6 Shifts

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

4. 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?

5. 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?

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

7. 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.

8. 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.

9. 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.

10. 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

11. 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.

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

13. Shift 5

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

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

17. 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?)

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

19. 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?

20. 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.

21. 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?

22. 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?

23. 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

24. 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.