6 Shifts in the pa core standards

6 Shifts in the pa core standardsBethann Dudley-McCainbmccain_ksra2010@verizon.net(814) 577-8281Lets get geared up!!!Quotation MingleRead and Wrap your textFind someone with a different shift- paraphrase your shift for your partnerShare with another partner, with a different colorWhat are the 6 shifts?Write as many as you are able.

5pm-5:20pm2Shift one: Balancing informational and literary textShifting of pre-K to five engage students in reading a true balance of informational and literary texts Elementary school classrooms are therefore places where students across the world -- learn about the world through science, social studies, the arts, and literature through text At least 50% of what students read should be informational texts, pre-K to five. Process and Product are key!

5:20-5:25 pm3Instructional Implications

Provide students with equal exposure of informational and literary texts in the elementary grades (across disciplines) Increase exposure of literary nonfiction (across disciplines) Explicitly teach strategies for informational texts Teach through and with informational texts Explicitly teach reading comprehension skills in a similar manner across informational text and literature Build background knowledge to increase reading skills Provide opportunities for coherent instruction about content

5:25-5:30pm4Shift Two:Building Knowledge in the disciplinesTurn and Talk: How did you learn about different contents?

Engaging teachers as a system in developing literate students, engaging content area teachers outside of the English language arts classroom to emphasize literacy experiences in their planning and instruction.

Students learn through domain-specific texts in science and social studies classrooms. Rather than referring to the text, they are expected to learn them from what they read.

Teaching Content is Teaching Reading

5:30-5:505Instructional Implications

All content area teachers teach content-area literacy Build background knowledge to increase reading skills Teach different approaches for different types of text Show students how to use text as a source of evidence Teach students how to locate and write about a topic using evidence from the text Model how to support an opinion with evidence Utilize primary and secondary sources in instruction

5:50-5:55p6Shift Three:A Staircase of complexityFor preparing students for the complexity level of college and career ready texts. (Long Term Transfer Goals)Each grade level requires a step of growth on the staircase. Students read the central grade-appropriate text around which instruction is centered. Where do we find what students need to learn?www.pdesas.org ; standards; common coreMore time and space in the curriculum for close and careful reading will be necessaryTeachers will provide appropriate and necessary scaffolding and supports so that its possible for students reading below grade level to meet the demands of increasingly complex texts.

5:55-6:05pm7Making MeaningReading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning.Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985)Becoming a nation of readers: The report of the Commission on Reading Urbana, IL: University of Illinois

Turn and Talk: What does this mean?86:05p-6:10pMaking Meaning Slide- emphasizes the reader as central to understanding text.The reader is at the heart of how a text is comprehended. A readers background, vocabulary understanding, and other variables will all affect how a text is understood and how meaning is made.

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Quantitative Measures Readability and other scores of text complexity often best measured by computer software.Qualitative Measures Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

OVERVIEW OF TEXT COMPLEXITY93. Reader and Task Considerations Background knowledge of reader, motivation, interests, and complexitygenerated by tasks assigned often best made by educators employing theirprofessional judgment.

www.corestandards.org 6:10-6:20pThis graphic represents the heart and soul of text complexity. The triangle illustrates the 3 components necessary to clearly understand and define text complexity: quantitative, qualitative, and reader and task. We are going to explore deeply all three of these components.

Note: More detailed information on text complexity and how it is measured is contained in Appendix A. http://static.pdesas.org/content/documents/ELA-Appendix_A-Research-Supporting-Key-Elements-of-the-Standards.pdf

9Close readingClose Reading and the Common Core: Doug Fisher

Add to your evidence and interpretation guide as you watch the videoInstructional implicationsEnsure students are engaged in more complex texts at every grade level K-2 need exposure to complex read alouds Engage students in rigorous conversations Give students more time on more complex texts Provide scaffolding; i.e., reading/thinking aloud, digital media to build background knowledge, collaborative routines such as reciprocal teaching, collaborative strategic reading Use leveled texts carefully to build independence; do not supplant opportunities for engagement with grade level complex text

Shift four:Text-Based AnswersFocus on rich and rigorous conversations, which are dependent on a common text students will need to engage in consistently and pervasively. Teachers will need to insist that classroom experiences stay deeply connected to the text on the page.Students develop habits for making evidentiary arguments both in conversation as well as in writing to assess comprehension of a text.

