should you buy fish?
TRANSCRIPT
Should You Buy Fish?
A presentation by Cheryl Dobbertin, [email protected] OEI’s Education Innovation Summit, September 29, 2015
PACIFIC COD
Gadus macrocephalus
Sometimes known as Alaska Cod, Gray Cod
SUMMARY
Pacific Cod is a relatively fast growing fish that can produce several hundred thousand eggs per
year. It is commercially fished in two regions, the Gulf of Alaska and the Bering Sea/
Aleutian Islands, and both populations have good abundance.
BYCATCH
Core Points (only one selection allowed)
Select the option that most accurately describes the current level of bycatch and the
consequences that result from fishing this species. The term, "bycatch" used in this document
excludes incidental catch of a species for which an adequate management framework exists. The
terms, "endangered, threatened, or protected," used in this document refer to species status that is
determined by national legislation such as the U.S. Endangered Species Act, the U.S. Marine
Mammal Protection Act (or another nation's equivalent), the IUCN Red List, or a credible
scientific body such as the American Fisheries Society.
1.00 Bycatch in this fishery is high (>100% of targeted landings), OR regularly includes
a "threatened, endangered or protected species."
Although less than 10% of the total Pacific Cod catch is discarded (NPFMC SAFE,
2009), the longline fishery is known for catching endangered or threatened seabirds.
Roughly 15,000 seabirds per year are killed by fishing gear used in the Pacific Cod
fishery (NMFS, 2008). The majority of longline-killed seabirds are fulmars, but also
includes a large number of albatrosses, gulls, shearwaters, and other species (NMFS,
2004). The fishery kills Laysan, black-foot, and short-tailed albatrosses, which are all on
the IUCN Red List of threatened species. The only seabird affected by the Pacific Cod
fishery that is listed as endangered by the US is the short tailed albatross although
population impacts are unlikely given current growth in this population (Zador et al.
2008).
2.00 Bycatch in this fishery is moderate (10-99% of targeted landings) AND does not
regularly include "threatened, endangered or protected species" OR level of bycatch is
unknown.
3.00 Bycatch in this fishery is low (<10% of targeted landings) and does not regularly include
"threatened, endangered or protected species."
Points of Adjustment (multiple selections allowed)
-0.25 Bycatch in this fishery is a contributing factor to the decline of "threatened, endangered,
or protected species" and no effective measures are being taken to reduce it.
-0.25 Bycatch of targeted or non-targeted species (e.g., undersize individuals) in this fishery is
high and no measures are being taken to reduce it.
-0.25 Bycatch of this species (e.g., undersize individuals) in other fisheries is high OR bycatch
of this species in other fisheries inhibits its recovery, and no measures are being taken to
reduce it.
-0.25 The continued removal of the bycatch species contributes to its decline.
+0.25 Measures taken over a major portion of the species range have been shown to
reduce bycatch of "threatened, endangered, or protected species" or bycatch rates
are no longer deemed to affect the abundance of the "protected" bycatch species
OR no measures needed because fishery is highly selective (e.g., harpoon; spear).
As of 2004, revised seabird bycatch regulations have been in effect for the Alaska
demersal longline fleet, requiring most vessels over 55 feet to use paired streamer lines,
restricting offal discards, and requiring each vessel to have a seabird avoidance plan
onboard. Smaller vessels [greater than 26 ft (7.9 m) LOA and less than or equal to 55 ft
LOA] must use a single streamer line or, in limited instances, a buoy bag line (Seabird
Avoidance Regulations, NOAA). Management efforts have been successful at reducing
the amount of seabirds caught by this fishery.
+0.25 There is bycatch of targeted (e.g., undersize individuals) or non-targeted species in
this fishery and measures (e.g., gear modifications) have been implemented that
have been shown to reduce bycatch over a large portion of the species range OR no
measures are needed because fishery is highly selective (e.g., harpoon; spear).
North Pacific fisheries have implemented measures such as conservative catch quotas,
mesh size restrictions, no trawl zones, etc. to reduce bycatch (NPFMC, 1999). Other
regulations, such as gear and area/season restrictions, are also used to reduce bycatch
(NMFS 2004).
+0.25 Bycatch of this species in other fisheries is low OR bycatch of this species in other
fisheries inhibits its recovery, but effective measures are being taken to reduce it over a
large portion of the range.
+0.25 The continued removal of the bycatch species in the targeted fishery has had or will
likely have little or no impact on populations of the bycatch species OR there are no
significant bycatch concerns because the fishery is highly selective (e.g., harpoon; spear).
1.50 Points for Bycatch
Bycatch
Modern fishing vessels catch staggering amounts of unwanted fish and other marine life.
It's estimated that anywhere from 8 to 25 percent of the total global catch is discarded, cast
overboard either dead or dying.2 That's up to 27 million tons of fish thrown out each year --
the equivalent of 600 fully-laden Titanics. And the victims aren't just fish. Every year, an
estimated 300,000 whales, dolphins and porpoises die entangled in fishing nets, along with
thousands of critically-endangered sea turtles. Long-line fisheries also kill huge numbers of
seabirds. Over 100,000 Albatrosses die this way every year, and many species are
endangered as a result of bycatch.
2 LO N G L I N E F I S H I N G : A G LO B A L C ATA ST R O P H E F O R S E A B I R D S
Twenty-three species of seabird are in dangerof extinction largely because of mortality fromlongline fishing ... yet the problem can be solvedeasily and inexpensively.
The large, graceful albatross is perhaps the most venerated of seabirds. The inspiration behindSamuel Taylor Coleridge’s classic poem “The Rime of the Ancient Mariner,” albatrosses have someof the longest wingspans of any birds, and spend much of their lives flying thousands of miles overthe open ocean in search of food. However, with demand for large ocean fish at an all-time high,hundreds of thousands of albatrosses and other seabirds are being killed each year by the fleets oflongline fishing vessels which now crisscross the world’s oceans. The longliners set lines up to 60 miles long and may use up to 30,000 baited hooks on each set to catch tuna, swordfish, cod,halibut, Patagonian toothfish (Chilean sea bass), and other fish. While the longlines are being setbehind the fishing boats, albatrosses and other seabirds grab the bait and become impaled on thebarbed hooks, either caught by their bills, or hooked into their bodies or wings. Dragged under thesurface, the birds are unable to free themselves and drown.
Data show that this mortality is having a significant impact on populations, with many speciesshowing rapid recent declines. Scientists now fear that unlessaction is taken, many seabird species will become extinct.
Albatrosses are characterized by low reproductive rates, lownatural annual mortality, long life spans, and delayed sexualmaturity—traits that makepopulations extremely sensitive to changes in adult survival.
THE PROBLEM
Longline fishing is considered the most recent and most serious
global threat to albatrosses and other procellariiformes.{Black-browed Albatross killed by a longline hook.
CO
VE
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AH
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OT
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is w
ork
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nder
a C
reat
ive
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mer
cial
-Sha
reAl
ike
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orte
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cens
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pt th
ird-p
arty
con
tent
is in
dica
ted
by th
e fo
oter
: © (n
ame
of c
opyr
ight
hol
der)
. Use
d by
per
mis
sion
and
not
sub
ject
to C
reat
ive
Com
mon
s lic
ense
.
Gra
de 7
: Mod
ule
4B: W
ater
is L
ife
Ove
rvie
w
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
R
eadi
ng a
nd R
esea
rch:
W
ater
is L
ife
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
1
Th
is e
ight
-wee
k m
odul
e fo
cuse
s on
a “
scie
nce
and
soci
ety”
topi
c, e
ngag
ing
stud
ents
in
rea
ding
com
pelli
ng in
form
atio
nal t
ext a
bout
wat
er s
usta
inab
ility
, fre
sh w
ater
m
anag
emen
t, an
d ho
w to
mak
e ev
iden
ce-b
ased
dec
isio
ns. I
n U
nit 1
, stu
dent
s re
ad
the
arti
cle
“Wat
er I
s Li
fe”
by B
arba
ra K
ings
olve
r as
wel
l as
exce
rpts
from
The
Big
Th
irst
by
Cha
rles
Fis
hman
to b
uild
bac
kgro
und
know
ledg
e ab
out w
ater
su
stai
nabi
lity
and
wat
er m
anag
emen
t. St
uden
ts d
eter
min
e m
ain
idea
s an
d ev
iden
ce
in d
iver
se m
edia
and
cla
rify
the
issu
e of
why
hum
ans
need
to m
anag
e w
ater
bet
ter.
Th
ey a
lso
trac
e ar
gum
ents
and
eva
luat
e th
e so
undn
ess
of r
easo
ning
and
the
suff
icie
ncy
and
rele
vanc
y of
evi
denc
e in
the
text
s an
d m
edia
that
they
eng
age
wit
h in
this
uni
t. In
Uni
t 2, s
tude
nts
part
icip
ate
in a
rob
ust r
esea
rch
proj
ect i
n w
hich
th
ey in
vest
igat
e th
e st
rate
gies
of b
ette
r ag
ricu
ltur
al a
nd in
dust
rial
wat
er
man
agem
ent.
This
res
earc
h be
gins
wit
h st
uden
ts r
eadi
ng m
ore
exce
rpts
from
The
B
ig T
hirs
t to
scaf
fold
thei
r re
sear
ch s
kills
. The
n st
uden
ts c
ondu
ct in
tern
et-b
ased
re
sear
ch. T
o or
gani
ze th
eir
rese
arch
sou
rces
and
info
rmat
ion,
stu
dent
s us
e a
rese
arch
er’s
not
eboo
k. O
nce
they
hav
e fin
ishe
d ga
ther
ing
info
rmat
ion,
stu
dent
s an
alyz
e th
e im
pact
of w
ater
man
agem
ent s
trat
egie
s.
To h
elp
stud
ents
gra
pple
wit
h th
is is
sue,
Uni
t 2 in
trod
uces
stu
dent
s to
a d
ecis
ion-
mak
ing
proc
ess
calle
d “S
take
hold
er C
onse
quen
ces
Dec
isio
n-M
akin
g” (s
ee th
e en
d of
this
doc
umen
t for
det
ails
). T
his
proc
ess
will
hel
p st
uden
ts u
nder
stan
d th
e im
plic
atio
ns o
f var
ious
cho
ices
, and
will
sca
ffol
d th
eir
abili
ty to
det
erm
ine,
bas
ed
on e
vide
nce
and
thei
r ow
n va
lues
, wha
t the
y th
emse
lves
bel
ieve
can
and
sho
uld
happ
en. U
nit 3
mar
ks th
e tr
ansi
tion
from
res
earc
h to
wri
ting
as
stud
ents
pla
n an
d dr
aft a
pos
itio
n pa
per,
add
ress
ing
the
ques
tion
: “W
hich
cat
egor
y of
wat
er
man
agem
ent,
agri
cult
ural
or
indu
stri
al, w
ould
be
a go
od p
lace
to b
egin
to im
prov
e ou
r us
e of
fres
h w
ater
?” S
tude
nts
have
sev
eral
opp
ortu
niti
es fo
r fe
edba
ck a
nd
revi
sion
dur
ing
this
uni
t. A
s a
final
per
form
ance
task
, stu
dent
s pu
blis
h an
d sh
are
a vi
sual
rep
rese
ntat
ion
of th
eir
posi
tion
pap
er. T
his
task
cen
ters
on
NY
SP
12 E
LA
C
CL
S R
I.7.
1, W
.7.1
, W.7
.4, W
.7.5
, an
d L
.7.6
.
Gui
ding
Que
stio
ns a
nd B
ig Id
eas
• H
ow c
an w
e ba
lan
ce t
he
nee
ds
of p
eop
le a
nd
the
envi
ron
men
t?
• H
ow d
oes
hu
man
act
ivit
y in
flu
ence
th
e av
aila
bili
ty o
f ou
r w
ater
res
ourc
es?
• H
ow s
hou
ld h
um
ans
man
age
wat
er r
esou
rces
in a
way
th
at is
su
stai
nab
le?
• H
uman
act
ivit
y ca
n af
fect
the
avai
labi
lity
of u
seab
le, f
resh
wat
er.
• H
uman
s us
e w
ater
for
man
y th
ings
and
man
age
wat
er in
a v
arie
ty o
f way
s.
• Su
stai
nabl
e w
ater
man
agem
ent i
s im
port
ant i
n or
der
to e
nsur
e th
at th
e ne
eds
of p
eopl
e an
d th
e en
viro
nmen
t will
con
tinue
to b
e m
et.
• M
akin
g an
evi
denc
e-ba
sed
deci
sion
rel
ies
on r
esea
rch
and
an a
naly
sis
of c
onse
quen
ces
and
stak
ehol
ders
.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
R
eadi
ng a
nd R
esea
rch:
W
ater
is L
ife
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
2
Pe
rfor
man
ce T
ask
This
per
form
ance
task
giv
es s
tude
nts
a ch
ance
to d
emon
stra
te th
e id
eas
and
evid
ence
of t
heir
sus
tain
able
wat
er m
anag
emen
t pos
itio
n pa
pers
in a
mul
tim
edia
form
at.
Stud
ents
will
be
craf
ting
and
sha
ring
a v
isua
l rep
rese
ntat
ion
of th
eir
posi
tion
pap
ers,
incl
udin
g th
eir
clai
m, r
easo
ns, a
nd e
vide
nce
base
d on
thei
r re
sear
ch a
nd th
e de
cisi
on-m
akin
g pr
oces
s in
Uni
t 2. T
his
task
ad
dre
sses
NY
SP12
EL
A C
CL
S R
I.7.
1, W
.7.1
, W.7
.4, W
.7.5
, an
d L
.7.6
.
Con
tent
Con
nect
ions
This
mod
ule
is d
esig
ned
to a
ddre
ss E
nglis
h La
ngua
ge A
rts
stan
dard
s as
stu
dent
s re
ad in
form
atio
nal t
exts
abo
ut w
ater
man
agem
ent a
nd s
usta
inab
ility
. How
ever
, the
m
odul
e in
tent
iona
lly in
corp
orat
es S
cien
ce c
once
pts
and
them
es to
sup
port
pot
enti
al in
terd
isci
plin
ary
conn
ecti
ons
to th
is c
ompe
lling
con
tent
. Th
ese
inte
ntio
nal c
onne
ctio
ns a
re d
escr
ibed
bel
ow.
Big
idea
s an
d g
uid
ing
qu
esti
ons
are
info
rmed
by
the
Nex
t Gen
erat
ion
Sci
ence
Sta
nd
ard
s:
Infl
uen
ce o
f En
gin
eeri
ng,
Tec
hn
olog
y, a
nd
Sci
ence
on
Soc
iety
an
d th
e N
atu
ral W
orld
•
All
hum
an a
ctiv
ity
draw
s on
nat
ural
res
ourc
es a
nd h
as b
oth
shor
t and
long
-ter
m c
onse
quen
ces,
pos
itiv
e as
wel
l as
nega
tive
, for
the
heal
th o
f peo
ple
and
the
natu
ral
envi
ronm
ent.
Th
e R
oles
of
Wat
er in
Ear
th’s
Su
rfac
e P
roce
sses
•
Wat
er c
onti
nual
ly c
ycle
s am
ong
land
, oce
an, a
nd a
tmos
pher
e vi
a tr
ansp
irat
ion,
eva
pora
tion
, con
dens
atio
n an
d cr
ysta
lliza
tion
, and
pre
cipi
tati
on, a
s w
ell a
s do
wnh
ill
flow
s on
land
. (M
S-E
SS2-
4)
Ear
th a
nd
Hu
man
Act
ivit
y •
Con
stru
ct a
n ar
gum
ent s
uppo
rted
by
evid
ence
for
how
incr
ease
s in
hum
an p
opul
atio
n an
d pe
r-ca
pita
l con
sum
ptio
n of
nat
ural
res
ourc
es im
pact
Ear
th’s
sys
tem
s.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
En
glis
h La
ngua
ge A
rts
Out
com
es
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
3
CC
S St
anda
rds:
Rea
ding
—Li
tera
ture
Lo
ng-T
erm
Lea
rnin
g Ta
rget
s
• R
I.7.
1. C
ite
seve
ral p
iece
s of
text
ual e
vide
nce
to s
uppo
rt a
naly
sis
of w
hat t
he te
xt
says
exp
licit
ly a
s w
ell a
s in
fere
nces
dra
wn
from
the
text
. •
I ca
n ci
te s
ever
al p
iece
s of
text
-bas
ed e
vide
nce
to s
uppo
rt a
n an
alys
is o
f in
form
atio
nal t
ext.
• R
I.7.
2. D
eter
min
e tw
o or
mor
e ce
ntra
l ide
as in
a te
xt a
nd a
naly
ze th
eir
deve
lopm
ent o
ver
the
cour
se o
f the
text
; pro
vide
an
obje
ctiv
e su
mm
ary
of th
e te
xt.
• I
can
dete
rmin
e a
them
e or
the
cent
ral i
deas
info
rmat
iona
l tex
t.
• I
can
anal
yze
the
deve
lopm
ent o
f cen
tral
idea
s in
a te
xt.
• R
I.7.
3. A
naly
ze th
e in
tera
ctio
ns b
etw
een
indi
vidu
als,
eve
nts,
and
idea
s in
a te
xt
(e.g
., ho
w id
eas
influ
ence
indi
vidu
als
or e
vent
s, o
r ho
w in
divi
dual
s in
fluen
ce
idea
s or
eve
nts)
.
• I
can
anal
yze
the
inte
ract
ions
bet
wee
n in
divi
dual
s, e
vent
s, a
nd id
eas
in a
text
.
