Activity 2

Connecticut Core Standards for English Language Arts & Literacy

Systems of Professional LearningModule 1 Grades 6–12: Focus on Instructional Shifts

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Common Core ELA & Literacy

Vertical Progressions

Instructional Shifts

Classroom Practice

Rigor

Today’s Session

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1. Building knowledge through content-rich nonfiction

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

3. Regular practice with complex text and its academic language

Three Instructional Shifts for CCS-ELA & Literacy

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#1 Shift in the Balance of Texts

Balance of ficti

on and

nonfiction

Building

knowledge in the disciplines

through text

Building Knowledge

through Content-

Rich Nonfiction

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Building Knowledge through Content-Rich Nonfiction – Why?

• Mostly informational reading in college/workplace • Minimal reading of informational

text in elementary and middle school• Provides experience with

informational text structure• Building knowledge through text,

not teacher talk

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Why Does Content-Rich Nonfiction Matter?

Reciprocal Relationship

Deepen language and literacy skills by reading, writing about, and discussing meaningful content

Deepen content knowledge using language and literacy skills

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Instructional Practice Aligned with Shift 1: Connected Text Sets

Based on Cappiello & Dawes, 2013, p. 22.

Literature

Digital Text

Literary nonfiction

and informational

text

Multimodal, multi-genre

text sets

Primary source

documents

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Using Text Sets to Build KnowledgeThanhha Lai, Inside Out & Back AgainTod Olson, “The Vietnam Wars,” Scholastic, February 24, 1995, 16-20. Joseph Shapiro and Sandra Bartlett, “Forgotten Ship: A Daring Rescue as Saigon Fell”

Source: http://www.engageny.org/sites/default/files/resource/attachments/8m1.1.pdf

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Examples of Content-Rich Text, 6–8See Appendix B: Text Exemplars for exemplars of content-rich, grade appropriate texts.

Grades 6-8Stories: Alcott, Louisa May. Little Women. Drama: Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play.Poetry: Hughes, Langston. I, Too, Sing America.Informational:

English: Adams, John. Letter on Thomas Jefferson.History/Social Studies: United States. Preamble and First Amendment to the United States Constitution (1787, 1791).Science: Macauley, David. Cathedral: The Story of Its Constitution

Source: www.corestandards.org/assets/Appendix_B.pdf

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Examples of Content-Rich Text, 9–12See Appendix B: Text Exemplars for exemplars of content-rich, grade appropriate texts.

Grades 9-12Stories: Homer. The Odyssey.Drama: Shakespeare, William. The Tragedy of Hamlet.Poetry: Walker, Alice. Women.Informational:

English: Wiesel, Elie. Hope, Despair, Memory.History/Social Studies: Declaration of Sentiments by the Seneca Falls Conference.Science: Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference.

Source: www.corestandards.org/assets/Appendix_B.pdf

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Anthology Alignment ProjectWith training from Student Achievement Partners, middle school and high school teachers are revising current literature anthologies to align with the CCS-ELA, grades 6-12

Specify key content: Big ideas and important understandingsIncrease text-dependent questions focused on comprehension of contentIncrease text-dependent questions focused on Tier 2 academic languageInclude culminating text-based writing taskInclude additional tasks

See http://www.edmodo.com for more information

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Examples of Content-Rich NonfictionOn your tables are selections of nonfiction

texts from Common Core Appendix B 1. Examine the books, considering why they may

have been chosen as exemplars.2. Talk with others at your table:

Why might each of these texts be considered examples of content-rich nonfiction?How might these texts be used alone or as text sets to “build knowledge” on a topic?

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Activity 2, Part 2

Building Knowledge through Content-Rich Nonfiction

Page 10

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Activity 2: Building Knowledge through Content-Rich Nonfiction

Building Knowledge through Content-Rich Nonfiction 6–121. On your chart paper, write “Shift 1: Building Knowledge through content-rich

nonfiction.2. Divide the paper into 3 sections. Label these sections: Observations, Supports,

and Questions.3. In the top section answer: What would you expect to observe (see and hear)

in a classroom aligned with Shift 1? 4. In the second section answer: What supports will teachers need to implement

Shift 1 effectively?5. In the third section, jot down any questions you have about Shift 1.Place your anchor chart on the wall designated Shift 1.