What is rigor?Rigor and Relevance in the ClassroomFrom: The Great Debaters (2007)

Add to your evidence and interpretation guide as you watch the video

Instructional ImplicationsCreate opportunities for students to have deep, evidence-based conversations about text Teach students how to go back and find evidence in the text Ask and identify questions that are text-dependent Provide students with opportunities to read, reread, reference other texts, and to dig more deeply in order to answer questions

Shift five:Writing from sourcesFocuses on writing which will need to emphasize the use of evidence to inform or make an argument, rather that the personal narrative and other forms of decontextualized prompts. While narrative still has an important role, students develop skills through written arguments that they respond to the ideas, events, facts, and arguments presented in the text that they read. Literacy Design Collaborative www.literacydesigncollaborative.org

Instructional ImplicationsPresent opportunities to write from multiple sources about a single topic Provide opportunities for students to synthesize and analyze ideas and concepts across many texts in order to draw an opinion or conclusion Use mentor texts to teach text features and structures and apply them to writing Model expectations for writing; use rubrics and student work to help students learn how to self-evaluate Develop reading, writing, language, listening and speaking through short, focused research projects Provide time for collaboration to discuss findings

Shift six:Academic VocabularyStudents must constantly build their vocabulary in order to access grade level, complex text by focusing strategically on comprehension of pivotal and commonly found words such as discourse, generation, theory, and principle, and less on esoteric terms such as onomatopoeia or homonym. (Tier 2 words- see Isabel Beck)

Teachers will constantly build students ability to access more complex texts across the content areas.

http://www.udlcenter.org/aboutudl/whatisudl VocabularyMeta-analysis of Vocabulary instruction (Hattie; 2009) found that vocabulary instruction:Supports reading skills and reading comprehensionIs most beneficial when the vocabulary instruction is definitional and contextualProvides multiple exposures to wordsProvide opportunities for deep processingMeta-analysis is a combination of studies/research on a particular topic. Hatties meta-analysis investigates types of literacy instruction. On this slide are some of the highlights in the vocabulary meta-analysis.Key points: Vocabulary is critical for reading comprehension. Students need repeated exposure to vocabulary words in a variety of ways multiple times to provide the opportunity for deep learning of the word. Vocabulary words should be chosen carefully and purposefully.18VocabularyStereotactic radiosurgery is a highly effective alternative to surgical resection that has been used as a primary therapy for benign meningioma as well as an adjuvant treatment for residual or recurrent tumors. The 5-year tumor control rates for stereotactic radiosurgery are equivalent to gross-total resection with lower morbidity than surgery, especially for skull base lesions.Vocabulary development is a life-long journey. The 3 tiers are a framework or tool when thinking about vocabulary instruction Often the question is: what vocabulary should I teach? or how is vocabulary picked? or what is the best way to teach vocabulary? This section will provide teachers with the opportunity to think about the different types of vocabulary and which words should really be focused on.Give the participants opportunities to read the text (about 1 minute). Ask them to turn and talk (Think-Pair-Share) for about 1 minute, discussing:Were you able to read the text?What makes it challenging to understand?

Key Point: Even if a student has good phonology skills and orthography skills, they still need to have a strong meaning and context base.19Implications for Vocabulary InstructionImportance and utility: Is it a word that students are likely to meet often in the world?

Instructional potential: How does the word relate to other words, to ideas that students know or have been learning?

Conceptual understanding: Does the word provide access to an important concept?

Have teachers talk together the question on the slide: As K-12 educators, what tier needs to be taught with increasing depth and breadth? Why?

After about 1 minute, provide the participants opportunities to report out (random reporter) their impressions.Share the information on the slide regarding importance and utility, instructional potential, and conceptual understanding. Explain to the participants that Tier 2 is most important because:These are the words students will utilize and be exposed to most often. Tier 2 words are high utility words, contribute to the meaning of the passage and have specific meaning within the text.Tier 2 words are often familiar to students from different contents. Since Tier 2 words can be multiple meaning words, or can change slightly based upon the content. Students need time to develop an understanding of these words and how they connect to different contents.Makes the tier 3 words accessible in different ways. For example, in the passage, it states .used as primary therapy. Primary is a tier 2 word, that has impacted the sentence by declaring the therapy in the passage being first. This changes the meaning because there is a difference between primary therapy and just therapy.

Key points: Tier 2 words must be taught through numerous contents with depth and breadth, as they are high utility, relate to multiple concepts and support students in developing conceptual understanding.

20Instructional ImplicationsDevelop students ability to use and access words that appear in everyday text and that may be slightly out of reach Explicitly teach strategies that can be transferred across content-areas Discriminate between the tiers of vocabulary; choose Tier 2 vocabulary (academic) to teach before, during and after reading, listening and viewing. Teach Tier 3 vocabulary (domain-specific) in the context of the discipline Determine the words that students will read most frequently and spend the majority of time on those Teach fewer words; but, teach word associations rather than words in isolation (depth and breadth)

Reflection timeTake a moment to reflect on your learnings and the implications in your instruction (Think)

Pair-Share with a Partner

A little inspiration