• R
I.7.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s th
ey a
re u
sed
in a
text
, in
clud
ing
figur
ativ
e, c
onno
tati
ve, a
nd te
chni
cal m
eani
ngs;
ana
lyze
the
impa
ct o
f a
spec
ific
wor
d ch
oice
on
mea
ning
and
tone
.
• I
can
dete
rmin
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es in
text
(fig
urat
ive,
co
nnot
ativ
e, a
nd te
chni
cal m
eani
ngs)
.
• I
can
anal
yze
the
impa
ct o
f wor
d ch
oice
on
mea
ning
and
tone
in a
n in
form
atio
nal t
ext.
• R
I.7.
5. A
naly
ze th
e st
ruct
ure
an a
utho
r us
es to
org
aniz
e a
text
, inc
ludi
ng h
ow th
e m
ajor
sec
tion
s co
ntri
bute
to th
e w
hole
and
to th
e de
velo
pmen
t of t
he id
eas.
•
I ca
n an
alyz
e th
e or
gani
zati
on o
f an
info
rmat
iona
l tex
t (in
clud
ing
how
the
maj
or
sect
ions
con
trib
ute
to th
e w
hole
and
to th
e de
velo
pmen
t of t
he id
eas)
.
• R
I.7.
8. T
race
and
eva
luat
e th
e ar
gum
ent a
nd s
peci
fic c
laim
s in
a te
xt, a
sses
sing
w
heth
er th
e re
ason
ing
is s
ound
and
the
evid
ence
is r
elev
ant a
nd s
uffic
ient
to
supp
ort t
he c
laim
s.
• I
can
iden
tify
the
argu
men
t and
spe
cific
cla
ims
in a
text
.
• I
can
eval
uate
the
argu
men
t and
spe
cific
cla
ims
in a
text
for
soun
d re
ason
ing
and
rele
vant
, suf
ficie
nt e
vide
nce.
• R
I.7.
9. A
naly
ze h
ow tw
o or
mor
e au
thor
s w
riti
ng a
bout
the
sam
e to
pic
shap
e th
eir
pres
enta
tion
s of
key
info
rmat
ion
by e
mph
asiz
ing
diff
eren
t evi
denc
e or
ad
vanc
ing
diff
eren
t int
erpr
etat
ions
of f
acts
.
• I
can
cont
rast
how
mul
tipl
e au
thor
s em
phas
ize
evid
ence
or
inte
rpre
t fac
ts
diff
eren
tly
whe
n pr
esen
ting
info
rmat
ion
on th
e sa
me
topi
c.
• R
I.7.
10. B
y th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
erar
y no
nfic
tion
in th
e gr
ades
6–
8 te
xt c
ompl
exit
y ba
nd p
rofic
ient
ly, w
ith
scaf
fold
ing
as n
eede
d at
the
high
end
of t
he r
ange
.
• I
can
read
gra
de-l
evel
info
rmat
iona
l tex
ts p
rofic
ient
ly a
nd in
depe
nden
tly.
• I
can
read
abo
ve-g
rade
-lev
el te
xts
wit
h sc
affo
ldin
g an
d su
ppor
t.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
En
glis
h La
ngua
ge A
rts
Out
com
es
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
4
C
CS
Stan
dard
s: W
ritin
g Lo
ng-T
erm
Lea
rnin
g Ta
rget
s
• W
.7.1
. Wri
te a
rgum
ents
to s
uppo
rt c
laim
s w
ith
clea
r re
ason
s an
d re
leva
nt
evid
ence
.
a.
Intr
oduc
e cl
aim
(s),
ack
now
ledg
e al
tern
ate
or o
ppos
ing
clai
ms,
and
org
aniz
e th
e re
ason
s an
d ev
iden
ce lo
gica
lly.
b.
Supp
ort c
laim
(s) w
ith
logi
cal r
easo
ning
and
rel
evan
t evi
denc
e, u
sing
ac
cura
te, c
redi
ble
sour
ces
and
dem
onst
rati
ng a
n un
ders
tand
ing
of th
e to
pic
or te
xt.
c.
Use
wor
ds, p
hras
es, a
nd c
laus
es to
cre
ate
cohe
sion
and
cla
rify
the
rela
tion
ship
s am
ong
clai
m(s
), r
easo
ns, a
nd e
vide
nce.
d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
sty
le.
e.
Prov
ide
a co
nclu
ding
sta
tem
ent o
r se
ctio
n th
at fo
llow
s fr
om a
nd s
uppo
rts
the
argu
men
t pre
sent
ed.
• I
can
wri
te a
rgum
ents
to s
uppo
rt c
laim
s w
ith
clea
r re
ason
s an
d re
leva
nt
evid
ence
.
• W
.7.4
. Pro
duce
cle
ar a
nd c
oher
ent w
riti
ng in
whi
ch th
e de
velo
pmen
t, or
gani
zati
on, a
nd s
tyle
are
app
ropr
iate
to ta
sk, p
urpo
se, a
nd a
udie
nce.
(Gra
de-
spec
ific
expe
ctat
ions
for
wri
ting
type
s ar
e de
fined
in s
tand
ards
1–
3 ab
ove.
)
• I
can
prod
uce
clea
r an
d co
here
nt w
riti
ng th
at is
app
ropr
iate
to ta
sk, p
urpo
se,
and
audi
ence
.
• W
.7.5
. Wit
h so
me
guid
ance
and
sup
port
from
pee
rs a
nd a
dult
s, d
evel
op a
nd
stre
ngth
en w
riti
ng a
s ne
eded
by
plan
ning
, rev
isin
g, e
diti
ng, r
ewri
ting
, or
tryi
ng
a ne
w a
ppro
ach,
focu
sing
on
how
wel
l pur
pose
and
aud
ienc
e ha
ve b
een
addr
esse
d.
• W
ith
supp
ort f
rom
pee
rs a
nd a
dult
s, I
can
use
a w
riti
ng p
roce
ss to
ens
ure
that
pu
rpos
e an
d au
dien
ce h
ave
been
add
ress
ed.
• W
.7.7
. Con
duct
sho
rt r
esea
rch
proj
ects
to a
nsw
er a
que
stio
n, d
raw
ing
on s
ever
al
sour
ces
and
gene
rati
ng a
ddit
iona
l rel
ated
, foc
used
que
stio
ns fo
r fu
rthe
r re
sear
ch
and
inve
stig
atio
n.
• I
can
cond
uct s
hort
res
earc
h pr
ojec
ts to
ans
wer
a q
uest
ion.
• I
can
use
seve
ral s
ourc
es in
my
rese
arch
.
• I
can
gene
rate
add
itio
nal q
uest
ions
for
furt
her
rese
arch
.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
En
glis
h La
ngua
ge A
rts
Out
com
es
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
5
CC
S St
anda
rds:
Writ
ing
Long
-Ter
m L
earn
ing
Targ
ets
• W
.7.8
. Gat
her
rele
vant
info
rmat
ion
from
mul
tipl
e pr
int a
nd d
igit
al s
ourc
es,
usin
g se
arch
term
s ef
fect
ivel
y; a
sses
s th
e cr
edib
ility
and
acc
urac
y of
eac
h so
urce
; an
d qu
ote
or p
arap
hras
e th
e da
ta a
nd c
oncl
usio
ns o
f oth
ers
whi
le a
void
ing
plag
iari
sm a
nd fo
llow
ing
a st
anda
rd fo
rmat
for
cita
tion
.
• I
can
gath
er r
elev
ant i
nfor
mat
ion
from
a v
arie
ty o
f sou
rces
.
• I
can
use
sear
ch te
rms
effe
ctiv
ely.
• I
can
eval
uate
the
cred
ibili
ty a
nd a
ccur
acy
of e
ach
sour
ce.
• I
can
quot
e or
par
aphr
ase
othe
rs’ w
ork
whi
le a
void
ing
plag
iari
sm.
• I
can
use
a st
anda
rd fo
rmat
for
cita
tion
.
• W
.7.9
. Dra
w e
vide
nce
from
lite
rary
or
info
rmat
iona
l tex
ts to
sup
port
ana
lysi
s,
refle
ctio
n, a
nd r
esea
rch.
a.
App
ly g
rade
7 R
eadi
ng s
tand
ards
to li
tera
ry n
onfic
tion
(e.g
., “T
race
and
ev
alua
te th
e ar
gum
ent a
nd s
peci
fic c
laim
s in
a te
xt, a
sses
sing
whe
ther
the
reas
onin
g is
sou
nd a
nd th
e ev
iden
ce is
rel
evan
t and
suf
ficie
nt to
sup
port
the
clai
ms”
).
• I
can
sele
ct e
vide
nce
from
lite
rary
or
info
rmat
iona
l tex
ts to
sup
port
ana
lysi
s,
refle
ctio
n, a
nd r
esea
rch.
• W
.7.1
0. W
rite
rou
tine
ly o
ver
exte
nded
tim
e fr
ames
(tim
e fo
r re
sear
ch, r
efle
ctio
n,
and
revi
sion
) and
sho
rter
tim
e fr
ames
(a s
ingl
e si
ttin
g or
a d
ay o
r tw
o) fo
r a
rang
e of
dis
cipl
ine-
spec
ific
task
s, p
urpo
ses,
and
aud
ienc
es.
