Purpose: From discussing the shifts to understanding what these changes in instruction will look like in a classroom. Draw attention to cards - 3 Shift Cards.
This slide is the reasoning behind the need for the shift in instruction. Consultants: Do not summarize shift Literary nonfiction has more of an informational structure
Brochure is in folder. Direct participants to it. Ask participants to closely read Shift One (we will be doing this activity shift by shift) and annotate and fill out the lined section on the brochure.
Role play – in groups of three – each take a role, read closely, and share out. “As the student, my job is to…” Information from engageny – do you see anything here that you can add to the notes on your brochure? Now let’s look at each shift – keeping in mind the student, teacher, and principal. Let participants read silently. It is available on the wiki. In discussion, point out a few things they might have missed.
This is the year of evidence!
This is the year of evidence! This slide is the reasoning behind the need for the shift in instruction. Consultants: Do not summarize shift
Ask participants to closely read Shift Two and annotate and fill out the lined section on the brochure.
Ask participants to closely read Shift Three and annotate and fill out the lined section on the brochure.
Chose a shift and with your three person team, create a voki that summarizes the shift. Directions for the activity are from the Voki. The same three participants that worked on the role play will work on the Voki together. Voki: Motivate students to participate Improves comprehension of the message being relayed Introduces technology in a fun way And, is an effective language tool Gallery Walk to share vokis – don’t forget!
1 st group Dan
3 shifting gears
Shifting Gears Participants will review the three shifts and apply their understanding to classroom instruction.
Shift OneBuilding knowledge through content-rich nonfiction and informational texts
The Thinking Behind the Shift• Much of our knowledge base comes from informational text.• Informational text makes up a vast majority of required reading in college/workplace.• It is harder to comprehend than narrative text.• YET… students are asked to read very little of it in elementary and middle school.
Practice1. Closely read Shift One in the brochure (remember to annotate).2. How will this shift translate in terms of classroom instruction? Review examples.3. What changes might this shift bring to your classroom/school/district? Complete the lined section of the brochure.
ELA/Literacy Shift 1:Building Knowledge Through Content-Rich Nonfiction and Informational Texts What the Student Does… What the Teacher Does… • Builds content knowledge through • Balances informational & literary text text • Finds evidence • Scaffolds for informational texts • Gains exposure to the world through • Teaches “through” and “with” reading informational texts by allowing students to read the text instead of • Handles primary source documents summarizingPrincipal’s Role: •Purchases and provides equal amounts of informational and literary texts for each classroom and supports teachers’ transition to this balance •Provides PD and co-planning opportunities for teachers to become more familiar with informational texts and how to use them side by side with literary texts •Supports the role of all teachers in advancing students’ literacy 5
Shift TwoReading and writing grounded in evidence from the text
The Thinking Behind the Shift• Ability to cite evidence differentiates student performance on NAEP.• Most college and workplace writing is evidence-based and expository in nature (not narrative).
Practice1. Closely read Shift Two in the brochure (remember to annotate, ask questions, …)2. How will this shift translate in terms of classroom instruction? Review examples.3. What changes might this shift bring to your classroom/school/district? Complete the lined section of the brochure.
ELA/Literacy Shift 2: Reading and Writing Grounded in Evidence from the TextWhat the Student Does… What the Teacher Does…• Finds evidence to support their argument and • Facilitates evidence based conversations writes using evidence and presents opportunities to write about• Forms own judgments and creates multiple texts informational texts • Keeps students in the text and gives them• Reads texts closely opportunities to analyze, synthesize ideas• Engages with the author and his/her choices • Identifies questions that are text-dependent,• Compares multiple sources worth asking/exploring, delivers richly • Develops students’ voice so that they can argue a point and articulate their own conclusions using evidence • Spends much more time preparing for instruction by reading deeplyPrincipal’s Role:•Provides planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions•Supports teachers as they spend more time with students writing about the texts they read – buildingstrong arguments using evidence from the text•Encourage teachers to foster evidence based conversations about texts with and amongst students 9
Shift ThreeRegular practice with complex text and its academic vocabulary
The Thinking Behind the Shift• The gap between complexity of college and high school texts is huge.• What students can read in terms of complexity is the greatest predictor of success in college (ACT study).
Practice1. Closely read Shift Three in the brochure (remember to annotate).2. How will this shift translate in terms of classroom instruction? Review examples.3. What changes might this shift bring to your classroom/school/district? Complete the lined section of the brochure.
ELA/Literacy Shift 3: Regular Practice with Complex Text and its Academic Vocabulary What the Student Does… What the Teacher Does… • Rereads • Spends more time on more complex • Tolerates frustration when engaged texts at every grade level with challenging text • Gives students less to read, lets them • Uses high utility words across content reread areas • Provides scaffolding & strategies • Builds “language of power” database • Develops students’ability to use and access words • Is strategic about the new vocabulary words • Teaches fewer words more deeplyPrincipal’s Role:• Supports teachers as they work through and experience their students’ frustration with complex texts and learn to chunk and scaffold that text• Ensures that texts are appropriately complex at every grade and that complexity of text builds from grade to grade• Supports teachers as they scaffold so that students can move to more complex texts• Provides training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner 13