Pearson System of Courses Professional Development...

Pearson System of Courses Professional Development Services: A Coherent and Comprehensive Way to Advance Student Learning

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PSC supports student learning that is focused on college and career readiness by integrating:

•AcoherentcurriculuminEnglishLanguageArts(ELA)K-12,andinmathematicsK-11,withcourseobjectives and outcomes that closely mirror the vertical progression of the CCSS.

• Effectiveandengagingteaching,basedonyearsof researchonhowpeoplelearn.Thisteachinghappenswithinaclassroomdesignedtoleveragesocialcollaborationandthepursuitof independence.

• Technology,optimizedto:

o Deliverinstructionwhereithasthepowertoenrichthesocial,collaborativenatureof learningortoenhancestudentinteractionswiththecontent;

o SupporttheacademicbehaviorsthatareexplicitinboththeELAandMathematicsCCSS

o Motivatestudentswhoareengagedbythetools,games,animations,projects,socialmediafeatures,andsimulations;and

o Personalizetasksinordertomeetindividualstudentneedsandenablestudentstotakemoreresponsibilityfortheirownlearning

PearsonSystemof Courses(PSC)hasbeendeliberatelydesignedtomarrythepromiseof technologywiththeaimsof currentcollegeandcareerreadinessstandards,whethertheyaretheCommonCoreStateStandards(CCSS)orotherstateexpectations.Thesystemoffersacompletelynewcurriculum,writtenasacoherentwholethatishorizontallyalignedthroughoutagradelevelandverticallyalignedfromkindergartenthroughhighschool.Designedtoreplacethetextbook,nottheteacher,PSCusesthebestincurrenttechnologytoengagestudentsinmeaningful,rigorouslearning.

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Coursematerialsaredelivereddigitally,withinatabletwhichfunctionsononeofseveralpossibleoperatingsystems.Throughouteachcourse,studentsandteachersengageinavarietyof instructionalactivitiesthatmakeuseof animations,videos,socialmedia,simulations,games,andinteractivetoolsfordoingmathematicsandhoningreading,writing,listeningandspeaking,andlanguageskills.

PSCoffersextendedprofessionaldevelopmentthatisdeliberatelydesignedtohelpteachersmakethechangesrequiredbycollegeandcareerreadystandards.Thisincludeshelpingteacherslearntocreateastudent-centered,engaging,motivatingclassroom,whiledeepeningtheirownunderstandingof theconceptstheyareteaching.If aschoolordistrictisnotreadyforthefullydigitizedversionof PSC,weofferservicesto help bridge that transition.

Wehaveincludedanoutlineof ourservices,followedbyamoreextensivedescriptionof howPSCcanhelpyou transform instructional practice and improve student achievement.

LEADERSHIPSERVICES

• 2daysprofessionaldevelopmenttraining(orconcentrated1-daytraining)

CONTENTAREASERVICES

Mathematics

• StartingwithPSC

o MathematicsProfessionalDevelopmentLaunch(3-daytraining/12modules)

o MathematicsStudyGroups( Job-Embedded/10StudyGroupunits)

• BridgingtoPSC

o BridgeMathematicsProfessionalDevelopmentLaunch(3-daytraining/11modules)

o BridgeMathematicsStudyGroups( Job-Embedded/10StudyGroupunits)

Literacy/EnglishLanguageArts(ELA)

• StartingwithPSC

o ELAProfessionalDevelopmentLaunch(3-daytraining/11modules)

o ELAStudyGroups( Job-Embedded/10StudyGroupunits)

• BridgingtoPSC

o BridgeELALaunch(3-daytraining/13modules)

o BridgeELAStudyGroups( Job-Embedded/10StudyGroupunits)

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Pearson System of Courses—Leadership Services

Transformationalchangedoesnotoccurwithouttransformationalleadership.ThePearsonSystemof Courses(PSC)LeadershipServicesaredesignedtogivedistrictandschoolleadershipathoroughunderstandingof PSC,sothattheycan,inturn,supportteachers,studentsandparentseffectively.Participantswilllearnthetheorybehindthedevelopmentof PSC,andtheyworkhands-onwiththePSCapplicationtoexaminehowthatthinkingisevidentinthestructureof PSClessonsforbothEnglishLanguageArtsandMathematics.Thisprofessionaldevelopmentincludespracticaltasksandstrategiesdesignedtohelpleadershipengageinsupportiveinstructionalconversationswithimplementingteachersandstudents,aswellastohelpthemcommunicateeffectivelywithallstakeholders,includingparents,abouttheeducationalsignificanceof PSC,including:

•PSC’shasbeenbuilt“fromthegroundup”toalignwiththecontentof currentCollegeandCareerReadinessStandards(CCRS);

•TheinstructionalstrategiesrequiredtoeffectivelyteachtheCCRS;•Technologyasaplatformforinstruction,and;•Theemphasisplacedonuseof technologybytheCCRS

TheLeadershipServicesprofessionaldevelopmentemphasizesthewaysinwhichthesechangestoteachingandlearningareembeddedthroughoutPSC.TheLeadershipServicesarerecommendedasa2-daytraining,butanabridged1-dayversionisalsoavailable.

DAY 1

ModuleOverview Performance Outcomes

Module1:Whyarewedoingthis?Participantsworkthroughselecteditemsthatassessstudent progress in meeting the College and Career ReadinessStandards(CCRS).Thefacilitatorusesprobingquestionstopromotethinkingaboutthenewstandards,theassessmentsthatmeasurethosestandards,andthe instruction required for students to be successful. Participants are introduced to the nine Design Principles that provide the foundation for Pearson System of Courses(PSC).

• Identifythegapbetweenthecurrentcurriculum and the curriculum needed to prepare students to meetCCRS

• IdentifythegapbetweencurrentinstructionandtheinstructionneededtopreparestudentstomeetCCRS

• ExplainhowPSCsupportsbothteachersandstudentsindevelopingstudentreadinessforCCRSassessments

Module2:What’sdifferentaboutPearsonSystemof Courses?LeadersparticipateinasamplelessonfrombothEnglishLanguageArts(ELA)andMathematics.Theythenlearnaboutthethinkingbehindthedevelopmentof PSClessonsandexaminehowthatthinkingwasevidentinthesamplelessons.Finally,theyconsiderthesimilaritiesanddifferencesbetweenmathematicsandELAlessons.Inpreparationfortheendof Day2,participantsareaskedtotakenotesthroughouttheremainderof thetrainingthatwillhelpthemexplainPSCtoparents.

• DescribehowPSClessonsaredifferentfrom the lessons that students typically experience

• CompareandcontrastELAandmathematics PSC lessons

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DAY 1


Module3:WhatdoesPSClooklikein theclassroom?Basedonthesamplelessonsinthepreviousmodule,participants outlinethestructureof ELAandmathematicslessonsfrombeginningtoend.Theythinkthrough the actions of both teachers and students during each part of the lesson and develop questions thatwillallowthemtoengageteachersandstudentsininstructionalconversations.TheyalsolearnhowPSCinstruction develops over time by examining the content andoutcomesof teacherstudygroups.Throughoutthemodule,participantsnotethecriticalroleof technologyin the proper implementation of PSC.

• Describeclassroomsduringeachpartof aPSClesson

• Simulateinstructionalconversationsusingthequestionsthey develop

DAY 2


Module1:HowdoIsupporttheuse of technology?ContinuingtheirdiscussionfromModule3,participantsreviewthetechnologyrequirementsof PSCandthinktogether about the areas that must be addressed toensuretheeffectiveuseof technology.Workingcollaboratively,theyidentifythesupportsystemsthatwillneed to be in place to support the required technology.

• Identifypotentialbarrierstotheeffectiveuseof technology and the resources available to address the barriers

• Identifytheirpersonalneedsfortechnologysupportandmakeplanstoaddressthoseneeds

Module2:HowdoImonitorprogress?Participantsreceiveatoolkitof information,protocolsandformsthatwillhelpthemmonitorandsupportimplementation.Theyworkcollaborativelytodevelopan understanding of the purpose and use of each part of thetoolkit.

• Describethepurposeandproperuseof eachtool

• Identifythesupportstructurewithinthedistrict thatwillassistinaddressingchallengesidentifiedby the tools

Module3:Whatismyrole?Participantslearnaboutspecificactionstheymusttakein order to support PSC. Special emphasis is placed on leadership’svisibilitythroughoutimplementation,theirinstructionalconversationswithstudentsandteachers,and their support for the continuing professional learning of teachers.Thismoduleendswiththedevelopmentof acalendarforthefirst30daysof implementation.

• Listanddescribethespecificactionsthatwillenablethem to support implementation

• Developacalendarthatwillguideandsupportthem inleadingthefirst30daysof implementation

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DAY 2


Module4:BringingitalltogetherParticipants revisit the Design Principles introduced in Module1anddiscusshowthoseprinciplesarevisiblethroughoutPSC.Thetrainingconcludeswithparticipantsworkingindividuallyandthenintablegroupstodevelopa5-minutesummaryexplainingtoparentswhytheschool/districtisimplementingPSCandwhatchangestheycanexpect to see.

• SchoolleaderswillbeabletodescribePSCtoparents,givearationaleforchoosingtousePSC,andtellparentsspecificchangestheycanexpecttoseeinteaching and learning.

