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6 Shifts

6 Shifts. What you need to know about the literacy standards . David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.johnson@wmisd.org Prepared February 2012. Introductions. NMLC Objectives For the Day

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6 Shifts

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  1. 6 Shifts What you need to know about the literacy standards David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.johnson@wmisd.org Prepared February 2012

  2. Introductions • NMLC • Objectives For the Day • I can identify how the “six shifts” reach beyond the borders of an ELA classroom into all of the content areas. • I will leave with tools that can help me address these shifts (and the new literacy standards) in my classroom

  3. Time Machine • Take a minute to think…if you could go back to any historical time period, where would you go? • Why would you want to go there? • Would you want to be born there or just visit? • Would you want to stay? • Why?

  4. Time Machine Wrap Up • Writing Standard 1 asks us to: • Write and support claims with clear reasons and relevant evidence by: • Organizing the reasons and evidence clearly • Supporting claims with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text • Use words, phrases, and clauses to clarify the relationships among claims and reasons • Establish and maintain a formal style • Provide a concluding statement that follows the argument presented. We didn’t hit all the points here, but…how could we have changed it to meet the evidence and conclusion piece?

  5. What Is The Common Core? • “Students advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR standards.” • Grade level in Kindergarten-5th grade • Grade Spans for 6-8, 9-10, 11-12

  6. What Is The Common Core? • Texts and programs not prescribed/spelled out • Teacher is free to bring materials into their curriculum as they see fit. • Key comes in Text Complexity

  7. All K-5 Teachers • 10 Reading Standards – Narrative Text • 10 Reading Standards – Informational Text • 10 Writing Standards • 6 Speaking and Listening Standards • 6 Whole Language

  8. Science, Social Studies, and other Subjects 6-12 • The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school • 10 Reading Standards (6-8), (9-10), (11-12) • 10 Writing Standards (6-8), (9-10), (11-12)

  9. Shift 1 • PK-5: Balancing Informational and Literary Texts. • Literacy across the content areas usually in a self contained setting • Balance between narrative text (stories, poems, etc.) and informational pieces. • Why is this a shift?

  10. Shift 2 • 6-12 – Building Knowledge in the disciplines • Beginning with 6th or 7th grade, move from self contained to “content experts” • The “Content experts” bring in informational pieces that enhance their content. • Turn/Talk 5 Mins – What does this mean for your content area. What can you pull/utilize? What do you already pull/utilize?

  11. Shift 3 • Staircase of Complexity • Increase at each grade level • The standards are “end of grade” expectations

  12. Informational 1 K: With prompting and support, ask and answer questions about key details in a text. 1: Ask and answer questions about key details in a text. 2: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  13. SS Reading 1 6-8: Cite specific textual evidence to support analysis of primary and secondary sources 9-10: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 11-12: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

  14. Science and other subjects Reading 1 6-8: Cite specific textual evidence to support analysis of science and technical texts. 9-10: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 11-12: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

  15. Shift 4 • Text Based Answers • “rich and rigorous” conversations dependent on a common text. • Your text can be…a primary source, article, video clip, song, painting, folktale, newspaper article, etc. • Classroom conversations are centered around this text. • Close and critical examination and questioning

  16. Shift 4 • Turn and Talk – 5 Minutes. • What is something you either currently use, or that just sprang to mind that you could use, slow down a little bit, and meet shift 4.

  17. Shift 5 • Writing from sources • Use evidence, make an argument • Respond to ideas, events, facts • http://www.youtube.com/watch?v=kQFKtI6gn9Y

  18. Shift 5

  19. Shift 5 • Turn/Talk – How could you use an argumentative piece in your content area to meet this shift?

  20. Shift 6 • Academic Vocabluary • Rigorous • Constant • Well chosen • Which two words are important, which one is less necessary? Discourse, theory, homonym

  21. 6 Shifts Activity • Number off 1-6 • Each group is going to be given a “shift” • In groups, you will work collaboratively to build a list of ways Social Studies can help meet this new requirement. • Lists will be compiled together and sent out to all participants

  22. 6 Shifts Activity Wrap Up • Writing Standard 7 asks us to: • Conduct short research projects to answera question, drawing on several sources and generating additional related, focused questions for further research and investigation. • How well did we hit this one? What could we tweak?

  23. Q&A • Before I move to part 2…applying these…what questions are floating around out there? (I did not write these standards, so you need not worry about hurting my feelings. What can I try and clarify?)

  24. Grouping Activity • Take one resource and in your groups: • Create a brief narrative describing how this resource could be used to hit 1-2 CCRS reading standards, 1-2 CCRS Writing Standards (Approximately one short paragraph for each standard) • Don’t forget the WHY!

  25. Grouping Activity Wrap Up • Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Writing Standard 10: Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes, and audiences.

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