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Shift Shift Happens? Happens?

Lisa Rivard, Ph.D. Lisa Rivard, Ph.D.

Breakout Sessions

Staff Development Planner

Can you name the Six Shifts?

Can you name the Six Shifts? Can you condense to Three

Shifts?

CCSS InitiativeHas the potential to cause some of the most influential changes in teaching and learning our country has ever experienced.

Heather Clayton Kwit Principal of Mendon Center Elementary School

Pittsford Central School District, New York

Making the Common Core Come Alive! October 2012. Available at www.justaskpublications.com. Reproduced with permission of Just ASK

Publications & Professional Development (Just ASK). ©2012 by Just ASK. All rights reserved.

Benching For Success Report

In today’s world, high wages follow high skills, and long-term economic growth increasingly depends on educational excellence. Unfortunately, American education has not adequately responded to these challenges. As other countries seize the opportunity to improve their education systems so their citizens can benefit from new economic opportunities, the United States is rapidly losing its leading edge in the resource that matters most for economic success: human capital.


Already, America’s share of the world’s college students has dropped from 30 percent in 1970 to less than half that today. And because of their sheer size, China and India will surpass both Europe and the United States in the number of secondary and postsecondary graduates produced over the next decade.


Many experts have concluded that since the U.S. can no longer compete in quantity of human capital, it will have to compete in quality by providing its young people with the highest level of math, science, reading, and problem-solving skills in the world.


American students tend to perform better on international assessments of reading than they do in math and science. But U.S. 15-year-olds perform only about average among industrialized countries, and fourth graders’ reading scores have stagnated while other countries have made sizeable gains.

Students Who are College and Career Ready

They demonstrate independence.

They build strong content knowledge.

They respond to the varying demands of audience, task, purpose, and discipline.

They comprehend as well as critique.

They value evidence.

They use technology and digital media strategically and capably.

They come to understand other perspectives and cultures.

Shift happens?

Shift happens?

We must shift our minds

Shift happens?

We must shift our minds

before we shift instruction.

CCSS InitiativeHas the potential to cause some of the most influential changes in teaching and learning our country has ever experienced.

Heather Clayton Kwit Principal of Mendon Center Elementary School

Pittsford Central School District, New York

Making the Common Core Come Alive! October 2012. Available at www.justaskpublications.com. Reproduced with permission of Just ASK

Publications & Professional Development (Just ASK). ©2012 by Just ASK. All rights reserved.

Mind Shift #1

The goal of curriculum should not be coverage of content, but rather

the discovery of content.

4 Roles (Resources) Model: Allan Luke & Peter Freebody (1992)

4 New Roles of the Multimodal Reader

Reader as Decoder Reader as Navigator

Reader as Meaning Maker

Reader as Interpreter

Reader as Text User Reader as Designer

Reader as Text Analyst Reader as Critical Analyst

http://www.frankserafini.com

Reading Writing 4th Grade

Literary 50%Informational 50%

4th Grade To Persuade 30%To Explain 35%To Convey Meaning 35%

8th Grade



12th Grade



Mind Shift #2

A deep understanding of the content to be taught is

paramount.

(Or, we cannot teach what we do not understand.)

A Vision for Standards

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

Mind Shift #3

In our classrooms, it is the students’ voices, not the teachers’, that are

heard.

https://www.teachingchannel.org/videos/professional-development-

for-teachers

What is your current reality?

Fisher & Frey

Mind Shift #4

We are preparing our students to do learning without us.

Example Workshop Procedures Adapts to Needs of

Writers

Simple, Predictable & Consistent

Develops Over Time

Focus on Student Independence & Responsibility

Allows Teachers to Leave the Front of the Room

Writing Process

What Do Writers Do?

Mind Shift #5

We are educating our children for an unknown future.

Name That Job? Digital architect

Nano-medic

Vertical farmer

Child designer

Haptic programmer

Global Mobility Consultant

Greensman

Mind Shift #6

We have a responsibility to help each student reach higher.

The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available.

Mind Shift #7

We can’t ignore the evidence between us.

A new perspective allows you to have that epiphany of awareness that changes the way you see things.

.

Rigorouscurriculum built upon

the Standards

Rigorouscurriculum built upon

the Standards

InstructionalShifts

InstructionalShifts

Successful Graduates

136

MindShifts

MindShifts

Overview of the Six Instructional Shifts in the Implementation of the ELA

Common Core

Common Instructional Shifts

A change in the action or practice within the profession

of teaching to positively impact the learning of all students in all academic

areas.

39

What do you know about

the ELA Instructional Shifts?

Common Core Instructional Shifts

40

6 Shifts in ELA/Literacy

1. Balancing Informational and Literary Text

2. Building Knowledge in the Disciplines

3. Staircase of Complexity4. Text-based Answers5. Writing from Sources6. Academic Vocabulary


41





1: Building knowledge through content-rich

nonfiction and informational texts


42




3. Staircase of Complexity4. Text-based Answers5. Writing from Sources6. Academic Vocabulary2: Reading and writing

grounded in evidence from text


43





3: Regular practice with complex text and its academic vocabulary

http://cooperativelearning.learnhub.com/

lesson/9592-seinfeld-teaches-history

Shift 1Balancing Informational and

Literary Texts (PK-5)• Balance of Text

• Students build knowledge through reading text

• Coherent building of knowledge

4504/21/23

Shift 2

Building Knowledge in the Disciplines (6-12)

• Reading and writing in all content areas

• Students learn through domain –specific texts

• Students are expected to learn from what they read

04/21/23 46David Coleman April 28, 2011

Shift 3 Staircase of Text Complexity

• Instruction centered around grade appropriate text

• Teachers create time for close careful reading of text

• Scaffold if necessary


Complex Texts

Difficult

syntax

Subtle

themes

Challenging vocabulary

Density of

information

Sentence Structure

Cohesion

Organization

Shift 4 Text-Based Answers

• Teachers insist that classroom experiences stay connected to the text on the page

• Students construct arguments in conversation and writing to assess comprehension


Shift 5 Writing from Sources

• Use evidence to inform or make an argument

• Students respond to the texts they read


Use your notebook to breathe in

the world around you. – Ralph Fletcher

Shift 6 Academic Vocabulary

• Necessary to access grade level complex texts

• Comprehension of words such as discourse, generation and theory, less time on literary terms

• Use academic words in speaking and writing


Implementation Process for Implementation Process for the Shiftsthe Shifts

Breakout Sessions

Staff Development Planner

Michigan Reading Associationhttp://michiganreading.org/

Michigan’s Mission Possible http://

www.missionliteracy.com/

Turn, Turn, Turn

Questions?Questions?

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