PearsonSystemof Courses—MathematicsProfessionalDevelopmentLaunch

InPearsonSystemof Courses(PSC)forMathematics,thekeyinstructionalroutinesinclude:

•Opening•WorkTime•Waysof Thinking•Summaryof theMathematics•Reflection

Threedaysof professionaldevelopmentanchortheseconceptsandunitstructure.Participants,ingrade-bandedgroups,beginwithdevicein-handandexplorationof howtouseit,followedbyathoroughoverviewof howmathematicscontentisorganizedintheConceptUnitstructure.Thisleadstoamodelconceptlessonandwalk-throughanalysisof theotherlessontypeswithinaunit.Participantshaveopportunitytoanalyzehowmathematicscontentisbuiltwithinaunitandhowtheassessmentsareintegratedwithinstructionsothattheyarepartof thelearningcycleitself.

Participantsalsotakeadeepdiveintotheconceptsof personalizationanddifferentiationtoreinforcehowtheseimportantideasinfluencestudentlearninginPSC.ProfessionaldevelopmentincludesactivitiesarounddiscoursethatspecificallyaddresshowacademiclanguageenhancesthelearningexperienceofferedbyPSC,andhowteachersneedtoplanforandfacilitatemeaningfulcontent-specificconversationsintheirclassrooms.Throughouttheprofessionaldevelopment,teachersconsiderthetypeof planningthatis necessary for successful course implementation.

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DAY 1


Module1:IntroductiontoPearsonSystemof Courses(PSC)anditsTechnologicalPlatformThismoduleprovidesacomprehensiveintroductiontoPearsonSystemof Courses(PSC)anditstechnologicalplatform. Participants explore the notion of a system by considering the continuity of the curriculum for gradesK-11,byexaminingtheexplicitconnectionstotheCollegeandCareerReadinessStandards(CCRS),andbyanalyzingthenineDesignPrinciplesthatareattheheartof PSC.Finally,participantsreceiveathoroughintroduction to the technological platform of PSC and the requirements for successful implementation.

• Understandthe“BigPicture”of howPSCsupportstheCCRSandwhyPSCwascreated

• ArticulatechangesneededtosupporttheCCRSthatPSCwillhelpyoumake

Module2:InstructionalRoutinesandRitualsinPSC ClassroomThismodulehasadualpurpose.First,participantshavethe opportunity to learn the structure of the PSC App. Second,theyreceivetheirfirstexposuretotheroutinesand rituals of a PSC lesson. Participants engage in a lessonwalkthroughandatabletscavengerhuntthatsets the stage for subsequent lesson analysis later in the professional development.

• Statesomeof theroutinesof aConceptUnitlesson

• Nameandnavigatesomeof thefeaturesandroutinesof aConceptUnitlessonontheiPad

• Beginthinkingabouthowtheappwillguidemathematics instruction

Module3:ExploringthePSCapplicationThismodulegivesparticipantstheopportunitytoexplorethePSCAppviaascavengerhunt-typelist.Thisexploration gives participants the opportunity to practice thebasicnavigationneededtoengageaffectivelywith thePSCApp,aswelltoidentifysomeof theresourcesthatareavailabletobothstudentsandteachers.Bytheendof theexperience,participantsshouldbeabletoidentify many of the important features of PSC App aswellastodefinefeaturesthattheywanttoexploremore thoroughly.

• Performbasicnavigationof thePSCapp

• ExplaintheDesignPrinciplesof PSC

• IdentifyresourcesavailableintheTeacherGuide

Module4:TechnologyRoutinesandRitualsinPSC ClassroomThismoduleaddressesrelevantconsiderationsforintegrating technology and tablets into the every day life of the mathematics classroom. Participants brainstorm the routines necessary to introduce PSC to their classroomandprepareaplantomaketheseroutines a daily part of classroom life.

• Listthetypesof ritualsyouwillneedtohaveinplaceto manage the use of iPads

• Generateideasforthewaysyouwouldliketoseethesetypesof ritualsexecutedinyourownclassroomsand schools

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DAY 2


Module5: PuttingitAllTogether— A Card SortThismodulecentersonacardsortingactivitywhereparticipantsseektomakeconnectionsbetweenandamongtheCCRS,theStandardsforMathematicalPractices,andPSCDesignPrinciples.

• ArticulatehowtheCCRS,theStandardsforMathematicalPractices,andPSCDesignPrinciplesrelate to one another

Module6:IntroducingtheConceptUnitStructure:TheExploratoryLessonThismodulebeginsbyintroducingparticipantstothestructureof PSCConceptUnitanditscomponents.Buildingonthatintroduction,participantsnextengageina full model exploratory lesson and discuss the notion of mathematicalexplorationasakick-offtoamathematicalunit of learning.

• ArticulatetheConceptUnitstructureof PSC

• Describethepurposeof theConceptUnit ExploratoryLesson

Module7:TheConceptLessonThismodulecontinuestheexplorationof PSC ConceptUnitbyaskingparticipantstoconsiderthe typesof assessmentitemswithwhichstudentsultimatelyneed to engage successfully. Participants then explore in a full model Concept Lesson and evaluate the connectionsbetweentheConceptLessonandtheassessments themselves.

• Articulatethegoals,features,androutinesof aConcept Lesson

• DescribehowtheCCRSformathematicalcontentandmathematicalpracticealignwithaConceptLesson

Module8:TheLearningProgressionof theConceptUnitThishighlyinteractivemodulehasthreemajorfocusareasforparticipants.First,theyexplorethePutting it Together lesson and discuss the role formative assessment playsinthelesson.Second,theyexaminehowmathematical content builds throughout a PSC ConceptUnit.Finally,bydevelopingconceptmaps,participantsdescribehowPSCadroitlyincorporates theCCRS’contentandpracticestandardsaswellas the Design Principles.

• Describethefunctionof aPutting It Together lesson in aConceptUnit

• DescribehowmathematicalcontentbuildsthroughoutaConceptUnit

• DescribehowtheConceptUnitincorporatestheCCRSformathematicalcontentandmathematicalpracticeaswellastheDesignPrinciplesof PSC

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DAY 3


Module9:DifferentiationandPersonalizationintheConceptUnitThismodulefocusesontheGalleryof aPSCConceptUnit. Participants have the opportunity to explore thecomponentsof theGalleryandthenotionof re-engagement.Throughscaffoldedsimulations,participants are introduced to the concept of guided mathematicsgroupsandtotheroleof personalizationanddifferentiationintheGalleryprocess.Finally,participants are introduced to the Concept Corner resource and have the opportunity to explore its many uses.

• Explainthepurposeof theGalleryactivitiesandhowtohelpstudentsmakegoodlearningchoices

• Explainthepurposeof theConceptCornerandhowstudents might use it as a resource

• Understandthepurposeandinstructionsurroundingguidedmathematicsgroup,includingtherolesof personalizationanddifferentiation

Module10:StartingtheYear— The“Zero”UnitThismoduleasksparticipantstoconsiderhowtheywillimplementclassroomroutinesatthebeginningof theyear.ByrevisitingthePSCConceptUnitstructure,participantswillnoticethe“Zero”Unitthatbeginseachschoolyear.Ingrade-bandedgroups,theyexploretheir“Zero”Unitandprepareapresentationthatoutlineshowthisunitnotonlyintroducesclassroomroutines,butalsoteaches students the why behind these routines.

• Describehowstudentscometoknowtheroutinesandrituals of mathematics instruction

• Describethepurposesof theZeroUnitandhowtheunitmesheswiththeschoolyearcurriculum

Module11:TheRoleof theStudyGroupsPSCimplementationsaresupportedbyjob-embeddedcoachingwherePearsonEducationSpecialistsworkshoulder-to-shoulderwithteachersandstudentsinclassrooms.Thiscoachingworkwillbeanchoredbymonthly study groups that set the stage for classroom explorations.Thismoduleintroducestheideaof studygroupsandthenotionof explorationwhenworkinginclassrooms.Thefirststudygroupis previewedandparticipantsareintroducedtothe focuswalkprocessthatisusedtohelpmonitorandsustain successful implementation.

• Explainthepurposeof studygroups

• Explainthepurposeof focuswalks

• Understandtherolesandresponsibilitiesof studygroup participants

Module12:ActionPlanningThismoduleprovidesparticipantstheopportunitytocreate an action plan for implementation as they prepare tobegintheschoolyear.Thisplanwillbeprovidedtoconsultantsthatwillworkwithteachersintheirclassrooms during the school year.

• Outlinetheactionstepsneededtobeginthe school year

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PearsonSystemof Courses—MathematicsStudyGroups( Job-embeddedTraining)

Thethreedaysof Mathematicsprofessionaldevelopment launches implementation gets teachers started usingPearsonSystemof Courses(PSC).TheMathematicsStudyGroups—facilitated by a trained PearsonEducationSpecialistandscheduledmonthlythroughouttheyear—help implementing teachers collaborativelygrowandimprovetheirinstructionalpractice.Theseprofessionallearningcommunitiesareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwiththePearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof theMathematicsStudyGroups,Pearson’shighlyqualifiedandcertifiedEducationSpecialistscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes,butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.

STUDY GROUPS


StudyGroup1:RoutinesandRitualsThisstudygroupexplorestheroutinesandritualsnecessary to launch PSC classroom at the beginning of the school year.

• Teachers,usingtheirtablets,facilitatePSCmathematicslessonsthatfollowthelessonroutines(opening,worktime,waysof thinking,summaryof themath,applyingthelearning,reflection)wherestudentshaveanopportunity to:

o Engagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,

o Collaboratewiththeirpeers,and

o Discusstheirwaysof thinkinginapublicforum

• Students,usingtheirtablets,engagedirectlywithmathematics independent of the teacher for a significantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublic forum.

StudyGroup2:FosteringMathematicalConversations in PSC Lesson Thisstudygroupexploresthenotionof mathematicalargument,itsplaceinaPSClesson,andhowtoplan for and facilitate mathematical conversations in the PSC classroom.