• I
can
adju
st m
y w
riti
ng p
ract
ices
for
diff
eren
t tim
efra
mes
, tas
ks, p
urpo
ses,
and
au
dien
ces.
C
CS
Stan
dard
s: S
peak
ing
and
List
enin
g Lo
ng-T
erm
Lea
rnin
g Ta
rget
s
• SL
.7.1
. Eng
age
effe
ctiv
ely
in a
ran
ge o
f col
labo
rati
ve d
iscu
ssio
ns (o
ne-o
n-on
e, in
gr
oups
, and
teac
her-
led)
wit
h di
vers
e pa
rtne
rs o
n gr
ade
7 to
pics
, tex
ts, a
nd
issu
es, b
uild
ing
on o
ther
s’ id
eas
and
expr
essi
ng th
eir
own
clea
rly.
a.
Com
e to
dis
cuss
ions
pre
pare
d, h
avin
g re
ad o
r re
sear
ched
mat
eria
l und
er
stud
y; e
xplic
itly
dra
w o
n th
at p
repa
rati
on b
y re
ferr
ing
to e
vide
nce
on th
e to
pic,
text
, or
issu
e to
pro
be a
nd r
efle
ct o
n id
eas
unde
r di
scus
sion
.
e.
Seek
to u
nder
stan
d ot
her
pers
pect
ives
and
cul
ture
s an
d co
mm
unic
ate
effe
ctiv
ely
wit
h au
dien
ces
or in
divi
dual
s fr
om v
arie
d ba
ckgr
ound
s.
• I
can
effe
ctiv
ely
enga
ge in
dis
cuss
ions
wit
h di
vers
e pa
rtne
rs a
bout
sev
enth
-gra
de
topi
cs, t
exts
, and
issu
es.
• I
can
expr
ess
my
own
idea
s cl
earl
y du
ring
dis
cuss
ions
.
• I
can
build
on
othe
rs’ i
deas
dur
ing
disc
ussi
ons.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
En
glis
h La
ngua
ge A
rts
Out
com
es
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
6
CC
S St
anda
rds:
Spe
akin
g an
d Li
sten
ing
Long
-Ter
m L
earn
ing
Targ
ets
• SL
.7.2
. Ana
lyze
the
mai
n id
eas
and
supp
orti
ng d
etai
ls p
rese
nted
in d
iver
se
med
ia a
nd fo
rmat
s (e
.g.,
visu
ally
, qua
ntit
ativ
ely,
ora
lly) a
nd e
xpla
in h
ow th
e id
eas
clar
ify a
topi
c, te
xt, o
r is
sue
unde
r st
udy.
• I
can
anal
yze
the
mai
n id
eas
and
supp
orti
ng d
etai
ls p
rese
nted
in d
iffer
ent m
edia
an
d fo
rmat
s.
• I
can
expl
ain
how
idea
s pr
esen
ted
in d
iffer
ent m
edia
and
form
ats
clar
ify a
topi
c,
text
, or
issu
e.
• SL
.7.3
. Del
inea
te a
spe
aker
’s a
rgum
ent a
nd s
peci
fic c
laim
s, e
valu
atin
g th
e so
undn
ess
of th
e re
ason
ing
and
the
rele
vanc
e an
d su
ffic
ienc
y of
the
evid
ence
. •
I ca
n ou
tlin
e a
spea
ker’
s ar
gum
ent a
nd s
peci
fic c
laim
s.
• I
can
eval
uate
the
reas
onin
g an
d ev
iden
ce p
rese
nted
for
soun
dnes
s, r
elev
ance
, an
d su
ffic
ienc
y.
• SL
.7.4
. Pre
sent
cla
ims
and
findi
ngs,
em
phas
izin
g sa
lient
poi
nts
in a
focu
sed,
co
here
nt m
anne
r w
ith
pert
inen
t des
crip
tion
s, fa
cts,
det
ails
, and
exa
mpl
es; u
se
appr
opri
ate
eye
cont
act,
adeq
uate
vol
ume,
and
cle
ar p
ronu
ncia
tion
.
• I
can
pres
ent c
laim
s an
d fin
ding
s w
ith
desc
ript
ions
, fac
ts, d
etai
ls, a
nd e
xam
ples
.
• I
can
use
effe
ctiv
e sp
eaki
ng te
chni
ques
(app
ropr
iate
eye
con
tact
, ade
quat
e vo
lum
e, a
nd c
lear
pro
nunc
iati
on).
• SL
.7.5
. Inc
lude
mul
tim
edia
com
pone
nts
and
visu
al d
ispl
ays
in p
rese
ntat
ions
to
clar
ify c
laim
s an
d fin
ding
s an
d em
phas
ize
salie
nt p
oint
s.
• I
can
incl
ude
mul
tim
edia
com
pone
nts
and
visu
al d
ispl
ays
in a
pre
sent
atio
n to
cl
arify
cla
ims
and
to a
dd e
mph
asis
.
• SL
.7.6
. Ada
pt s
peec
h to
a v
arie
ty o
f con
text
s an
d ta
sks,
dem
onst
rati
ng c
omm
and
of fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te.
• I
can
adap
t my
spee
ch fo
r a
vari
ety
of c
onte
xts
and
task
s, u
sing
form
al E
nglis
h w
hen
indi
cate
d or
app
ropr
iate
.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
En
glis
h La
ngua
ge A
rts
Out
com
es
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
7
C
CS
Stan
dard
s: L
angu
age
Long
-Ter
m L
earn
ing
Targ
ets
• L.
7.4.
Det
erm
ine
or c
lari
fy th
e m
eani
ng o
f unk
now
n an
d m
ulti
ple-
mea
ning
w
ords
and
phr
ases
bas
ed o
n gr
ade
7 re
adin
g an
d co
nten
t, ch
oosi
ng fl
exib
ly
from
a r
ange
of s
trat
egie
s.
a.
Use
con
text
(e.g
., th
e ov
eral
l mea
ning
of a
sen
tenc
e or
par
agra
ph; a
wor
d’s
posi
tion
or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or
phra
se.
b.
Use
com
mon
, gra
de-a
ppro
pria
te G
reek
or
Lati
n af
fixes
and
roo
ts a
s cl
ues
to
the
mea
ning
of a
wor
d (e
.g.,
belli
gere
nt, b
ellic
ose,
reb
el).
c.
Con
sult
gen
eral
and
spe
cial
ized
ref
eren
ce m
ater
ials
(e.g
., di
ctio
nari
es,
glos
sari
es, t
hesa
urus
es),
bot
h pr
int a
nd d
igit
al, t
o fin
d th
e pr
onun
ciat
ion
of
a w
ord
or d
eter
min
e or
cla
rify
its
prec
ise
mea
ning
or
its
part
of s
peec
h.
d.
Ver
ify th
e pr
elim
inar
y de
term
inat
ion
of th
e m
eani
ng o
f a w
ord
or p
hras
e (e
.g.,
by c
heck
ing
the
infe
rred
mea
ning
in c
onte
xt o
r in
a d
icti
onar
y).
• I
can
use
a va
riet
y of
str
ateg
ies
to d
eter
min
e th
e m
eani
ng o
f unk
now
n w
ords
or
phra
ses.
• L.
7.6.
Acq
uire
and
use
acc
urat
ely
grad
e-ap
prop
riat
e ge
nera
l aca
dem
ic a
nd
dom
ain-
spec
ific
wor
ds a
nd p
hras
es; g
athe
r vo
cabu
lary
kno
wle
dge
whe
n co
nsid
erin
g a
wor
d or
phr
ase
impo
rtan
t to
com
preh
ensi
on o
r ex
pres
sion
.
• I
can
accu
rate
ly u
se s
even
th-g
rade
aca
dem
ic v
ocab
ular
y to
exp
ress
my
idea
s.
• I
can
use
reso
urce
s to
bui
ld m
y vo
cabu
lary
.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
En
glis
h La
ngua
ge A
rts
Out
com
es
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
8
C
entr
al T
exts
1.
Bar
bara
Kin
gsol
ver,
“W
ater
Is
Life
,” in
Nat
iona
l Geo
grap
hic
(Apr
il 20
10),
htt
p://
ngm
.nat
iona
lgeo
grap
hic.
com
/201
0/04
/wat
er-i
s-lif
e/ki
ngso
lver
-tex
t.
2.
Cha
rles
Fis
hman
, The
Big
Thi
rst:
The
Sec
ret L
ife a
nd T
urbu
lent
Fut
ure
of W
ater
(New
Yor
k: F
ree
Pres
s, 2
012)
, ISB
N: 9
78-1
-439
1-02
08-4
.
3.
