Module 2B for Middle/High School Teachers

1. Module 2B for Middle/High School Teachers Florida Standards for ELA & Literacy: Focus on Instructional Shifts

2. Transitioning to Florida Standards: Project Overview • Project is Race to the Top funded until June 2014 • All charter schools eligible to participate • Develop and deliver targeted training and technical assistance specific to charter schools in two major areas: 1) Implementation of the Florida Standards 2) Access and use of a Local Instructional Improvement System (LIIS) to analyze student achievement data to drive instruction and increase student academic achievement • No cost to charter schools

3. Project Activities • Professional development for teachers, administrators, and governing board members (Delivered regionally) • Data Literacy and Use • Florida Standards (English Language Arts & Literacy, Math) • Value-Added Model (VAM) • Training of Trainers Model for Teacher Leaders • K-5 (Up to 5 Teachers & 1 Administrator Per School) • 6-12 (Up to 5 Teachers & 1 Administrator Per School) • Training for charter school teams (Delivered regionally) • Self-assessment tool • Creating a Florida Standards Implementation Plan • Progress monitoring templates

4. Professional Development Session Alignment Set 1 Data Use Governing Board Data Use ELA Math School Leaders Module 3 PARCC Data Use ELA Math Teachers Leadership Teams Session 1 Session 2 Module 6 Florida Standards Math Module 7 ELA & Data Use

5. Professional Development Session Alignment Set 2 Governing Board Florida Standards School Leaders Assessments Data Analysis VAM Data Use ELA Math Data & ELA Data & Math Teachers Leadership Teams Session 3 Session 4 Session 5 Session 6 Module 6 Florida Standards Math Module 7 ELA & Data Use Module 8 Math & Data Use Module 5 Florida Standards ELA

6. Travel Notes • Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required) • Parking and tolls will also be reimbursed with receipt • Reimbursement is limited to two cars per school • Forms and directions to request reimbursement are available under “Resources” on www.flcharterccrstandards.org • There are specific instructions included with the form to help fill it out correctly • Reimbursements for substitutes are NOT an eligible expense

7. Module Outcomes • Assess understanding of Florida Standards for ELA & Literacy and the related instructional shifts • Explore grade level expectations of the Florida Standards for ELA leading to the College and Career Readiness Anchor Standards (CCR) • Discuss required instructional shifts for Florida Standards • Examine instructional practices that are consistent with the Florida Standards instructional shifts • Engage in collaborative discussion about the standards, the shifts, and related practices • Identify relevant resources for implementation and create a peer support network

8. You Are Here Module 4 Data Use Module 1 Data Use Module 2 ELA Module 3 Math Module 8 Math & Data Use Module 7 ELA & Data Use Module 5 ELA Module 6 Math

9. 8 Components of Full Florida Standards Implementation

10. Today’s Agenda Welcome and Introductions Pre-Assessment Overview of 6-12 Florida Standards for ELA & Literacy Instructional Shifts and Related Instructional Practices Lunch Continuation of Instructional Shifts and Related Practices Next Steps Post-Assessment and Wrap Up

11. Introductory Activity Pre-Assessment Guide Page 4

12. Section 1 Examining the Vertical Progressions of the Florida Standards for ELA & Literacy

13. Today's Presentation

14. Goals of K-12 Florida Standards for ELA & Literacy Aligned Curriculum Increase rigor in core and intervention instruction Improve student proficiency on grade level outcomes & graduate all students ready for college and careers

15. Big Ideas of the Florida Standards for ELA & Literacy Vertical progression of College and Career Readiness standards and grade level standards • Three Instructional Shifts • Building knowledge through content-rich text • Using evidence in reading, writing & speaking • Text complexity & academic language

16. A New Way To Work:Florida’s Additional Instructional Shifts • Curriculum mapping in layers • Chunk the course content standards and identify the “big ideas.” • Define the major learning goals for each of the big ideas. • Describe the learning progressions or scales associated with each learning goal. • Create or identify appropriate assessments to monitor student progress toward attainment of the major learning goals for the course.

