User’s Guide: An Introduction to the ELA
Instructional Practice Guide: Coaching Tool
Common Core Shifts for ELA- Regular practice with complex text and its academic language
- Reading, writing and speaking grounded in evidence from text, both literary and informational
- Building knowledge through content-rich nonfiction
The Introduction to the Instructional Practice Gide for ELA Module focuses on the Instructional Practice Guide: Coaching as a tool for observation and reflection. The Instructional Practice Guide: Coaching is for teachers, and those who support teachers, to build understanding and experience with Common Core State Standards (CCSS)-aligned instruction.The module also includesa review of the three instructional Shiftsin ELA/Literacy.Within the module, there are activities and discussions based on theCore Actions that will prepare participants to use the Instructional Practice Guides.
How to Get Started: You are encouraged to customize any or all portions of this module to meet your needs or the needs of your audience if you are facilitating this module for professional development. Be sure to read the User’s Guide first! You can find it below the Power Point presentation.
What’s in this Module?
1.User’s Guide
2.PowerPoint Presentation with Facilitator Notes (available with andwithout embedded videos)
3.Participant Materials – Handout Packet (one per participant)
- Copy of PPT – 3 slides/page with notes
- ELA Shifts Document
- ELA/Literacy Instructional Practice Guide: Coaching, K – 2 (optional: 2 copies – one master and one for use with Color the Shifts activity)
- ELA/Literacy Instructional Practice Guide: Coaching, 3-12 (optional: 2 copies – one master and one for use with Color the Shifts activity)
- Activity: Core Actions Scavenger Hunt (Color the Shifts)
- Practice: High Quality Texts
- Practice: High Quality Texts Answer Key
- Practice: Text Dependency
- Practice: Text Dependency Answer Key
- Practice 360 Core Actions Directions
- 360 Text, Lesson Plan and Student Work
4.Additional Resources
- Instructional Practice Guide– Over the Course of the Year (K-2, 3-5, and 6-12)
- Publisher’s Criteria for ELA/Literacy (K-2 and 3-12)
- Instructional Practice Guide: Coaching (digital)
- Instructional Practice Guide: Lesson Planning
Objectives of this Module:
- Understand the relationship between the instructional Shifts and the ELA/LiteracyInstructional Practice Guide: Coaching
- Identify teacher and student actions that may be present in Common Core aligned lessons according to the Instructional Practice Guide
- Observe and reflect on the alignment of a lesson using the Instructional Practice Guide
Using This Module
This module is designed for participants familiar with the instructional Shifts in ELA/Literacy. If participants are not familiar with the Shifts, they should first complete the Introduction to the ELA/Literacy Shifts Module.
Participant materials should be copied ahead of time or be available to use electronically. Video streaming and speaker capability is necessary for viewing the practice videos. The module is designed to be used collaboratively and to spur discussion around instructional practice. In the case of use of the module as a self-study, the PowerPointbe viewed in presentation mode so the answers to activities are not immediately visible.
Timeframe for Completing This Module
- Allow 6 hours for presenting this module with embedded videos and discussion.
- If you have 60 - 90 minutes at a time, consider working through PPT and activity sections of the content, e.g., introductory portion, followed by Core Action 1 section, Core Action 2 section, etc., culminating with the 360 observation and debrief.
All times are suggested and can be expanded or compressed to incorporate more or less discussion or practice if needed.
Any portions of this module may be modified, reproduced, and disseminated without prior permission.
Outline of Module:
PPT Slide #: Activity / Materials/Preparation Needed1 – 4:Present: Goals, agenda, norms, overview
- Follow PPT notes, adapting agenda and working agenda slides as necessary.
5: Present: Review handout materials
- Encourage participants to tab resources as you move through the training (Core Action 1, 2, 3, etc.)
6: Optional Video: What do the CCSS look like in the classroom?: / Video 1 (7:35)
7: Present: Brief review of Shifts
- The presenter may either quickly review the shifts, or if participants need a more thorough explanation, have participants underline and discuss the highlights of each shift on the handout
8 – 9: Present: Design and Structure of the Instructional Pracitice Guides
- Follow PPT notes
10: Activity #1: Core Actions Scavenger Hunt
- Follow activity directions in PPT notes and slide for answering questions and coloring the shifts
11 – 22 Present: Core Action 1: High Quality Text
23: Activity #2: Practice – Core Action 1: High Quality Texts
- Follow directions in PPT notes for facilitation
24: Review Core Action 1
25 – 28: Present Core Action 2
29 – 31: Guided group practice: Text dependent questions
- Follow PPT notes
32: Activity #3: Practice Core Action 2: Text Dependent Questions / Practice: Text Dependency handout
33 - 34: Review Core Action 2
35 – 37: Present Core Action 3
38: Activity #4: Practice Core Action 3: Productive Engagement / Video 2: Productive Engagement; 3-12 Instructional Practice Guide
39:ReflectCore Action 3
40 – 43: Present:Core Action 1: Foundational Skills
44 - 45: Optional Activities
1. Foundational Skills Scavenger Hunt
- If participants need further experience with the progression of foundational skills, allow 15 minutes for look through the Foundational Skills the activity and debrief
Lesson
- There is a first grade lesson plan, text and student practice page.
Foundational Skills Handouts 10B, 10C, 10D
46-48: Activity #5: Practice: Putting It All Together
- Follow directions on the PPT slides
- Allow 45-60 minutes for the activity
49: Revisit Goals
- Follow directions on the PPT slide
50: Next Steps
Video Resources:
1. What do the CCSS look like in the classroom?
Links to videos that are featured in the Power Point Presentation
Background on the Modules and the Common Core State Standards
These modules have been designed for educators to use to support the implementation of the Common Core State Standards. The Common Core State Standards were designed explicitly as a staircase in K-12 to college and career readiness.Many U.S. students—even those who pass their high school courses and their high school exit exams—still face remediation when they get to college because they are not prepared for entry-level coursework. A 2008 study by ACT showed that only 1 in 10 8th graders are on target to be ready for college-level work by the time they graduate from high school, and only 35 percent of U.S. 12th graders scored at or above the “proficient” level on the NAEP reading test in 2005. Furthermore, research shows that remediation is a trap from which many students don’t escape; the overwhelming majority of students who take remedial courses never complete college. The Common Core State Standards form a staircase to prepare students to be successful in college and their chosen career. If students successfully climb the staircase from kindergarten to 12th grade, they will then be truly ready for the demands that follow.
Please submit any feedback on this module to .
To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components of this module may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.