3 shifting gears
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Shifting Gears Participants will review the three shifts and apply their understanding to classroom instruction.
Transcript of 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.
1. 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.
Practice
ELA/Literacy Shift 1: Building Knowledge Through Content-Rich Nonfiction and
Informational TextsWhat the Student Does… What the Teacher Does…
• Builds content knowledge through text
• Finds evidence
• Gains exposure to the world through reading
• Handles primary source documents
• Balances informational & literary text
• Scaffolds for informational texts
• Teaches “through” and “with” informational texts by allowing students to read the text instead of summarizing
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•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
Principal’s Role:
Shift Two
Reading 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).
1. 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.
Practice
ELA/Literacy Shift 2: Reading and Writing Grounded in Evidence from the Text
What the Student Does… What the Teacher Does…• Finds evidence to support their argument and
writes using evidence• Forms own judgments and creates
informational texts • Reads texts closely• Engages with the author and his/her choices• Compares multiple sources
• Facilitates evidence based conversations and presents opportunities to write about multiple texts
• Keeps students in the text and gives them opportunities to analyze, synthesize ideas
• Identifies questions that are text-dependent, 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 deeply
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•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 – building strong arguments using evidence from the text•Encourage teachers to foster evidence based conversations about texts with and amongst students
•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 – building strong arguments using evidence from the text•Encourage teachers to foster evidence based conversations about texts with and amongst students
Principal’s Role:
Shift Three
Regular 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).
1. 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.
Practice
ELA/Literacy Shift 3: Regular Practice with Complex Text and its Academic
Vocabulary
What the Student Does… What the Teacher Does…• Rereads• Tolerates frustration when engaged
with challenging text• Uses high utility words across content
areas• Builds “language of power” database
• Spends more time on more complex texts at every grade level
• Gives students less to read, lets them reread
• Provides scaffolding & strategies• Develops students’ability to use and
access words• Is strategic about the new vocabulary
words• Teaches fewer words more deeply
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• 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
• 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
Principal’s Role:
