ELA/Literacy Shifts Flip

Common Core Standards ELA/Literacy Shifts Flip Curriculum and Instruction 202A N. Hwy 85 Niceville, Florida 32578 (850) 833-4208

Shift 1: Balancing Informational & Literary Text Students read a true balance of informational and literary text across the disciplines. Build background knowledge using literary and informational text ranging in length and complexity and strategies for processing the material. Infuse non-textual stimulus such as scientific diagrams, political cartoons, advertisements, public service messages, etc. Utilize text features to include diagrams, charts, and tables. Offer a variety of fiction (poetry, short stories, and creative fiction like mysteries, historic fiction, etc.) and non-fiction text types (see Informational Text Types below). Include paired texts and text sets to teach interdisciplinary units. Teachers Avoid: Shifting completely to informational text or relying solely on fictional text. Considering credible information as being only textual. Informational Text Types: Two types of informational text are primary and secondary sources: o Primary sources - a document or physical object which was written or created during the time under study Genre examples: letters, e-mails, diaries, photographs, records, mass media produced at the time of the event, etc. o Secondary sources: - a source that interprets and analyzes primary sources. These sources are one or more steps removed from the event. Genre examples: some types of secondary sources include articles from reputable periodicals such as Cricket Magazine, National Geographic, the New York Times, Cobblestone, and other resources from EBSCO. What does a true balance look like? (The following breakdown holds true for a student s entire school day)

Shift 2: Knowledge in the Disciplines Students build knowledge and make judgments about the world through text. Pick strategies that help students address structure, length, and complexity of text. Teach students to infer, like a detective, where the evidence is in a text to support an argument or opinion. Model how to use text-based evidence as a support for an opinion. Use multiple sources to build content knowledge including primary and secondary sources and genres of both types of text see Shift 1 Informational Text Types. Teachers Avoid: What does it look like? Summarizing the text FOR the students. Frontloading the text with stories and background information to make text easier. Instruction Includes: Inquiry-based learning that includes discussion and discourse among students with the teacher as the facilitator. Document-based arguments o example: a student has to create an argument about whether or not minors should be allowed to ride bicycles in public parks unsupervised after dark; the teacher would provide three documents: bicycle trail rules, police reports of juvenile crimes in the area, and an article about the benefits of exercise and outdoor activities for the student to use as sources Strategies that help students figure out, Who wrote this?, Why was it written?, What is its purpose?, and How does this fit into the world at large?. Assessments Include: Both formative and summative formats. Information that is compared and contrasted using informational sources as well as fictional sources as evidence. Opportunities for students to construct written and verbal responses on a topic using multiple sources. Analysis of texts from all disciplines. A variety of multi-media (ie: video clips, songs, audio clips, art, etc.). Performance tasks like presentations involving speaking, multimedia products, and other authentic applications.

Shift 3: Staircase of Complexity Students grapple with shorter, complex text (fiction and non-fiction) working towards independence with longer, complex pieces. Create more time and space in curriculum for close analytic reading. Provide necessary scaffolding for students to achieve authentic close reading (some possible exemplars in CCSS Appendix B). Recognize that independent reading includes text at a student s independent reading level and text with complexity levels that are challenging and motivating. Scaffold instruction with stretch texts to move students towards independence. Teachers Avoid: What does it look like? Allowing students to rely on opinion as evidence (ex: I like ). Allowing students to rely on personal experience as evidence. Over-translating complex text as a way to avoid challenging encounters with the text; however, scaffolding instruction is appropriate. Teaching at frustration level all year long. Instruction Includes: Units of study designed to gradually increase text complexity over the course of a school year. Background knowledge that may be read closely (perhaps at beginning of unit), and the students use that knowledge to move through the remaining information more quickly (more independence should be built in). Texts with varying lengths (excerpts all the way to full-length novels). Assessments Include: Passage and/or text selection for assessments based on text complexity guidelines for each grade level (see chart below).

Shift 4: Text Based Answers Students provide textual support for all answers, including implicit ones. Expect students to provide textual evidence (implicit or explicit). Require students to engage in rigorous and rich evidenced-based conversations about text. Focus instruction at the word, sentence, and passage level (ie: this what impact does this word make, this sentence or this passage). Teacher Avoid: Allowing students to rely on personal experiences or the way the text makes them feel as a form of support. Departing from the text. What does it look like? Instruction Includes: Students as scholars of the text to provide support for their opinions/judgments/answers. Small group and whole class discussions in which students demonstrate where in the text they find the support for their oral or written answers. Assessments Include: More opportunities for written responses with text-based support. Rigorous multiple choice questions that require the student to NOT ONLY select the right answer, but also requires a second step to select the support that proves their answer.

Shift 5: Writing from Sources Students write using multiple sources to draw a conclusion and or an opinion on a single subject Assign argumentative (opinion) writing tasks that require the synthesis and analysis of sources. Assign different types of writing tasks to persuade, explain, and convey experience (see chart below for breakdown). Accept narrative writing that is purposeful (with visual details, specific postures or expressions, manipulating pace, or creating tension). Utilize writing instruction explicitly for the goal of developing conventions and mechanics. Teacher Avoid: Drawing conclusions for the students. Assigning unauthentic writing tasks. Using a narrow scope of interest; instead, increase exposure to science, history, the arts, etc. so that students know a little (or a lot) about many different topics. Providing evidence for only one side of a topic ( pros but no cons, or vice versa) to create argumentative writing. Instruction Includes: Research Simulation Tasks (RST) from a variety of sources (folk tales, primary documents, cartoons, poems, political advertisements, newspaper articles, short stories, letters to the editor, song lyrics, video clips, etc.). Teaching that scaffolds and spirals the writing conventions (capitalization, punctuation, and usage) from K to 12. Explicit teaching of Language Progressive Skills (CCSS Appendix A, p 31) at all levels (effective writer vs. ineffective writer). What does it look like? Assessments Include: Arguments and the analysis of literature (explications). Prose Constructed Response (PCRs) that requires the student to continue where the passage ended and includes explicit information about what was learned. Example: a student reads three texts about Amelia Earhart, each claiming she was courageous. The student considers the argument each author uses and writes an essay that analyzes the strength of the argument about her bravery in at least two of the texts.

