Code of Cooperation Honor our time together. Stay engaged Value all perspectives Own your own learning
English Language Arts Common             Core     Shifting our Understanding
ELA Anchor Standards Key Ideas and Details      Craft and StructureIntegration of Knowledge and Ideas   Range of Reading a...
College and Career Anchor         Standards for ReadingStudents that are college and career ready will…… Demonstrate inde...
Six Shifts in the Standards1.   PK-5, Balancing Informational Text and Literary     Text2.   6-12, Building Knowledge in t...
Let’s Take a Closer Look at EachShift Write each shift in your own words. How will instruction change? What challenges ...
Shift 4: Text-Based Answers      What does it say?
What the experts say?http://engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers/
TAKE A LOOKA Quilt of a Country     By Anna Quindlen
A Quilt of a Country                     By Anna Quindlen Why does Quindlen think that America is          an improbable i...
Holler Out What are the questions worth asking? How does text-based questioning compare to literal “in the text” questio...
Thinking Device How will instruction change? What challenges will we face as we  make the shift? If needed add words to...
Shift 6: Academic Vocabulary
What the experts say?http://engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary/
Choosing Words to Teach      Tier 1             Tier 2             Tier 3The most basic     High-frequency     Low-frequen...
Criteria for Identifying- Tier 2 Words   Instructional potential   Conceptual Understanding   Importance and Utility
CC ELA Shift 6:Academic Vocabulary Consider the following quote:  It’s important to be strategic about the   kind of voc...
First Steps
Thinking Device- Holler Out How will instruction change? What challenges will we face as we make this shift?
Laugh!
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English language arts common core shift 4 & 6

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  • See handout
  • Refer to the 6 shift handout that is on your table.
  • We will use a graphic organizer or thinking device to help us look closely at each shift. This strategy is one that is recommended in the Common Core to assist students in looking more closely at a text. We will start by looking at the literal level and progress through interpretation and then reflect on what was read.
  • Shift 4: Text-based answers asks us to think about the types of questions that we ask.
  • View a portion of the video – stop at 3:18
  • Handout
  • Print questioning resources from Cmapp- http://changingminds.org/techniques/questioning/socratic_questions.htm, http://readingtokids.org/ReadingClubs/TipBloomsTaxonomy.php?pview=yes
  • Take a few minutes to read the description and then identify what it says.
  • Find your handout – Text–based Q & A. Read the excerpt from “A Quilt of a Country” and read the text-based questions. What do you notice?Now, you try creating some text-based questions after reading The New Colossus. Use the rigor questions on Cmapp to get you started .
  • Take a look at the Synthesis handout. How might you use this?
  • Shift 6: Academic Vocabulary focuses our attention on the need to prepare our students by teaching them the vocabulary they need to access grade level complex texts.Read the shift quietly to yourself
  • View a portion of the video – stop at 2:00
  • Find your Academic Vocabulary handout. Use the text from “A Quilt of a Country” to identify some Tier 2 words and determine which ones might be taught. A word to consider would be ideal.
  • We will look at an exemplar for text-based answers and academic vocabulary. EngageNY-The great Fire exampleWill explore creating our own text based questions and identifing academic tier 2 vocabulary with the The New Colossus exemplarMaterials needed: bloom’s questions stems (rigor toolbox), The Great Fire example from http://engageny.org/resource/curriculum-exemplars/, Academic vocabulary worksheet
  • 15 minutes
  • English language arts common core shift 4 & 6

    1. 1. Code of Cooperation Honor our time together. Stay engaged Value all perspectives Own your own learning
    2. 2. English Language Arts Common Core Shifting our Understanding
    3. 3. ELA Anchor Standards Key Ideas and Details Craft and StructureIntegration of Knowledge and Ideas Range of Reading and Level of Text Complexity
    4. 4. College and Career Anchor Standards for ReadingStudents that are college and career ready will…… Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task, purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and capably. Come to understand other perspectives and cultures.
    5. 5. Six Shifts in the Standards1. PK-5, Balancing Informational Text and Literary Text2. 6-12, Building Knowledge in the Disciplines3. Staircase of Complexity4. Text-Based Answers5. Writing from Sources6. Academic Vocabulary
    6. 6. Let’s Take a Closer Look at EachShift Write each shift in your own words. How will instruction change? What challenges will we face as we make the shift?
    7. 7. Shift 4: Text-Based Answers What does it say?
    8. 8. What the experts say?http://engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers/
    9. 9. TAKE A LOOKA Quilt of a Country By Anna Quindlen
    10. 10. A Quilt of a Country By Anna Quindlen Why does Quindlen think that America is an improbable idea?This question requires the reader to return to the opening sentence, refocusing attention on the text? What message does Quindlen convey about America?This type of question gets them to consider the passage as a whole and in a more thematic light. It requires the student to make inferences.
    11. 11. Holler Out What are the questions worth asking? How does text-based questioning compare to literal “in the text” questioning?
    12. 12. Thinking Device How will instruction change? What challenges will we face as we make the shift? If needed add words to your Shift 4 definition
    13. 13. Shift 6: Academic Vocabulary
    14. 14. What the experts say?http://engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary/
    15. 15. Choosing Words to Teach Tier 1 Tier 2 Tier 3The most basic High-frequency Low-frequencywords words for mature wordsExamples: clock, language users Examples: isotope,baby happy Examples: peninsula coincidence, industrious
    16. 16. Criteria for Identifying- Tier 2 Words  Instructional potential  Conceptual Understanding  Importance and Utility
    17. 17. CC ELA Shift 6:Academic Vocabulary Consider the following quote:  It’s important to be strategic about the kind of vocabulary that we’re developing. Teach fewer words, but teach the webs around them. It goes back to this issue about careful planning … and strategic thinking about how to support students’ skill development.
    18. 18. First Steps
    19. 19. Thinking Device- Holler Out How will instruction change? What challenges will we face as we make this shift?
    20. 20. Laugh!
    21. 21. Switch

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