• Teacherspromoteaclassroomenvironmentthatencouragesmathematicalconversations(studentwithstudentandstudentwithteacher).Theseopportunitiesrequirestudentstodevelop,justify,andrevisemathematical arguments and critique the reasoning of their peers in a collaborative environment.

• Studentsdevelop,justify,andrevisemathematicalarguments and critique the reasoning of their peers in a collaborative environment.

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STUDY GROUPS


StudyGroup3:UsingtheExercisesPurposefullyThisstudygroupexplorestheexercisesprovided foreachPSClessonandhowtheycanbeused flexiblytosupporttheteachingandlearningof rigorous mathematics.

• Teachersflexiblyassignlessonexercisestostudentsinawaythatpromotesproceduralfluency,relevantapplication,andconceptualunderstandingbyusingavarietyof methodologiesthroughoutaunit(e.g.,homework,re-engagementopportunities,Galleryproblems,etc.).

• Studentshavetheopportunitytobuildmathematicalproficiency(i.e.,proceduralfluency,relevantapplication,andconceptualunderstanding)asa result of engaging in the diverse lesson exercises.

StudyGroup4:Personalization—TheGalleryThisstudygroupbeginstheexplorationof theGallerybyhelpingteachersusedatatocreateameaningfulGalleryexperience for students.

• Teachersusedatafromformativeassessment(e.g.,studentperformancewithlessontasks,quizzes,self-checks,exercises,etc.)topurposefullycreateameaningfulGalleryexperienceforstudents(e.g., re-engagementwithconcepts,participationin guidedmathematicsgroups,personalizationvia Galleryproblems).

• StudentsengageinatailoredGalleryexperience(e.g.,re-engagementwithconcepts,participationinguidedmathematicsgroups,personalizationviaGalleryproblems)basedupontheirperformanceduringtheConcept Lessons.

StudyGroup5:Differentiation— Re-EngagementandtheGuided MathematicsGroupsThisstudygroupexploresthenotionof re-engagementand the concept of guided mathematics groups in the contextof supportingstudentstomeetgrade-levelexpectationsbytheendof aPSCConceptUnit.

• Teachersfacilitateguidedmathematicsgroupsinanefforttomovestudentstowardgradelevelthinking.

• Studentsareexposedtograde-levelmathematicalthinkingbytheendof eachConceptUnit.

StudyGroup6:ConceptCornerThisstudygroupexploresPSCConceptCornerandhowit supports student independence throughout all phases of teaching and learning.

• Teachersfacilitatestudents’independentuseof theConcept Corner to reinforce instruction during the concept lessons.

• StudentsuseConceptCornerasaresourceduringdaily lessons and pursue independent areas of inquiry.

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STUDY GROUPS


StudyGroup7:NavigatingtheWays of ThinkingThisstudygroupexplorestheclosingof lessonsasanopportunitytohighlightstudents’waysof thinking about mathematics.

• TeachersuseWorkTimetopreparethestudentstoarticulatetheirWaysof Thinkingatlessonclose.TeacherssequenceWaysof Thinkingpresentations insuchawayastomovestudentsasclosetogradelevelmathematicalthinkingaspossiblebytheend of the lesson.

• StudentsexpressandsharetheirWaysof Thinkingdailyandareexposedtograde-levelmathematicalthinkingbytheendof eachlesson.

StudyGroup8:TheSummaryof theMathematicsThisstudygroupexplorestheimportanceof theSummaryof theMathematicsinaPSClesson,aswellas the role teachers and students play during this critical feature of a PSC lesson.

• Teachersfacilitateaconversationwithstudentsthatsynthesizescontent,quotesstudentwork,andquicklyassessesstudentunderstanding.Thefacilitateddiscussion helps equip students to consolidate their learning,reflectontheirWorkTimeexperience,andcraft a succinct summary of their learning.

• Studentsconsolidatetheirlearning,reflectontheirWorkTimeexperience,andcraftasuccinctsummaryof theirlearning(inapplicablelessons).

StudyGroup9:MakingtheMostof ProjectUnitsThisstudygroupexplorestheroleprojectsplayin PSCandhowtheypromotemathematicalproficiency in students.

• TeachersfacilitateProjectUnits(eitherembeddedorstand-aloneProjectUnits)thatencouragestudentstoapplytheirmathematicalthinkingbyengaginginapersonalizedinvestigationthatcantakethefromof writtenwork,models,video,onlineslideshows,etc.

• StudentsengageinProjectUnitsthatgivethemtheopportunitytoapplytheirmathematicalthinkingbyengaginginapersonalizedinvestigationthatcantakethefromof writtenwork,models,video,onlineslideshows,etc.

StudyGroup10:ThePuttingMathematicstoWorkUnitThisstudygroupexplorestheroleof PuttingMathematicstoWorkunitsandModelingunitsin PSC,andhowthoseunitspromotemathematicalproficiencyinstudents.

• TeachersfacilitateaPuttingMathematicstoWorkunit(or,forhighschool,aModelingunit)thatallowsstudents to integrate multiple concepts from more than oneConceptUnitvianon-routineproblemscenariosthatdrawfromatleasttwodifferentCCRSdomains.

• StudentsengageinaputtingMathematicstoWork(orModeling)unitthatallowsstudentstointegratemultipleconceptsfrommorethanoneConceptUnitvianon-routineproblemscenariosthatdrawfromatleasttwodifferentCCRSdomains.

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BridgingtoPearsonSystemof Courses—MathematicsProfessional Development Launch

PearsonSystemof Courses(PSC)assumesacertaincomfortlevelandunderstandingof theCollegeandCareerReadinessStandards(CCRS)andtheirdemands.SomeschoolsordistrictsmayfeelmorecomfortablewithsomepreparatoryCCRSgroundworkbeforejumpingintoPSCtraining.Ourthree-dayBridging to Pearson System of Courses professional development series is designed to address this concern. Overthecourseof theyear,teachersandstudentsmakeclassroomadjustmentsthatpreparethemtotransition to PSC.

DAY 1


Module1:IntroductiontoPearsonSystemof Courses(PSC)andOurWorkTogetherThismoduleprovidesabrief introductiontoandoverviewof PearsonSystemof Courses(PSC)withaspecificlensonPSCDesignPrinciples.Italsooutlinesmathematicsimplementationandthescopeof workfortheyearandhighlightshowthesestepswillhelpteacherstransition to PSC.

• ExplainhowPSCsupportstheCollegeandCareerReadinessStandards(CCRS)

• ArticulatetheDesignPrinciplesof PSCandrelatethemto current instruction in the classroom

• Articulatethekeystepsnecessarytopreparetoimplement PSC

Module2:TheJourneythatisMathematicalProficiencyThismoduledefinesmathematicalproficiencythroughthelensof theNationalResearchCouncil’sAdding It Up. Usingthisdefinitionandgivenmathematicalcontentintheformof anassessmenttask,participantsconsider:

• TheeightMathematicalPracticesof theCCRS;

• Howthesepracticeslookatvariousgradelevels;and

• Theclassroomenvironmentnecessarytosupportthedevelopment of these practices in students.

• Establishaworkingdefinitionof mathematicalproficiency

• ArticulateconcretewaystheMathematicalPracticescan manifest themselves in the mathematics classroom

• Identifyanddiscusswaystocontinuedevelopingaclassroom environment that can support development of these habits of mind in students

Module3:ThePowerof theCCRSInstructionalShiftsandTheirRoleinPromotingMathematicalProficiencyThismodulegivesparticipantstheopportunitytoexplorethe three Instructional Shifts that are demanded by the CCRS.Thefocusof theCCRSisexaminedthroughannotationof alearningprogression(forelementaryandmiddlegrades)oracontentcategory(forhighschool).Thecoherenceof theCCRSisexploredbymappingoutthe story of particular learning progression or content category.Finally,anassessmenttaskisusedtodefinerigor in practical terms.

• DefinetheInstructionalShiftsnecessarytosuccessfullyimplementtheCCRS

• ArticulatehowtheseInstructionalShiftspromotemathematicalproficiencyinthemathematicsclassroom

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DAY 2


Module4: PuttingitAllTogether— A Card SortThismodulecentersonacardsortingactivitywhereparticipantsseektomakeconnectionsbetweenandamongtheCCRS,theStandardsforMathematicalPractices,PSCDesignPrinciples,andthestrandsof MathematicalProficiency.

• ArticulatehowtheCCRS,theStandardsforMathematicalPractices,thestrandsof mathematicalproficiency,andPSCDesignPrinciplesrelateto one another

Module5:ClassroomStructuresthatPromoteMathematicalProficiencyThismodulegivesparticipantstheopportunitytoengagewithamathematicslessonthathighlightsthespecificroutines and classroom structures necessary to attend totheCCRS,theStandardsforMathematicalPracticesandInstructionalShifts,PSCDesignPrinciples,andtheStrandsof MathematicalProficiency.

• Explainhowwell-chosen,thoughtfultaskshelpstudentsmeettheCCRSforMathematics

• Identifyinstructionalstrategiesthatwillsupportstudents in building their mathematical understanding

Module6:UnpackingtheRoutinesThismodulegivesparticipantstheopportunitytodigdeeperintotheroutinesusedinthebridge’sthree-partlessonstructure(Opening,WorkTime,Closing).Videoisusedtoanalyzethepurposeof eachroutineandtheroleof the teacher and the students during each routine.