Dan
iel C
. Ede
lson
, Ada
m T
arno
ff, K
athl
een
Schw
ille,
Mer
idit
h B
ruoz
as, a
nd A
nna
Swit
zer,
“Le
arni
ng to
Mak
e Sy
stem
atic
Dec
isio
ns,”
in T
he S
cien
ce T
each
er (V
ol. 7
3,
Issu
e 4)
, 200
6.
4.
Kat
hian
n M
. Kow
alsk
i, “B
eyon
d Th
irst
: The
Glo
bal W
ater
Cri
sis”
. Fac
es A
pr 2
009,
pp.
8-1
1.
5.
CN
N, “
New
Yor
k B
ottl
ed W
ater
Ban
,” R
iver
keep
er (v
ideo
), S
epte
mbe
r 2,
200
9. A
cces
sed
Aug
ust 1
4, 2
013,
htt
p://
ww
w.r
iver
keep
er.o
rg/c
ampa
igns
/tap
wat
er/.
6.
Wee
kly
Rea
der
Cor
pora
tion
, “W
ring
ing
Dry
.” C
urre
nt E
vent
s A
pr 1
3, 2
009:
pp.
4+
.
7.
Nat
iona
l Geo
grap
hic,
“W
hy C
are
abou
t Wat
er?”
Nat
iona
l Geo
grap
hic
(vid
eo),
n.d
. Acc
esse
d A
ugus
t 14,
201
3.
http
://v
ideo
.nat
iona
lgeo
grap
hic.
com
/vid
eo/e
nvir
onm
ent/
fres
hwat
er/e
nv-f
resh
wat
er-w
hyca
re/.
8.
The
Lavi
n A
genc
y, “
Cha
rles
Fis
hman
: Why
Col
lege
Stu
dent
s Sh
ould
Sta
rt P
ayin
g A
tten
tion
to W
ater
,” Y
ouTu
be (v
ideo
), F
ebru
ary
25, 2
013.
Acc
esse
d A
ugus
t 14,
201
3.
http
://w
ww
.you
tube
.com
/wat
ch?v
=X
M7S
0_Q
i3B
4.
9.
The
Lavi
n A
genc
y, “
Cha
rles
Fis
hman
: The
Wat
er C
risi
s Is
n’t G
loba
l. It
’s L
ocal
” Yo
uTub
e (v
ideo
), M
ay 1
5, 2
013.
Acc
esse
d A
ugus
t 14,
201
3.
http
://w
ww
.you
tube
.com
/wat
ch?v
=lZ
xVyI
iPD
sA.
10. L
andm
ark
Med
ia I
nc.,
“The
Fut
ure
of W
ater
,” Y
ouT
ube
(vid
eo),
Dec
embe
r 5,
200
8. A
cces
sed
Aug
ust 1
4, 2
013.
htt
p://
ww
w.y
outu
be.c
om/w
atch
?v=
-qpb
WZR
C_
dw.
11. T
he L
avin
Age
ncy,
“C
orpo
rati
ons
Nee
d to
Pay
Mor
e A
tten
tion
to W
ater
: Cha
rles
Fis
hman
,” Y
ouTu
be (v
ideo
), F
ebru
ary
25, 2
013.
Acc
esse
d A
ugus
t 14,
201
3.
http
://w
ww
.you
tube
.com
/wat
ch?v
=8u
WzI
DM
uM_
U.
12. V
ario
us in
form
atio
nal t
exts
for
an e
xten
sive
res
earc
h pr
ojec
t.
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
9
Wee
k In
stru
ctio
nal F
ocus
Lo
ng-T
erm
Tar
gets
A
sses
smen
ts
Uni
t 1: B
uild
ing
Bac
kgro
und
Kno
wle
dge:
Man
agem
ent a
nd S
usta
inab
ility
of W
ater
Wee
ks 1
–2
• B
uild
ing
back
grou
nd k
now
ledg
e ab
out w
ater
su
stai
nabi
lity
• R
ead
“Wat
er I
s Li
fe”
• In
trod
uce
Dom
ain-
Spec
ific
Voc
abul
ary
anch
or c
hart
• Li
sten
ing
for
mai
n id
eas
and
supp
orti
ng
deta
ils
• St
art T
hink
ing
Log
and
Rea
der’
s N
otes
• B
egin
rea
ding
The
Big
Thi
rst
• I
can
cite
sev
eral
pie
ces
of te
xt-b
ased
ev
iden
ce to
sup
port
an
anal
ysis
of l
iter
ary
text
. (R
L.7.
1)
• I
can
dete
rmin
e a
them
e or
the
cent
ral i
deas
of
info
rmat
iona
l tex
t. (R
I.7.
2)
• I
can
anal
yze
the
deve
lopm
ent o
f cen
tral
id
eas
in a
text
. (R
I.7.
2)
• I
can
dete
rmin
e th
e m
eani
ng o
f wor
ds a
nd
phra
ses
in te
xt (f
igur
ativ
e, c
onno
tati
ve, a
nd
tech
nica
l mea
ning
s). (
RI.
7.4)
• I
can
anal
yze
the
impa
ct o
f wor
d ch
oice
on
mea
ning
and
tone
in a
n in
form
atio
nal t
ext.
(RI.
7.4)
• I
can
anal
yze
the
orga
niza
tion
of a
n in
form
atio
nal t
ext (
incl
udin
g ho
w th
e m
ajor
se
ctio
ns c
ontr
ibut
e to
the
who
le a
nd to
the
deve
lopm
ent o
f the
idea
s). (
RI.
7.5)
• I
can
anal
yze
the
mai
n id
eas
and
supp
orti
ng
deta
ils p
rese
nted
in d
iffer
ent m
edia
and
fo
rmat
s. (S
L.7.
2)
• I
can
expl
ain
how
idea
s pr
esen
ted
in
diff
eren
t med
ia a
nd fo
rmat
s cl
arify
a to
pic,
te
xt, o
r is
sue.
(SL
.7.2
)
• M
id-U
nit 1
: “Th
e W
ater
Cri
sis
Isn’
t Glo
bal.
It’s
Loc
al”:
Lis
teni
ng fo
r M
ain
Ide
Supp
orti
ng D
etai
ls (S
L.7.
2)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
10
Wee
k In
stru
ctio
nal F
ocus
Lo
ng-T
erm
Tar
gets
A
sses
smen
ts
Wee
ks 1
-2,
cont
inue
d •
Con
tinu
e bu
ildin
g ba
ckgr
ound
kno
wle
dge
on
wat
er s
usta
inab
ility
thro
ugh
read
ing
info
rmat
iona
l tex
ts, i
nclu
ding
The
Big
Thi
rst
• Tr
ace
the
argu
men
ts o
f sev
eral
info
rmat
iona
l te
xts
• Li
sten
for
argu
men
ts in
info
rmat
iona
l vid
eos
• In
trod
uce
Eva
luat
ing
an A
rgum
ent a
ncho
r ch
art
• I
can
cite
sev
eral
pie
ces
of te
xt-b
ased
ev
iden
ce to
sup
port
an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I.7.
1)
• I
can
anal
yze
the
inte
ract
ions
bet
wee
n in
divi
dual
s, e
vent
s, a
nd id
eas
in a
text
. (R
I.7.
3)
• I
can
iden
tify
the
argu
men
t and
spe
cific
cl
aim
s in
a te
xt. (
RI.
7.8)
• I
can
eval
uate
the
argu
men
t and
spe
cific
cl
aim
s in
a te
xt fo
r so
und
reas
onin
g an
d re
leva
nt, s
uffic
ient
evi
denc
e. (
RI.
7.8)
• I
can
expl
ain
how
idea
s cl
arif
y a
topi
c, te
xt,
or is
sue.
(SL.
7.2)
• I
can
outl
ine
a sp
eake
r’s
argu
men
t and
sp
ecifi
c cl
aim
s. (S
L.7.
3)
• I
can
eval
uate
the
reas
onin
g an
d ev
iden
ce
pres
ente
d fo
r so
undn
ess,
rel
evan
ce, a
nd
suff
icie
ncy.
(SL.
7.3)
• E
nd o
f Uni
t 1: W
e N
eed
to P
ay M
ore
Att
enti
on to
Wat
er: T
raci
ng a
nd E
valu
atin
g A
rgum
ents
in T
ext a
nd V
ideo
(RI.
7.8
and
SL.7
.3)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
11
W
eek
Inst
ruct
iona
l Foc
us
Long
-Ter
m T
arge
ts
Ass
essm
ents
Uni
t 2: R
esea
rch
Stud
y: In
dust
rial a
nd A
gric
ultu
ral W
ater
Man
agem
ent
Wee
ks 3
–6
• C
ompa
re a
nd c
ontr
ast a
utho
rs’ u
se o
f ev
iden
ce in
sev
eral
diff
eren
t tex
t pai
ring
s
• St
art r
esea
rch
on a
gric
ultu
ral a
nd in
dust
rial
w
ater
man
agem
ent i
nclu
ding
teac
hing
the
follo
win
g sk
ills:
– E
valu
atin
g th
e cr
edib
ility
of s
ourc
es
– G
ener
atin
g su
ppor
ting
res
earc
h qu
esti
ons
– Q
uoti
ng o
r pa
raph
rasi
ng o
ther
s’ w
ork
• In
trod
uce
the
rese
arch
er’s
not
eboo
k an
d re
sear
cher
’s r
oadm
ap
• I
can
anal
yze
the
inte
ract
ions
bet
wee
n in
divi
dual
s, e
vent
s, a
nd id
eas
in a
text
. (R
I.7.
