Before we begin….

To help you locate activities in your Participant Guide, use the small tabs on your table to mark the following pages:

5, 6, 8, 11

13, 16, 17, 19

21, 24, 29, 36

46, 48, 50, 53

55, 57, 59, 61

63, 85, 89

Connecticut Core Standards for English Language Arts & LiteracySystems of Professional LearningModule 2 Grades 6–12: Supporting all Students in Close Reading, Academic Language, and Text-based Discussion

You Are Here

Module 1: Focus on Instructional Shifts

Module 2: Supporting all Students in Close Reading, Academic Language, and Text-based Discussion

Module 3: Supporting all Students in Research and Writing

Module 4: Classroom Instructional Design

Module 5: Collaboration and Planning

Morning Session: CCS-ELA & LiteracyOpening Activities and Pre-AssessmentSharing our Successes and ChallengesExamining the Structure of an Exemplar UnitDigging Deeply: Close Reading, Academic Language, and Text-dependent QuestionsConnecting Close Reading and Classroom Discussion

Afternoon SessionSupporting all Students through Universal Design for LearningReflecting and Planning

Post-Assessment, Session Evaluation, & Wrap Up

Today’s Agenda

Module 2 Grades 6–12: Supporting All Students in Close Reading, Academic Language, and Text-based Discussion

Forming Today’s CommunityQuick WritePre-Assessment

Like Me

My current role is as a …

District Administrator

Principal or Assistant Principal

Department Chair

Classroom Teacher or Special Subject Teacher

CCS-ELA & Literacy: Module 1 RecapTrace vertical progressions of the CCS-ELA & Literacy, leading to the College and Career Readiness (CCR) Anchor StandardsDeepen understanding of the Connecticut Core Standards (CCS) instructional shifts and the related practicesExamine the concept of rigor as it relates to the CCSPlan support for educators in continuing the transition to the CCS and instructional shifts

Quick Write

Jot down ideas to share with fellow Core Standards Coaches about activities or conversations you facilitated in your school or district relative to Module 1. If you encountered challenges, feel free to share those as well!Use the “Quick Write” section of the notepad in your participant’s guide.

CCS-ELA & Literacy: Module 2 OutcomesBecome familiar with curriculum design process Examine exemplary Common Core unitsDeepen understanding of close reading, text-dependent questions, academic language, and text-based discussionLearn principles of Universal Design for Learning (UDL) to support all studentsPlan support for educators in continuing the transition to the Core Standards and instructional shifts

Today’s SessionCCS-ELA & Literacy

Successes and Challenges

Design of CCS-aligned Units

Close Reading, Text-dependent Questions,

and Academic Language

Classroom Discussion

Universal Design for Learning

Part 1

Sharing Successes and Challenges

Activity 1: Sharing Successes and Challenges

Activity 1: Numbered Heads Together

1. Number off around the room as directed by your facilitator.

2. Meet with 2 others who have the same number as you.

3. Appoint a timekeeper and a reporter for your group.4. Use the protocol on the next slide to guide your

conversation.

1. Each coach takes a turn sharing with the group whatever he or she chooses from the Quick Write notes (2 minutes).

2. After the participant speaks, others may ask clarifying questions (2 minutes).

3. The speaker responds to questions, and reflects on whether he or she felt the activity was successful (1 minute).

4. Each coach follows the others in turn.5. If the sharing takes less time than expected,

continue with general conversation until 15 minutes have elapsed.

Protocol for Sharing

Close Reading, Text-dependent Questions,

and Academic Language

Part 2

Exemplary Unit Design

Design learning goals and assessments before lessonsDerive learning goals directly from CCSUse appropriately complex textEmbed formative assessment practicesBuild toward performance assessmentsInclude close reading, academic vocabulary, and collaborative protocolsConsider the learning needs of all students

CCS-Aligned Units and Lessons

Backward Design: Begin with the End in Mind

What will be the evidence that they have accomplished this?

What learning activities will lead to the desired outcomes?

