1. ELA Shifts of Instruction
Principal’s Meeting

2. Belief Statements Teachers will provide students with access to:
1. A multi-tiered system of support for all students
2. Rigorous and relevant curriculum and instruction

3. Belief Statements
3. A balance of informational reading and fiction reading
4. Independent, academic and complex texts for reading
Independent reading (student choice, on student lexile level)
Academic reading (student and teacher choice/thematically linked, just above student lexile level)
Complex, grade level text (course packs)

4. We are ALL going to do this!
Belief Statements
5. Writing everyday
Use of the writer’s notebook
If they can write it, they can assess it, and they can improve it
Students should write four times as much as we can grade
6. Explicit Academic Vocabulary Instruction
We are ALL going to do this!

5. Questions/Prompts When planning for instruction, where do you begin?
Texts
Assessments (what kinds of questions/answers)
How do you build background?
How do you address the needs of all readers?
Overwhelmingly, teachers start with texts and content, not skills and students…..

6. Activating Schema: Shifts in Practice
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

7. ELA/Literacy Shift 1: Balancing Informational and Literary Text
What the Student Does…
What the Teacher Does…
Build content knowledge
Exposure to the world through reading
Apply strategies
Balance informational & literary text
Scaffold for informational texts
Teach “through” and “with” informational texts

8. ELA/Literacy Shift 2: Knowledge in the Disciplines
What the Student Does…
What the Teacher Does…
Build content knowledge through text
Handle primary source documents
Find Evidence
Shift identity: “I teach reading.”
Stop referring and summarizing and start reading
Slow down the history and science classroom

9. ELA/Literacy Shift 3: Staircase of Complexity
What the Student Does…
What the Teacher Does…
Re-read
Read material at own level to enjoy reading
tolerate frustration
more complex texts at every grade level
Give students less to read, let them re-read
More time on more complex texts
Provide scaffolding & strategies
Engage with texts w/ other adults

10. ELA/Literacy Shift 4: Text Based Answers
What the Student Does…
What the Teacher Does…
find evidence to support their argument
Form own judgments and become scholars
Conducting reading as a close reading of the text
engage with the author and his/her choices
Facilitate evidence based conversations about text
Plan and conduct rich conversations
Keep students in the text
Identify questions that are text-dependent, worth
asking/exploring, deliver richly
Spend much more time preparing for instruction by reading deeply.

11. 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
Reduce 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

12. ELA/Literacy Shift 6: Academic Vocabulary
What the Student Does…
What the Teacher Does…
Use high octane words across content areas
Build “language of power” database
Develop students’ ability to use and access words
Be strategic about the new vocab words
Work with words students will use frequently
Teach fewer words more deeply

13. Application-Questions for teachers
What are some of the key shifts that you personally are going to need to make in your instruction?
How do you share with your evaluator? What are the areas you personally need coaching in?
Management of different levels of texts in room

14. Literacy Design Collaborative (LDC)
Three types of writing
Argumentation
Informational/explanatory
Narrative
Text structures
Compare, definition, problem-solution, cause- effect, evaluation, description, procedural, synthesis
Connection to text-based answers……

15. Sample Writing Prompt
In your own way explore the theme social justice using examples from your life, text and the world around you. Include at least three examples in your response.
What kind of writing will this produce?
Explanatory? Argumentation? Informative? Narrative?

16. Thinking Frames
After Research
Essential Question

17. Explain: Grades 3-5
What is social justice? After reading The Diary of Anne Frank, write a short, constructed response in which you answer your question and explain your reason. Give several examples from the text to support your opinion.

18. Argumentation/evaluation: 6-12
After reading The Diary of Anne Frank/Night, write an essay that discusses social justice and evaluates society’s role in imprisoning Jews during the Holocaust. Be sure to support your position with evidence from the text.

19. Informational/Synthesis: 6-12
After reading The Diary of Anne Frank/Night, write an essay that explains social justice. What conclusions or implications can you draw? Cite at least three sources, pointing out key elements from each source.

20. Narrative/Description: 6-12
How do characters send a message in a novel? After reading The Diary of Anne Frank, write a narrative from the perspective of Anne’s dad. Use imagery and tone to develop a narrative effect in your work.

21. Text-dependent questions
What is the purpose of the prompt? What kind of writing is the student expected to produce?
Informational
Argumentative
Narrative

22. The following problem is done incorrectly
The following problem is done incorrectly. Use the ABC writing protocol to explain the error(s) that were made and describe a method to correctly solve the problem. What is the purpose of the prompt? What kind of writing is expected?

23. After reading the article Urban Eyes, argue the claim statement below.
Claim statement: Too much time indoors can result in nearsightedness.
What is the purpose of the prompt? What kind of writing is expected?

24. Stimulus: Lord of the Flies video clip
Prompt: After watching the video, you are to assume the role of one of the survivors. As the group struggles to organize, you assume a leadership role and try to form a government. What form to you want to propose? Defend your position.

25. This is a pre-test to determine your writing abilities
This is a pre-test to determine your writing abilities. Respond to the following prompt using the ABC Writing strategy.
A=Address the prompt
B=Back it up
C=Conclude your thinking
Teachers should be allowed to carry guns in school.

26. Based on the article you read, should teen driver’s licenses be based on attendance or grades?

27. Explain Newton’s three laws of motion.

28. Student responses are only as good as the questions we ask