ELA Shifts 4, 5, and 6

1
ELA Shifts 4, 5, and 6

• Sometimes I sum up the standards by saying, read
  like a detective and write like an investigative
  reporter. More and more I feel like I should say,
  
• Read like a detective and write like a
  conscientious investigative reporter.
• - David Coleman, Bringing the Common Core to
  Life

2
Agenda

• Morning Session
• 830-900 Welcome/Introduction
• ELA Common Core
• Treasure Hunt
• 900-1000 Session I
• Group A Group B
• Shifts 1 3 Shifts 4, 5, 6
• 1000-1015 Break
• 1015-1115 Session II
• Group A Group B
• Shifts 4, 5, 6 Shifts 1 3
• 1115-1130 Wrap-Up
• Curriculum Mapping Input

Afternoon Session 1230-100 Welcome/Introduction
ELA Common Core
Treasure Hunt 100-200
Session I Group A Group B Shifts 1
3 Shifts 4, 5, 6 200-215
Break 215-315 Session II Group A
Group B Shifts 4, 5, 6 Shifts 1
3 315-330 Wrap-Up Curriculum Mapping Input
3
Clear Learning Targets

• I can generate questions that require my students
  to engage deeply with text. (Shift 4)
• I can provide my students opportunities for
  writing to inform or argue using evidences.
  (Shift 5)
• I can identify and plan instruction on Tiers 1,
  2, and 3 words. (Shift 6)

4
Treasure Hunt

• Knowing where to find information is just as
• important as knowing the information. A question
• can be answered effectively when one knows how to
  use the available tools.
• Use your treasure map to navigate the
• ELA Common Core State
• Standards.

5
Word Bank
6
Answe r Key
7
Six Shifts in ELA Common Core

• The new English Language Arts Common Core State
• Standards contain many changes in learning
• standards, but they can be grouped into 6 main
  shifts.
• The shifts are directly linked to the College and
  Career
• Readiness Standards.

Shift 1 Balance of literature and information
text (K-5) 50 of information text by 4th
grade Shift 2 Literacy across all content areas
(6-12) Shift 3 Staircase of complexity Shift 4
Question and Answers text-dependent Shift 5
Writing to inform or argue using evidences Shift
6 Academic Vocabulary
8
Shift 6 Academic Vocabulary

• I can identify and plan instruction on Tiers
  1, 2, and 3 words.

9
What is Shift 6?

• Academic Vocabulary
• Students constantly build the vocabulary they
  need to access grade level complex texts. By
  focusing strategically on comprehension of
  pivotal and commonly found words (such as
  discourse, generation, theory, and
  principled) and less on esoteric literary terms
  (such as onomatopoeia or homonym), teachers
  constantly build students ability to access more
  complex texts across the content areas.

Anchor Standards R4. Interpret words and phrases
as they are used in a text, including determining
technical, connotative, and figurative meaning,
and analyze how specific word choices shape
meaning or tone. R10. Read and comprehend complex
literary and informational texts independently
and proficiently.
10
Shift 6 Guiding Questions

• What will this mean we will have to change about
  our practice?
• What challenges will we face as we make this
  shift?
• How many vocabulary words are there in the
  selection?
• How many of these words can be seen as useful
  tools which students will confront frequently
  as they read at this grade level?

11
Shift 6
Choosing Words to Explicitly Teach Isabel Becks
Three Tier Instruction

• Tier One Words
• The most basic words (clock, baby, happy)
• These words rarely require instruction in school
• Tier Two Words
• High frequency words for mature language users
  (coincidence, absurd, industrious)
• Instruction in these words can add productively
  to an individual's language ability
• Tier Three Words
• Words whose frequency of use is quite low, often
  limited to specific domains (isotope, lathe,
  peninsula)
• Probably best learned when needed in a content
  area

12
Criteria for choosing Tier 2 Words

• Importance and Utility
• Words that are characteristics of mature
  language users and appear across a variety of
  domains.
• Conceptual Understanding
• Words for which students understand the
  general concept, but precision and specificity is
  needed in describing the concept.

