1. Train The TrainersTrain The Trainers
ELAELA
(English Language Arts)(English Language Arts)
By: Shannan Rivenbark and Tonya GrayBy: Shannan Rivenbark and Tonya Gray

2. ELA/Literacy Shift 1:ELA/Literacy Shift 1:
Building Knowledge throughBuilding Knowledge through
Content-Rich Nonfiction andContent-Rich Nonfiction and
Informational TextInformational Text

3. Examples of what you will observe inExamples of what you will observe in
the classroom.….the classroom.….

4. Shift One:Shift One:
Elementary teachers instructing with andElementary teachers instructing with and
students reading from informational textsstudents reading from informational texts
fifty percent of the time.fifty percent of the time.
Secondary ELA teachers using literarySecondary ELA teachers using literary
nonfiction in their classrooms.nonfiction in their classrooms.
In secondary content area classrooms,In secondary content area classrooms,
students are reading and writingstudents are reading and writing
independently to gain subject areaindependently to gain subject area
knowledge.knowledge.

5. What the Student Does…What the Student Does…
BuildsBuilds content knowledge throughcontent knowledge through
texttext
Finds evidenceFinds evidence
Gains exposure to the world throughGains exposure to the world through
readingreading
HandlesHandles primary sourceprimary source documentsdocuments

6. What the Teacher Does…What the Teacher Does…
BalancesBalances informationalinformational & literary text& literary text
ScaffoldsScaffolds for informational textsfor informational texts
TeachesTeaches “through” and “with”“through” and “with”
informational texts by allowing students toinformational texts by allowing students to
read the text instead of summarizingread the text instead of summarizing

7. The Thinking Behind the ShiftThe Thinking Behind the Shift
Much of our knowledge base comes fromMuch of our knowledge base comes from
informational text.informational text.
Informational text makes up a vastInformational text makes up a vast
majority of required reading inmajority of required reading in
college/workplace.college/workplace.
It is harder to comprehend than narrativeIt is harder to comprehend than narrative
text.text.
Yet… students are asked to read very littleYet… students are asked to read very little
of it in elementary and middle school.of it in elementary and middle school.

8. ELA/Literacy Shift 2:ELA/Literacy Shift 2:
Reading and WritingReading and Writing
Grounded in EvidenceGrounded in Evidence
from the Textfrom the Text

9. Examples of what you will observe inExamples of what you will observe in
the classroom.….the classroom.….

10. Shift Two:Shift Two:
Teachers asking questions that make itTeachers asking questions that make it
necessary for students to return to the textnecessary for students to return to the text
to find answers and evidence to supportto find answers and evidence to support
their ideas.their ideas.
Students reading text closely to findStudents reading text closely to find
evidence and draw inferences.evidence and draw inferences.
Students supporting opinions withStudents supporting opinions with
evidence from the text.evidence from the text.

11. What the Student Does…What the Student Does…
Finds evidence toFinds evidence to support theirsupport their
argument and writes using evidenceargument and writes using evidence
Forms ownForms own judgments and createsjudgments and creates
informational textsinformational texts
Reads texts closelyReads texts closely
Engages with theEngages with the author and his/herauthor and his/her
choiceschoices
Compares multiple sourcesCompares multiple sources

12. What the Teacher Does…What the Teacher Does…
 FacilitatesFacilitates evidence based conversationsevidence based conversations
and presents opportunities to write aboutand presents opportunities to write about
multiple textsmultiple texts
 Keeps students in the textKeeps students in the text and gives themand gives them
opportunities to analyze, synthesize ideasopportunities to analyze, synthesize ideas
 Identifies questions that are text-dependent,Identifies questions that are text-dependent,
worth asking/exploringworth asking/exploring , delivers richly, delivers richly
 Develops students’ voice so that they can argueDevelops students’ voice so that they can argue
a point and articulate their own conclusionsa point and articulate their own conclusions
using evidenceusing evidence
 Spends much more time preparing for instructionSpends much more time preparing for instruction
by reading deeplyby reading deeply

13. The Thinking Behind the ShiftThe Thinking Behind the Shift
Ability to cite evidence differentiatesAbility to cite evidence differentiates
student performance on NAEP.student performance on NAEP.
Most college and workplace writing isMost college and workplace writing is
evidence-based and expository in natureevidence-based and expository in nature
(not narrative).(not narrative).

14. ELA/Literacy Shift 3:ELA/Literacy Shift 3:
Regular Practice with Complex TextRegular Practice with Complex Text
and its Academic Vocabularyand its Academic Vocabulary

15. Examples of what you will observe inExamples of what you will observe in
the classroom.….the classroom.….

16. Shift Three:Shift Three:
Students grappling with challenging, richStudents grappling with challenging, rich
text – often independently.text – often independently.
Teachers discussing academic vocabularyTeachers discussing academic vocabulary
with students.with students.