Stage 1 – Learning Goals

Common Core Standards, Content Standards, and Other Established GoalsTransfer Goals (CCR)Meaning Goals (Understandings and Essential Questions)Acquisition Goals (Knowledge and Skills)

Directly reflects goals identified in Stage 1 Elicits evidence to validate that the targeted learning has been achievedSharpens and focuses teaching Performance tasks: Students apply learning to a new and authentic situation to assess their understanding and ability to transfer their learning Other evidence: Assessments of discrete knowledge and skills

Stage 2 – Evidence

Instructional activities are designed after identifying desired knowledge, skills, and understanding, and determining acceptable evidence toward those goalsFormative assessment practices are part of lesson design to check for student understanding and progress toward desired goalsActivities are differentiated to ensure that all students will reach the desired outcomes

Stage 3 – Instructional Activities

Activity 2a: Reviewing an Exemplar Unit

Activity 2a: Scanning a Unit for Backward Design 1. Choose one of the three exemplar units provided.2. Work in pairs with someone who has chosen the

same unit.3. Review for evidence of the three stages of backward

design.4. Annotate the unit with post-it notes as directed.

Stage 1 Learning Goals: Connecticut Core Standards (CCS)Understandings (U) and key/essential/guiding Questions (Q)Declarative and factual Knowledge and Skills (KS)

Stage 2 Evidence:Performance Assessment (PA)Other Assessment (OA)

Stage 3 Instructional Activities:Review one lesson for evidence that the Learning Goals are being addressed in the lesson (LG)

Annotations and “Look-fors”

Zooming in on a Lesson

Content-rich text Targeted set of standards Close reading and Text-dependent QuestionsAcademic vocabularyDiscussionFormative assessment Student supports

Formative Assessment

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes (FAST SCASS, October 2006). As can be seen, formative assessment is a process, not a “thing.”

http://www.ccsso.org/Documents/FASTLabels.pdf

Activity 2b: Reviewing an Exemplar Unit

Activity 2b: Looking Closely at a Lesson

1. Work in pairs with the same person as in Activity 2a.2. Focus on one lesson in the unit you chose, making

sure that it is a text-based lesson.3. Annotate the lesson with post-it notes as directed on

the next slide.

Annotations and “Look-Fors”Content-rich Text (T)Targeted set of Standards (CCS)Close Reading and Text-dependent Questions (TDQ)Academic Vocabulary and Language (AL)Discussion (D)Formative Assessment (FA)Student Supports (SS)

Compare Units and LessonsJoin a set of partners who reviewed a different unit.Share evidence of the elements of backward design that you found in your units.Share elements of text-based lesson design in your lessons.Discuss questions or concerns that arose as you were reviewing your units and lessons.

Quick Write

Use the “Quick Write” section of the notepad in your Participant Guide. In the section labeled “Reviewing a Unit and a Lesson,” jot down notes about anything you think was significant from this activity that can be applied to Core Standards work in your school or district.

Sample Unit TemplateGrade, Unit #, and TitleUnit OverviewCT Core StandardsCore Understandings and Essential QuestionsKnowledge and SkillsAssessmentsVocabularyResourcesSupports

Sample Lesson Plan TemplateUnit and Lesson TitleCT Core StandardsLearning Targets (Knowledge and Skills/ Guiding Questions)Sequence and MaterialsOpening, Work Time, Closing, and AssessmentsMeeting Students’ Needs

Let’s Take A Break…

…Be back in 10 minutes

Close Reading, Text-dependent Questions, and Academic Language

Part 3

Digging Deeply – Close Reading, Academic Language, and Text-dependent Questions

Anchor Standards for Close ReadingCCSS.ELA-Literacy.CCRA.R.1Read 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.CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.

Close Reading and the Instructional Shifts

Close Reading

Building Knowledge through Content-Rich Nonfiction

Regular practice with

complex text and its academic language

Reading, Writing, and Speaking grounded in evidence from the text

Closing in on Close Reading

“A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness.”

(Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

Creating Text-Dependent Questions•Step 1: Identify core content and ideas•Step 2: Identify vocabulary and language structures•Step 3: Identify difficult sections

Phase 1: Read the text closely before

creating text-dependent questions

•Step 4: Start with easier questions•Step 5: Connect lesson standards and questions•Step 6: Create culminating assessment aligned with standards

Phase 2: Create coherent

sequences of text- dependent questions

Activity 3a: Read the Text Closely

Activity 3a: Read closely before creating text-dependent questions1. Working in pairs, choose a text.2. Read the text (if short) or choose an excerpt (4-5

paragraphs) to read closely.3. Use the 3-column Close Reading Organizer in your

Participant Guide to identify core content, vocabulary, and difficult sections.