13
Shift 6 Putting it into Practice

• 1. Read text Adapted from All About Bulbs.
• (Selection taken from ClassScape -4th
  grade)
• 2. Underline Tier 2 words in the selection.
• 3. Compare the words that you have underlined
• with your group.
• 4. With your group, determine which words you
• might focus on during instruction.

14
Shift 6 Academic Vocabulary
15
Shift 5 Writing from Sources

• I can provide my students opportunities for
  writing to inform or argue using evidences.

16
What is Shift 5? Writing from Sources

• Writing needs to emphasize use of evidence to
  inform or make an argument rather than the
  personal narrative and other forms of
  decontextualized prompts. While the narrative
  still has an important role, students develop
  skills through written arguments that respond to
  the ideas, events, facts, and arguments presented
  in the texts they read.

Anchor Standards W1. Write arguments to support
claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and
sufficient evidence. W7. Conduct short as well as
more sustained research projects based on focused
questions, demonstrating understanding of the
subject under investigation. W8. Gather relevant
information from multiple print and digital
sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism. W9. Draw evidence from
literary or informational texts to support
analysis, reflection, and research. SL 1.
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking. Specific Standard to address grammar
and conventions
17
Shift 5 Guiding Questions

• What will this mean we will have to change about
  our practice?
• What challenges will we face as we make this
  shift?
• What prompts, materials, and supports need to be
  provided so that students become curious and
  precise investigative reporters who uncover
  facts, draw conclusions, make arguments, and
  analyze the work of others?

18
Shift 5 Putting into Practice

• Read the Quindlen excerpt on the Sample Text
• handout and answer the questions below
• What does the text say
• What do I think about that
• My opinion based on details from the text is
• Write a response on the back of your handout
  using the answers to these questions.

19
Keep in mind we are just scratching the surface
today

• Favorite Bear
• From Creatures of Earth, Sea and Sky
• By Georgia Heard
• Grizzlies wander the meadows all day,
• searching for squirrels to scamper their way.
• Black bears and brown bears mark the trees,
• clawing the bark, sharking the leaves.
• Polar bears fish in ice and snow,
• with leathery pads and fur between their toes.
• Sun bear has a lighter nose than the rest
• and uses its tongue to lick honey from a nest.
• Although a teddy bear cant do any of these
  things,
• its my favorite because of all the hugs it brings.

Generate one way you might use this nonfiction
poem with your students to empower them as
nonfiction writers.
20
Other considerations

• Plagiarism, paraphrasing, reliable sources,
  using meaningful, relevant and sufficient
  evidence.
• This will look different at every grade level,
  but these are important considerations! Students
  in 3rd grade must begin citing their sources, but
  can be exposed to what that looks like and how it
  is done as a shared model in grades K-2.

21
Shift 5 Writing From Sources
22
Shift 4 Text Based Answers
I can generate questions that require my students
to engage deeply with text.
23
What is Shift 4?

• Text-Based Answers
• Students have rich and rigorous conversations
  which are dependent on a common text. Teachers
  insist that classroom experiences stay deeply
  connected to the text on the page and that
  students develop habits for making evidentiary
  arguments both in conversation, as well as in
  writing to assess comprehension of a text.
• Anchor Standard
• R1. Read closely to determine what the text
  says explicitly and to make logical inferences
  from it cite specific textual evidence when
  writing or speaking to support conclusions drawn
  from the text.

24
Shift 4 Guiding Questions

• What will this mean we will have to change about
  our practice?
• What challenges will we face as we make this
  shift?
• What questions will take the students deeper into
  the text and cause them to pay careful attention
  to it?

25
Shift 4 Putting it into Practice

• Lets read, Tops and
  Bottoms adapted by Janet
• Stevens, and answer the
  following questions.
• (Scott Foresman, Reading
  Street 3.2)
• 1. What do you think the authors purpose was for
  writing this story?
• Give examples to support your answer!
• 2. In what ways are the characters in the story
  like people?
• Give examples from the text to support your
  answer!
• 3. Generate at least one more text based
  question as a group.

