1. ELA Instructional Shifts: Congruency & Evidence Presented by: Kelly Philbeck LDC/ELA Instructional Specialist Kentucky Department of Education kelly.philbeck@education.ky.gov

2. ELA Standards If you don’t have the ELA CCSS app on your phone or iPad, please download it for our session today.

3. Meeting Materials are on: www.kellyphilbeck.com,

4. ELA Look-Fors Shifts to InstructionWhat to Look for in an Obs. Pre-Conference Questions Domain 1 Post Conference Questions Domains 2 & 3

5. ELA Instructional Shifts Instructional ShiftsAssessment Shifts PK-5, Balancing Informational & Literary Texts A balance of authentic informational and literary texts 6-12, Building Knowledge in the Disciplines Knowledge-based questions about discipline-specific, informational text Text ComplexityHigher level of text complexity appropriate to grade level Text-Based/Evidence Based AnswersEvidence from text, including paired passages, to make an argument, inform or explain; short, focused research Writing from Sources /3 Modes of Writing Academic VocabularyTier Two words which can be discerned from the text

6. 6 ELA Shifts O http://www.youtube.com/watch?v=pkHSEW nUfnk http://www.youtube.com/watch?v=pkHSEW nUfnk

7. Shift 1: PK-5, Balancing Informational & Literary Texts: O Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

8. Assessment Shift O Students need to be assessed with a balance of authentic informational and literary texts. CCSS-ELA emphasizes comparisons between informational and literary texts; this will have a direct impact on student success on assessments. (Liebling & Metzler, 2011)

9. Shift 1: PK-5, Balancing Informational & Literary Texts: O Instructional Implications O Provide students with equal exposure of informational and literary texts in the elementary grades (across disciplines) O Increase exposure of literary nonfiction (across disciplines) O Explicitly teach strategies for informational texts O Teach through and with informational texts O Explicitly teach reading comprehension skills in a similar manner across informational text and literature O Build background knowledge to increase reading skills O Provide opportunities for coherent instruction about content

10. Grade Level Distribution

11. Shift 1: PK-5, Balancing Informational & Literary Texts: O Administrative Implications O Provide the appropriate amount text types to ensure a balance of literary and informational text in classrooms O Provide professional development and collaborative planning opportunities around the use of literary nonfiction and informational texts in instruction to include a coherent body of knowledge across grades O Look for informational and literary text being used in instruction within the same unit O Look for teachers building content knowledge through text O Look for students confidently reading, discussing, and gathering evidence from informational text

12. Shift 1: Balancing Informational and Literary Text What the Student Does…What the Teacher Does…What the Principal Does… Build background knowledge to increase reading skill Exposure to the world through reading Apply strategies to reading informational text Provide students equal #s of informational and literary texts Ensure coherent instruction about content Teach strategies for informational texts Teach “through” and “with” informational texts Scaffold for the difficulties that informational text present to students Ask students, “What is connected here? How does this fit together? What details tell you that? “ Purchase and provide equal amounts of informational and literacy text to students Hold teachers accountable for building student content knowledge through text Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together 12

13. Shift #2: 6-12, Building Knowledge in the Disciplines O Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. (CCSS Introduction, p. 3). Content area teachers outside of the ELA classroom should emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

14. Assessment Shift O Assessments should include an expectation for students to compare and contrast information from primary and secondary sources beginning in grades 6- 8; students should be expected to construct their understanding of a topic using multiple sources. Assessments will require critical thinking across texts, writing, and presentation. (Liebling & Metzler, 2011)

15. Shift 2: 6-12 Knowledge in the Disciplines O Instructional Implications O All content area teachers teach disciplinary literacy authentic to their area of study O Build background knowledge to increase reading skills O Teach different approaches for different types of text O Show students how to use text as a source of evidence O Teach students how to locate and write about a topic using evidence from the text O Model how to support an opinion with evidence O Utilize primary and secondary sources in instruction

16. Shift 2: 6-12 Knowledge in the Disciplines O Administrative Implications O Ensure school-wide content-area literacy; provide professional development and collaborative planning opportunities around content-area literacy O Provide professional development, modeling, and collaborative planning of content-specific strategies vs. a generic list of strategies O Look for teachers building content knowledge through text O Look for students applying literacy skills with content area texts and handling primary and secondary documents with confidence O

17. Shift 2: 6-12 Knowledge in the Disciplines What the Student Does…What the Teacher Does…What the Principal Does… Become better readers by building background knowledge Handle primary source documents with confidence Infer, like a detective, where the evidence is in a text to support an argument or opinion See the text itself as a source of evidence (what did it say vs. what did it not say?) Shift identity: “I teach reading.” Stop referring and summarizing and start reading Slow down the history and science classroom Teach different approaches for different types of texts Treat the text itself as a source of evidence Teach students to write about evidence from the text Teach students to support their opinion with evidence Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “ Support and demand the role of all teachers in advancing students’ literacy Provide guidance and support to ensure the shift to informational texts for 6-12 Give teachers permission to slow down and deeply study texts with students 17

18. Shift #3: Text Complexity O K–12 reading emphasizes text complexity as the most important factor in developing skilled readers (CCR.RL/RI.10). In order to prepare students for the complexity of college and career-ready texts, each grade level requires a “step” of growth on the “staircase”. Instruction should be centered around grade-appropriate text which requires close reading. Teachers should be patient and create more time and space in the curriculum for this close and careful reading and provide appropriate and necessary scaffolding and supports so that it is possible for all students reading below grade level to participate and learn.