Anchor Standards for Academic Language

EngageNY.org 39

CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts…CCSS.ELA-Literacy.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases…CCSS.ELA-Literacy.CCRA.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases…

http://www.corestandards.org/ELA-Literacy/CCRA/L/

Tiers 1, 2, 3Tier One Words

Everyday speechNot considered a challenge to the average native speaker

Tier Two Words (general academic words)More likely to appear in written texts than in speechAppear in all sorts of texts: informational, technical, and literary Often highly generalizable

Tier Three words (domain-specific words) Specific to a domain or field of studyKey to understanding a new concept within a textOften explicitly defined by the author of a text in context or a glossary

http://www.corestandards.org/assets/Appendix_A.pdf

Academic VocabularyInformation “packing” with more precise words and complex structuresLinking ideas (pronoun reference, connectors)Structure of discourseLevel of formality

What is Academic Language?

http://ccdd.serpmedia.org/research-academic-language.php

That large animals require a luxuriant vegetation, has been a general assumption which has passed from one work to another; but I do not hesitate to say that it is completely false, and that it has vitiated the reasoning of geologists on some points of great interest in the ancient history of the world. The prejudice has probably been derived from India, and the Indian islands, where troops of elephants, noble forests, and impenetrable jungles, are associated together in every one's mind. If, however, we refer to any work of travels through the southern parts of Africa, we shall find allusions in almost every page either to the desert character of the country, or to the numbers of large animals inhabiting it.The extract is taken from Darwin's book The Voyage of the Beagle.

What Makes This an Example of Complex Text and its Academic Language?

That large animals require a luxuriant vegetation, has been a general assumption which has passed from one work to another; but I do not hesitate to say that it is completely false, and that it has vitiated the reasoning of geologists on some points of great interest in the ancient history of the world. The prejudice has probably been derived from India, and the Indian islands, where troops of elephants, noble forests, and impenetrable jungles, are associated together in every one's mind. If, however, we refer to any work of travels through the southern parts of Africa, we shall find allusions in almost every page either to the desert character of the country, or to the numbers of large animals inhabiting it.The extract is taken from Darwin's book The Voyage of the Beagle.

What Makes This an Example of Complex Text and its Academic Language?

Informal Language Academic LanguageRelies more on basic discourse structures, such as narratives

Specific linguistic functions are more important (persuading, hypothesizing, presenting an argument, reporting)

More dependent on vocabulary found in listening and speaking

More extensive use of reading, writing and words not usually found in oral vocabulary

Relatively contextualized, reader or listener are familiar with the concepts and vocabulary

Relatively de-contextualized and cognitively demanding

Uses personal pronouns, simple transition words and lack of rich and varied word choice.

Requires greater mastery of range of linguistic features(Scarcella 2003)

Differences Between Informal Language and Academic Language

Which wordsare most critical to understanding the text?will students likely encounter again?will be useful in their writing?can be worked with in a variety of ways, and connect to other words and concepts?add specificity to a concept students already know?

Choosing Vocabulary

Vocabulary Analysis Sample: “Living Like Weasels”

EngageNY.org 46

These words merit less time and attention

These words merit more time and attention

Meaning Can be Determined from Context

carcasses suburbia nonchalance

dismantled supposition

Meaning Needs to be Provided

terra firma lap of lichen

utterance ignobly ensconcedsupple

Source: http://achievethecore.org

Activity 3b: Making Decisions about Vocabulary

Activity 3b: Choosing and Using Vocabulary

1. Working with the vocabulary you selected from your close reading excerpt, use the vocabulary quadrant to make decisions about how those words might be taught in an actual lesson.

2. Following the example, place your vocabulary words into a grid to determine their relative importance to the lesson.

3. Use this quadrant in Activity 4 as you craft text-dependent questions.

Creating Text-Dependent Questions

•Step 1: Identify core content and ideas•Step 2: Identify vocabulary and

language structures•Step 3: Identify difficult sectionsPhase 1: Read the text closely before

creating text-dependent questions

•Step 4: Start with easier questions•Step 5: Connect lesson standards and

questions•Step 6: Create culminating assessment

aligned with standardsPhase 2: Create coherent

sequences of text- dependent questions

Creating Text-Dependent QuestionsIdentify core understandings and key details in the textStart small to build confidenceTarget vocabulary and text structureTackle tough sections head-onCreate coherent sequences of text-dependent questions Identify the standards that are being addressedCreate the culminating assessment

From SAP’s Guide To Creating Text Dependent And Specific Questions

Activity 4: Creating a Sequence of Text-dependent Questions

Activity 4: Text-dependent questions –Try it out

1. Working in pairs, use the text you selected for close reading and vocabulary.

2. Craft a short series of text-dependent questions.3. Share with another pair of participants.4. Reflect in your notepad: What support will teachers

need in creating text-dependent questions?

