1 / 24

6 Shifts

6 Shifts. What you need to know about the literacy standards. David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.johnson@wmisd.org Prepared February 2012. Introductions. NMLC Objectives For the Day

nikkos
Download Presentation

6 Shifts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. 6 Shifts What you need to know about the literacy standards David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.johnson@wmisd.org Prepared February2012

  2. Introductions • NMLC • Objectives For the Day • I can identify how the “six shifts” reach beyond the borders of an ELA classroom into all of the content areas. • I will leave with tools that can help me address these shifts (and the new literacy standards) in my classroom

  3. Shift 1 • PK-5: Balancing Informational and Literary Texts. • Literacy across the content areas usually in a self contained setting • Balance between narrative text (stories, poems, etc.) and informational pieces. • Why is this a shift?

  4. Shift 2 • 6-12 – Building Knowledge in the disciplines • Beginning with 6th or 7th grade, move from self contained to “content experts” • The “Content experts” bring in informational pieces that enhance their content. • Turn/Talk 5 Mins – What does this mean for your content area. What can you pull/utilize? What do you already pull/utilize?

  5. Shift 3 • Staircase of Complexity • Increase at each grade level • The standards are “end of grade” expectations

  6. Informational 1 K: With prompting and support, ask and answer questions about key details in a text. 1: Ask and answer questions about key details in a text. 2: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  7. SS Reading 1 6-8: Cite specific textual evidence to support analysis of primary and secondary sources 9-10: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 11-12: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

  8. Science and other subjects Reading 1 6-8: Cite specific textual evidence to support analysis of science and technical texts. 9-10: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 11-12: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

  9. Shift 4 • Text Based Answers • “rich and rigorous” conversations dependent on a common text. • Your text can be…a primary source, article, video clip, song, painting, folktale, newspaper article, etc. • Classroom conversations are centered around this text. • Close and critical examination and questioning

  10. Shift 4 • Turn and Talk – 5 Minutes. • What is something you either currently use, or that just sprang to mind that you could use, slow down a little bit, and meet shift 4.

  11. Shift 5 • Writing from sources • Use evidence, make an argument • Respond to ideas, events, facts • http://www.youtube.com/watch?v=kQFKtI6gn9Y

  12. Shift 5

  13. Shift 5 • Turn/Talk – How could you use an argumentative piece in your content area to meet this shift?

  14. Shift 6 • Academic Vocabluary • Rigorous • Constant • Well chosen • Which two words are important, which one is less necessary? Discourse, theory, homonym

  15. Q&A • Before I move to part 2…applying these…what questions are floating around out there? (I did not write these standards, so you need not worry about hurting my feelings. What can I try and clarify?)

  16. Close and Critical Readings in Your Content Giving students access to complex texts in every classroom

  17. Step One…Identification • ID your text • ID your vocabulary within the text • ID your context • What do they already know? • What do they need to know? • ID your purpose • What should they come away knowing?

  18. Step Two: Begin Planning Day 1 • Activities for Day 1 include: • Summarize/paraphrase • What is the central idea? • What is most important? • Read between the lines • What is the Genre? Is this a primary or secondary source? What makes it so? • What perspective is shown? What is left out? • Look at word choice, language used, etc.

  19. Step Three – Planning Day 2 • Genre • Perspective • Language, word choice, etc. • Guided highlighting • Meaning/central idea/theme • Author supports, purpose, objectives • Mood/tone, point of view • Quality • What isn’t there?

  20. Step Four – Planning Day 3 • Anything missing from above • Text to self, to text, to world comparisons • “What does this remind me of in my life?” • “What were my feelings when I read this?” • “How is this similar to other things I’ve read?” • “Have I read something like this before?” • What does this text remind me of in the real world? • What does this mean to us today?

  21. Depending on How You Structure Yours… • All 10 Reading standards could be hit • The reading standards can lend themselves nicely to a writing task, which helps you hit writing standards • Can be more than 3 days • Can be a longer text broken up over time • Can be full class period or short section

  22. Walkthrough of a lesson • Social Studies perspective…think about how this could look with your content area. • Review of today’s materials available: http://nmlcss.wikispaces.com. • Click Professional Development and choose “Gaylord” Video Recaps and materials all up by Monday.

More Related