1 / 37

Revisiting the Six Shifts and Unpacking the ELA CCSS

Revisiting the Six Shifts and Unpacking the ELA CCSS. Sharon Collins December 1, 2011. Purpose: To provide principals with a deeper understanding of how Common Core State Standards will transform instruction in English language arts classrooms.

annanwilson
Download Presentation

Revisiting the Six Shifts and Unpacking the ELA CCSS

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. Revisiting the Six Shifts and Unpacking the ELA CCSS Sharon Collins December 1, 2011

  2. Purpose: To provide principals with a deeper understanding of how Common Core State Standards will transform instruction in English language arts classrooms.

  3. Desired Outcomes: • By the end of this session, principals will have: • An overview of English language arts Common Core State Standards • A deeper understanding of how ELA instruction will shift with CCSS • Experience and knowledge with unpacking an ELA CCSS • An opportunity to consider how stakeholders will support ELA CCSS

  4. NC Principal Evaluation Process Standard 2: Instructional Leadership a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The principal leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

  5. Consider a typical English language arts classroom in your building.

  6. The Six Shifts Six Shifts in ELA CCSS • Shift 1: PK-5, Balancing Informational and Literary Texts • Shift 2: 6-12, Knowledge in the Disciplines • Shift 3: Staircase of Complexity • Shift 4: Text-based Answers • Shift 5: Writing from Sources • Shift 6: Academic Vocabulary

  7. A Closer Look at the Shifts

  8. Reviewing the Shifts • Each table member selects one of the shifts • Review your shift by considering the following question: How is this different from what I’m currently seeing with teachers and students? How does this impact my role? • Prepare to share your shift with your tablemates. • You will each have 2 minutes to share.

  9. Time for Sharing

  10. What are the implications of the six shifts for you and your staff? Post your comments on wallwisher http://www.wallwisher.com/wall/6shifts

  11. Unpacking the Common Core Standards

  12. What is not covered by the Standards? • Standards define what all students should know and be able to do but not how teachers should teach. • While the Standards do attempt to focus on what is most essential, they do not describe all that can or should be taught. • The Standards set grade-level standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

  13. What resources are available? • DPI Unpacking Documents – www.ncpublicschools.org/acre/standards/common-core-tools • Common Core Changes Document Unpacking a Standard Template

  14. A Model K-1 Band

  15. RI6 (Reading Informational Text – Standard 6) • RIK.6 – Name the author and illustrator of a text and define the role of each in presenting the ideas or information. • RI1.6 – Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

  16. Unpacking RIK.6 • What do the big ideas mean? • The author and illustrator work together to create a text. It is important to understand each of their roles. • How will I teach that? • I will need to model and think aloud about what the author and illustrator do. I will also need to make sure that this is discussed during guided reading groups. • What are essential questions? • Why are illustrations important?

  17. Unpacking RI1.6 • What do the big ideas mean? • It is important for students to understand that there is a purpose for each part of the text. Both print and pictures help convey meaning. • How will I teach that? • I will have to model. I think that teaching students to read the pictures will be an effective way to do this. I also think I will need to reconsider how I do a picture walk in guided reading. • What are the essential questions? • How do the pictures or illustrations help to enhance my understanding of the text?

  18. What did you notice?

  19. You Try It

  20. RI6 (Reading Informational Text – Standard 6) • RI2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe. • RI3.6 – Distinguish their own point of view from that of the author of a text.

  21. RI6 (Reading Informational Text – Standard 6) • RI4.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided. • RI5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

  22. Standing Meeting Share your thoughts about the process and the product.

  23. Time for Sharing

  24. RI Standard 6 – K-12 http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

  25. Balanced Literacy and Text Complexity Modeled Reading Text Complexity Shared Reading Guided Reading Collaborative Reading Independent Reading Decreasing Support Increasing Independence

  26. Text complexity and the elementary classroom • All students have opportunities for access to complex text on their grade level through modeled and shared reading. • All students have opportunities to read and practice strategies independently in texts that are at their reading level.

  27. What do I look for in a classroom?

  28. NC Teacher Evaluation Process • Standard III: Teachers Know the Content They Teach A. Teachers align their instruction with the NCSCoS. B. Teachers know the content appropriate to their teaching specialty. C. Teachers recognize the interconnectedness of content areas/ disciplines. D. Teachers make instruction relevant to their students.

  29. NC Teacher Evaluation Process • Standard IV: Teachers Facilitate Learning for Their Students B. Teachers plan instruction appropriate for their students. C. Teachers use a variety of instructional methods. E. Teachers help students develop critical thinking and problem-solving skills. G. Teachers communicate effectively. H. Teachers use a variety of methods to assess what each student has learned.

  30. NC Teacher Evaluation Process • Standard V: Teachers Reflect on Their Practice A. Teachers analyze student learning.

  31. Consider English language arts classrooms with

  32. How will we support teachers in implementing CCSS? • Professional development • IRT Meetings, Literacy Coaches, and K-2 Intervention Teachers • District after-school meetings (2012) • Summer Trainings • C-MAPP resources and training • Ongoing information and support regarding assessment

  33. Reflections on the morning … • Synthesize your learning. What big ideas and/or small details did you take away from today’s professional development? • Respond on the Google Form.

  34. Let’s Explore • www.wcpsselemprincipals.pbworks.com • Common Core and Essential Standards – explore the sites • Curriculum Pages • Information and Resources

  35. Let’s Talk Review your Common Core Changes document, consider the following questions: • What does it look like in the classroom? • How does it relate to the teacher evaluation? • How does it relate to the principal evaluation? • What do you need to support student achievement in your building?

More Related