Shifting Our Practice so that every student grows each day

What have we shifted? 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary

Accommodations Provide multiple means for students to learn the standards, Provide opportunities for students to express what they know and can do Use devices, practices, interventions, or procedures to afford equal access to instruction or assessment. Reduce or eliminate the impact of the student’s disability so that he or she can achieve the standard. Maintain the rigor of the content being taught Maintain achievement expectations

Modifications Change the core content standard or the performance expectation. (Lower the Bar.)

For Struggling learners, the How must be flexible, not the What… 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary

In ELA… ELA/ Literacy 7 RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 6

The CCSS ELA and Early Literacy The K-5 Reading, Language, and Reading: Foundational Skills standards demand a curriculum that addresses the triple deficit. The standards require an early literacy program that “overwhelms the problem” that is too frequently not addressed in traditional early literacy programs, including the imperative building of background knowledge/schema and academic vocabulary.

Reading Targets EngageNY.org8 CCSS goal: students leave the lesson having read, analyzed and understood what they have READ. Pre-CCSS goal: Students leave the lesson knowing the details of the narrative and the way a particular “element” is playing out.

Poverty + 2 Common Disabilities 9 Rapid Naming Deficit How quickly we link stimuli to words Phonological Deficit Connecting letters and letter combos to sounds Poverty Massive Language Gap Deliberate skills instruction (Lisa Delpit was right!) Frequent opportunities for oral comprehension, rich language experiences, background knowledge Frequent exposure to coherent texts which are connected to the primary materials. Exposure to spiraled syntax, content knowledge, and vocabulary. Guided Reading with grade level complexity Leveled text structure does not prohibit domain specific acceleration Consumption of a volume of text

ELA/Literacy Shift 5: Writing from Sources What the Student Does…What the Teacher Does… generate informational texts Make arguments using evidence Organize for persuasion Compare multiple sources Spending much less time on personal narratives Present opportunities to write from multiple sources Give opportunities to analyze, synthesize ideas. Develop students’ voice so that they can argue a point with evidence Give permission to reach and articulate their own conclusions about what they read 10EngageNY.org Principal’s Role: Support, enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text. Principal’s Role: Support, enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text. 10

Writing from Sources Subshifts Subshift AWork with sources Subshift BGrapple with complex text and content; leverage academic vocabulary Subshift CEmphasize questioning, Inquiry, and explaining understanding rather than defense Subshift DFollow inquiry process: questions, sources, information, scope and plan  product Subshift EUse technology and other minds Subshift FRepeat EngageNY.org11

Argument vs. Persuasion Argument as required by the CCSS means not resorting to tabloid appeals to get attention, nor does it require broadcasting your expertise to appeal to audiences. (This isn’t fox news and it isn’t Paul Krugman.) Argument as required by the CCSS means using considering multiple perspectives, thinking beyond surface knowledge, critiquing the validity of one’s own thinking, anticipating counterclaims.

Persistent Practice Here’s the analysis (theme, tone, character) find the evidence By the end of the lesson, students will know… Oh they can’t read that because… I want them to appreciate… We’re supposed to read ___ texts in ___ grade. Hermione Granger Syndrome Disparate, disconnected pieces of knowledge 13