Text-dependent Questions Prompt Critical Thinking

“Text-dependent questions allow students to examine the meaning and structure of a particular author’s work. It calls upon them to reread carefully to identify what the text states explicitly and to make logical inferences from the work. Teachers need to construct such queries and orchestrate learning experiences around them so they can elicit responses that deepen students’ understanding of a text.” Kathy Glass (2013)

What makes you say that?How do you know?Where in the text did you find that?Can you tell me more?Why do you think that?

Follow-up questions to push student thinking

Can I summarize the meaning of this text in my own words?Can I generate metaphors and diagrams to illustrate what the author is saying?What is clear to me and what do I need clarified? Can I connect the core ideas in this text to other core ideas I understand?

Linda Elder and Richard Paul (2014)

We should be coaching students to ask themselves four basic questions

Bon Appétit

Today’s SessionCommon Core ELA & Literacy

Part 4

Connecting Close Reading andText-based Discussion

Text-based Discussion

http://ccdd.serpmedia.org/index.php

Classroom discourse in which a teacher or classmate asks "how do you know…" or "aren't you ignoring…" would support careful and critical attention to precisely what a text says, what the author intends, and what evidence is offered.

Activity 5: Reading about Classroom Discussion

Activity 5: Using the 4 A’s Protocol

1. Choose a facilitator and a timekeeper.2. Read the excerpt silently, from the bottom of p. 6 through

the first column of p. 8.3. Make notes in your Participant Guide (8 minutes)4. Conduct a discussion, using the 4 A’s protocol (8 minutes)5. Discuss: “What does this mean for our work with teachers

and students?” (4 minutes)6. Share out with the whole group. (5 minutes)

Activity 6: Viewing a Video and Choosing a Protocol

Activity 6a: Text-based Discussion in the Classroom

1. View a video of a secondary class engaged in discussion2. Take notes about what you observe with regard to:

• Protocols• Formative assessment opportunities

3. Discuss with your table

Page 62

Students Cite Evidence from Informational and Literary Text from Expeditionary Learning http://vimeo.com/54871334Guiding Questions:

How do protocols for speaking and listening support student discussion?What formative assessment opportunities might student discussion provide?

Text Talk

Activity 6: Viewing a Video and Choosing a Protocol

Activity 6b: Learn about and Choose a Discussion Protocol

1. Read independently about a discussion protocol.

2. Explain the discussion protocol to others in your group.

3. Choose a protocol for your close reading lesson.

The video can be found here: http://vimeo.com/54871334

Discussion Protocols3-2-1Carousel brainstormingFishbowlGive one, get oneHosted gallery walkInner-outer circleJigsawNumbered heads

Placemat discussionPut your two cents inRotating triosSave the last wordSocratic seminarStop and say somethingThink-pair-shareWorld Cafe

Pages 30-34

Part 5

Supporting all Students through Universal Design for Learning

Today’s Session

Common Core ELA & Literacy

The BIG Question from Anchor Reading Standard 10:

How do we help all students becomeindependent and proficient readers (and writers) of complex text?

Universal Design PrinciplesNot one size fits allDesign from the beginning; not add on laterIncrease access for all

Why is UDL Necessary?

http://www.cast.org/udl/

Recogniti

on Networks

• “What” of learning

• How we gather facts and categorize what we see, hear, and read

Strategic Networks

• “How” of learning

• How we organize and express ideas

Affective Networks

• “Why” of learning

• How learners get engaged and stay motivated

• Provide multiple, flexible methods of representation.

Principle 1

• Provide multiple methods of expression and action.

Principle 2

• Provide multiple, flexible options for engagement.

Principle 3

What is Universal Design for Learning?

UDL Principles and PracticesNational Center on UDL

Think-Pair-Share

What do the terms “universal,” “design,” and “learning” refer to in the learning process?

How do you think multiple means of representation, expression, and engagement may help all students be successful?

