ELA Common Core Shifts

12,668 views
12,430 views

Published on

Help for teachers shifting from old standards to the new Common Core.

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
12,668
On SlideShare
0
From Embeds
0
Number of Embeds
75
Actions
Shares
0
Downloads
235
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

ELA Common Core Shifts

  1. 1. ELA<br />Common Core Learning Standards and Unit Development<br />
  2. 2. Discuss Common Core Shifts<br />Look at student reading and writing exemplars<br />Create an assessment and unit plan from a text exemplar.<br />Objectives for the day:<br />
  3. 3. 6 Major Shifts in ELA <br />
  4. 4. What percentage of what adults read is informational text?Shift 1: Balancing Informational and Literary Text<br />
  5. 5. -80 percent of what adults read is informational.-In most school districts 80 percent of what a student reads is literary.National Geographic School Publishing (2003)<br />
  6. 6. There must be a balance of informational and literary text. By high school, 70 percent of a student’s reading should be informational.<br />
  7. 7. Literacy must be promoted across all content areas using a variety of informational text. <br />Reading strategies must be built in all content areas.<br />Shift 2: Building Knowledge in the Disciplines<br />
  8. 8. Build on prior knowledge.<br />Build specialized vocabulary.<br />Learn to deconstruct complex sentences.<br />Use knowledge of text structures and genres to predict main and subordinate ideas.<br />Map graphic and mathematical representations against explanations in the text. <br />Pose discipline relevant questions.<br />Compare claims and propositions across texts.<br />Use norms for reasoning within the discipline to evaluate claims.<br />Discipline Specific Reading Strategies<br />
  9. 9. Use double-entry journals where students post questions, observations of patterns in the texts, summarize and make connections.<br />KWL graphic organizer, students identify what they KNOW, WHAT they want to know, and what they have LEARNED.<br />Graphic organizers that use text structures to guide what kinds of information students are reading for.<br />Annotations of texts to pose questions, mark main ideas, make predictions, mark reactions.<br />Strategies for Creating Self Directed Learners<br />
  10. 10. 3 Factors in Determining Text Complexity<br />Quantitative-measures difficulty (Lexile)<br />Qualitative-levels of meaning<br />Reader Task Components-reader motivation and prior knowledge<br />Shift 3: Staircase of Complexity<br />http://www.corestandards.org/assets/Appendix_A.pdf<br />
  11. 11. http://www.corestandards.org/assets/Appendix_B.pdf<br />TEXT EXEMPLARS<br />
  12. 12. Answers must be supported with the text through close reading.<br />Our questions should be guided questions that prompt students to revisit the text. <br />Pre-reading/Front loading of material is eliminated, understanding comes from reading of the text.<br />Shift 4: Text Based Answers<br />
  13. 13. Gettysburg Address Unit<br />http://engageny.org/resource/the-gettysburg-address-a-curricular-exemplar-in-literacy/<br />
  14. 14. 1. Describe the problem in this text and how it is solved. Use information from the article/passage to support your answer. <br />2. Describe the process of _____ using information from the text.<br />3. What is the author’s purpose of structuring the paragraphs in this way? Use details from the passage to support your answer.<br />Some Generic Close Reading Questions<br />
  15. 15. Less creative and narrative writing, more argumentative and persuasive<br />Students respond to ideas, events, facts and arguments presented in the texts they read<br />Shift 5: Writing from Sources<br />
  16. 16. http://www.corestandards.org/assets/Appendix_C.pdf<br />Student Writing Examples<br />
  17. 17. Students build vocabulary across disciplines.<br />Concentrate on more commonly found words than on esoteric terms. <br />Build students’ ability to access more complex texts across content areas.<br />Shift 6: Academic Vocabulary<br />
  18. 18. http://web1.d25.k12.id.us/home/title1/download/HighInvocab.pdf<br />High Incidence WordsAcross Disciplines<br />
  19. 19. What are the components of a good unit?<br />
  20. 20. Looking at Standards per grade level, and the shifts presented, what would you like to concentrate on for your unit. <br />Choose a targeted standard.<br />Create your assessment FIRST. Consider at least 3-5 multiple choice, a couple short answer, and an extended response. <br />Look at and provide an exemplar of student writing.<br />Design unit around assessment.<br />Teach unit.<br />Discuss unit results and what will be done next time.<br />Unit Design<br />

×