex text Apply their understanding of this shift to their classroom work 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 Apply their understanding of this shift to their classroom work Describe the need for the teaching of writing from sources, referencing the CCSS Writing Anchor

Standards and ELA Standards Identify the characteristics of informational writing in the 9-12 grade band Identify the characteristics of argumentative writing in the 9-12 grade band Describe the difference between argumentative and persuasive writing 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.



Assessment and Feedback6. Explain what assignments and assessments participants will be responsible for, and how their work will be evaluated throughout the course. How will formative and summative feedback be provided? Include examples of evidence you will collect that demonstrate how participant learnings will directly impact their students’ learning (e.g., projects, collections of student work, presentations, etc.). Please note: A midterm and a final (projects, journals, papers) must be administered as per the “P” In-Service Course Guidelines.

Participants’ work will be evaluated through a variety of assignments and assessments. 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%

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

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

Identifies a rigorous assessment that clearly measures student learning and informs next steps.

Identifies a rigorous assessment that 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(25%)

Provides a short and broad list of skills and steps needed to complete assignment.

Provides a broad list of skills and steps needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment.

Provides specific skills and list of 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:

Grades7. Explain how the final grade will be calculated, including how much each graded assignment will be weighted (e.g., Midterm=20%, Final=30%, Weekly responses=30%, Participation=20%). Attach rubrics for any assignments as an appendix to this syllabus.

Grading Policy (using rubric 1-4 scale system)

Percentage of Course Credit

Total grade for the course is a culmination of performance grades.

Course grade is determined by the following:

A: 3.4 – 4.0 Reflections 15%

B: 2.7 – 3.3 Checks for Understanding 25%

C: 2.0 – 2.6 Mid-course Project 25%

F: <2.0 Final Capstone project 35%

CalendarSession # 1Date: self-paced Time: self-pacedNumber of hours for this session:0.50 Assignments due today: See “Topics”Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.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.)

Assignments due:

A Reflection Question, which 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.

http://charlottedanielson.com/theframeteach.htm


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


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


A Discussion Prompt, which 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.

Check for Understanding, which assess a participant’s learning at the end of each unit.

Readings (See resources section)

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.

To set student learning goals.








Methods of Instruction: Explain the method of presenting, e.g. classroom video or interactive hands-on activity. Include strategies to meet diverse learning needs (differentiated instruction). Be specific about session activities and what formative assessment and feedback will take place, so it is clear how they will lead participants to meet objectives.

Participants consult standards Participants create learning goals



Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts 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.

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?

Participants set learning goals that will inform classroom instruction

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

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

CalendarSession # 2Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic and material, e.g. handouts. Indicate midterm and final exam date.In this course introductory unit, educators will explore the Common Core State Standards for ELA in grades 9-12 (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.

Assignments due:


A Discussion Prompt, which 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



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

http://charlottedanielson.com/theframeteach.htm


community around the course.



Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.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









Video presentation Readings Reflection questions Discussion forum Quiz




Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?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


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Lapp: "Navigating the CCSS" in International Reading Association, February 2012 (available free in the eClassroom)

CalendarSession # 3Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.In this unit, participants explore the Standards to gain an understanding of grade level expectations and content within the ELA classroom. This unit provides an intense look at the Standards documents, including the Anchor Standards for ELA, history/social studies, science, and the technical disciplines and grade-level Standards.



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 intense look at the Standards documents, including the anchor Standards and grade level Standards.

Assignments due:






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

How the standards move from broad categories to more discrete grade-level Standards How the integration of multiple Standards within a lesson provides greater rigor for students’

learning Participants will understand how the standards build in depth and complexity from kindergarten to

grade 12





o Educators will explore the CCSS for ELA in grades 6-8 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.







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


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Standards for ELA & Literacy, Common Core State Standards Initiative (available free in the eClassroom)



CalendarSession # 4Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.In this unit, participants connect learning from the previous unit 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 earlier years of schooling, it has been commonplace for teachers to concentrate on narrative text with some poetry and some informational text. Now, the CCSS call for a proportion of 30% literature or narrative text and 70% informational or expository text by grades 11-12. 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 ensuring students are 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 6-12 and the Reading Standards for Informational Text 6-12.

Assignments due:






The difference between literary texts and informational texts The instructional implications of a 30-70% balance of literary and informational text The shift in balance in types of texts through the grade bands, and explain further why this is

important for career and college readiness How to explain the shift in balance in types of texts through the grade bands Specific examples of the literary and informational text genres



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

The ways in which informative/explanatory text becomes increasingly complex throughout 6th to 12th

grade














Apply their understanding of this shift to their classroom work to ensure their students are career and college ready

Explain the differences between narrative and informational text Explain how to approach determining the ratio of information to literary text in the classroom



Alterio: "Tools for Balancing Literary and Information Text in the CCSS," ASCD, 2011"Texts Illustrating the Complexity, Quality, and Range of Student Reading," CCSS

All readings available for free in the eClassroom.

CalendarSession # 5Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.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 6-12 and Reading Standards for informational Text 6-12.

Assignments due:








The importance of using texts to increase students’ disciplinary knowledge How using informational and nonfiction texts to inform learning will lead to attainment of the

Standards A range of strategies used to make text central to learning in a CCSS-aligned classroom Understand the importance of using texts to increase students’ disciplinary knowledge How text selection impacts students’ ability to learn from text Instructional supports necessary to help diverse learners access challenging complex texts Texts should be read multiple times through close reading to facilitate learning from texts














Apply their understanding of this shift to their classroom work to ensure their students are career and college ready

Outline the key implications for selecting texts to build knowledge Describe the need to use texts to inform learning in a CCSS focused classroom Describe a range of strategies used to make text central to learning in a CCSS-aligned classroom Plan for the establishment of at least 1 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



Goldman: "Adolescent Literacy," www.futureofchildren.org(available free in the eClassroom)



CalendarSession # 6Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.In this unit, participants will understand how the Common Core 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. Common Core Anchor Standard 10 is at the heart of this instructional shift. 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. 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 9-12, the Reading Standards for Informational Text 9-12, and the Language Standards 9-12 all come in to play when reading complex texts.

