Washington State Learning Standards

Applying the Shifts into classroom instruction

January 30th Elementary PD day

Mary Blocher - Presenter

Today’s Outcomes

Gain shared knowledge of the 3 shifts of ELA standards

See the shifts in action from video exemplars and discussions

Know the science resources in the district and how to incorporate the ELA standards into the classroom

Have fun!

The CCSS Requires Three Shifts in ELA/Literacy

1. Building knowledge through content-rich non-fiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

ACTIVITY #1: BUILDING SHARED KNOWLEDGE

OF THE SHIFTS OF ELA

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1. With an elbow partner, read the summary of the Common Core Shifts for ELA

2. Discuss what opportunities you have in the classroom to support any of these shifts. What are some challenges you face?

3. Be ready to participate in a whole group share-out

Shift #1

Regular Practice with Complex Text and its Academic Language

Regular Practice With Complex text and Its Academic Language: Why?

• Gap between complexity of college and high school texts is huge.

• What students can read, in terms of complexity is greatest predictor of success in college (ACT study).

• Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building general academic vocabulary so critical to comprehension.

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Close Analytic Reading

• Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently.

• Not teacher "think aloud“.

• Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.

• Text dependent questions require text-based answers – evidence

https://vimeo.com/585400867

SHIFT #2:READING, WRITING AND SPEAKING GROUNDED IN

EVIDENCE FROM TEXT, BOTH LITERARY AND

INFORMATIONAL

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Reading, Writing and Speaking Grounded in Evidence from Text:

• Most college and workplace writing requires evidence.

• Ability to cite evidence differentiates strong from weak student performance on NAEP.

• Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Being able to locate and deploy evidence are hallmarks of strong readers and writers.

https://www.teachingchannel.org/videos/analyzing-text-as-a-group

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Content Shift #3

Content-Rich Nonfiction

• 50/50 balance K-5

• 70/30 in grades 9-12

• Students learning to read should exercise their ability to comprehend complex text through read-aloud texts.

• In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension.

• Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

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Content Shift #3

Available District Resources

Adopted Science MMH Science at a Closer Look Materials

K-5 North Kitsap Science Kit Materials

Discovery Education

Library Science Collection

• Brain Pop

• Pebble Go

• Power of Knowledge

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Available District Resources Con’t

Science A to Z Subscription

• Multiple text type opportunities with videos

• Differentiated leveled texts

• Debate packets for group discussions

Writing in Science in Action

GLAD though Science

• Contact Lisa Hawkins

Wrapping it Up

Thank you for your participation

ELA teacher resources found on District website under “Learning” and “For Staff” English Language Arts link

Have a wonderful lunch and afternoon