• Describeeachof thethreelessonroutinesand their unique role in good mathematics instruction

• IdentifywherethePSCDesignPrinciplescanbe found in the three lesson routines

• Explainhowthelessonroutinessupportstudentdemonstrationof theMathematicalPractices

• Describehowthethreelessonroutinesareinterdependent

Module7:IntroductiontotheElementaryFoundationUnit(ES)/IntroductiontotheFoundationUnitandtheFoundationIntroUnit(MiddleSchool&HighSchool)Thismoduleintroducesseveralresourcesthatwillbeavailabletoteachersduringtheschoolyear.TheFoundationIntroUnitisafive-dayunitthatestablishesclassroomroutinesandritualsduringthefirstdaysof theschoolyearforgrades6-11.TheElementaryFoundationUnitisathirty-dayunitthatintroducesroutinesandritualsingrades3-5.TheContentFoundationUnitisafifteen-dayunitthatusestheseroutinestoanchordailyinstructioningrades3-11.

• ExplainhowtheFoundationIntroUnitisusedtointroduce routines and rituals at the beginning of the school year

• ArticulatehowtheFoundationUnitcanbeusedtoteachgrade-levelmaterialasoutlinedinthedistrictscope and sequence

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DAY 3


Module8:ChoosingTasksthatPromoteMathematicalProficiencyThemoduledigsdeeperintothenotionof rigoroustasks. Participantshavetheopportunitytoanalyzethecharacteristicsof rigoroustasksandtodeveloptasksormodifyingexistingtasksfromtheircurrentcurriculum.

• Chooseandmodifyrigorousmathematicaltasksfromany curriculum

Module9:TheNotionof PersonalizationandDifferentiationThismoduledefinesandexploresthenotionsof differentiationandpersonalization.Specifically,itexploresthecomponentsof a“Gallery”asitisusedinPSC.ParticipantsconsiderhowtocreateaGalleryusing theirowncurriculumduringthefirstsemesterof theschool year.

• Explainthepurposeof theGalleryactivitiesandhowtheyhelpstudentsmakegoodlearningchoices

• Understandthepurposeof andinstructionsurroundingguided mathematics groups

Module10:TheRoleof theStudyGroupsPSCBridgeimplementationsaresupportedbyjob-embeddedcoachingwherePearsonEducationSpecialistsworkshoulder-to-shoulderwithteachersandstudentsinclassrooms.Thiscoachingworkisanchoredbymonthlystudy groups that set the stage for the classroom explorations.Thismoduleintroducestheideaof thestudygroupsandthenotionof explorationwhenworkinginclassrooms.Thefirststudygroupispreviewedandparticipantsareintroducedtothefocuswalk process that is used to help monitor and sustain successful implementation.

• Explainthepurposeof studygroups

• Understandtherolesandresponsibilitiesduring study groups

Module11:ImplementationExpectationsandAction PlanningThismoduleprovidesparticipantstheopportunitytocreate an action plan for implementation as they prepare to begin the school year. Thisplanwillbeprovidedtoconsultantsthatwillworkwithteachersintheirclassrooms during the school year

• Outlinetheactionstepsneededtobeginthe school year

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BridgingtoPearsonSystemof Courses—MathematicsStudyGroups ( Job-embeddedTraining)

Bridging to Pearson System of Courses professional development is a facilitated series of monthly MathematicsStudyGroups.Thesetenstudygroupsessions,focusedontheprocessof bridgingtoPSC,helpimplementingteacherscollaborativelygrowandimprovetheirinstructionalpractice.TheMathematicsStudyGroupsareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwithaPearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof thestudygroups,Pearson’shighlyqualifiedandcertifiedEducationSpecialistscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes, butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.

STUDY GROUPS


StudyGroup1:LessonStructures— TheOpeningThisstudygroupexplorestheopeningof lessonsusingthethree-partlessonstructureinanefforttohelpteachers cement these lesson routines in the classroom.

• Teachersfacilitatemathematicslessonsusingathree-partlessonstructure(Opening,WorkTime,Closing)wherestudentshaveanopportunitytoengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkingina public forum. (ThespecificfocusinStudyGroup1isonthelesson’sOpening.)

• Studentsengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublicforum.

StudyGroup2:LessonStructures— TheClosing Thisstudygroupexplorestheclosingof lessonsusingthethree-partlessonstructureinanefforttohelpteacherscement these lesson routines in the classroom.

• Teachersfacilitatemathematicslessonsusingathree-partlessonstructure(Opening,WorkTime,Closing)wherestudentshaveanopportunitytoengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublic forum. (Thespecificfocusof StudyGroup2isonthelesson’sClosing.)


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STUDY GROUPS


StudyGroup3:LessonStructures— TheWorkTimeThisstudygroupexplorestheworktimeof lessonusingthethree-partlessonstructureinanefforttohelpteachers cement these lesson routines in the classroom.

• Teachersfacilitatemathematicslessonsusingathree-partlessonstructure(Opening,WorkTime,Closing)wherestudentshaveanopportunitytoengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublic forum. (Thespecificfocusof StudyGroup3isonthelesson’sWorkTime.)


StudyGroup4:IntroductiontotheGallery—CreatingMeaningfulGalleryProblemsThisstudygroupbeginstheexplorationof theGallerybylookingatthecharacteristicsof Galleryproblemsandworkingwithteachersoncraftingtheseproblemsbasedupontheirowncurriculummaterials.

• Teachers,usingtheircurrentcurriculumandresourcematerials,createGalleryproblemsthatcementstudents’grade-levelmathematicalthinkingatthe end of a unit of instruction

• StudentsengagewithGalleryproblemsthatcementtheirmathematicalthinkingattheendof aunit of instruction

StudyGroup5:UsingDatatoCreateaMeaningfulGalleryExperienceThisstudygroupcontinuestheexplorationof theGalleryby helping teachers use data to create a meaningful Galleryexperienceforstudents.

• Teachersusedatafromformativeassessment(e.g.,studentperformancewithlessontasks,quizzes,self-checks,exercises,etc.)topurposefullycreateameaningfulGalleryexperienceforstudents(e.g., re-engagementwithconcepts,participationin guidedmathematicsgroups,personalizationvia Galleryproblems).

• StudentsengageinatailoredGalleryexperience(e.g.,re-engagementwithconcepts,participationinguidedmathematicsgroups,personalizationviaGalleryproblems)basedupontheirperformanceduringtheconcept-basedlessons.

StudyGroup6:TheGallery—Re-EngagementandtheGuidedMathematicsGroupsThisstudygroupconcludestheexplorationof theGallerybyanalyzingthenotionof re-engagementandtheconcept of guided mathematics groups in the context of supportingstudentstomeetgrade-levelexpectationsbythe end of a unit of instruction.

• Teachersfacilitateguidedmathematicsgroupsinanefforttomovestudentstowardgradelevelthinking.

• Studentsareexposedtograde-levelmathematicalthinkingbytheendof eachconcept-basedunit of instruction.

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STUDY GROUPS


StudyGroup7:FosteringEffectiveMathematicalDiscussions(Part1)Thisstudygroupbeginsanexplorationof theroleof mathematical argument in the discourse of the mathematics classroom.

• Teacherspromoteaclassroomenvironmentthatencouragesmathematicalconversations(studentwithstudentandstudentwithteacher);theseopportunitiesrequirestudentstodevelop,justify,andrevisemathematical arguments and critique the reasoning of their peers in a collaborative environment.


StudyGroup8:FosteringEffectiveMathematicalDiscussions(Part2)Thisstudygroupconcludestheexplorationof mathematicalargument,relevantacademicdiscourse, and planning for mathematical discussions.

• Teacherspromoteaclassroomenvironmentthatencouragesmathematicalconversations(studentwithstudentandstudentwithteacher).Theseopportunitiesrequirestudentstodevelop,justify,andrevisemathematical arguments and critique the reasoning of their peers in a collaborative environment.


StudyGroup9:TransitioningtoPSC— Waysof ThinkingThisstudygroupre-visitstheClosingof thelessonandhelpsteacherstotransitiontotheWaysof Thinkingroutineof PearsonSystemof Courses(PSC).

• TeachersusetheWorkTimetopreparethestudentstoarticulatetheirWaysof Thinkingatlessonclose.TeacherssequenceWaysof Thinkingpresentations insuchawayastomovestudentsasclosetogradelevelmathematicalthinkingaspossiblebytheendof the lesson.

• Studentsexpressandsharetheirwaysof thinkingdailyandareexposedtograde-levelmathematicalthinkingby the end of each lesson.

StudyGroup10:TransitioningtoPSC—Concept CornerThisstudygroupintroducesPSCConceptCornerandhowitsupportsstudentindependencethroughoutallphases of teaching and learning.

• Teachersfacilitatestudents’independentuseof theConcept Corner to reinforce instruction during the daily lessons.

• StudentsuseConceptCornerasaresourceduringdaily lessons.

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PearsonSystemof Courses—EnglishLanguageArts(ELA)ProfessionalDevelopment Launch

InPearsonSystemof Courses(PSC)forEnglishlanguagearts(ELA),thekeyinstructionalroutinesinclude:

•Opening(differentforReadinginstructionandforWritinginstruction)•WorkTime(whole-groupinstruction,small-groupinstruction,collaborationandteamwork,formative

assessment,independentworkandreflection,andguidedreading)•Closing

Threedaysof professionaldevelopmentanchortheELAcontentconceptsandunitstructure.Participants,ingrade-bandedgroups,beginwithdevicein-handandexplorationof howtouseit,followedbyathoroughoverviewof howtheELAcontentisorganizedintheunitstructure.Thisoverviewleadstoamodellesson,andwalk-throughanalysisof thelessontypeswithinaunit.Participantsanhaveopportunity toexaminehowELAcontentisbuiltwithinaunit,andhowtheassessmentsareintegratedwithinstructionso that they are a part of the learning cycle itself.

