Examining the Modules: Instructional Practices related to Finding and Using Evidence

LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

“They Value Evidence”

“Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.”

(CCLS, page 5)

(Some) CCLS Related to EvidenceR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

RI.1 and RL.1: What is the progression from grades 3 to 4? Grades 4 to 5?

Grade 3 Grade 4 Grade 5

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit Overview: How are students being asked to work with evidence?

Directions: Orient to the Unit 1 overview document Read the summary paragraph Read the mid-unit and end of unit

assessment blurbs

Annotate the Unit 1 Overview: Where does work with evidence appear explicitly? Cite

evidence. Where can you infer it is happening? Cite evidence.

Unit Overview: How are students being asked to work with evidence?

Directions: Stay with the same Unit 1 overview document Find the “Unit-at-a-Glance” calendared curriculum

map First, read it on your own Then, talk with a partner: what do you notice?

Annotate the Unit-at-a-Glace calendared curriculum map:-Where does work with evidence appear explicitly? Cite evidenc.e -Where can you infer it is happening? Cite evidence.

Unit Overview: How are students being asked to work with evidence?

Directions: Stay with the same unit 1 overview document Stay on the “Unit-at-a-Glance” calendared

curriculum map

Annotate the Unit-at-a-Glace calendared curriculum map:-Where does work with evidence appear explicitly? Cite evidence -Where can you infer it is happening? Cite evidence

Note in particular the supporting targets and ongoing assessments.

Discussion

What strikes you? What questions does this raise?

Headlines

As a table group, generate a synthesis statement about the importance of using evidence and how that CC shift is addressed in these curricular modules.

Transition

Thank you!

Please return to your grade-level break out group at 1pm.

Analyzing the Modules at the Lesson Level : Instructional Practices and Scaffolding Related to Gathering and Using Evidence

LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

The CCLS Shifts and how they live in the modules

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The Shifts What you will see in the Curriculum Modules

Text-based Answers(NYS CCLS Shift 4)

The modules emphasize working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read, and doing research for a real purpose.

Writing from Sources(NYS CCLS Shift 5)

The modules emphasize performance tasks that require students to cite textual evidence, to revise their writing and critique their peers’ writing, and share their writing with a real audience.

5 Specific Evidence-based Practices

Directions: With your table, build a concept map showing the relationship of the following evidence-based practices:1. Guiding students to gather evidence in close

reading through text-dependent questions2. Capturing evidence using recording forms3. Using evidence in discussion4. Using evidence in writing5. Independent application of working with evidence

in on-demand assessments

Your concept map can include symbols and additional cards if you wish.

Working with Evidence 3-column recording form

Preview the 3-column Evidence Practices Recording form• Evidence-based practice• Evidence/example in the lesson• How it supports students

Scavenger Hunt for Evidence-Based Practices

• Your table will receive one of the five practices.

• Look for evidence of this practice in the lessons. You are welcome to look through all the lessons, but begin with lessons 8, 9, and 11.

• Share whole group – where did you see the practices embedded in the lessons? What is your evidence? (Yes, evidence of evidence. )

Discussion:

How might you use these practices to build students’ capacity to cite and use evidence from text?1. Text-dependent questions2. Recording forms3. Discussion4. Writing5. On-demand assessments

What more do you need to know about these practices?

Transition

Thank you!

We will meet in grade-level groups each day.

Teachers and school-based coaches, please remain here.

Those who want to join the “systems” conversation café, return to the whole group space.

Experiencing the Modules: Instructional Practices and Scaffolding Related to Gathering and Using Evidence

LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

Framing

Experiencing the modules: through the lens of a learner

Consider one’s own experience as a “Common Core era” learner

Based on one’s own experience, reflect on the implications for students

Lesson 10 – A Continuation of Lesson 9 from Yesterday

• Working toward synthesis from previous lessons• Building toward the on-demand assessment in Lesson 11

Debrief

LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text.

Conversation Cafe

1. How do you connect these modules with your current classroom practices?

2. What are strategies for procuring new and utilizing current resources to implement CCLS?

3. How can your daily schedule be developed to support CCLS implementation?

Transition

Thank you!

We will meet in grade-level groups again each day.

Now, please return to the whole group space

Sit with your research team. Be prepared to share:

What you analyzed What you experienced Your key insights on your triad note catcher