1. SLS Conference November 9, 2011 NYS INITIATIVES FOR TEACHING AND LEARNING SIX SHIFTS IN THE NYS COMMON CORE LEARNING STANDARDS Facilitator Renee M. Burnett OCM BOCES Network Team

2. Board of Ed Superintendents Principals Teachers CCLS DDI APPR The Big Picture

3. AASL CROSSWALK NYS CCLS Standards for the 21 st Century Learner http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/index.cfm

4. ENGAGENY http://engageny.org/

5. READINESS GUIDE Awareness Connections Integration

6. Awareness: Building Common Knowledge Overview of the CCLS 6 Shifts for ELA and Math Connect to Professional Practice: NYS Teaching Standards Connect to Data Driven Instruction Connections: Connecting the 6 Shifts to Current Practice Develop skills of educators in connecting the CCLS to discrete learning opportunities and tasks in the classroom Integration: Using the CCLS in the Design of Classroom Curriculum, Instruction and Assessment District Level: identify Power Standards; write curriculum; develop scope and sequence Classroom Level: develop standards- based plans and assessments; identify and implement standards-based teaching practices READINESS GUIDE

7. Balancing Informational & Literary Texts (Grades PK-5)Knowledge in the Disciplines (Grades 6-12)Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary COMMON CORE SHIFTS ELA & CONTENT LITERACY

8. SHIFT 1 Grades PK-5 BALANCING INFORMATIONAL & LITERARY TEXTS Range of Text Types Literature = Stories, Dramas, Poetry Informational = Literary Nonfiction, Historical, Scientific, & Technical Texts 50% fiction 50% nonfiction 40% fiction 60% nonfiction 20% fiction 80% nonfiction 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text

9. SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Reading & Writing Literacy Standards Complement, not replace content standards Depending on text rather than referring to it Read a president’s speech & write a response Read scientific papers & write an analysis Think sophisticated non-fiction Analyze and evaluate texts within disciplines Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations Expectation of rigorous domain specific literacy instruction outside of ELA

10. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Core Text(s) Pre- CCLS

11. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Hero’s Journey Core Texts Post- CCLS

12. SHIFT 3 STAIRCASE OF COMPLEXITY Increase in text complexity at each grade level Qualitative Levels of meaning Structure Clarity of language Knowledge demands Quantitative Word length Sentence length Text cohesion Reader & Task Motivation Knowledge Experience Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text

13. SHIFT 3 Staircase of Complexity PRE-CCLS Refusal of the Call Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.

14. SHIFT 3 Staircase of Complexity POST-CCLS Refusal of the Call Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approach of his disintegration. Excerpt from The Hero with a Thousand Faces

15. SHIFT 4 TEXT-BASED ANSWERS Questions tied directly to the text, but extend beyond the literal Students must cite text to support answers Personal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesn’t say Questions are purposefully planned & direct students to closely examine the text

16. SHIFT 4 Text-based Answers Question: What reasons might a hero use to refuse the call to adventure? PRE-CCLS Refusal of the Call Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.

17. SHIFT 4 Text-based Answers Question: What fate awaits the (future) hero who refuses the call to adventure? Use specific examples from the text to support your answer. POST-CCLS Refusal of the Call Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approach of his disintegration. Excerpt from The Hero with a Thousand Faces

18. SHIFT 5 WRITING FROM SOURCES Three Text Types Argument Supporting a claim with sound reasoning and relevant evidence Informational/ Explanatory Writing Increase subject knowledge Explain a process Enhance comprehension Narrative Writing Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCLS

19. SHIFT 5 Writing from Sources Write about a time you had to make a difficult decision. Describe the situation and the heroic qualities you exhibited. Pre-CCLS

20. SHIFT 5 Writing from Sources Modern writers often enhance their story through the use of literary allusions. Grann compares Fawcett’s Nina to Odysseus’ Penelope. In your essay: Describe the call to adventure for both Percy Fawcett and Odysseus. Compare and contrast the impact of answering this call on those closest to the heroes. Support your explanations using specific evidence from the two works listed above. Post-CCLS

21. SHIFT 6 ACADEMIC VOCABULARY Tier One Words Words of everyday speech Tier Two Words Not specific to any one academic area Generally not well-defined by context or explicitly defined within a text Wide applicability to many types of reading Tier Three Words Domain specific Low-frequency Often explicitly defined Heavily scaffolded Ramp up instruction of Tier Two words

22. SHIFT 6 Academic Vocabulary Pre-CCLS Archetype Epic Poetry MythologyOdyssey

23. SHIFT 6 Academic Vocabulary Post-CCLS Tier 3 Words ArchetypeEpic PoetryMythologyOdyssey Tier 2 Words SummonsAffirmativeTitanicDisintegration

24. QUESTIONS? CONCERNS? NOTICES?

25.  Curriculum Examples located at http://engageny.org/ http://engageny.org/  Text and Writing Samples located in Appendices B and C of the NYS Common Core Learning Standards for ELA and Literacy  The Odyssey and The Hero’s Journey examples excerpted and adapted from C. Becker Dobbertin, 2011, Just ASK Publications. RESOURCES

26. Thank you! CONTACT INFORMATION rburnett@ocmboces.org Thank you! Thank you!