Assignments due:






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 identify the complexity of texts

How to support students’ reading of complex texts


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 6-8 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.










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





"Challenge of Challenging Text"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

All readings available for free in the eClassroom

CalendarSession # 7Date: self-paced Time: self-pacedNumber of hours for this session: 4.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Midterm 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 Texts2. Shift #2: Using Texts to Inform Disciplinary Knowledge3. 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 shiftb. A description of how this shift will impact teaching at your grade levelc. A description of how this shift will impact text selection in general in your schoold. 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

Letter clearly demonstrates understanding of the purpose and foundation of the

Letter demonstrates general understanding of the purpose and foundation of the

Letter demonstrates partial understanding of the purpose and foundation of the

Little to no understanding of the purpose and foundation of



and foundation of the standards.

standards and extensively and correctly applies course content.

standards and correctly applies course content.

standards and superficially/incorrectly applies course content.

the standards and does not apply course content.

3 main points addressing how the ELA CCSS will change your approach to instruction.

Letter clearly outlines 3 main points of how the ELA CCSS will impact the participant’s instruction/work with a convincing rationale and support for this change.

Letter outlines 3 main points of how the ELA CCSS will impact the participant’s instruction/work with a rationale and support for this change.

Letter outlines 2-3 main points of how the ELA CCSS will impact the participant’s instruction/work with little/no rationale or support for this change.

Letter does not include 3 main points with 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

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.



around key ideas relevant to each shift.

Shift #1: Balancing Literary and Informational Texts

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 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 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 #2: Using Texts to Inform Disciplinary Knowledge


The participant describes in detail how the shift will impact teaching at


The participant describes how the shift will impact teaching at specific



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



specific grade level.


The participant lists and describes a complete list of the specific recommendations for next steps to implement the shift.

grade level.





Shift #3: Staircase of Text Complexity


The participant describes in detail how the shift will impact teaching at specific grade level.


The participant lists and describes a complete list of the specific recommendations


The participant describes how the shift will impact teaching at specific grade level.







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



for next steps to implement the 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 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


Assess CCSS foundational knowledge.


Assessment

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?Communicate about the CCSS to parents and colleagues.

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.N/A

CalendarSession # 8Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.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.



Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.After completing this unit, educators will know: How asking text dependent questions and requiring students to give text-based answers while reading,

writing, and speaking prepares students to be college and career ready How using text dependent questions to lead to deeper understanding of grade-level complex text How to analyze student response to text dependent questions How to analyze student generation of their own questions while reading How to create text-dependent questions based on a grade-level appropriate text







o 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.





Apply their understanding of this shift to their work to ensure that students are college and career ready.

Analyze questions to determine their quality. Create text dependent questions based on a grade-level appropriate text.

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



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

"Guide to Text Dependent Questions"




CalendarSession # 9Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.In the last unit, you learned about what makes a text complex. In this unit, you will learn about an additional variable that adds to text complexity: 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 vocabulary 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.

Assignments due:






What is meant by academic vocabulary and will be able to explain why a focus on academic vocabulary is important for career and college readiness

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)


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 6-8 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.









Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?After completing this unit, educators will apply the following skills

Apply their understanding of this shift to their classroom work 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



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 9-12"

ELA Standards, CCSS

All reading available for free in the eClassroom.

CalendarSession # 10Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.In this unit, you will build on the knowledge gained so far 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. This unit focuses upon writing to inform or to make an argument and how to help students garner evidence from text to do these types of writing well.

Assignments due:

A Reflection Question, which 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.





What is meant by using evidence from sources to write an informational piece or construct a written argument 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 textual evidence in argumentative writing














Apply their understanding of this shift to their classroom work Describe the need for the teaching of writing from sources, referencing the CCSS Writing Anchor

Standards and ELA Standards Identify the characteristics of informational writing in the 9-12 grade band Identify the characteristics of argumentative writing in the 9-12 grade band Describe the difference between argumentative and persuasive writing


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.ELA Standards, Appendix A, CCSSELA Standards, Appendix C, CCSS


CalendarSession # 11



Date: self-paced Time: self-pacedNumber of hours for this session: 3.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.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 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 learners. 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).

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.After completing this unit, educators will know: That instruction of English Language Learners is a shared responsibility among teachers in all grades

and disciplines They can use that connect to the Common Core Standards that will support English Language learners’

language development in their classes The impact the Common Core will have on students receiving special education services and strategies

they can use to help students achieve the standards How the Common Core relates to the academic needs of gifted and talented students and they will gain

strategies to help gifted and talented students achieve the standards and beyond1C: Setting Instructional Outcomes













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.



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

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

Education, Feburary 2011

"FAQs About CCSS and Gifted Education"


CalendarSession # 12Date: self-paced Time: self-pacedNumber of hours for this session: 0.5 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.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.

Assignments due:








Revisit their goals Reflect on next steps









Video presentation





Revisit goals and reflect on course learning.


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.N/A

CalendarSession # 13Date: self-paced Time: self-pacedNumber of hours for this session: 4.0 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.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 DesignThe 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.




Assessment/project

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?

N/AResources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

N/A


syllabus - kdsi. web viewcourse syllabus template. 3 credit courses; 36 hours; 2 credit courses = 24...

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