26

• Share!

Scott Foresman Reading Street- Grade 3 Unit 2

Tops Bottoms

Adapted and illustrated by Janet Stevens
Once upon a time there lived a very lazy bear who
had lots of money and lots of land. His father
had been a hard worker and smart business bear,
and he had given all of his wealth to his son.
But all Bear wanted to do was sleep.
Not far down the road lived a hare.
Although Hare was clever, he sometimes got into
trouble. He had once owned land, too, but now he
had nothing. He had lost a risky bet with a
tortoise and had sold all of his land to Bear to
pay off the debt.
27
Shift 4 Text-Based Answers
28

• We will resume in 12 minutes.

29
Shift 6 Academic Vocabulary

• I can identify and plan instruction on Tiers
  1, 2, and 3 words.

30
What is Shift 6?

• Academic Vocabulary
• Students constantly build the vocabulary they
  need to access grade level complex texts. By
  focusing strategically on comprehension of
  pivotal and commonly found words (such as
  discourse, generation, theory, and
  principled) and less on esoteric literary terms
  (such as onomatopoeia or homonym), teachers
  constantly build students ability to access more
  complex texts across the content areas.

Anchor Standards R4. Interpret words and phrases
as they are used in a text, including determining
technical, connotative, and figurative meaning,
and analyze how specific word choices shape
meaning or tone. R10. Read and comprehend complex
literary and informational texts independently
and proficiently.
31
Shift 6 Guiding Questions

• What will this mean we will have to change about
  our practice?
• What challenges will we face as we make this
  shift?
• How many vocabulary words are there in the
  selection?
• How many of these words can be seen as useful
  tools which students will confront frequently
  as they read at this grade level?

32
Shift 6
Choosing Words to Explicitly Teach Isabel Becks
Three Tier Instruction

• Tier One Words
• The most basic words (clock, baby, happy)
• These words rarely require instruction in school
• Tier Two Words
• High frequency words for mature language users
  (coincidence, absurd, industrious)
• Instruction in these words can add productively
  to an individual's language ability
• Tier Three Words
• Words whose frequency of use is quite low, often
  limited to specific domains (isotope, lathe,
  peninsula)
• Probably best learned when needed in a content
  area

33
Criteria for choosing Tier 2 Words

• Importance and Utility
• Words that are characteristics of mature
  language users and appear across a variety of
  domains.
• Conceptual Understanding
• Words for which students understand the
  general concept, but precision and specificity is
  needed in describing the concept.

34
Shift 6 Putting it into Practice

• 1. Read text Adapted from All About Bulbs.
• (Selection taken from ClassScape -4th
  grade)
• 2. Underline Tier 2 words in the selection.
• 3. Compare the words that you have underlined
• with your group.
• 4. With your group, determine which words you
• might focus on during instruction.

35
Shift 6 Academic Vocabulary
36
Shift 5 Writing from Sources

• I can provide my students opportunities for
  writing to inform or argue using evidences.

37
What is Shift 5? Writing from Sources

• Writing needs to emphasize use of evidence to
  inform or make an argument rather than the
  personal narrative and other forms of
  decontextualized prompts. While the narrative
  still has an important role, students develop
  skills through written arguments that respond to
  the ideas, events, facts, and arguments presented
  in the texts they read.

Anchor Standards W1. Write arguments to support
claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and
sufficient evidence. W7. Conduct short as well as
more sustained research projects based on focused
questions, demonstrating understanding of the
subject under investigation. W8. Gather relevant
information from multiple print and digital
sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism. W9. Draw evidence from
literary or informational texts to support
analysis, reflection, and research. SL 1.
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking. Specific Standard to address grammar
and conventions
38
Shift 5 Guiding Questions

• What will this mean we will have to change about
  our practice?
• What challenges will we face as we make this
  shift?
• What prompts, materials, and supports need to be
  provided so that students become curious and
  precise investigative reporters who uncover
  facts, draw conclusions, make arguments, and
  analyze the work of others?