UDL and the Common CoreIncluded in the section of the Common Core Standards called “application to students with disabilities”.

Aligned to the UDL framework by using UDL to design effective and flexible goals, methods, materials, and assessments.

Areas that do not align with UDL, or would not be very good goals for a UDL curriculum unless certain terms (e.g. writing, listening, speaking, and explaining) are interpreted in their broadest sense to make the standards flexible enough to remove barriers for certain students.

UDL and the Common Core FAQ, National Center on UDL http://www.udlcenter.org/advocacy/faq_guides/common_core#question1

How Can I Make CertainConcepts and information are equally perceived and accessible?All students can generalize and transfer the information?

Offer text-to-speech, closed caption, or audio supportUse colors, large font size, underlining for emphasisUse visuals, images, multimedia

UDL Design Questions: Representation

How can I make certainAll students can express what they know and express their knowledge, ideas, and concepts in various ways?

Students create models, charts, graphs, posters, multimedia presentationsTeacher provides supports: story starters, guided outlines, etc.

UDL Design Questions: Expression

How Can I Make Certain Alternative ways to increase student interest and engagement are provided?Options for students who differ in motivation and self-regulation skills are provided?

When possible, give choices Teach self-assessment and reflectionHands-on manipulativeCollaborative workMultimedia

UDL Design Questions: Engagement

UDL Resources

http://udlwheel.mdonlinegrants.org/

UDL Wheel UDL Framework

To be fair, we will all take the same assessment on

‘How to Climb a Tree’, now, please show me what you

have learned…

http://scholasticadministrator.typepad.com/thisweekineducation/2012/08/cartoons-climb-that-tree.html#tp

CCS Shifts and UDL

Instructional Shift 1• Building Knowledge

Through Content-Rich Text

Coding the Text

Instructional Shift 2 • Reading, Writing, and

Speaking grounded in Evidence from Text

Instructional Shift 3• Regular Practice with

Complex Text and its Academic Language

Analytic Graphic Organizers

Word Sorts

A visual way to analyze how information and ideas are linked Organize information for note-taking, learning, and recall Show relationships, such as cause-effect, sequence, or comparison-contrastSynthesize and compare information from within text or from multiple sourcesReinforce understanding of information and conceptsComplete collaboratively or partners share information

Instructional Shift 1What are Analytic Graphic Organizers?

Example: Frayer ModelEvidence

Evidence

Three-Column Organizers

Pro Con Evidence

Windmills are self -sufficient

Environmentfriendly

Renewable energy

Need strong steady winds

Birds could be hurt

Noise pollution

Takes energy to build, maintain, and transport

Question Answer Evidence

How will this organizer…Address the 3 shifts?Align to the lesson goals?Align to the standards?Increase rigor?Enhance written responses? Presentations?Provide evidence-based practices?Build background knowledge?

Analytic Graphic Organizers – Strategy or Worksheet?

SEQUENCECONCEPTDEVELOP-

MENTCOMPARE/CONTRAST EVALUATION RELATIONAL

CATEGORIZE/

CLASSIFY

How do Analytic Graphic Organizers (AGO) support building content knowledge?

Pages 41-43

Instructional Shift 2 – Comprehension Monitoring, Coding, and Annotating the TextThis strategy helps students to actively engage and interact with text.

Supports learning by focusing on key conceptsProvides a way for students to engage in a dialogue with the authorHelps students identify how they process information while readingHelps students identify evidence, claims, and additional supports

How might well-designed coding and monitoring support Shift 2?

Coding Text/Comprehension Monitoring

Directions:1. Choose 2–3 codes that support the purpose of the

reading.2. Model the practice, using a document camera or

whiteboard.3. Conduct a Think-Aloud, as you mark the text so

students witness your thinking process. 4. Review the codes and have students code their

reactions on the page margins, lined paper inserts, or sticky notes.

Use 2 or 3 Codes at a Time

C – Claim E – Evidence CC – Counterclaim EC – Evidence for counter claim

P – Problem S – Solution

Key Ideas D – Detail

X – I disagree √ – I agreeVIP – Very Important Part

RIP – Really Interesting Part

DIP – Don’t Initially understand this Part SS – SameDf – Different

Grades 6–12 Coding

Instructional Shift 3: Word SortsHelp students learn vocabulary by comparing, contrasting, and classifying words based on characteristics or meaningsHelp students recognize the relationships and differences between terms that are related to the same conceptDevelop students’ ability to reason through analysis, classification, induction, and analogyDevelop divergent thinking when open sort is usedEnhance students’ interest in vocabulary development through a multi-sensory experience as they read, write, and manipulate words while sharing their thinking with others

Pages45-48

“Identifying similarities and differences, and classifying information yielded some of the highest learning gains in our research”.

