1. CNY Affiliate of NYS ASCD December 7, 2011 NYS INITIATIVES FOR TEACHING AND LEARNING AN OVERVIEW OF THE SIX INSTRUCTIONAL SHIFTS: NYS P-12 COMMON CORE LEARNING STANDARDS FOR ELA & LITERACY Auddie Mastroleo Renee Burnett OCM BOCES Network Team Facilitators

2. http://engageny.org/ OCM BOCES Network Team 2 ENGAGENY

3. Who are they and what do they have in common?

4. COMMON CORE SHIFTS ELA & CONTENT LITERACY

5. SHIFT 1 Grades PK-5 BALANCING INFORMATIONAL & LITERARY TEXTS 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text

6. SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Expectation of rigorous domain specific literacy instruction outside of ELA

7. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines

8. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Hero’s Journey

9. SHIFT 3 STAIRCASE OF COMPLEXITY Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text

10. 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.

11. 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

12. SHIFT 4 TEXT-BASED ANSWERS Evidence-based questions are purposefully planned & direct students to closely examine the text

13. 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.

14. SHIFT 4 Text-based Answers Question: What fate awaits the (future) hero who refuses the call to adventure? Cite 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

15. SHIFT 5 WRITING FROM SOURCES Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCLS

16. SHIFT 5 Writing from Sources

17. SHIFT 5 Writing from Sources

18. SHIFT 6 ACADEMIC VOCABULARY Ramp up instruction of Tier Two words

19. SHIFT 6 Academic Vocabulary

20. SHIFT 6 Academic Vocabulary

21. The Human Body THE SIX SHIFTS IN ACTION K-5 STAYING ON TOPIC WITHIN A GRADE AND ACROSS GRADES: HOW TO BUILD KNOWLEDGE SYSTEMATICALLY IN ENGLISH LANGUAGE ARTS K-5

22. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines The Human Body

23. SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Human Body Fourth-Fifth Grade

24. SHIFT 3 Staircase of Complexity PRE-CCLS Thank you for hands and feet that keep a beat, for ears that hear, and eyes that see. Thank you for each bendy knee.

25. SHIFT 3 Staircase of Complexity POST-CCLS When you eat fresh fruits and vegetables and protein foods like meat, milk, and beans you are giving your body the things it needs to grow.

26. SHIFT 3 Staircase of Complexity POST-CCLS Kindergarten1st Grade2 nd -3 rd Grade4 th -5 th Grade

27. SHIFT 4 Text-based Answers PRE-CCLS Kindergarten 1 st Grade 2 nd -3 rd Grade 4 th -5 th Grade

28. SHIFT 4 Text-based Answers POST-CCLS Kindergarten 1 st Grade 2 nd -3 rd Grade 4 th -5 th Grade

29. SHIFT 5 Writing from Sources

30. SHIFT 5 Writing from Sources POST-CCLS Kindergarten 1 st Grade2 nd -3 rd Grade4 th -5 th Grade

31. SHIFT 6 Academic Vocabulary

32. SHIFT 6 Academic Vocabulary

33. What can we do now to prepare for these shifts? READINESS GUIDE

34. Thank you! CONTACT INFORMATION rburnett@ocmboces.org Thank you! Thank you! amastroleo@ocmboces.org