39
Shift 5 Putting into Practice

• Read the Quindlen excerpt on the Sample Text
• handout and answer the questions below
• What does the text say
• What do I think about that
• My opinion based on details from the text is
• Write a response on the back of your handout
  using the answers to these questions.

40
Keep in mind we are just scratching the surface
today

• Favorite Bear
• From Creatures of Earth, Sea and Sky
• By Georgia Heard
• Grizzlies wander the meadows all day,
• searching for squirrels to scamper their way.
• Black bears and brown bears mark the trees,
• clawing the bark, sharking the leaves.
• Polar bears fish in ice and snow,
• with leathery pads and fur between their toes.
• Sun bear has a lighter nose than the rest
• and uses its tongue to lick honey from a nest.
• Although a teddy bear cant do any of these
  things,
• its my favorite because of all the hugs it brings.

Generate one way you might use this nonfiction
poem with your students to empower them as
nonfiction writers.
41
Other considerations

• Plagiarism, paraphrasing, reliable sources,
  using meaningful, relevant and sufficient
  evidence.
• This will look different at every grade level,
  but these are important considerations! Students
  in 3rd grade must begin citing their sources, but
  can be exposed to what that looks like and how it
  is done as a shared model in grades K-2.

42
Shift 5 Writing From Sources
43
Shift 4 Text Based Answers
I can generate questions that require my students
to engage deeply with text.
44
What is Shift 4?

• Text-Based Answers
• Students have rich and rigorous conversations
  which are dependent on a common text. Teachers
  insist that classroom experiences stay deeply
  connected to the text on the page and that
  students develop habits for making evidentiary
  arguments both in conversation, as well as in
  writing to assess comprehension of a text.
• Anchor Standard
• R1. Read closely to determine what the text
  says explicitly and to make logical inferences
  from it cite specific textual evidence when
  writing or speaking to support conclusions drawn
  from the text.

45
Shift 4 Guiding Questions

• What will this mean we will have to change about
  our practice?
• What challenges will we face as we make this
  shift?
• What questions will take the students deeper into
  the text and cause them to pay careful attention
  to it?

46
Shift 4 Putting it into Practice

• Lets read, Tops and
  Bottoms adapted by Janet
• Stevens, and answer the
  following questions.
• (Scott Foresman, Reading
  Street 3.2)
• 1. What do you think the authors purpose was for
  writing this story?
• Give examples to support your answer!
• 2. In what ways are the characters in the story
  like people?
• Give examples from the text to support your
  answer!
• 3. Generate at least one more text based
  question as a group.

47

• Share!

Scott Foresman Reading Street- Grade 3 Unit 2

Tops Bottoms

Adapted and illustrated by Janet Stevens
Once upon a time there lived a very lazy bear who
had lots of money and lots of land. His father
had been a hard worker and smart business bear,
and he had given all of his wealth to his son.
But all Bear wanted to do was sleep.
Not far down the road lived a hare.
Although Hare was clever, he sometimes got into
trouble. He had once owned land, too, but now he
had nothing. He had lost a risky bet with a
tortoise and had sold all of his land to Bear to
pay off the debt.
48
Shift 4 Text-Based Answers
49
Wrapping it up

• Look in your GROUP MATERIAL folder
• Take a look at the sample curriculum maps. Go
  through each one with your group and select
  features that you feel are beneficial.
• With your group, record these features on sticky
  notes and place them back inside the Ziplock bag
  inside of the folder.
• If you are interested in serving on a committee
  to look at curriculum mapping, please record your
  name on the chart paper by the door labeled Yes,
  Im Interested.

50
If you have any questions, please contact us.

• Mia Johnson
• Mia_Johnson_at_catawbaschools.net
• Lora Drum
• Lora_Drum_at_catawbaschools.net
• Kathy Keane
• Kathy_Keane_at_catawbaschools.net
• Kristi Alfaro
• Kristi_Alfaro_at_catawbaschools.net
• Kim Ramsey
• Kimberley_Ramsey_at_catawbaschools.net