The document outlines a code of cooperation with four points: honor time together, stay engaged, value all perspectives, and own your own learning. It then discusses key concepts in the English Language Arts Common Core including anchor standards, shifts in standards, and college and career readiness standards. Specifically, it examines shift 4 on text-based answers and shift 6 on academic vocabulary, providing context and examples of each shift and how they will change instructional approaches.

1. Code of Cooperation
 Honor our time together.
 Stay engaged
 Value all perspectives
 Own your own learning

2. English Language Arts Common
Core
Shifting our Understanding

3. ELA Anchor Standards
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text
Complexity

4. College and Career Anchor
Standards for Reading
Students 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. Six Shifts in the Standards
1. PK-5, Balancing Informational Text and Literary
Text
2. 6-12, Building Knowledge in the Disciplines
3. Staircase of Complexity
4. Text-Based Answers
5. Writing from Sources
6. Academic Vocabulary

6. Let’s Take a Closer Look at Each
Shift
 Write each shift in your own words.
 How will instruction change?
 What challenges will we face as we make the
shift?

7. Shift 4: Text-Based Answers
What does it say?

8. What the experts say?
http://engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers/

9. TAKE A LOOK
A Quilt of a Country
By Anna Quindlen

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. Holler Out
 What are the questions worth asking?
 How does text-based questioning
compare to literal “in the text”
questioning?

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. Shift 6: Academic Vocabulary

14. What the experts say?
http://engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary/

15. Choosing Words to Teach
Tier 1 Tier 2 Tier 3
The most basic High-frequency Low-frequency
words words for mature words
Examples: clock, language users Examples: isotope,
baby happy Examples: peninsula
coincidence,
industrious

16. Criteria for Identifying- Tier 2 Words
 Instructional potential
 Conceptual Understanding
 Importance and Utility

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. First Steps

19. Thinking Device- Holler Out
 How will instruction change?
 What challenges will we face as we
make this shift?

20. Laugh!

21. Switch