19. Shift #3: Text Complexity O Passage and/or text selection for assessments need to be based on text complexity guidelines for each grade level. (CCSS Appendix A)

20. Shift #3: Text Complexity O Instructional Implications O Ensure students are engaged in more complex texts at every grade level O K-2 need exposure to complex read-alouds O Engage students in rigorous conversations O Give students more time on more complex texts O Provide scaffolding; i.e., reading/thinking aloud, digital media to build background knowledge, collaborative routines such as reciprocal teaching, collaborative strategic reading O Use leveled texts carefully to build independence; do not supplant opportunities for engagement with grade level complex text

21. Text Complexity

22. Quantitative—Only One Measure

23. Shift 3: Text Complexity O Administrative Implications O Ensure that complexity of text builds from grade-to-grade in accordance with R.CCR.10 O Review current grade level materials and resources to determine appropriate text complexity O Provide professional development and collaborative planning to encourage the scaffolding of complex texts across a period of time O Encourage teachers to allow students to productively struggle with complex texts O Look for students who are productively struggling with complex texts

24. Shift 3: Text Complexity What the Student Does…What the Teacher Does…What the Principal Does… Read to see what more they can find and learn as they re-read texts again and again Read material at own level to build joy of reading and pleasure in the world Be persistent despite challenges when reading; good readers tolerate frustration Ensure students are engaged in more complex texts at every grade level Engage students in rigorous conversation Provide experience with complex texts Give students less to read, let them re-read Use leveled texts carefully to build independence in struggling readers More time on more complex texts Provide scaffolding Engage with texts w/ other adults Get kids inspired and excited about the beauty of language Ensure that complexity of text builds from grade to grade. Look at current scope and sequence to determine where/how to incorporate greater text complexity Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time Allow and encourage teachers the opportunity to share texts with students that may be at frustration level 24

25. Shift #4: Text-Based Answers O Students should have rich and rigorous conversations which are dependent on a common text. Teachers should insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as writing to assess comprehension of a text.

26. Assessment Shifts O Questions in assessments should require students to gather evidence from the text, including from paired passages, and not rely on memorization. Give students opportunities to argue their beliefs around complex texts in assessments.

27. Close Reading & TDQ http://www.youtube.com/watch?v=5w9v6-zUg3Y

28. Close Reading & TDQ 2 http://www.youtube.com/watch?v=JhGI5zdjpvc

29. Shift #4: Text-Based Answers O Instructional Implications O Create opportunities for students to have deep, evidence-based conversations about text O Teach students how to go back and find evidence in the text O Ask and identify questions that are text-dependent O Provide students with opportunities to read, reread, reference other texts, and to dig more deeply in order to answer questions

30. Text Dependent Questions O Characteristics: O Questions must originate from the text itself O Questions focus on a word, sentence, paragraph(s) O Open, not leading questions O Provide learning opportunity for students O Require thought/discussion about the question (no right answer immediately provided) O Cause students to linger over portions of the text, looking for specific answers, not just “getting the gist”

31. Differences in Depth: Text versus Non-Text-Dependent Questions Non-Text-Dependent Questions Text-Dependent Questions Are books without pictures or conversations useful? What kind of books does Alice find useful? How would you react if you saw a talking rabbit? How did Alice react when she saw a talking rabbit? Would Alice have followed the rabbit down the hole had she not seen it look at a watch? Why did Alice follow the rabbit down the rabbit- hole? What do you know about Lewis Carroll? What does the reader know about the rabbit?

32. Text Dependent Questions Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me.

33. Shift #4: Text-Based Answers O Administrative Implications O Encourage teachers to spend more time teaching students how to revisit texts to find evidence and write stronger arguments O Provide planning time for teachers to engage in text to craft appropriate text-dependent questions O Create time for teachers to discuss expectations for students’ text-based answers; what should writing/responses look like? O Look for students who are excited to discuss their findings O

34. ELA/Literacy Shift 4: Text Based Answers What the Student Does… What the Teacher Does… What the Principal Does… Go back to text to find evidence to support their argument in a thoughtful, careful, precise way. Develop a fascination with reading Create own judgments and become scholars, rather than witnesses of the text. Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say. Facilitate evidence based conversations with students, dependent on the text. Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. Plan and conduct rich conversations about the stuff that the writer is writing about. Keep students in the text Identify questions that are text- dependent, worth asking/exploring, deliver richly, Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. Spend much more time preparing for instruction by reading deeply. Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments. Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions. Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions. 34