Teachersdevelopknowledgeof theroutinesandsubroutinesthatpromotedeeplearningandthatwillbeusedfromkindergartenonward:Clarityof Purpose,Modelingof Learning,IndependentWork,Collaboration,AcademicDiscourse,OngoingFormativeAssessment,FocusedTeaching,Personalization,andClosure.Throughouttheprofessionaldevelopment,teacherswillconsiderthetypeof planningthatisnecessary for successful course implementation.

DAY 1


Module1:Overviewof PSCand 3-dayTrainingThismoduleprovidesanintroductiontoandoverviewof PearsonSystemof Courses(PSC)andthethree-dayprofessionaldevelopmentjourneythatwillprepareteachers to begin implementation of the system.

• Understandthe“BigPicture”of howPSCsupportstheCollegeandCareerReadinessStandards(CCRS)andwhythesystemwascreated

[FullImplementationonly]Module2:TechnologyIntroductionand TargetedExplorationsInthismodule,teacherslearnhowtonavigatethetabletandPSCapp.Theyareguidedthroughkeyfirststepsincludingloggingintotheappasateacherorasastudent,accessingthelessoncontent,andinitiatingkeyfeaturesonthetabletsuchastexttospeech.Then,usingtheknowledgegainedfromthetechnologyintroduction,educators engage in a scavenger hunt that requires them toexploreandlearntousekeyfeaturesof thetablet and PSC app.

• Useallof thetechnologyfeaturestonavigatethe PSC app

• ExplainhowPSC’sfeatureshelpstudentslearntousetechnology strategically and capably

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DAY 1


Module3:MakingtheInstructionalShiftsinSupport of Developing Literacy Capacities Inthismodule,participantslearnaboutthethreeInstructionalShiftsrequiredbytheCCRS.TheythenexplorehowtheseInstructionalShiftsareaddressedbyPSC’sscopeandsequenceforELA,byindividualunits,andbylessons.ParticipantswillalsoseehowtheInstructional Shifts—incorporated throughout PSC—develop the Literacy Capacities of students in order to prepare them for college and careers.

• ConnecttheInstructionalShiftstothe Literacy Capacities

• Findevidenceof theInstructionalShiftsinaPSClesson

• UsetheLiteracyCapacitiestoprovidetherationaleforthedesignof theELAscopeandsequence(K-12)

Module4:DesignPrinciplesUsingknowledgegainedfromthepreviousmodule,participants learn about the nine Design Principles that serve as the foundation for the teaching practices used inPSC.ParticipantsexaminehowPSClessonslinkthese Design Principles to the Literacy Capacities and Instructional Shifts.

• UsecauseandeffectlanguagetoexplaintherelationshipbetweentheDesignPrinciplesandtheLiteracy Capacities

• Describeevidencefromlessonsthatrevealsthe Design Principles

[DelayedImplementationonly]Module5:UsingTechnologytoEnhanceLearningParticipants engaging in this module explore various freeandweb-basedtechnologyresourcesthatmaybeusedtosupportstudentsastheyengagewithcomplextexts,developcontentknowledge,anddemonstratethatknowledgeusingvariousmodesof communication.

• Explainhowtechnologyresourcesdevelopstudents’abilitytogainanddemonstrateknowledge

• Developtechnology-enhancedtasksthattarget theCCRS

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DAY 2


Module5:AssessingWhatWeTeachInthismoduleparticipantstakesampleassessments(PARCC/SBAC)toexperience,andthereforebetterunderstand,thenewexpectationsforstudentthinkingand performance. TheythencomparePARCC/SBACassessmentstoPSC’sassessmentstounderstand thealignmentbetweenthetwo.Finally,participantsexaminehowthistargetedstudentlearningisrealized in PSC lessons.

• Explainwhattypesof thinkingandskillsstudentsmusthavetomeetthedemandsof thenewassessments

• Describehowinstructionmustchangeto support students

• ExplainhowPSCassessmentsaligntoPARCC/SBACassessments

Module6:LessonShare/ModelLessonTodevelopanunderstandingof howPSCsupportsstudents in meeting the cognitive and behavioral expectationsof theCCRS(asillustratedbythenewassessments),teacherschoosealessontoreviewintheirgrade.Theyidentifythestudenttasks,learningsupport,materials,aswellasevidenceof understanding.Participantsthenshareandcomparetheirfindingsinsmallgroups.Asanalternatetothismodule,participantsmayengage in a simulated lesson.

• Describetheexperienceof alearnerengagingina PSCELAlesson

• Explaintherelationshipbetweenlearningoutcomes,studenttasks,andteachersupportinaPSClesson

Module7:TheThinkingBehindtheLessonParticipantsuseaprotocolfordebriefingthelessonstheyjustreviewed,analyzingthecontentandsequenceof studenttasks,examininglessonstructure,anddetermininghowthemodellessonfitswithinthelargerunit.ThisanalysisincludesacloselookathowtheLiteracy Capacities and Design Principles are strategically revealedwithinthelesson.

• Explaintherationaleforthelessondesign

• ConnectlessoncomponentstotheDesignPrinciplesand the Instructional Shifts

• DescribehowalessonandtheunitasawholesupportsstudentsinmeetingtheCCRSanddevelopingthe Literacy Capacities

Module8:MeetingtheNeedsof DiverseLearnersthroughPersonalizationThismoduledefinesandexploresthenotionof differentiationthroughpersonalization.ParticipantsconsidertheeffectpersonalizationhasonengagementandusetheMoretoExplorefeaturetopersonalizelearningforspecificstudents.

• Understandhowstudentchoiceservesasanengagementanddifferentiationstrategy

• DeterminehowtousetheMoretoExploreresourceto support diverse learners

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DAY 3


Module9:MeetingtheNeedsof Diverse Learners by Supporting Access toComplexTextIn this module teachers learn about a conceptual model of readingcomprehensioncalledthe“ConstructionIntegrationModel,”whichisthebasisforhowreadingissupportedwithinPSC.Participantsinvestigatethiscomprehensionmodelbyengagingin,andthenanalyzing,anauthenticreadingtask. Participants then revisit lessons inPSCtodeterminepreciselyhowthismodel of comprehension is applied.

• UseWalterKintsch’sConstruction-Integrationmodelof readingcomprehensiontoexplainhowandwhencomprehensionmaybreakdownforareader

• UnderstandthePSCsubroutines(e.g.,QuickWrite,WholeGroupShare,PartnerTalk)anddescribehowtheysupportstudents’accuratecomprehensionof complex texts

Module10:ReflectingonOurLearningAfterengaginginareviewof theDesignPrinciples,participantsanalyzeclassroomscenariosinordertoidentifythescenarios’ successesandchallenges.Theythenaddressthechallengesbyrewritingthescenarios(ordevelopingnewones)thatdemonstrateincorporationof PSCDesignPrinciples,howtheywouldaddressmakingrequisiteInstructionalShiftsand/orhowtobettersupport students in developing the Literacy Capacities.

• ReviseclassroomscenariostorevealPSCDesignPrinciples,makeInstructionalShifts,andsupportstudents in developing the Literacy Capacities

Module11:PlanningforBack-to-School, FocusonUnit1Toplanforeffectiveimplementation,educatorsreviewallof thelessonsinELAUnit1,applyingwhattheyhavelearnedinthetrainingbyanalyzingthelessonsandcompletingthestudenttasks.ThisworkalsoincludescloselyreadingandannotatingtheTeacherGuide(whichincludesdetailedguidancefortheepisodes,lessons,andtasks).Wheneducatorshavecompletedthiswork,theycollaboratetomapoutthefirstweekof teachingandlearning,sewingintheadditionalclassroomroutinestheyidentifiedonDay1(of thisProfessionalDevelopmenttraining). Principals join teachers at the end of the day to discusstheplanforthefirst30days.

• CompleteseveralstudenttasksforELAUnit1inorderto plan for implementation

• Use“backwardsdesign”(alsoreferredtoasUnderstandingbyDesign(UbD))toplanthefirstmonthof studentlearning,includingimplementing theDesignPrinciplesandmakingInstructional Shifts in service of helping students develop the Literacy Capacities

[Delayed Implementation only] Alternate Module11:PlanningforBack-to-SchoolApplying their learning from the Professional Development,participantsengageinbackwardsdesign(orUbD)toplanaunitof learning/instruction.TeachersworkwiththeirowntextstooutlineaunitthatmakestheInstructional Shifts and implements the Design Principles inserviceof developingstudents’LiteracyCapacities.

• Usebackwardsdesign(orUbD)toplanaunitof instructionthatmakestheInstructionalShiftsandstrategically uses the Design Principles

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PearsonSystemof Courses—EnglishLanguageArts(ELA)StudyGroups ( Job-embeddedTraining)

Thethreedaysof Englishlanguagearts(ELA)professionaldevelopmentlaunchesimplementationandgetsteachersstartedusingPearsonSystemof Courses(PSC).TheELAStudyGroups—facilitated by a trained PearsonEducationSpecialistandscheduledmonthlythroughouttheyear—help implementing teachers collaborativelygrowandimprovetheirinstructionalpractice.Theseprofessionallearningcommunitiesareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwithaPearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof theELAStudyGroups,Pearson’shighlyqualifiedandcertifiededucationalconsultantscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes,butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.

STUDY GROUPS


StudyGroup1:RevisitingtheThinkingBehindtheLesson:ClassroomRoutinesthatSupportLiteracyProficiencyTeacherslearnhowtousePSCclassroomroutinesto ensure that the dominant amount of class time is devotedtostudentscollaboratingwithpeersinserviceof deepeningtheirunderstandinganduseof authentic,complextext,andwithminimalteachersupervision.