17. Vertical Progressions of CCR Anchor and Grade Level Standards • Backward mapping by strand + cluster • 10 CCR for reading literature & informational text • 10 CCR for writing • 6 CCR for speaking and listening • 6 CCR for language • Reading: Foundational Skills, K-5 • Disciplinary Literacy, 6-12

18. CCR Anchor Standards Corestandards.org

19. CCR Anchor Standard for Reading #1 Grades 11–12: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Grades 9-10:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

20. Activity 1: Examining the Florida Standardsfor ELA, 6-12 Guide Pages 6-8 Appendix A

21. Section 2 Myths vs. Facts about the Florida Standards for ELA and Literacy

22. Activity 2: Myths vs. Facts about theFlorida Standardsfor ELA & Literacy Guide Pages 10-17

23. Let’s Take A Break… Be back In 15 minutes…

24. Today’s Presentation

25. Three Instructional Shifts for Florida Standards

26. Section 3 Shift #1: Building Knowledge Through Content-Rich Nonfiction

27. Instructional Shift #1: Building Knowledge Through Content-Rich Text

28. Why Does Content-Rich Matter?

29. Instructional Practice Aligned with Shift #1: Texts Talking to Each Other Based on Cappiello & Dawes, 2013, p.22

30. Solar System Text Set

31. Sunburst Model Text Set

32. Duet Model Text Set Contrast Compare

33. Implications of the Use of Text Sets Discuss with a partner: What are the implications of text sets if they are used multiple times per year in every grade level? In terms of currently available materials? For professional development? Other implications?

34. Examples of Content-Rich Text Grades 6-8 www.corestandards.org/assets/Appendix_B.pdf See ELA & Literacy Standards Appendix B: Text Exemplars and Sample Performance Tasks for exemplars of content-rich, grade appropriate texts. For example:

35. Examples of Content-Rich Text Grades 9-12 www.corestandards.org/assets/Appendix_B.pdf See ELA & Literacy Standards Appendix B: Text Exemplars and Sample Performance Tasks for exemplars of content-rich, grade appropriate texts. For example:

36. Anthology Alignment Project • With training from Student Achievement Partners, middle school teachers are revising current literature anthologies to align with the Florida Standards for ELA, grades 6-8 • Specify key content: Big ideas and important understandings • Increase text-dependent questions focused on comprehension of content • Increase text-dependent questions focused on Tier 2 academic language • Include culminating text-based writing task • Include additional tasks • See http://www.edmodo.com for more information

37. Model Curriculum Frameworks Guide Page 19 http://www.parcconline.org/sites/parcc/files/PARCCMCFELALiteracyAugust2012_FINAL.pdf

38. Activity 3: Instructional Shift #1 Guide Pages 20-25

39. Activity 3: Instructional Shift #1 Guide Pages 20-21 Lesson Template 26-30

40. Section 4 Shift #2: Reading, Writing, and Speaking Grounded in Evidence

41. Instructional Shift #2: Reading,writing, and speaking grounded in evidence, both literary and informational

42. Teachers Do This . . . So That Kids Can Do This

43. What is Close Reading? “Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.” PARCC, 2012, p.7

44. Creating Text-Dependent Questions Based on Guide to Creating Text-Dependent Questions. http://www.achievethecore.org/

45. Creating Text-Dependent Questions Based on Guide to Creating Text-Dependent Questions. http://www.achievethecore.org/

46. What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Text-Dependent Questions Not Text-Dependent Text-Dependent In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address,” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

47. Instructional Shift #2: Reading, writing, and speaking grounded in evidence, both literary and informational

48. Writing is the Neglected “R” And that was 10 years ago! “Writing today is not a frill for the few, but an essential skill for the many.” Report of the National Commission on Writing in America’s Schools and Colleges (2003)

49. Reading & Writing Go Hand in Hand “When reading and writing instruction include significant opportunities for students to write about text, students have the potential to improve not only content knowledge, but also skills in reading comprehension.” Graham & Hebert, 2010 Based on a meta-analyses of 93 studies of writing instruction

50. 2011 NAEP Writing Assessment