The Six Shifts

1. The Six Shifts What are some practices that will have to shift in order to meet the spirit and intent of the New York Common Core Learning Standards?

2. Reading to Learn, the 6 Shifts

3. Our Path • For each Engage NY shift: • What is the shift? • How do the standards represent the shift? • What does the shift look like for K – 2? • Why is the shift important? • How will NYLA support teachers in shifting their practices?

4. Balancing Informationaland Literary Text Shift 1: Consider how this might be different than current practice…

5. Shift 1: Balance of Texts • “Students read a true balance of informational and literary texts.” • “Elementary 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.”

6. Range of Reading and Text Complexity • Read and comprehend complex literary and informational texts independently and proficiently.

7. RI Standard 8.10 • By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

8. Think about your grade… • What do you need to teach students so they will be successful independently reading literary nonfiction? • K -2? How can you begin to prepare children to meet this standard?

9. RI Standard K.10 K Actively engage in group reading activities with purpose and understanding.

10. RI Standard 1.10 K With prompting and support, read informational texts appropriately complex for grade 1. 1

11. RI Standard 2.10 K By the end of the year, read and comprehend informational texts,including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 1 2

12. RI Standard 3.10 K By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. 1 2 3

13. RI Standard 4.10 K By the end of the year, readand comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 1 2 3 4

14. RI Standard 5.10 K By the end of the year, readand comprehend informational texts, including history/social studies, science, and technical texts,at the high end of the grades 4–5 text complexity band independently and proficiently. 1 2 3 4 5

15. RI Standard 6.10 K By the end of the year, readand comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 1 2 3 4 5 6

16. RI Standard 7.10 K By the end of the year, readand comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Nochanges for RI.7.10 1 2 3 4 5 6 7

17. RI Standard 8.10 K By the end of the year, readand comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. 1 2 3 4 5 6 7 8

18. RI Standard 3.10 K By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. 1 2 3

19. K–2 Shift 1: Balance of Texts • Students hear a balance of text read aloud. • Early classrooms are places where students access the world through text read aloud. • At least 50% of what students hear read aloud is informational.

20. Sample Reading: Fiction & Nonfiction

21. You Will Need… Page 79 Page 36

22. Listening and Learning Lessons Content Objectives ELA Objectives

23. Listening and Learning Lessons Core Vocabulary

24. Listening and Learning Lessons Lesson Component Pacing

25. Listening and Learning Lessons Review of Prior Knowledge Prediction Purpose for Listening

26. Listening and Learning Lessons Image to display Story Text Guided Listening Support

27. Listening and Learning Lessons Comprehension Questions

28. Listening and Learning Lessons Word Work

34. Meet Dr. Welbody • A sample New York Language Arts informational text

38. What do you notice about… • The language of these texts? • The sentence and paragraph lengths? The complexity of the texts? • The prior knowledge needed to comprehend the text? • The core vocabulary? • The number of images? • The ability to understand the story from just the images? • What written responses to the text might look like? informational fiction Conclusion

39. Why a Shift to Balance? • Informational texts build content knowledge and vocabulary required for reading comprehension. • Informational texts contain rich and complex sentence structures. • Students should be exposed to this type of text prior to having to read it on their own.

40. K-2 Shift 1: Balance of Texts • Students hear a balance of text read aloud. • Early classrooms are places where students access the world through text read aloud. • At least 50% of what students hear read aloud is informational.

41. L&L Support for Shift 1: Balance of Texts • Listening and Learning read-aloud strand to build listening and speaking skills. • Read-alouds in Listening and Learning strand represent approximately 50% fiction, 50% informational text. • Listening and Learning informational texts build students understanding of their world (from The Five Senses to Cycles in Nature to The War of 1812!).

42. Opportunities & Challenges • In considering this shift, share with your partner: • What opportunities do you see to enhance student learning? • What challenges do you see for instruction?

43. Knowledge in the Disciplines Shift 2: Why is content knowledge important to reading?

44. Shift 2: Knowledge in the Disciplines • “Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction.” • “Students learn through domain-specific texts in science and social studies classrooms.” • Students “learn from what they read.”

45. Integration of Knowledge and Ideas • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

46. Grade 8 • Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI Standard 8.9

47. RI Standard K.9 K With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

48. RI Standard 1.9 K Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [now omitting “With prompting and support,”] 1

49. RI Standard 2.9 K Compare and contrast the most important points presented by two texts on the same topic. 1 2

50. RI Standard 3.9 K Compare and contrast the most important points and key details presented in two texts on the same topic. 1 2 3