• TeachersdeliverPearsonSystemof Course(PSC)lessonsthatengagestudentsintopic-basedtaskswhichenableknowledgetobebuiltbyreadingandusingcomplex,authentic,topic-specifictexts

• Useof PSCclassroomroutinesenablesstudentstoengagedirectly,andindependentof teachersupervision,withthefollowing:

o Readingcomplextexts

o Writingandspeakingtoapplyknowledge gained from texts

o Discussion to deepen understanding of complex texts

• Studentsandteachersusethelanguage,andmodelthebehaviors,of thekeyinstructionalroutines,subroutinesand Design Principles on a daily basis

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STUDY GROUPS


StudyGroup2:AcademicConversationTeachersstudymethodsforensuringthatclasstime isdominatedbyacademiclanguage(spoken,written, andread)byallstudents,withminimalteachersupervision or prompting.

• Teachersmodeldailytheproperuseof academiclanguage,andfacilitateconversationsbypromptingstudentstoexplaintheirthinkinganduserelevantevidencefromtexts(vs.askingquestionsthatinviteone-wordanswersorfollowtheIRF—Initiate,Response,Feedback—pattern)

• Useof consistent,targetedsupport(e.g.,languageframesandconversationprompts)enablesstudentsto engage in academic conversation about topics and texts,usingrelevantevidencefromtextstosupporttheir ideas

• Studentsuseacademiclanguagewhenengagedinacademicconversation(teachermonitorsandadvancestheuseof academicdiscourse,e.g.,bydirectingastudenttorecordacommentusingaudio/videoandthenhavingthestudentshareitwiththeclass)

StudyGroup3:UsingtheConstruction-IntegrationModeltoSupportStudentReadingTeachersinvestigatequestionsandtasksthatallowandsupport students to independently comprehend complex textsandmaketheircomprehensionvisible(e.g., thinkingaloudorwritingabouthowideasinatext buildandconnect).

• Teachersuseprompts,questions,andtaskstoengage students in close reading of a complex text (e.g.,questionsabout:howinformationindifferentsectionsconnects;howtheauthorsupportsclaims;whocharactersareinrelationtooneanother;howbackgroundknowledgemaydifferfromhowconceptsarerevealedinatext)

• Teachersexplainthepurposeanddesignof thequestions,promptsandtasksusedtosupportcomprehensionwithinPSClessons

• Teachersdevelopanduseadditionalquestions,prompts,andtaskstopersonalizesupportforstudentsstruggling to comprehend text

• Studentsclearlyexplainthethinkingprocesstheyusetomakesenseof texts,includinghowtheyarrivedatcertainconclusions,howtheyconnecttheideasinthetext,andhowtheyrelatetheideasinthetexttopriorthinking(e.g.,knowledgeof aparticularwordorphraseorknowledgeof atopic)

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STUDY GROUPS


StudyGroup4:UsingAssessmentDatainInstruction:Part1—ColdReadsTeachersstudystudentdata(specificallyreadingdata)and use that information to help students set and monitor personal learning goals related to the topic of study.

Note:K-1teacherswillusetheChecklistsinthis study group

• TeachersusePSCassessmentdata(focusonColdReads)todeterminestudentneedsandidentifywherein the PSC lessons these needs may be addressed

• Teachersclearlyarticulatehowdifferentiatedstudenttasksarederivedfromassessmentinformation

• Teachersuseprompts,cues,questions,andtasksthattargetspecificstudentneedsevidencedbyassessment(includingMoretoExploretasks).Thistypeof focusedandstrategicteachingisshapedbytheteacher’songoing,documentedassessmentof studentneedsandmaybedirectedtoonestudent,asmallgroup,and/orthe majority of the class

• Studentsusetheirlearninggoalstoengageinindependentwork(e.g.independentreadingandotherlearningtasks)

StudyGroup5:FocusontheReading-WritingConnection Teachersstudywaystoconnectreadingandwritingtoenablestudentstodrawupontextstheyhavereadinordertoanalyzeandstrengthentheirownwriting,aswellas that of their peers.

• Teachersareabletoexplainhowlessonsaredesignedtousereadingtosupportwritingandviceversa(e.g.,howtasks,questions,andpromptsinlessonssupportstudents’understandingof whatheyhaveread,andhowthecomponentsandstructuresthatthosetasks,questionsandpromptsrevealhelpdevelopstudents’abilitytocraftparticulartexttypes)

• Teachersanalyzestudentwritingforevidenceof knowledgebuiltbyreadingtextandtodeterminethesuccessesandchallengesastudenthaswithcommunicating the understanding gained from a text

• Students“readlikeawriter,”usingtheperspective of authortoexplainthecraftandstructureof atext,andtoexplainhowthatcraftandstructureaffectthetext’smeaning

StudyGroup6:UsingWritingDatainInstruction(ColdWrites)TeachersanalyzestudentColdWrites,determiningstudents’understandingof thecraftandstructureof particulartexttypes(e.g.,informational/explanatory;opinion/argument;narrative).

• Teacherswritefeedbackonstudentworkthatclearlyrevealsforstudentswheretheirworkmeetsstandards,whereitapproaches/isnotyetmeetingstandards,andwhatconcretenextstepsthestudentmaytakebasedon that information

• Studentsusefeedbacktorevisetheirwritingandwhendevelopingnewwritingpieces(eveninformalpiecessuchassummariesinnotebooks)

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STUDY GROUPS


StudyGroup7:UsingAssessmentDatainInstruction: Part 2—NotebookEntriesTeachersstudystudentNotebookEntriestoexaminewhattheyrevealaboutstudents’readingcomprehension.

• TeachersusePSCNotebookEntriestodeterminestudentneedsandidentifywhereinthePSClessonsthese needs may be addressed

• Teachersuseprompts,cues,questions,andtasksthattargetspecificstudentneedsevidencedbyassessment.Thistypeof focusedteachingmaybedirectedtoonestudent,asmallgroupand/orthemajorityof theclass.Itisshapedbytheteacher’songoingdocumentedassessment of student needs and may also include writingresponsestostudentNotebookEntries.

• StudentsusequestionsandpromptstoreflectontheirNotebookEntriesandtakethenextstepssuggestedbytheirteacher(e.g.,rereadingapartof atext)

StudyGroup8:QuestioninginLiteracyTeachersexaminetheeffectsdifferentquestionshaveondeepeningstudents’thinking,andtheirpeers’thinking,about topics and texts.

• Teachersuse,andteachstudentstouse,open-endedquestions(thosewithmorethanonecorrectanswer),andquestionsthatprompthigher-orderthinkingrelatedtocomplextexts(thosethatrequirestudentstomakeinferences,synthesizeideas,andtostateandsupport(i.e.,explainandjustify)theirclaims)

• Ratherthangivinganswers,teachersrespondtostudentquerieswithquestionsthatpropelconversationandsupportcriticalthinking

• Teachersencouragestudenttalkthatvaluestextualevidence(e.g.,byconsistentlypromptinglearnerstoreturntothetexttodiscoverinformation,provideevidence,challengethinking,developclaims)

• Studentsusequestionsthatvaluetextualevidenceand incorporate relevant textual evidence in their discussions(studenttostudentandstudenttoteacher)

StudyGroup9:UsingConversation as Assessment Teachersexaminehowunderstandingisrevealedbystudent comments and questions.

• Teacherscanclearlyexplainhowstudentcommentsand questions evidence understanding of a text

• Teachersuseevidenceof studentunderstandingtopromptstudentswithadditionalqueriesandtasksthatimproveandrefinestudentunderstanding

• Studentscanclearlyexplaintheirthinkingandsupportitwithrelevantevidencefromthetext.Theycanalsochallengethatthinkingbydrawinguponrelevant,opposingtextualevidence.Theydemonstratecapacitytoassistpeersinthinkingcritically.

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STUDY GROUPS


StudyGroup10:MakingTasksAccessibletoDiverse Learners Teacherslearntouseandremoverelevantscaffoldstosupportstudentsastheyengagewith/inauthentic,complextextsandtasks.

• Teachersusemultiplemeansof representation,multiplemeansof actionandexpression,andmultiplemeansof engagement(UniversalDesignforLearningprinciples)withinalllessons,inordertoprovidediverse learners access to complex texts and other resources related to topics under study

• Teachersexplainhowtheindividualneedsof differentstudentsarebeingmet(e.g.whichstudentisannotatingatextforaparticularfeatureandwhy,whichstudentisusingaparticularresourceonMore toExploreandwhy)

• Studentsuselanguageandlearningstrategiesto engageintasks(e.g.,paraphrasingatext,takingascreenshot of a part of a text and then placing it in anotebookpage,usingalanguageframetoengage indiscussion,etc.)

BridgingtoPearsonSystemof Courses—EnglishLanguageArtsProfessionalDevelopment Launch

Pearson System of Courses assumes a certain comfort level and understanding of the College and Career ReadinessStandards(CCRS)andtheirdemands.SomeschoolsordistrictsmayfeelmorecomfortablewithsomeCCRSpreparatorygroundworkbeforejumpingintoPSCtraining.Ourthree-dayBridging to Pearson System of Courses professional development series is designed to address this concern. Over the course of theyear,teachersandstudentsmakeclassroomadjustmentsthatpreparethemtotransitiontoPSC.

LEARNING SERIES 1: COLLEGE AND CAREER READY LITERACY LEARNERS (DAY 1)


Module1:ModelLessonThismoduleprovidesteachersanauthenticexperiencewithalessonthatisdesignedtosupporttheInstructionalShiftsrequiredbytheCollegeandCareerReadinessStandards(CCRS)inserviceof helpingstudentsdevelopthe Literacy Capacities they need to be ready for college and careers.

