1. Welcome & Introductions
We’d like to know a little about who is out there. Time for a quick poll!

2. Learning Goals
Understand clustering

4. curriculum built upon the Standards
Rigorous
curriculum built upon the Standards
Instructional
Shifts
Successful Graduates
Graduates will possess the skills necessary to enter and pass credit-bearing course work at a college, university, or enter a career. 4 1 4

5. the ELA Instructional Shifts?
What do you know about
the ELA Instructional Shifts?
Poll

6. Common Core Instructional Shifts
6 Shifts in ELA/Literacy
1. Balancing Informational and Literary Text
2. Building Knowledge in the Disciplines
3. Staircase of Complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
There are six shifts, sometimes they are grouped together into three groups
1-Balance of Information and literary text
2-Building Knowledge in the Disciplines
These have to do with reading texts from ALL content areas, and building a coherent knowledge base of information.
3-Staircase of Text Complexity
6-Academic Language
Knowledge of academic language supports a student’s ability to read complex text. As a students vocabulary grows so will their ability to read and understand more complex text.
4-Text-based Answers
5-Writing from Sources
These shifts have to do with questions teachers ask of students about texts they read and how students respond.

7. What questions do you have?
Shift 1
Shift 2
Shift 3
Shift 4
Shift 5
Shift 6
Take “Aways”
Challenges
What questions do you have?
What do you need to know now?

8. Shift 1 Balancing Informational and Literary Texts (PK-5)
Balance of Text
Students build knowledge through reading text
Coherent building of knowledge
AS WE MOVE THROUGH THESE SIX SLIDES, WRITE DOWN QUESTIONS YOU HAVE AND WE CAN DISCUSS THEM AT THE END OF THE SERIS.
This is more than just having equal stacks of fiction and non fiction for students. It is the coherent building of knowledge through the reading of text.
David Coleman, talks about the fact that the knowledge a child gains in the early grades propels them and supports them in the secondary. The knowledge needs to be coherent and in depth. In an example David gives in another session he talks about K students learn about the Senses and all of the body parts that accompany them like the eyes, ears, mouth, nose, skin,
In 1st grade … by the time a student leaves 5th grade he has knowledge about the digestive, respiratory, the nervous systems of the body.
Students gain knowledge through text, make connections, remember details and learn to summarize.
10/21/2017
New York Dept. of Ed/Teacher Domain/Science Foundation)

9. Shift 2 Building Knowledge in the Disciplines (6-12)
Reading and writing in all content areas
Students learn through
domain –specific texts
Students are expected to learn from what they read
Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science, social studies and technical subject classrooms.
Real-World application
10/21/2017
David Coleman April 28, 2011

10. Shift 3 Staircase of Text Complexity
Instruction centered around grade appropriate text
Teachers create time for close careful reading of text
Scaffold if necessary
In order to prepare for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers create more time and space in the curriculum for close careful reading of text.
If the standards were to be imagined as a spiraling staircase, text complexity could be represented by the individual steps that one climbs with increasing difficulty to reach the top – College and Career Readiness.
Acquisition of academic vocabulary supports the reading of complex text.
Examples of Scaffolding include:
Repeated readings
Choral reading
Cloze reading
Teacher Modeling I do, You do, We do
10/21/2017
David Coleman April 28, 2011

11. Shift 4 Text-Based Answers
Teachers insist that classroom experiences stay connected to the text on the page
Students construct arguments in conversation and writing to assess comprehension
When teachers construct questions for students answer care must be taken to ensure that they are text-centered, meaning that in order for the student to be able to answer the question, they need to have read the text.
Some questions, especially open-ended questions “hover” around text but do not actually require the student to have read the text.
Students respond to text by writing or talking about what they read, by citing evidence in the text that supports their answers.
10/21/2017
David Coleman April 28, 2011

12. Shift 5 Writing from Sources
Use evidence to inform or make an argument
Students respond to the texts they read
Writing needs to emphasize use of evidence to inform or make an argument rather than personal narratives and other forms of decontextualized prompts.
While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.
10/21/2017
David Coleman April 28, 2011

13. Shift 6 Academic Vocabulary
Necessary to access grade level complex texts
Comprehension of words such as discourse, generation and theory, less time on literary terms
Use academic words in speaking and writing
Students constantly build vocabulary they need to access grade level complex texts by focusing strategically on comprehension of pivotal words (such as “discourse,” “generation,” “theory,” and “principled” and less on literary terms (such as “onomatopoeia” and ”theme”)
Teachers constantly insist that students use academic words in speaking and writing.
COMMON REGISTERS
Frozen- Pledge of Allegiance, Preamble– Unchanging
Formal/Academic- Interviews, Classroom, Public Speaking
Consultative- Boss/Supervisor, Lawyers, Doctors
Informal/Casual- Slang, with Friends, Neighborhood, Family
Intimate- Language of Love, not for public
David Coleman April 28, 2011
10/21/2017

14. ELA/LITERACY SHIFTS IN TEACHING AND ASSESSMENT
Balancing Informational & Literary Texts
Knowledge in the Content Areas
Grade-level Text Complexity
Text-based Answers & Writing from Sources
Academic Vocabulary
Balancing Informational & Literary Texts - Passages will be authentic and balanced across informational and literary.
Knowledge in the Content Areas - Assessment will contain knowledge-based questions about the informational text; students will not need outside knowledge to respond.
Grade-level Text Complexity - Passage selection will be based on text complexity that is appropriate to grade level per Common Core.
Text-based Answers & Writing from Sources - Questions will require students to marshal evidence from the text, including from paired passages.
Academic Vocabulary - Students will be tested directly on the meaning of pivotal, common terms from which the definition can be discerned from the text. Academic vocabulary will also be tested indirectly through general comprehension of the text. 14

15. So Where Are the Shifts in Our Work?
As we progress from shifts to applications……

16. Shifts are in the assessment—
Text worth reading
Using authentic text
Questions worth answering
Sequencing questions for deeper encounters with text

17. Test Item Example
(use PARCC 3rd grade test item example)

18. Mathematics PARCC Assessment
Problems worth doing
Multiple step problems
Conceptual questions
Applications
Substantial procedures
Focus
Strong focus where the standard is focused
Reinforces concept of going deeper instead of covering topics

19. Test Item Example
(The Field—fractions-3rd grade-visual and numerical)

20. ELA
LA.RI.3.1 LA.RI.3.2

21. Math
Grade 3 NF.1. Numerical fractions Mathematical Practice: MP.2, MP.7

22. Video

23. Use familiar framework to model clustering of standards and writing broad learning goals

24. Video
Set up video example of clustering ELA standards and how the instruction looks
Have participants view video
After viewing discuss

25. Model development of Learning Goal

26. Using the informational text you brought with you, identify a cluster of ELA CCSS for your grade level
Determine Learning Goal