3)
• I
can
cont
rast
how
mul
tipl
e au
thor
s em
phas
ize
evid
ence
or
inte
rpre
t fac
ts
diff
eren
tly
whe
n pr
esen
ting
info
rmat
ion
on
the
sam
e to
pic.
(RI.
7.9)
• I
can
eval
uate
the
cred
ibili
ty a
nd a
ccur
acy
of
each
sou
rce.
(W.7
.8)
• I
can
cond
uct s
hort
res
earc
h pr
ojec
ts to
an
swer
a q
uest
ion.
(W7.
7)
• I
can
gene
rate
add
itio
nal q
uest
ions
for
furt
her
rese
arch
. (W
7.7
)
• I
can
gath
er r
elev
ant i
nfor
mat
ion
from
a
vari
ety
of s
ourc
es. (
W.7
.8)
• I
can
use
a va
riet
y of
str
ateg
ies
to d
eter
min
e th
e m
eani
ng o
f unk
now
n w
ords
or
phra
ses.
(L
.7.4
)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
12
Wee
k In
stru
ctio
nal F
ocus
Lo
ng-T
erm
Tar
gets
A
sses
smen
ts
Wee
ks 3
-6,
cont
inue
d •
Prac
tice
com
pari
ng a
utho
r’s
use
of e
vide
nce
• C
onti
nue
gath
erin
g in
form
atio
n on
ag
ricu
ltur
al a
nd in
dust
rial
wat
er
man
agem
ent f
rom
The
Big
Thi
rst
• U
se s
earc
h te
rms
effe
ctiv
ely
• C
ondu
ct in
tern
et-b
ased
res
earc
h
• U
se d
icti
onar
ies
to c
onfir
m o
r re
vise
infe
rred
m
eani
ngs
of w
ords
.
• I
can
cont
rast
how
mul
tipl
e au
thor
s em
phas
ize
evid
ence
or
inte
rpre
t fac
ts
diff
eren
tly
whe
n pr
esen
ting
info
rmat
ion
on
the
sam
e to
pic.
(RI.
7.9)
• I
can
cond
uct s
hort
res
earc
h pr
ojec
ts to
an
swer
a q
uest
ion.
(W.7
.7)
• I
can
gene
rate
add
itio
nal q
uest
ions
for
furt
her
rese
arch
. (W
.7.7
)
• I
can
gath
er r
elev
ant i
nfor
mat
ion
from
a
vari
ety
of s
ourc
es. (
W.7
.8)
• I
can
use
sear
ch te
rms
effe
ctiv
ely.
(W.7
.8)
• I
can
eval
uate
the
cred
ibili
ty a
nd a
ccur
acy
of
each
sou
rce.
(W.7
.8)
• I
can
quot
e or
par
aphr
ase
othe
rs’ w
ork
whi
le
avoi
ding
pla
giar
ism
. (W
.7.8
)
• I
can
use
a va
riet
y of
str
ateg
ies
to d
eter
min
e th
e m
eani
ng o
f unk
now
n w
ords
or
phra
ses.
(L
.7.4
)
• M
id-U
nit 2
: Sim
ulat
ed R
esea
rch
Task
: Wat
er
Man
agem
ent S
trat
egie
s (R
I.7.
9, W
.7.7
, W
.7.8
, L.7
.4c,
and
L.7
.4d)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
13
Wee
k In
stru
ctio
nal F
ocus
Lo
ng-T
erm
Tar
gets
A
sses
smen
ts
Wee
ks 3
-6,
cont
inue
d •
Intr
oduc
e th
e de
cisi
on-m
akin
g pr
oces
s in
clud
ing
Cas
cadi
ng C
onse
quen
ce c
hart
and
St
akeh
olde
r ch
art
• W
eigh
ing
the
evid
ence
: Fis
hbow
l dis
cuss
ion
on p
ossi
ble
appr
oach
es to
bet
ter
wat
er
man
agem
ent
• C
reat
ing
a vi
sual
dis
play
for
a pr
esen
tati
on
• Fo
rmal
pre
sent
atio
ns o
f cla
ims
abou
t w
heth
er w
e sh
ould
beg
in a
ddre
ssin
g ag
ricu
ltur
al o
r in
dust
rial
wat
er m
anag
emen
t fir
st
• I
can
wri
te a
rgum
ents
to s
uppo
rt c
laim
s w
ith
clea
r re
ason
s an
d re
leva
nt e
vide
nce.
(W.7
.1)
• I
can
sele
ct e
vide
nce
from
lite
rary
or
info
rmat
iona
l tex
ts to
sup
port
ana
lysi
s,
refle
ctio
n, a
nd r
esea
rch.
(W.7
.9)
• I
can
self-
sele
ct a
text
bas
ed o
n pe
rson
al
pref
eren
ces
and
read
it in
depe
nden
tly.
(R
I.7.
11a)
• I
can
use
my
expe
rien
ce a
nd k
now
ledg
e of
la
ngua
ge a
nd lo
gic,
as
wel
l as
cult
ure,
to
thin
k an
alyt
ical
ly, a
ddre
ss p
robl
ems
crea
tive
ly, a
nd a
dvoc
ate
pers
uasi
vely
. (R
I.7.
9a a
nd S
L.7.
2a)
• I
can
com
e to
dis
cuss
ions
pre
pare
d to
ref
er
to e
vide
nce
on th
e to
pic,
text
, or
issu
e th
at
prob
es a
nd r
efle
cts
on id
eas
unde
r di
scus
sion
. (SL
.7.1
and
SL.
7.1a
)
• I
can
pres
ent c
laim
s an
d fin
ding
s w
ith
desc
ript
ions
, fac
ts, d
etai
ls, a
nd e
xam
ples
, us
ing
effe
ctiv
e sp
eaki
ng te
chni
ques
(a
ppro
pria
te e
ye c
onta
ct, a
dequ
ate
volu
me,
an
d cl
ear
pron
unci
atio
n). (
SL.7
.4)
• I
can
pres
ent c
laim
s an
d fin
ding
s w
ith
desc
ript
ions
, fac
ts, d
etai
ls, a
nd e
xam
ples
. (S
L.7.
4)
• I
can
incl
ude
mul
tim
edia
com
pone
nts
and
visu
al d
ispl
ays
in a
pre
sent
atio
n to
cla
rify
cl
aim
s an
d to
add
em
phas
is. (
SL.7
.5)
• E
nd o
f Uni
t 2 A
sses
smen
t: M
akin
g a
Cla
im
abou
t Wat
er M
anag
emen
t (Pa
rt 1
: SL.
7.1,
SL
.7.1
a, S
L.7.
1e; P
art 2
: SL.
7.3a
, SL.
7.4,
SL
.7.5
, SL.
7.6,
and
RI.
7.9a
)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
14
Wee
k In
stru
ctio
nal F
ocus
Lo
ng-T
erm
Tar
gets
(con
tinue
d)
Ass
essm
ents
Wee
ks 3
-6,
cont
inue
d
• I
can
adap
t my
spee
ch fo
r a
vari
ety
of
cont
exts
and
task
s, u
sing
form
al E
nglis
h w
hen
indi
cate
d or
app
ropr
iate
. (SL
.7.6
)
Uni
t 3: P
erfo
rman
ce T
ask
Wee
ks 7
–8
• A
naly
ze m
odel
pos
itio
n pa
per
for
argu
men
t an
d st
ruct
ure
• Pl
an p
osit
ion
pape
r us
ing
Sust
aina
ble
Wat
er
Man
agem
ent P
osit
ion
Pape
r Pl
anne
r
• In
trod
uce
Step
s to
Wri
ting
a P
osit
ion
Pape
r an
chor
cha
rt
• E
ngag
e in
pee
r fe
edba
ck to
str
engt
hen
argu
men
t in
posi
tion
pap
ers.
• C
ite
sour
ces
corr
ectl
y
• D
raft
the
posi
tion
pap
er
• I
can
cite
sev
eral
pie
ces
of te
xt-b
ased
ev
iden
ce to
sup
port
an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I.7.
1)
• I
can
iden
tify
the
argu
men
t and
spe
cific
cl
aim
s in
a te
xt. (
RI.
7.8)
• I
can
eval
uate
the
argu
men
t and
spe
cific
cl
aim
s in
a te
xt fo
r so
und
reas
onin
g an
d re
leva
nt, s
uffic
ient
evi
denc
e. (
RI.
7.8)
• I
can
wri
te a
rgum
ents
to s
uppo
rt c
laim
s w
ith
clea
r re
ason
s an
d re
leva
nt e
vide
nce.