• Explainthefeaturesof alessonthatpreparesstudentsfor the literacy demands of college and careers

• Articulatechangestobemadeininstructioninordertosupport students in developing the Literacy Capacities required by college and careers

• Engagestudentsinlessonsthatsupportindependence,collaboration,andtheconstructionof contentknowledgefromreading

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LEARNING SERIES 1: COLLEGE AND CAREER READY LITERACY LEARNERS (DAY 1)


Module2:ProficiencyinLiteracyThismodulehelpsdefineliteracyproficiencythroughthelensof theLiteracyCapacities,theCCRS,andthethreeInstructionalShiftsrequiredbytheCCRS.Byinvestigatingsampleperformanceassessmentsandtasks,teachersdeterminetheknowledgeandskillsstudentsneedtobeproficient,andtheylearnhowthatdepthof studentunderstandingismeasured.Teachersthenusethisinformationtoreflectonandreviseordevelopthelearningoutcomesintheirownlessons.

• Defineliteracyproficiencyusingrelevantlanguagefromthe Literacy Capacities and Instructional Shifts

• Analyzeperformanceassessments,explaining howLiteracyCapacitiesandInstructionalShifts areexemplified

• Developorreviselearningoutcomesinalessontotarget the expectations of the Literacy Capacities and the Instructional Shifts

Module3:QuestioningandConversationStrategiesTeacherslearnhowtousequestioninganddiscussiontechniquestofacilitatethethinkingthatisexpectedbyrigorouslearningoutcomes(i.e.,bytheCCRS).Toapplythislearning,teachersdevelopquestionsfortheirownlessonsthatprobemoreabstractstudentthinkingandsupportthecomprehensionandcritiqueof complextexts.Theyalsodeveloptasksandroutinesthat require and support meaningful discussions that are independently governed by students.

• Categorizedifferenttypesof questions,distinguishingthose that support academic student conversation and criticalthinkingfromthosethatdonot

• Developorreviselearningtasksinlessonstoincludetargetedquestionsanddiscussionprompts/supports

• Facilitateaneffectiveacademicdiscussionamongpeers

Module4:ClassroomRoutinesthatPromoteLiteracyProficiencyTeachersengagewithalessonthathighlightsthespecificroutines(i.e.,classroomstructuressuchasfocusedsmallgroupproblem-solving)necessarytoattendtotheCCRSandtotheInstructionalShiftstheyrequire.Teachersthensewtheseroutinesintotheirownexistingornewlydeveloped lessons.

• Distinguishclassroomroutinesthatpromoteliteracyproficiencyfromthosethatdonot(ordonotaseffectivelyasotherroutines)

• Explainhowcertainclassroomstructureseffectiveinthe past are not aligned to a classroom that promotes college and career readiness

• Developorreviselessonstoincludeclassroomroutinesthatpromoteliteracyproficiencyasdeterminedbycollege and career readiness expectations

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LEARNING SERIES 2: USING LITERACY TO BUILD STRONG CONTENT KNOWLEDGE (DAY 2)


Module5:ComprehendingComplexTextsIn this module teachers learn about a conceptual model of readingcomprehensioncalledthe“ConstructionIntegrationModel”whichrevealscomponentsof theintricateprocessof readinginthebrain.Teachersapplywhattheylearnbydevelopingquestionsandtaskstosupportstudentsastheyworkwithcomplex,authentictexts.Teachersdelveintotheprocessof comprehendingandcritiquingbylearningto“readlikeawriter”(examiningthetextfromtheperspectiveof awriter),afterwhichtheydevelopsegmentswithintheirownlessons that model this process for students.

• Explainhowquestionsandpromptsinalessonsupportandadjustastudent’scomprehensionof atext

• Distinguishquestionsandpromptsthat support comprehension from those that test or“tell”comprehension

• Developquestionsandpromptsforalessonin supportof students’accuratecomprehensionof atext(usingasaguideReading,Writing,andLanguageStandards,aswellasthelanguagefeaturesandfunctionsof academictext)

Module6:AcademicReadingIn this module educators in all grade levels and content areaslearnhowtohelpstudentsdiscoverhowthelanguageinacademictextsworks.Throughengaging,investigativetasks,participantslearntoexamineatext’scomplex,condensedmessages,exploringhowanauthorconveysinformationbyusingspecificacademiclanguagefeaturessuchasnominalizations,abstractions,qualifiers,subordinateclauses,andcohesionmarkers.Participantslearnwaystoteachstudentstoexamineanauthor’slanguagechoices.Thisskillallowsstudentstoindependently comprehend and use the information in containedwithinacademictexts.

• Developpromptsandquestionsthattargettheacademic language features and functions of complex texts

• Engagestudentswithquestionsandtasksthattargetthe academic language features and functions of complex texts

Module7:CloseReadinginSupportof DeepComprehension Toengageinclosereading,studentsneedtolearnhowtoprobeatextbasedonitscontent,structure,and craft. Participants in this training module learn howtoinvestigateatextinthismanner.Theytracethedevelopmentof ideas,examinethemeaningof nuancedwordsandphrasesbasedonhowtheyareused,andquestionthewayinwhichtheauthorhaschosentopresenttheinformationwithinthetext.FromKindergartenupward,theabilitytoreadatextcloselyisboth possible and essential to deep comprehension. Withthisunderstandinginhand,teachersdevelopquestionsandpromptswithintheirownlessonsinorderto engage students in the process of close reading.

• Explainhowquestionsandpromptssupportdeepcomprehension of a text

• Developquestionsandpromptsthatengagestudentsinclosereading(investigatinglevelsof meaning/purpose,languageconventionalityandclarity,structure,coherence,etc.)

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LEARNING SERIES 2: USING LITERACY TO BUILD STRONG CONTENT KNOWLEDGE (DAY 2)


Module8:ValuingEvidenceDifferingnotablyfrommostpreviousstateexpectations,theCCRSplacestrongemphasisontheuseof textualevidencetosupportideas,claims,andquestionsarticulatedbothverballyandinwriting. Teachersengaginginthismoduledefineanddemonstratewhatismeantbythephrase“valueevidence.”Theyexplainthethinkingbehindselecting“relevantevidence.”Theyalsoanalyzesampleassessmentitemsthatrequirethisthinkingof studentsandusethisexperiencetoanalyzemethodsforhelping students learn to value evidence.

• Distinguishusingevidencefromvaluingevidence

• Explainhowlearningtasksthatrequiredebate/differenceof opinionhelpstudentslearntovalueevidence

• Developorreviselearningtaskswithinalessontofocus on the value of evidence

Module9:BuildingLiteracythroughanIntegrated Approach Thismodulebeginswithabrief explorationof theprocess of language development to enable teachers to better understand the process of acquiring and using academiclanguage.Teachersthenanalyzetheacademiclanguageandacademicgrammarindifferenttexts(texttypesemphasizedwillbethoserelevanttoparticipatingteachers,basedonthecontentareastheysupport)andengageintheprocessof “genrestudy”whichsupports’students’developmentof academicwriting.Toapplythislearning,teachersdeveloporrevisereadingtasksintheirownlessonstoensureacademicwritingisafocus of instruction.

• Describetheprocessof languagedevelopment(specificallyasitrelatestowriting)andthefactorsthatsupport or impede that process

• Teachstudentstoengageingenrestudybyexaminingandmimickingtheacademiclanguagefeaturesandacademic grammar features in relevant texts

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LEARNING SERIES 3: PREPARATION AND PLANNING FOR LITERACY LEARNING (DAY 3)


Module10:UsingUBDtoSupporttheLiteracyCapacities TeachersusetheUnderstandingbyDesign(UbD)or“backwardsdesign”approachtoengageinthelessonplanning process by:

• Creating/adjustinglearningoutcomesthatsupportcollegeandcareerreadiness;andthen

• Designing/revisinglearningtasksandcorrespondinginstructional support to support these learning outcomes.

TeachersalsoworktoensurethatthesetasksaligntothethreeInstructionalShiftsforELA.Finally,teachersdetermineopportunitiesfor,andtypesof,formativeassessment.

• ExplainhowtheUbDprocesssupportseffectivelessonplanning

• Analyzealesson,explainingindetailhowthelearningtasksandinstructionalsupportarelogicallysequencedand informed by the learning outcomes

• Developorreviselearningtasksandinstructionalsupport for a lesson in order to clearly target the learningoutcomes(whichaligntotheInstructionalShifts)

Module11:BuildingLessonswithAllStudentsinMindPlanningwithalllearnersinmind,teachersparticipatinginthismoduleanalyzealessonforitsinclusionof:multiplemeansof representation;multiplemeansof actionandexpression;andmultiplemeansof engagement.ThesethreeUniversalDesignforLearning(UDL)principlesenablediverselearnerstoaccesscomplextasksandtextswithincreasingindependence.TeachersapplythislearningbyrevisingtheirownlessonstoincludetheUDLprinciples. Participants also explore the processes of focusedteachingandpersonalizationasmethodstomeetthe needs of diverse learners.

• ExplaintheconnectionbetweenUDLprinciplesandstudentneeds(i.e.,theanticipatedresultof usingUDLprinciples)

• DeveloporrevisetasksforalessontoincludeUDLprinciplesandtherebyprovideaccesstodifferentlearners

• Providefeedbacktopeersinsupportof theirdevelopmentof lessonsthatincludeUDLprinciples

Module12:TeachingforLong-termLearningTeacherslearnabouthowthebrainprocessesnewinformationandhowtohelpensurethatnewinformationmovesintolong-termmemory. Usingthisinformation,teachersdeveloporrevisetasksfortheirlessonsthatexpandstudentthinking,supportdiscoverylearning,andengagestudentsincriticalthinkingandproblemsolving.

