English Language Arts

Shift 1 Balancing Informational & Literary Texts

Content-rich nonfiction balance NonfictionFiction K-550

NonfictionFiction K Content-rich nonfiction balance

Nonfiction Fiction K Content-rich nonfiction balance

Shift 2 Knowledge in the Disciplines (6-12)

Shift 3 Staircase of Complexity

What is text complexity?

Text Complexity Standards Listed by grade “bands” K CCR (College and Career Ready)

Shift 4 Text-based Answers

Shift 5 Writing from Sources

Shift 6 Academic Vocabulary

Structure of the Standards Strand Anchor Standard Grade- Specific Standard

Reading Writing Speaking and Listening Language Strands

Literature Informational Text Foundational Skills (K-5 only) Reading

History/ Social Studies Science Technical Subjects Reading Writing

Structure of the Standards Strand Anchor Standard Grade- Specific Standard

Anchor Standards 10 - Reading 10 - Writing 6 - Speaking & Listening 6 - Language

RI Anchor Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI.K.1 With prompting and support, ask and answer questions about key details in a text. Reading for Informational Text Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences…

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading for Informational Text Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences…

RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Reading for Informational Text Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences…

Common Core Standards and Domain Abbreviations StandardEnglish Language ArtsGrade Level RIReading for InformationAll RLReading for LiteratureAll RSTReading for Literacy in Science and Technical SubjectsAll RHReading for Literacy in History/Social ScienceAll RFReading FoundationsK-5 SLSpeaking and ListeningAll LLanguageAll WWritingAll WHSTWriting for Literacy in History/Social Science, Science, and Technical Subjects All

Identify the Standard RI StrandGradeStandard Number

Identify the Standard W b StrandGradesStandard Number

Now You Try RL. 7. 8

Common Core Standards and Domain Abbreviations StandardEnglish Language ArtsGrade Level RIReading for InformationAll RLReading for LiteratureAll RSTReading for Literacy in Science and Technical SubjectsAll RHReading for Literacy in History/Social ScienceAll RFReading FoundationsK-5 SLSpeaking and ListeningAll LLanguageAll WWritingAll WHSTWriting for Literacy in History/Social Science, Science, and Technical Subjects All

Spiral Map Activity ANCHOR STANDARD CCR Language Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1 Grade 1 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). e. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.K.1 Kindergarten 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities.

Creating Evaluating Analyzing Applying Understanding Remembering As shown, place the sample student products in order on Bloom’s Taxonomy (with remembering at the bottom of your chart and creating at the top)

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Depth of Knowledge

Your turn Take a lesson you’re teaching this or next week. Consider how you’ll move it to a deeper level.

Shifts Great article that explains the shifts in ELA Possible video ideasvideo

ACTIVITY IDEAS What would be a 9 th grade core assignment in CSTs? In CCCS? Examples of activities, text, questions, etc. Resource ideas (tailored to elem. & sec.)