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The Common Core: Shifts and Strategies

The Common Core: Shifts and Strategies. October 7, 2011. What is your favorite children’s book?. Shift 1. Pre-K to Grade 5: Balancing Informational and Literary Texts. ELA Reading Text Types. Literature – [ RL ] K-5: CCLS (p. 18) Informational Text – [ RI ] K-5: CCLS (p. 21).

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The Common Core: Shifts and Strategies

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  1. The Common Core: Shifts and Strategies October 7, 2011

  2. What is your favorite children’s book?

  3. Shift 1 Pre-K to Grade 5: Balancing Informational and Literary Texts

  4. ELA Reading Text Types Literature – [RL] K-5: CCLS (p. 18) Informational Text – [RI] K-5: CCLS (p. 21)

  5. Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

  6. What is Literary Non-fiction? “the drama of fiction and force of fact” What does it look like? Reportage, memoir, personal essay, meditations on ideas, literary journalism, nature writing, city writing, travel writing, journals or letters, cultural commentary, hybrid forms, and our founding documents. http://www.barriejeanborich.net/creativeNonfiction.html

  7. CCLS for ELA & Literacy… grades K-5, p. 42 “The standards emphasize arguments (such as those in the Founding Documents) and other literary nonfiction that is built on informational text structures rather than narrative literary nonfiction that are structured as stories (such as memoirs or biographies).” --Publishers’ Criteria …grades 3-12, p.5

  8. Literary, Informational, or Literary Non-Fiction • Read the three excerpts from Appendix B of the CCLS on your own. • Classify the pieces as literary, informational, or literary non-fiction in your mind. • Share out with your table. Discuss the elements of each text type and the demands on the reader.

  9. Shift 2: 6-12 Knowledge in the Disciplines Literacy is “the spine that holds everything together in all subject areas…” Phillips & Wong, Gates Foundation

  10. Shift 2: • Reading & Writing Literacy Standards • Think sophisticated non-fiction • Depending on text rather than referring to it Expectation of rigorous domain-specific literacy instruction outside of ELA • Analyze and evaluate texts within disciplines • Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations • Complement, not replace content standards Knowledge in the Disciplines • Read a president’s speech & write a response • Read scientific papers & write an analysis

  11. Shift 3 Staircase of Complexity • Growth “steps” for each grade level • Grade appropriate text at the center of instruction • Close and careful reading with scaffolded supports for students reading below level.

  12. From Reading Between the Lines http://act.org/research/policymakers/pdf/reading_summary.pdf

  13. Standard’s Model of Text Complexity Readability Measures: Word length Frequency Sentence length Text cohesion Levels of meaning and purpose Structure Conventional language Knowledge demands Lexiles Quantitative • Qualitative Reader and Task Reader variables (motivation, knowledge, experiences) Task variables (purpose, complexity generated by assigned task, and questions posed.)

  14. Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

  15. Shift 4 • 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 Text-Based Evidence

  16. Shift 5 Look to Appendix C: Samples of Student Writing Writing from Sources • Using Evidence To: • Inform • Make arguments • Respond to ideas, events, facts, and arguments presented in text

  17. CCLS (pp. 55) Writing from sources:3 Text Types and Purposes Adapted: rburnett@ocmboces.org

  18. Your Current Classroom Practice:

  19. Distribution of Communicative Purposes by Grade in the 2011 NAEP Framework

  20. Shift 6 Academic Vocabulary • Pivotal and commonly found words • Build vocabulary to access grade level complex text Tier 2

  21. Volcanoes (Grade 4-5 Text Complexity Band) Highlight and Underline the important vocabulary terms needed to understand this text. Tier Two Tier Three • Layers • Spouted • Pours forth • Surface • Mantle • Lava • Volcano • Magma

  22. Further Resources: Engage New York Website: www.engageNY.org TST BOCES Network Team Website: http://www.tstboces.org/node/182

  23. Reflection - Write 3 take away points for you today. - Write 2 questions you still have. - Pick 1 shift. How will this shift change how you teach?

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