• Describehowthebrain“learns”newinformation(includingfactorsthatimpedeorsupporttheprocessof moving information from short to long term memory)

• Explainhowlearningtasksaredesignedtosupportcriticalthinkingandproblemsolvingandhowsuchtaskscanhelpensurethatnewinformationistrulylearned

• Developorreviselearningtasksinalessoninaccordancewithhowthebrainprocesses,learnsandretains information

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LEARNING SERIES 3: PREPARATION AND PLANNING FOR LITERACY LEARNING (DAY 3)


Module13:AnalyzingStudentThinking

Perhapsthemostimportantskilltoeducatorstoday,thismodulewillfocusonanalyzingstudentthinking.Participatingteacherswilllearnto:analyzestudentthinking(revealedthroughspeakingandwriting);observeand describe contexts that invite students to reveal their thinking;determinehowtousequestionsandpromptstocreatethosecontextsintheirclassroom.Participantswillalso practice responding to classroom scenarios based on studentthinking.

• Determinewhatstudentlanguagerevealsaboutstudentthinking,

• Askquestionsthatinvite,probe,anddevelopstudentthinking,

• Drawconclusionsaboutstudents’understandingbased on listening to students or observing artifacts of learning,and

• Leveragetoolsandroutinestocapturestudentthinking.

BridgingtoPearsonSystemof Courses—EnglishLanguageArts(ELA)StudyGroups

Bridging to Pearson System of Coursesprofessionaldevelopmentisafacilitatedseriesof monthlyEnglishlanguagearts(ELA)StudyGroups.Thesetenstudygroupsessions,focusedontheprocessof bridgingtoPSC,helpimplementingteacherscollaborativelygrowandimprovetheirinstructionalpractice.TheELAStudyGroupsareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwithaPearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof thestudygroups,Pearson’shighlyqualifiedandcertifiedEducationSpecialistscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes,butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.

STUDY GROUPS


StudyGroup1:MakingtheInstructionalShiftsTeachersbeginthebridgeStudyGroupseriesforEnglishlanguageartswithanin-depthexplorationhowclassroomroutines support the three Instructional Shifts.

• Teachersdeliverlessonsthatengagestudentsintasksthatuseliteracystrands(reading,writing,speakingandlistening,andlanguage)tobuildcontentknowledge

• Studentsengagedirectlywiththefollowing(independentof teachersupervision):readingcomplex,authentictexts;writingandspeakingtoapplyknowledgegainedfromtexts;anddiscussionusedtodeepen understanding of complex texts

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STUDY GROUPS


StudyGroup2:CloseReadingInthisStudyGroup,teacherslearntousemultipleliteracystrands(i.e.,reading,writing,speakingandlistening,andlanguage)inconcerttogainknowledgefrom reading.

• TeachersuseReading,Writing,andLanguageStandardsto develop questions and prompts for students to considerwhilereadingcomplextext

• Teachersuseprompts,questionsandtaskstoengage students in close reading of a complex text (e.g.,questionsabout:howinformationindifferentsectionsconnects;howtheauthorsupportsclaims;whocharactersareinrelationtooneanother;howbackgroundknowledgemaydifferfromhowconceptsarerevealedinatext)

• Teachersdevelopanduseadditionalquestions,promptsandtaskstopersonalizesupportforstudentsstruggling to comprehend text

• Studentsparaphraseinformationintexts,explainwhatwordsandphrasesmeanbasedonthetext,useevidencefromthetexttosupporttheirideas,explainhowtheauthordevelopsideas,characters,etc.

StudyGroup3:TalkingtoLearnThefocusof StudyGroup3isanalysisof studentconversation.Teachersexaminehowstudentsdevelop,deepen,confirm,andchallengetheirunderstandingof contentbyengaginginmeaningfulconversationswithpeers about texts.

• Teachersengagestudentswithquestions,prompts,andtasksthatrequirecollaborationandconversation

• Teachersprovideconsistent,targetedsupport(e.g.,languageframesandconversationprompts)toenablestudents to engage in academic conversation about topicsandtexts,andwhichencouragestudentstouserelevant evidence from texts to support their ideas

• Teachersinvitestudentstosharecommentsandquestionsinserviceof formulating,confirming,andchallengingtheirownideasandthoseof theirpeers

• Studentsreadilysharecommentsandquestionstoformulate,confirm,andchallengetheirownideas,aswellasandthoseof theirpeers

StudyGroup4:QuestionsandDiscussionPromptsTeachersinStudyGroup4examinedifferentquestionsanddiscussionprompts.Theyworktoidentifythosethatbestenablestudentstoengageinhigher-orderthinking,

• Teachersuse,andteachstudentstouseopen-endedquestions(thosewithmorethanonecorrectanswer),andquestionsthatprompthigher-orderthinkingrelatedtocomplextexts(thosethatrequirestudentstomakeinferences,synthesizeideas,stateandsupport(i.e.,explainandjustify)theirclaims)

• Teachersrespondtostudentquerieswithquestionsthat:

oPropelconversationandsupportcriticalthinking(vs.justgivinganswers);and

oRequirestudentstousetextualevidencetorespond

• Studentsusequestionsandengageindiscoursethatvaluestextualevidence(i.e.,consistentlyreturningtothetexttodiscoverinformation,challengethinking,supportclaims,etc.)

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STUDY GROUPS


StudyGroup5:AmplifyingLanguageinComplexTextsInStudyGroup5,teachersexaminethelanguageusedincomplextextsanddeterminewaystomakethatlanguagecomprehensible for students.

• Teachersanalyzetheacademiclanguageincomplextextsusingknowledgeof thequantitativeandqualitative features of complex text

• Teachersdevelopscaffolds(suchascolor-codedtext,enlargedtext,chunkedtext,questionsandpromptsthatdirectreaderstonuancedwordsandphraseswithintext,etc.)tohelpstudentsnavigatetheacademic language in complex texts

• Studentsanalyzeacademiclanguageincomplextexts,progressivelylesseningtheirrelianceonteacher-createdscaffolds

StudyGroup6:DiscussionScaffoldsHavingstudiedquestionsanddiscussionpromptsinapreviousStudyGroup,teacherstaketheirknowledgetothe next level and explore various discussion protocols andotherscaffoldstosupportdiscussionaboutcomplextexts.

• Teachersusediscussionprotocolsandconversationrolestohelpstudentsdevelopconversationskills

• Teachersdevelopanduselanguageframestoenableallstudents to engage in relevant academic conversation

• Teachersscaffoldstudentsinsettingandmonitoringparameters for discussion

• Studentsuselanguageframestoengageinacademicdiscussion,andsetandmonitortheirownparametersfor discussion

StudyGroup7:AssessingReadingComprehension through DiscussionDrawinguponworkcompletedinpreviousStudyGroups,teachersformativelyassessstudentdiscussionthat is focused on complex texts.

• Teachersunderstandandcanexplainhowstudentcomments reveal the degree of understanding a student has about a text

• Teachersdeterminewhetherstudentcommentsrevealchallengeswiththe:

oTextbase(difficultiesinunderstandingthetext’suseof language,syntax,etc.);and/or

oMentalmodel(shortcomingsinpriorknowledgethereaderisdrawingupontomakesenseof thetext)

• Teachersunderstandandcanexplainhowstudents’use of textual evidence reveals their degree of comprehensionandscaffoldstudentsinbeingabletoassesstheirownwork

• Studentsmonitortheirunderstandingof textbyquestioningtheaccuracyof theirownideasandthoseof theirpeerswithevidencefromthetext

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STUDY GROUPS


StudyGroup8:ReadingLikeaWriterInthisStudyGroup,teachersexploretheprocessof “readinglikeawriter.”Theystudyatextasaninstanceof genre,andthenapplythisknowledgetothedevelopmentof one’sownwriting.

• Teachersexplainhow”readinglikeawriter”supportsreading comprehension

• Teachersteachstudentshowtoanalyzetextsbasedonwritingcraftandstructure

• Teachershelpstudentsusementortextsasmodelsforwriting

• Studentsexplainhow“readinglikeawriter”supportsreadingcomprehension.Theyanalyzetextandwritetextbasedonwritingcraftandstructure.

StudyGroup9:UsingFeedbacktoInstructTeachersparticipatinginthisStudyGroupwriteinformative,actionablefeedbackforstudentwritingsamples.Theyanchortheirfeedbackinlanguagefromtargetedwritingstandards.

• TeachersanalyzestudentworkusingReading,Writing,and Language Standards

• Teacherswritefeedbackonstudentworkthatclearlyrevealsforstudentswheretheirworkmeetsstandards,whereitapproaches/isnotyetmeetingstandards,andwhatconcretenextstepstheymaytakebasedonthatinformation

• Teachersprioritizechallengesinordertoselectonechallengethatmaybeaddressedbythestudentwriter(andwillhelpthewriter,notmerelythepiece)

• Studentsrefinetheirwritingbasedonfeedback

StudyGroup10:EngagingStudentsinFormative Assessment InthefinalStudyGroup,teacherslearnstrategiestoempowerstudentstogivedescriptivefeedback(anchoredintargetedstandards)tothemselvesandtoone another.

• Teachersprovidestudentswithlanguageframesthatcanbeusedtoengageinself-assessmentandpeer-assessment

• Studentsuseacademiclanguage,whichisconnectedtotargetedstandards,astheyassesstheirownworkandtheworkdemonstratedbypeers

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