Analyzing Priority Standards inWriting and Language, Grades 3-5

Session 2: Teacher/ Coach Strand

NTI December 2014

2

Learning Targets

• I can thoughtfully interpret the meaning of a grade-specific standard, discriminating it from the same standard at other grade levels.

• I can determine where, and for how long, a priority standard is addressed in the curriculum modules.

Returning to Appendix A

• Work in split table groups.

• Locate the Language Overview document from Appendix A in your Participant’s Notebook on p. X .

• Silently read the document.

• You will have 3 minutes.

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Frayer Model

• Continue to work in split table groups.

• You will create a ‘Frayer’ model for the phrase, grammatical knowledge.

4

Synthesize

• One member from each split table group will quickly share your team’s Frayer model.

 • Whole group discussion:

What are the implications for a common core-aligned curriculum in regards to language instruction?

5

Standards’ Progressions

• Locate the L.3 Progressions in your notebooks on p. X.

• “All you need is the plan, the road map, and the courage to press on to your destination.”-Earl Nightengale

• Turn to a partner and discuss the relationship between the quote and standards’ progressions.

6

Deep Dive into L.3

• Please read the L.3 standards from grade 2-12.

• As you read, highlight key vocabulary and phrases that differentiate a grade level standard from those adjacent to it.

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Progressions’ Notecatcher

• Locate the Progressions Notecatcher in your Participant’s Notebook on p. X.

• This notecatcher requires a focus on only a few of the component standards, specifically, the standards that we examined in Session 1 of this NTI in the data protocol.

• Record key vocabulary on the notecatcher for each grade level. You should focus on subtleties that delineate the L.3 standard at each particular grade level.

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A Deep Dive into W.2

• Please locate the W.2 Progressions in your notebook on p. X. Repeat the process.

Highlight key words and phrases. Record words and phrases on the notecatcher. Grades K-2 are not provided, as they do not have

component standards to compare.

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Learning Target #2

• I can determine where, and for how long, a priority standard is addressed in the curriculum modules.

10

Road Map

• Locate the Unit Overview for Grade 5. Module 2B, Unit 3 on pp. X.

• The data that you analyzed in Session 1 were a result of the End-of-the-Unit Assessment from this unit.

• Analyze the Unit Overview to trace the evolution of Standard W.2.

“Unit Overviews help teachers begin long-term planning and determine how each unit, and lessons within units, emphasize key ideas, build towards assessments, and flow together over several weeks.”

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Analyzing the Unit Overview

• Locate the Analyzing Module Documents Notecatcher on p. X.

• Complete the first two questions:1. How do I understand what the “story” and “big ideas”

of the unit are?

2. How does the Unit Overview help teachers support student success?

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Road Map Continued

• Locate Lesson X and the Supplemental Materials on pp. X.

• The assessment results in Session 1 came from this lesson.

• Read through all of the materials, paying particular attention to how the W.2 and L.3 standards were addressed in the lesson and assessment.

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Analyzing a Lesson Plan

• Return to the Analyzing Module Documents Notecatcher on p. X.

• Answer questions 3 and 4:3. What supports have students had that led to this writing

task? What additional scaffolds may they need?

4. How are the long-term learning targets, supporting

learning targets and assessment related?

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Re-teaching Priority Standards

• Please locate the Brainstorming Notecatcher on p. X.

• There are four categories on the Brainstorming Notecatcher:

Re-teaching transitions. Re-teaching formal style of writing. Re-teaching sentence patterns, language and voice. Re-teaching maintaining style and tone.

• Work in teams to brainstorm possible strategies to re-teach the standard.

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Standard progressions are like…

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