CUR 509 Monitoring and Aligning Curriculum, Instruction, and Assessment

1. CUR 509 Monitoring and Aligning Curriculum, Instruction, and Assessment April 11, 2012

2. KUDo Focus Concept: 6 Shifts in ELA Common Core Standards Focus Statement: English Language Arts Common Core State Standards possess severalchanges in learning standards, however theycould begrouped into six basic shifts.

3. 6 Shifts in ELA Common Core Standards English Language Arts Common Core State Standards possess severalchanges in learning standards, however theycould begrouped into six basic shifts.

4. The FRAME Routine is about… Shift 3 Shift 5 Shift 1 Shift 4 So What? (What’s important to understand about this?) 6 Shifts in ELA Common Core Standards how thechanges in learning standards can be grouped into six basic shifts. These shifts have implications for school improvement. April 2, 2012 CCPS Balancing Informational & Literary Texts Staircase of Complexity Writing from Sources Text-based Answers Shift 6 Academic Vocabulary

5. Shift 1~PK-5, Balancing Informational & Literary Texts • Rise in Nonfiction Texts • Currently, students in elementary school read 70-80% fiction and 20-30% nonfiction. This changes to 50% fiction and 50% nonfiction. Students read a true balance of informational and literary texts. • Elementary school classrooms are places where students access the world – science, social studies, the arts and literature – through text. • This kind of shift will prepare students in order to tackle real world data within the work force.

6. Shift 2~6-12, Knowledgein the Disciplines • Content Area Literacy • Grades 6-12 have even more standards aimed at the subject areas science, history/social studies, and technical subjects. • They need tospecificallytackle texts, including primary sources. • To illustrate, they couldexamine speeches by Presidents, not merelyfind out about their presidency; they can read scientific papers and not merely read about the breadth and effects of research.

7. Shift 3~Staircase of Complexity • Increase Complexity of Tests • K-12 reading highlights text complexity as thevital issue in developingcompetent readers. • 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.” • Students read the central, grade-appropriate text around which instruction is centered. • Teachers are patient; they create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so the text is possible for students reading below grade level to read. • Leveled readers are discouraged and instead, pupils are asked to have interaction with the text and determineexactly what it says and means. Or, exactly what it doesn’t say and doesn’t mean.

8. Shift 4~Text-based Answers • Focus on Text-Based Questions • Students have rich and rigorous conversations which are dependent on all students reading a common text. • Teachers insist that classroom experiences stay deeply connected to the text and that students develop habits for making evidentiary arguments based on the text both in conversation as well as in writing, to assess their comprehension of a text. • CCSS places littlefaith in private opinions, experiences or connections with a text. • In its place, questions should targetexactly what thewording actually says or doesn’t say. • Particularly importantwill be thecapacity to cite portionsof thewritten textto supporta reply. Can individualsdiscover theinformation and factswithin the text?

9. Shift 5~Writing from Sources • Target Writing Arguments • Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. Students write mostly to describe, to inform or to argue. • It’s a delicate difference, but students don’t write for the purpose of persuading; instead, they ought to present facts and text-based information to back up an argument. • While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts and arguments presented in the texts they read.

10. Shift 6~Academic Vocabulary • Students constantly build the vocabulary they need to be able to access grade-level complex texts. • By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) teachers constantly build students’ ability to access more complex texts across the content areas. • For vocabulary, the change is to targetacademicvocabulary. • `

11. Common Core RELA Instructional Shift 1: Balancing Texts • Video Clip: PK-5, Balancing Informational & Literary Texts • Common Core in ELA/ Literacy: Shift 1: PK-5: Balancing Informational Text and Literature | EngageNY • Shift Questions • Stop Start Continue Chart

12. Common Core RELA Instructional Shift 2: Building knowledge • Video Clip: 6-12 – Building Knowledge in the Disciplines • http://engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-the-disciplines/ • Shift Questions • Stop Start Continue Chart

13. Common Core RELA Instructional Shift 3: Staircase of complexity • Video Clip: Staircase of Complexity • http://engageny.org/resource/common-core-in-ela-literacy-shift-3-staircase-of-complexity/ • Shift Questions • Stop Start Continue Chart

14. Common Core RELA Instructional Shift 4: Text Based Answers • Video Clip: Text-based Answers • http://engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers/ • Shift Questions • Stop Start Continue Chart

15. Common Core RELA Instructional Shift 5: writing from sources • Video Clip: Writing from Sources • http://engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources/ • Shift Questions • Stop Start Continue Chart

16. Common Core RELA Instructional Shift 6: Academic vocabulary • Video Clip: Shift 6 Academic Vocabulary http://engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary/ • Shift Questions • Stop Start Continue Chart

17. Implications for school improvement