17. What the Student Does…What the Student Does…
RereadsRereads
Tolerates frustrationTolerates frustration when engagedwhen engaged
with challenging textwith challenging text
UsesUses high utility wordshigh utility words across contentacross content
areasareas
BuildsBuilds “language of power”“language of power” databasedatabase

18. What the Teacher Does…What the Teacher Does…
 Spends more time on moreSpends more time on more complex textscomplex texts atat
every grade levelevery grade level
 Gives studentsGives students less to readless to read, lets them reread, lets them reread
 ProvidesProvides scaffolding & strategiesscaffolding & strategies
 Develops students’ ability toDevelops students’ ability to use and accessuse and access
wordswords
 IsIs strategicstrategic about the new vocabulary wordsabout the new vocabulary words
 Teaches fewer wordsTeaches fewer words more deeplymore deeply

19. The Thinking Behind the ShiftThe Thinking Behind the Shift
The gap between complexity of collegeThe gap between complexity of college
and high school texts is huge.and high school texts is huge.
What students can read in terms ofWhat students can read in terms of
complexity is the greatest predictor ofcomplexity is the greatest predictor of
success in college (ACT study).success in college (ACT study).

20. What Is A Text Dependent Question?What Is A Text Dependent Question?
 A text-dependent question forces students to goA text-dependent question forces students to go
back to the text. It is a question they could notback to the text. It is a question they could not
answer if they did not read, and even if they didanswer if they did not read, and even if they did
read, they will still need to refer back to the textread, they will still need to refer back to the text
to answer the question. In his research in bothto answer the question. In his research in both
Texas and Vermont, [David] Coleman found thatTexas and Vermont, [David] Coleman found that
80% of the questions students in grades80% of the questions students in grades
kindergarten through twelve were asked tokindergarten through twelve were asked to
answer did not require them to go back to theanswer did not require them to go back to the
text.text.

21. Text Dependent QuestionText Dependent Question
To help teachers understand text-To help teachers understand text-
dependent questions,dependent questions, achievethecore.orgachievethecore.org,,
created by the Student Achievementcreated by the Student Achievement
Partners, has created exemplar lessonPartners, has created exemplar lesson
plans and has published its “plans and has published its “
Guide to Creating Questions for Close AnalyticGuide to Creating Questions for Close Analytic
.” Good text-dependent questions,.” Good text-dependent questions,
according to the guide, cause students toaccording to the guide, cause students to
do at least one of the following tasks:do at least one of the following tasks:

22.  Analyze paragraphs on a sentence by sentence basis andAnalyze paragraphs on a sentence by sentence basis and
sentences on a word by word basis to determine the role played bysentences on a word by word basis to determine the role played by
individual paragraphs, sentences, phrases, or wordsindividual paragraphs, sentences, phrases, or words
 Investigate how meaning can be altered by changing key words andInvestigate how meaning can be altered by changing key words and
why an author may have chosen one word over anotherwhy an author may have chosen one word over another
 Prove each argument in persuasive text, each idea in informationalProve each argument in persuasive text, each idea in informational
text, each key detail in literary text, and observe how these build totext, each key detail in literary text, and observe how these build to
a wholea whole
 Examine how shifts in the direction of an argument or explanationExamine how shifts in the direction of an argument or explanation
are achieved and the impact of those shiftsare achieved and the impact of those shifts
 Question why authors choose to begin and end when they doQuestion why authors choose to begin and end when they do
 Note and assess patterns of writing and what they achieveNote and assess patterns of writing and what they achieve
 Consider what the text leaves uncertain or unstatedConsider what the text leaves uncertain or unstated
 The Story of Ruby Bridges (Activity)The Story of Ruby Bridges (Activity)

23. The Story of Ruby BridgesThe Story of Ruby Bridges
Think Pair ShareThink Pair Share
Choose a partner to complete activity withChoose a partner to complete activity with
text dependent questionstext dependent questions

24. Choosing Vocabulary to Teach:Choosing Vocabulary to Teach:
Three Tiers Of WordsThree Tiers Of Words
Tier 1- most basic words of oralTier 1- most basic words of oral
language and rarely requirelanguage and rarely require
instructional attention. (80%of text)instructional attention. (80%of text)
Tier 2- words that are moreTier 2- words that are more
sophisticated and used oftensophisticated and used often
across disciplines.across disciplines.
Tier 3- words that are very rare orTier 3- words that are very rare or
apply to specific domains.apply to specific domains.

25. Questions to Consider whenQuestions to Consider when
choosing a textchoosing a text
 Which standard am I teaching?Which standard am I teaching?
What is the task for using text?What is the task for using text?
What are my students’ interest?What are my students’ interest?
Will I be connecting to serve all theWill I be connecting to serve all the
learners?learners?

26. CourageCourage
There once was a curious bird whoThere once was a curious bird who
wondered, What can a small bird be?wondered, What can a small bird be?

27. Which words are worthy of instruction?Which words are worthy of instruction?
Students are likely to see the word often inStudents are likely to see the word often in
other texts and across domains.other texts and across domains.
 The word will be useful in student’s writing.The word will be useful in student’s writing.
 The word relates to other words or ideas thatThe word relates to other words or ideas that
the students know or have been learning.the students know or have been learning.
 Word choice has significance in the text.Word choice has significance in the text.
The context does not provide enoughThe context does not provide enough
information for students to infer the meaning.information for students to infer the meaning.

28. R i c h V o c a b u l a r y I n s t r u c t i o nR i c h V o c a b u l a r y I n s t r u c t i o n
The goal of vocabulary instruction is forThe goal of vocabulary instruction is for
students to know words well, be able tostudents to know words well, be able to
explain them, and use them in multipleexplain them, and use them in multiple
contexts.contexts.
We want students to “own” the word.We want students to “own” the word.