(W.7
.1)
• I
can
prod
uce
clea
r an
d co
here
nt w
riti
ng th
at
is a
ppro
pria
te to
task
, pur
pose
, and
au
dien
ce. (
W.7
.4)
• W
ith
supp
ort f
rom
pee
rs a
nd a
dult
s, I
can
us
e a
wri
ting
pro
cess
to e
nsur
e th
at p
urpo
se
and
audi
ence
hav
e be
en a
ddre
ssed
. (W
.7.5
)
• I
can
use
a st
anda
rd fo
rmat
for
cita
tion
. (W
.7.8
)
• I
can
sele
ct e
vide
nce
from
lite
rary
or
info
rmat
iona
l tex
ts to
sup
port
ana
lysi
s,
refle
ctio
n, a
nd r
esea
rch.
(W.7
.9)
• I
can
accu
rate
ly u
se s
even
th-g
rade
aca
dem
ic
voca
bula
ry to
exp
ress
my
idea
s. (L
.7.6
)
Mid
-Uni
t 3: F
irst
Dra
ft o
f Pos
itio
n Pa
per
(RI.
7.1,
W.7
.1a,
b,e,
and
W.7
.4)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
W
eek
at a
Gla
nce
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
15
Wee
k In
stru
ctio
nal F
ocus
Lo
ng-T
erm
Tar
gets
(con
tinue
d)
Ass
essm
ents
Wee
ks 7
-8,
cont
inue
d
• I
can
use
reso
urce
s to
bui
ld m
y vo
cabu
lary
. (L
.7.6
)
• C
reat
e fin
al in
depe
nden
t rea
ding
pro
duct
• R
evis
e po
siti
on p
aper
bas
ed o
n te
ache
r fe
edba
ck
• R
efle
ct o
n th
e st
eps
to w
riti
ng a
pos
itio
n pa
per
• C
raft
vis
ual r
epre
sent
atio
n of
pos
itio
n pa
per
• Pu
blis
h vi
sual
rep
rese
ntat
ions
and
sha
re
wit
h cl
ass
in a
Gal
lery
Wal
k
• I
can
cite
sev
eral
pie
ces
of te
xt-b
ased
ev
iden
ce to
sup
port
an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I.7.
1)
• I
can
use
esta
blis
hed
crit
eria
to m
ake
info
rmed
judg
men
ts a
bout
the
qual
ity
of
text
s, a
nd in
terp
ret t
exts
art
isti
cally
. (R
L.7.
11b)
• I
can
wri
te a
rgum
ents
to s
uppo
rt c
laim
s w
ith
clea
r re
ason
s an
d re
leva
nt e
vide
nce.
(W.7
.1)
• I
can
prod
uce
clea
r an
d co
here
nt w
riti
ng th
at
is a
ppro
pria
te to
task
, pur
pose
, and
au
dien
ce. (
W.7
.4)
• W
ith
supp
ort f
rom
pee
rs a
nd a
dult
s, I
can
us
e a
wri
ting
pro
cess
to e
nsur
e th
at p
urpo
se
and
audi
ence
hav
e be
en a
ddre
ssed
. (W
.7.5
)
• I
can
accu
rate
ly u
se s
even
th-g
rade
aca
dem
ic
voca
bula
ry to
exp
ress
my
idea
s. (L
.7.6
)
• I
can
use
reso
urce
s to
bui
ld m
y vo
cabu
lary
. (L
.7.6
)
• Fi
nal i
ndep
ende
nt r
eadi
ng p
rodu
ct
(RL.
7.11
b)
• E
nd o
f Uni
t 3 A
sses
smen
t: F
inal
Dra
ft o
f Po
siti
on P
aper
and
Ref
lect
ion
on th
e W
riti
ng
Proc
ess
(RI.
7.1,
W.7
.1c,
d, W
.7.4
, W.7
.5, a
nd
L.7.
6)
GR
AD
E 7:
MO
DU
LE 4
B: O
VER
VIEW
Pr
epar
atio
n an
d M
ater
ials
Cre
ated
by
Expe
ditio
nary
Lea
rnin
g, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
xped
ition
ary
Lear
ning
Out
war
d Bo
und,
Inc.
N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M4B
: Ove
rvie
w •
Jun
e 20
14 •
16
Prep
arat
ion
and
Mat
eria
ls
In a
dvan
ce, r
ead
the
arti
cle
abou
t the
Sta
keho
lder
Con
sequ
ence
s D
ecis
ion-
Mak
ing
(SC
DM
) pro
cess
to b
uild
you
r ow
n ba
ckgr
ound
kno
wle
dge
abou
t it.
You
can
dow
nloa
d th
e ar
ticl
e “L
earn
ing
to M
ake
Syst
emat
ic D
ecis
ions
” at
the
follo
win
g U
RL:
ht
tp:/
/edu
cati
on.n
atio
nalg
eogr
aphi
c.co
m/e
duca
tion
/med
ia/l
earn
ing-
mak
e-sy
stem
atic
deci
sion
s/?a
r_a=
1 Th
is a
rtic
le is
not
use
d w
ith
stud
ents
dur
ing
the
mod
ule,
but
it p
rovi
des
som
e ex
ampl
es o
f how
stu
dent
s ha
ve u
sed
this
pro
cess
in a
sci
ence
cur
ricu
lum
. Als
o, n
ote
that
in
this
mod
ule,
stu
dent
s ar
e no
t usi
ng th
e en
tire
SC
DM
pro
cess
; the
y w
ill b
e le
arni
ng o
nly
the
Cas
cadi
ng C
onse
quen
ces
and
Stak
ehol
ders
cha
rts.
For s
choo
ls w
ith a
cces
s to
the
com
plet
e bo
ok v
ersi
on o
f the
The
Big
Thi
rst:
If y
our
scho
ol h
as a
cces
s to
the
com
plet
e bo
ok v
ersi
on o
f The
Big
Thi
rst,
cons
ider
the
follo
win
g po
ssib
iliti
es:
• Th
e co
mpl
ete
text
may
be
used
as
an in
depe
nden
t rea
ding
boo
k fo
r ve
ry s
tron
g re
ader
s. A
n al
tern
ativ
e ap
proa
ch w
ould
be
to c
reat
e a
“boo
k cl
ub”
whe
re s
ever
al s
tron
g re
ader
s ap
ply
them
selv
es to
the
enti
re te
xt a
t onc
e. I
f you
hav
e st
uden
ts w
ho w
ish
to r
ead
the
enti
re te
xt, e
ncou
rage
them
to s
tart
aft
er th
e cl
ass
has
read
the
firs
t ex
cerp
t (U
nit 1
, Les
son
6). C
onsi
der
how
you
can
hel
p th
em a
pply
the
skill
s th
ey u
se to
rea
d in
cla
ss w
hen
read
ing
othe
r pa
rts
of th
e te
xt th
at th
ey r
ead
inde
pend
entl
y (e
.g. r
e-re
adin
g, fo
cusi
ng o
n Fi
shm
an’s
pur
pose
, typ
es o
f evi
denc
e us
ed, e
tc.)
.
• C
onsi
der
aski
ng s
tude
nts
to r
ead
seve
ral a
ddit
iona
l exc
erpt
s fr
om th
e ch
apte
rs w
hich
are
stu
died
in c
lass
(Cha
pter
s 1,
5 a
nd 7
). O
f the
se th
ree,
mos
t of t
he in
-cla
ss
read
ing
com
es fr
om C
hapt
ers
1 an
d 5;
it m
ay m
ake
sens
e to
hav
e st
uden
ts c
ompl
ete
the
enti
rety
of c
hapt
er 1
as
a sp
ring
boar
d in
to th
e re
st o
f the
boo
k’s
cont
ent.
• C
onsi
der
also
hav
ing
stud
ents
rea
d C
hapt
er 2
, whi
ch is
a tr
eatm
ent o
f the
sci
enti
fic p
arti
cula
rs o
f whe
re w
ater
com
es fr
om, a
nd w
hy.
• Fi
shm
an in
terw
eave
s fa
cts
and
anal
ysis
wit
h an
ecdo
tal e
xpla
nati
ons
of h
is th
eses
. Con
side
r as
sign
ing
alte
rnat
ive
sect
ions
in th
e bo
ok w
hich
spe
cific
ally
use
ane
cdot
es.
Rea
ding
com
preh
ensi
on in
crea
ses
whe
n fa
cts
are
pres
ente
d in
a n
arra
tive
form
at.
• A
spe
cific
ane
cdot
e w
hich
may
be
put t
o go
od u
se c
an b
e lo
cate
d in
Cha
pter
8, “
Whe
re W
ater
Is
Wor
ship
ped,
But
Get
s N
o R
espe
ct”
(abo
ut w
ater
use
in I
ndia
),
begi
nnin
g on
pag
e 23
9. T
his
port
ion
of th
e ch
apte
r de
scri
bes
the
wal
king
req
uire
d to
tran
spor
t wat
er to
fam
ily h
omes
in th
e vi
llage
of J
arga
li, a
nd is
a d
irec
t par
alle
l to
the
cent
ral n
arra
tive
of L
ong
Wal
k to
Wat
er, r
ead
in M
odul
e 1.