Robert Marzano (2001)

Word Sorts

Word Sorts Procedures

1. Students are provided words on cards or copy words onto cards or sticky notes.

2. Pairs or groups place words into:a) teacher provided categories (closed sort) or b) student generated categories (open sort)

3. Pairs or group share their evidence and reasoning for sorting the vocabulary in a particular way.

4. Word sort can be used to discuss and write about the concept.

Closed Word Sort

Language that describes Uranus

Language that describes Gaea

Language that describes Chaos

Word(s) Evidence Word(s) Evidence Word(s) Evidence

88Words can be used more than once

Word Bank: confused mass, shapeless, vast, overarching, deity, omnipresence, revered, veneration, melancholy, chaste, refined, life-sustaining

Geography word sort

plateau tundra swamp

tributary isthmus savanna

oasis peninsula mesa

fjord steppe strait

Open Word Sort Example

Analyzing Relationships and Connections Among Words

As you view the video, jot down in your notes the supports the teacher uses to help all students be successful.

1. What did you notice about the strategies she used to push the learning forward for her students?

2. What planning needed to happen prior to this lesson to set students up for success?

The video can be found here: http://vimeo.com/84900192

Activity 7

Activity 7: Viewing and Discussing Lessons with UDL Supports

Activity 7: Examining UDL Supports in Lessons1. View the video and look for UDL supports in the

lesson.

2. Write down specific supports in the notepad section of your Participant Guide.

3. Discuss and share with a table group.Text-based Discussion Video

Activity 8

Adding Universal Design forLearning Supports to a Lesson

UDL Applies to the Entire Design of a Lesson

GOALS INSTRUCTION

MATERIALS ASSESSMENT

Activity 8: Applying UDL Supports to a Lesson

Activity 8: Applying UDL Supports to a lesson 1. Revisit the close reading lesson you began in Activity 2.2. Working with your partner, consider strategies for

Multiple Means of Representation, Expression, and Engagement.

3. Add examples of UDL supports to the lesson, restructuring the lesson as necessary.

Reflection

Activity 9: ReflectionActivity 9: Reflect and Share

1. Share the lesson you have created with a small group.2. Reflect on the challenges you encountered and

potential positive outcomes as you consider all the elements of today’s presentation and activities (lesson design, academic language, text-dependent questions, UDL, and assessment).

3. Consider the question: “What knowledge and skills must teachers have in order to design a high-quality CCS-aligned lesson with student supports?”

Lesson Planning Resources

1. Unit and Lesson Planning Templates

4. EQuIP Rubric Achieve.org

2. UDL Resources for Learning with Supports for ELA/Literacy Curriculum & Instruction

5. Anthology Alignment Project

Achievethecore.org

3. Instructional Strategies Toolkit

6. Resources for Teachers on CT Core Standards

In Participant Guide Online Resources

Resources for Online Text

Project Gutenberg http://www.gutenberg.org/

American Rhetoric http://www.americanrhetoric.com/

Library of Congress Teacher Resources http://www.loc.gov/teachers/

National Science Digital Library http://nsdl.org

American Journeys http://www.americanjourneys.org/texts.asp

Planning for Success

Activity 10: Action Planning

Activity 10: Make an Action Plan

1. Reflect on today’s learning.2. Work with your school team (or with a job-alike partner

from another school) to review today’s activities.3. Develop a strategy for sharing Module 2’s key messages

and resources (e.g., presentation, videos, resource links, and aligned instructional practices) with colleagues back at your schools.

Closing Activities

Post-AssessmentSession Evaluation

Post-Assessment

Where Are You Now?

Assessing Your Learning

Thank you for attending today’s session. Your feedback is very important to us! Please fill out a short survey about today’s session. The survey is located here: http://surveys.pcgus.com/s3/CT-ELA-Module-2-6-12

Session Evaluation

Some Key Resources

achievethecore.orgamericaachieves.orgLiteracy Design Collaborative lcd.org

ctcorestandards.orgengageny.org

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