# data[].attributes.body
Since there are additional days built into the units, extra days could be used to hold Socratic Seminars that link to the themes/concepts from the unit.

# data[].attributes.headline
Differentiated Reading Materials - The provided materials  do not provide readings with different lexiles on the same topic (ala Newsela). The max lexile is around 1010, which is much lower than most of our advanced ELA readers.

# data[].attributes.subject
Differentiated Reading Materials - The provided materials  do not provide readings with different lexiles on the same topic (ala Newsela). The max lexile is around 1010, which is much lower than most of our advanced ELA readers.

# data[].attributes.body
I could see using the W&M literature webs with small group texts and even to extend the whole group texts for students receiving differentiation to work on during independent time.

# data[].attributes.body
what are the guidelines for push in/pull out services during the ELA block

# data[].attributes.body
What should our push in and pull out guidelines for the ELA block?

# data[].attributes.body
Ron mentioned using data to support student needs. At my school at least, I feel like the CLT cycle component about what we do for students who already get it is usually overlooked, or given short shrift. How can we leverage the change to the Benchmark basal to get better at using data to support ALL students, and not just those who are struggling?

# data[].attributes.headline
All Students Have the Same Materials Available But Don't Need to Be Doing the Same Thing

# data[].attributes.subject
All Students Have the Same Materials Available But Don't Need to Be Doing the Same Thing

# data[].attributes.body
Why this matters, is that all of the consumable reading booklets contain passages with complexity (for example, the 4th grade curriculum includes a challenging poem by Lewis Carroll, the 6th a challenging poem by Poe, and all have engaging fiction and nonfiction). Given that complex text, there are opportunities to increase rigor by using some of the AAP curriculum (i.e., using a literature web, using the reasoning model) during small group instruction.

# data[].attributes.body
How do the assessments align with the extended standards?

# data[].attributes.body
It would be beautiful if the ELA pacing guide is similar to math/science/ss where we embed the advanced materials and activities into the guide so teacher's don't view it as an add on, but as an extension of the unit.

# data[].attributes.headline
I wonder if there is more clarity about what students could do during the enrichment block. Local schools are asked to have a What I Need (WIN) time, and I think leveraging some of our AAP Enrichment could be woven into this time, not just during the Language Art block

# data[].attributes.subject
I wonder if there is more clarity about what students could do during the enrichment block. Local schools are asked to have a What I Need (WIN) time, and I think leveraging some of our AAP Enrichment could be woven into this time, not just during the Language Art block

# data[].attributes.body
For the end of the unit projects, there are opportunities to embed CCT strategies such as questioning and mindmapping that students can engage in.

# data[].attributes.body
How will Caesar's English and Michael Clay Thompson fit in with the word study in the Benchmark guides? Some students still need explicit word study/phonics instruction, but many AAP students do not.

# data[].attributes.body
Are there parent facing materials?

# data[].attributes.headline
Using AAP Curriculum in a Meaningful Way

# data[].attributes.subject
Using AAP Curriculum in a Meaningful Way

# data[].attributes.body
We saw/heard many ways in which Benchmark can be used in conjunction with AAP curriculum (e.g., adding onto the building knowledge with upper rungs of Jacob's ladder; incorporating literature and vocabulary webs, using SEM-R resources, novel studies).

If a teacher asked me how to use AAP curriculum, I would ask them what curriculum item they love most, and help them find a way to incorporate it while still keeping things simple. Start with one thing, and see how it works.

# data[].attributes.body
Seems like there could be a chance for some CCT strategies (like questioning or analogies) with basal texts.

# data[].attributes.body
After initial assessments, what activities might be shortened/adapted, and what are non negotiable?

# data[].attributes.headline
Will the expectation continue to be at least one AAP curricular experience per quarter for all students K-6?

# data[].attributes.subject
Will the expectation continue to be at least one AAP curricular experience per quarter for all students K-6?

# data[].attributes.headline
Lots of Resources for Intervention/Extension

# data[].attributes.subject
Lots of Resources for Intervention/Extension

# data[].attributes.body
built in extended readings and deeper questioning prompts, as well as opportunities for independent projects

# data[].attributes.body
It looks like Reading Above questions could be imbedded in with the small group texts, novel studies, and written responses to reading.

I think we could write our own Jacob's Ladder for the small group texts (especially good for SSAD) and then supplement with groups doing JL passages during enrichment/intervention time.

# data[].attributes.headline
My 6th grade full-time teacher wants to know if she can still teach William and Mary Units and when

# data[].attributes.subject
My 6th grade full-time teacher wants to know if she can still teach William and Mary Units and when

# data[].attributes.body
I have used concept introduction in third grade but less in the primary grades. Are there routines and structures to introduce these that can easily shared to teachers? For example, the concept of change in 1st grade. It matches the first unit but how can this be introduced as an overarching concept during science or social studies b

# data[].attributes.body
With the students work books, it seems as though it might be easier for teachers to identify who is ready for extensions. Could reviewing these thing be a part of a CLT and then planning the reading quarter focus access to rigor/extensions afterwards?