35. O Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students should develop skills through written arguments that respond to ideas, events, and facts that are presented in the texts they read. They should conduct short, focused research projects K-12. (Appendix A, pp. 24-26; student samples, Appendix C). Shift 5: Writing from Sources/ 3 Modes of Writing

36. Assessment Shift O Assessments need to include purposeful writing that requires text-based evidence to support reasoning. Students need to synthesize information from multiple texts and take notes to produce a coherent body of writing. O

37. Shift 5: Writing from Sources/ 3 Modes of Writing O Instructional Implications O Present opportunities to write from multiple sources about a single topic O Provide opportunities for students to synthesize and analyze ideas and concepts across many texts in order to draw an opinion or conclusion O Use mentor texts to teach text features and structures and apply them to writing O Model expectations for writing; use rubrics and student work to help students learn how to self-evaluate O Develop reading, writing, language, listening and speaking through short, focused research projects O Provide time for collaboration to discuss findings

38. 3 Modes of Writing O All--Read Introduction O In groups of 3… O p. 3-6 Opinion/Argumentation O p. 6-8 Informational/Explanatory O p. 8-10 Narrative

39. Shift 5: Writing from Sources 3 Modes of Writing O Administrative Implications O Provide professional development and collaborative planning opportunities around opinion (K-5) and argumentation (6-12), informational, and narrative writing O Provide collaborative planning for teachers to discuss expectations in students’ writing O Provide professional development and classroom resources for short, focused research projects O Look for students’ use of rubrics and work samples while self- evaluating and engaging in peer/teacher conferences O Look for students synthesizing, analyzing and writing about information from multiple texts O Look for students who are collaborating and excited about writing

40. Shift 5: Writing from Sources What the Student Does…What the Teacher Does…What the Principal Does… Begin to generate own informational texts. Expect that students will generate their own informational texts (spending much less time on personal narratives). Present opportunities to write from multiple sources about a single topic. Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion. Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence. Give permission to students to start to have their own reaction and draw their own connections. Build teacher capacity and hold teachers accountable to move students towards informational writing. 40

41. Shift 6: Academic Vocabulary O Academic vocabulary crosses content areas and is found in both informational and literary text; it is frequently seen on assessments. Students must constantly build the vocabulary they need to be able to access grade-level complex texts. By focusing strategically on the comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers build students’ ability to access more complex texts across the content areas. O

42. Assessment Shifts O Students should be assessed directly on the meaning of key, common terms, that occur frequently and regularly across various content-area texts; the definition of which can be discerned from the text. Academic vocabulary can also be assessed indirectly through general comprehension of the text.

43. Shift 6: Academic Vocabulary O Instructional Implications O Develop students’ ability to use and access words that appear in everyday text and that may be slightly out of reach O Explicitly teach strategies that can be transferred across content-areas O Discriminate between the tiers of vocabulary; choose Tier 2 vocabulary (academic) to teach before, during and after reading, listening and viewing. Teach Tier 3 vocabulary (domain-specific) in the context of the discipline O Determine the words that students will read most frequently and spend the majority of time on those O Teach fewer words; but, teach word associations and words in context rather than words in isolation

44. Shift 6: Academic Vocabulary O Administrative Implications O Because language and vocabulary are integrated into all of the CCSS strands, provide collaborative time for teacher study groups that focus on language and vocabulary O Provide training to teachers on strategically choosing vocabulary – 3 Tiers, with an understanding of academic vs. domain specific O Look for explicit vocabulary instruction in which students are being taught transferrable strategies O Look for students reading often and in varied texts O Look for students discussing words in relation to previous knowledge, in the context of stories, digital media, and informational text O

45. ELA/Literacy Shift 6: Academic Vocabulary What the Student Does…What the Teacher Does…What the Principal Does… Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words. Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach. Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3. Determine the words that students are going to read most frequently and spend time mostly on those words. Teach fewer words but teach the webs of words around it. Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies. Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner. 45

46. ELA Look-Fors Shifts to InstructionWhat to Look for in an Obs. Pre-Conference Questions Domain 1 Post Conference Questions Domains 2 & 3

47. O REFERENCES O engageny Instructional Shifts for the Common Core, www.engageny.org O K-12 Teachers: Building Comprehension in the Common Core, Oregon Literacy Plan O Liebling & Metzler, Making a Difference in Student Achievement Using the Common Core State Standards for English Language Arts: What School and District Leaders Need to Know, November 2011 O Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, CCSS with Appendices O Revised Publishers’ Criteria for English Language Arts and Literacy, Grades K-2, Revised Publishers' Criteria K-2 O Revised Publishers’ Criteria for English Language Arts and Literacy, Grades 3-12, Revised Publishers' Criteria 3-12