Thi
s ch
apte
r m
ay a
lso
be o
f int
eres
t as
a w
hole
to E
LL s
tude
nts
or s
tude
nts
who
se e
thni
c he
rita
ge
orig
inat
es in
Ind
ia o
r A
sia.
• C
onsi
der
also
col
labo
rati
ng w
ith
your
Sci
ence
col
leag
ues
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EL’s Teacher Potential Project:Accelerating Students’ Literacy Achievement
At Expeditionary Learning, we believe that the adoption of rigorous new literacy standards will results in teachers and students doing more than they ever thought possible in terms of student achievement, academic mindset, and high-quality work. But in order to achieve this goal, English Language Arts teachers need more support than ever before in all areas of effective teaching – curriculum, pedagogy, and classroom management.
How Can We Meet the Needs of ELA Teachers and Their Students?Expeditionary Learning’s grant-funded Teacher Potential Project (TPP) can help schools and districts get results in ELA. This unique opportunity provides high-needs districts, schools and ELA teachers with a substantial package of support for nearly no cost:
» A comprehensive, innovative, and engaging ELA curriculum, aligned to new standards, that received the “Exemplary” ratingfrom EQuIP (Educators Evaluating the Quality of InstructionalProducts). 1
» A full year of embedded professional development focused oncurriculum implementation, pedagogical decision making, andclassroom management.
» Access to a nationwide community of learners engaged in similarexperiences.
And for novice ELA teachers in particular:
» Timely and actionable feedback—which novice teachers reportthey crave and often cannot access as much as is needed2—through our partnership with Teaching Channel Teams.
In addition to being a strong support to ELA teachers, those who collaborate with them, and building leaders, this project is a research study, funded by the US Department of Education’s Investing in Innovation (i3) Fund. The study data about the participating teachers’ job satisfaction, efficacy, and achievement of their students can help participating districts make informed decisions about supports and curriculum going forward. On a broader level, this is an opportunity to be part of important research that can help our nation respond more effectively to the needs of ELA teachers and their students.
What are the Criteria for Participation?Because this project is grant-funded, participating districts must meet some foundational criteria:
» At least 50% of students in schools being considered for the project are receiving free or reduced lunch.
» At least two teachers with 0 to 1 year experience, assigned to teach grades 4-8 ELA in each school considered for the project.
» ELA is provided for at least 90 minutes daily in elementary grades (4-5) and at least 45 minutes daily in middle grades (6-8).
This project could be implemented in only novice ELA teachers’ classrooms in districts that have a large concentration of beginning teachers. If you’re interested in the novice-focused version of this project, please contact Cheryl Dobbertin at [email protected].
Teacher Potential Project Supports At-A-GlanceThere are four effective professional development structures blended together in the Teacher Potential Project: institutes, focus meetings, coaching, and independent study. Below is a description of each of the structures.
Institutes: Expeditionary Learning’s Institutes are interactive workshops in which participants experience the pedagogical approaches and sometimes even the
content being recommended for the classroom. Institutes are role-specific and provided to both teachers and leaders. Institutes are also often “blended” with our on line community of practice, Common Ground, and our on line Professional Learning Packs (PLPs).
Focus Meetings: Focus Meetings are small group meetings in which the focus of an upcoming portion of professional learning is determined and revisited.
The content of a Focus Meeting is a subset of one of the institutes. For example, in an institute, participants may learn all about the curriculum, but in a focus meeting, participants may determine the need to dig more deeply into a specific practice from the curriculum such as the use of learning targets with students.
Coaching Sessions: Coaching conversations with teachers and leaders ensure that what is launched in institutes and named as important in Focus Meetings
is implemented in classrooms. Conversations are shaped by both teachers’ and leaders’ self-reported needs and through implementation “learning walks.” Student Achievement Partners’ Instructional Practices Guide provides the basis for many coaching conversations. Common Ground and PLPs may be used during coaching as resources.
Independent Study: Participants in the Teacher Potential Project are provided with a variety of independent study materials and structures. PLPs,
Common Ground, traditional books and other printed materials enable teachers and leaders to shape their own learning and continuously seek support.
Offering Type of Support Attendees/Audience # Per Year/ScheduleLeadership Planning Session (1 day)
Coaching School Implementation Team or similar structure, designed to develop a collaborative annual work-plan and calendar. Onsite at school.
One
Coaching for Change Institute (2 days)
Institutes Designed for leaders who provide support and feedback to teachers—principals, assistant principals and school-based coaches. Up to 3 participants per school.
One
Meet the Modules ELA Institute
Institutes ELA and specialist teachers who will be implementing the curriculum. Leaders. Up to 10 participants per school.
One (3 days, Late Spring or Summer, 2016)
Instructional Institutes Institutes Teachers, including ELL/Special Education/ Intervention Teachers, Science and Social Studies teachers, up to 25 participants per school per Institutes.
Three:» Using Data to Sharpen Implementation
(2 days, Summer)» Supporting All Learners (2 days, Summer)» Complex Texts in the Content Areas (1 day, Fall)
Onsite Coaching and Focus Meetings
Coaching Customizable - flexibly designed to support each partner/school based on its specific needs. There will be an emphasis on coaching novice teachers in this project, with the bulk of the coaching time dedicated to meeting their needs.
24 days per school per year. At least 2 days will be used for summer planning. Some coaching will occur virtually.
Online webinars Coaching Access for all school faculty. 4 webinars
Online Professional Learning Packs: Meet The Modules/Using Data/Coaching for Change/Culture of Growth/Helping All Learners
Independent Study Access for all school faculty to Expeditionary Learning’s Common Core-related Professional Learning Packs -- digital toolboxes containing both collaborative and independent professional learning activities.
Unlimited for school faculty
Common Ground Independent Study Access for all school faculty for Expeditionary Learning’s online Community of Practice (“Common Ground”).
Unlimited for school faculty
Books, Toolkits, and Guides
Independent Study Access for all school faculty to Expeditionary Learning’s published materials covering best pedagogical practices, curriculum, and classroom management
Will be provided by EL Coaches based on the needs of the school.
The following is a chart of the specific supports of the Teacher Potential Project.
What Do Districts Agree To?Districts interested in participating in this project beginning in the spring of 2016 agree to:
» Identify teachers assigned to grades 4-8 ELA with 0 or 1 year of experience.
» Identify schools with least two novice ELA teachers in them as described above.
» Enter the identified schools into a lottery that will be conducted by Mathematica PolicyResearch. As a result of the lottery, half of the schools originally entered will receive theExpeditionary Learning support for the ELA teachers. The other half will not and willserve as control schools for the research. (See the chart below for benefits to all projectparticipants).
» Purchase the trade books needed to implement the curriculum (these student materialsare not funded by the grant).
» Download and duplicate or purchase the curricular materials for each participatingteacher and their students.
» Implement the curriculum as the primary instructional resource in ELA teachers’ classrooms/ELA instructional periods.
» Provide participating teachers with the time necessary for professional developmentin the Late Spring and Summer of 2016 (see the TPP-At-a-Glance chart), and somerelease time for coaching and other needs during the 2016-17 school year. The grantprovides stipends based on school size that can offset the cost of summer professionaldevelopment.
» Provide Mathematica Policy Research with student achievement information, accessto novice ELA teachers’ classrooms for research-related observation, and support thecollection of a writing sample from both treatment and control schools.
For the District For the Treatment Schools For the Control Schools
One full year of robust ELA teacher support for each treatment school in the project.
One full year of robust ELA teacher support and some development of Common Core awareness in content area teachers.
A choice of professional development:
» A 3-day Introduction to the CurriculumInstitute following the research period. Couldresult in implementation of the curriculumbefore the end of the 2016-17 school year.
» OR a 2-day Complex Texts in the ContentAreas Institute following the research period.
Building leadership development related to observation and feedback.
Support for principals related to program implementation, observation, and feedback.
Incentives for completing research-related surveys, observations, and collecting writing samples.
Training stipend for each treatment school, based on each school’s size. Can be used to offset summer PD costs or to provide teacher materials.
Opportunity to pilot new Common Core-aligned curriculum in novice teachers’ classrooms or school wide.
District literacy leaders are trained to support wider implementation if desired.
Opportunity to pilot new Common Core-aligned curriculum in novice teachers’ classrooms or school wide.
Incentives for completing research-related surveys, observations, and collecting writing samples.
District literacy leaders are welcome to engage in our high quality PD in order to build capacity to support teachers following end of project.
District literacy leaders are trained to support wider implementation if desired.
What are the Benefits to Partnership?
1. Online, http://www.achieve.org/EQuIP2. Ingersoll, R. Beginning Teacher Induction: What the Data Tell Us. Phi Delta Kappan International. Published online, May 16, 2012.
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