# data[].attributes.body
What information can schools share with families regarding the basal rollout and AAP services?

# data[].attributes.body
What can AARTs communicate to families about AAP levels of services as it relates to the basal?

# data[].attributes.body
Will there be guidance for unpacking the basal and AAP resources?

# data[].attributes.body
Schools are in need of direct messaging that AAP will be using the basal. Many teachers and even some parents are not aware of this.

# data[].attributes.body
In thinking about pre-assessments, I would like to see assessments that are open-ended and provide opportunities for students to demonstrate understanding past unit expectations. I think this will help us monitor student growth as they receive extensions. We are currently using strategy ladders, and this is helping us make sure we are meeting the needs of students, including students who have already mastered grade-level content.

# data[].attributes.body
Ensure there is time in CLT for teachers to plan for students receiving SSAD in reading/writing to have meaningful extension tasks rooted in AAP curriculum during intervention blocks. Connect it to question 4 in the PLC cycle (What do we do when they already know it?)

# data[].attributes.body
I was curious to see how grammar was organized in comparison to MCT Grammar units. Interestingly, explicit grammar instruction starts early. The image above shows the literacy planner for unit one in first grade, in which students learn about nouns.

# data[].attributes.body
There seems to be opportunities to use W&M graphic organizers. One of the examples are opinion essays mentioned in the some of the units. Those mirror persuasive writing and the Hamburger Model in W&M guides can possibly be used.

# data[].attributes.body
In the grade 4 guide, it says that "During Lesson 1 of each unit, teachers introduce the project students will complete. In Units 1–4, students complete one project for each three-week unit." This is similar to the PBL model of introducing the project first and having research opportunities through the process. I wonder if embedding the components of PBL will align with the process of the projects.

# data[].attributes.body
It seems that Reading Above (SEM-R) can possibly be embedded in the curriculum, specifically during the independent reading and conferring time. For example, the instructions in grade 3 unit 2 says: "Throughout the unit, conduct brief

'Book Talks' to highlight unit-related

titles available in your classroom or

school library." This sounds a lot like "Book Hooks". Using the conferring time similar to the Reading Above structure allows higher level thinking using the bookmarks and using Reading Above with fidelity while still adhering to the guidelines of Benchmark Advance.

# data[].attributes.headline
book clubs -- this is a highly engaging and inquiry driven aspect of our current state.  where in the time allocations will these take place? 

# data[].attributes.subject
book clubs -- this is a highly engaging and inquiry driven aspect of our current state.  where in the time allocations will these take place? 

# data[].attributes.headline
where would the opportunity to embed socratic seminars be? (noted in ES AAP principals meeting)

# data[].attributes.subject
where would the opportunity to embed socratic seminars be? (noted in ES AAP principals meeting)

# data[].attributes.headline
the knowledge blueprint seems to mirror 1-2 of the ladder types of Jacob's Ladder --- but it's missing the top rung of the ladder (the higher level thinking portion) -- (noted in ES AAP principals meeting)

# data[].attributes.subject
the knowledge blueprint seems to mirror 1-2 of the ladder types of Jacob's Ladder --- but it's missing the top rung of the ladder (the higher level thinking portion) -- (noted in ES AAP principals meeting)

# data[].attributes.headline
how do we avoid differentiation being "more work" vs using data to drive what is done whole group? (noted in office hours with teachers)

# data[].attributes.subject
how do we avoid differentiation being "more work" vs using data to drive what is done whole group? (noted in office hours with teachers)

# data[].attributes.headline
is there ample time for use of differentiated materials articulated in the block? it seems like time is very tight and not clear where the resources would be used

# data[].attributes.subject
is there ample time for use of differentiated materials articulated in the block? it seems like time is very tight and not clear where the resources would be used

# data[].attributes.headline
there do not seem to be learning targets for how students will grow over time on mini-inquiry projects (assessment tools)  -- (noted in ES AAP principals meeting)

# data[].attributes.subject
there do not seem to be learning targets for how students will grow over time on mini-inquiry projects (assessment tools)  -- (noted in ES AAP principals meeting)

# data[].attributes.headline
inquiry projects are more topic based vs issue based

# data[].attributes.subject
inquiry projects are more topic based vs issue based

# data[].attributes.body
(noted in office hours connections)

# data[].attributes.headline
consistent word study (not differentiated by pace or level) (noted in ES AAP principals meeting)

# data[].attributes.subject
consistent word study (not differentiated by pace or level) (noted in ES AAP principals meeting)