Shift 6: Academic Vocabulary Students understand words in context and the nuances of words across the curriculum. Purposefully select the vocabulary words for units of study. Recognize that there is a Language of Power as it relates to the Three Tiers of Words: Tier 1 words of everyday speech Tier 2 general academic words; far more likely to appear in written text and not speech -- used across many types of texts to reflect precise ways to say simple things; therefore, they should be infused in all disciplines (ex: relative, vary, formulate, periphery, dignified, calibrate, and itemize) Tier 3 domain-specific words, unique to a specific domain or field of study that should be taught directly prior to encountering them in a text (ex: lava, legislature, circumference, aorta, and simile) Provide students incremental repeated exposure in a variety of contexts to Tier 2 words. Recognize that Tier 2 words are far less defined by textual clues than Tier 3 words. Teacher Avoid: What does it look like? Too many technical, literary, or scientific terms (Tier 3 words) that are domain-specific without setting purpose for why those terms should be learned: Example 1: memorizing words that have no connection to the unit of study Example 2: reciting the Preamble of the Constitution without also requiring students to analyze elements of the document that affect their lives today (or some other application of The Preamble) Example 3: memorizing the parts of a cell without an opportunity to apply that information Example 4: asking students to identify similes and personification in a short story without requiring a deep understanding for the impact the figurative language makes Instruction Includes: Explicit instruction on precise word choice (prefixes, suffixes, compound words, and words in context). The evaluation of the impact of words (ie: ignite emotional vs. scientific connotations). More associations with words that are taught as opposed to direct definitions linguistic and nonlinguistic representations. Assessments Include: Students demonstrating their ability to use words effectively in a variety of situations ( debt as an amount of money owed as opposed to a personal sense of gratitude).

PARCC Terms, Timeline and Acronyms PARCC- Partnership for Assessment of Readiness for College and Careers. This is a consortia of 22 states (including Florida) creating the new K-12 assessments in ELA/Literacy and Math anchored in what it takes to be ready for college and careers. I. Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on expressing mathematical reasoning and modeling real-world problems. (Grades 3-11) a. Range of Prose Constructed Responses (PCR)- Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment. b. Literary Analysis Task- the Literature Task plays an important role in honing students ability to read complex text closely, a skill which differentiates college and career ready students from non-college ready students. This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. c. Narrative Task- the Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example. d. Research Simulation Task (RST)- the RST is an assessment component worthy of student preparation because it requires students to observe, deduct, and evaluate before properly using evidence from multiple texts. In this task, students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being the anchor text which introduces the topic. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays. II. End-of-Year Assessment administered after approximately 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The mathematics EOY will call on students to demonstrate further conceptual understanding of the Major Content and Additional and Supporting Content of the grade/course (as outlined in the PARCC Model Content Frameworks).

Strategies and the Common Core Standards Primary and Non-Textual Stimulus Strategies 1. Content Frame 2. CRISS Venn 3. Fact and Opinion 4. Two Column Notes/ Three Column Notes 1. APPARTS analyzing primary sources like letters, e-mails, diaries, photographs, records, and mass media produced at the time of the event with consideration for the Author, Place and Time, Prior Knowledge, Audience, Reason, The Main Idea, and Significance 2. OPTIC analyzing stimulus like scientific diagrams, political cartoons, advertisements, public service messages, etc. with consideration for the Overview, Parts (quadrants), Title, Interdependence, and Conclusion Text-Based Response Strategies 1. One Sentence Summary 2. Magnet Summaries 3. RAFT 1. CSE strategy for creating text-based responses using a Claim, Support, Explanation format 2. KDQD strategy for creating text-based responses (recommended for 3 rd grade through upper-level struggling reader) using a Keyword from the Question, Details from the Text, Quotations from the Text, and Deduction format Literary Analysis Strategies 1. Conclusion Support Notes 2. RAFT 3. CRISS Venn 4. Content Frame 5. Problem/Solution Notes 6. Double Entry Reflective Journal 7. Perspective Debates 1. DIDLS analyzing poetry and prose with consideration for Diction, Imagery, Details, Language, and Syntax

2. Five S Strategy analyzing poetry and prose passages with consideration for Speaker, Situation, Key Sentences, Shifts, and Syntax 3. SIFT analyzing poetry and prose with consideration for Symbolism, Imagery, Figurative Language, and Theme 4. So What Circle analyzing prose and poetry for significant insight into the human experience with consideration for Diction, Tone, Imagery, Figurative Language, Syntax, Structure, Conflict, Irony, Point of View, Setting/Atmosphere, and Character 5. TPCASTT analyzing poetry with consideration for a first reading of the Title, Paraphrasing (lines or stanzas), Connotation (of words, lines, or stanzas), Attitude (author about himself, the reader, and the world), Shifts (time, place, structure, pace, etc.) Document Analysis Strategies 1. Conclusion Support Notes 2. Content Frame 3. CRISS Venn 4. Problem/Solution Notes 5. Pre/Post reading maps 6. Double Entry Reflective Journal 7. Perspective Debates 8. Two Column Notes/ Three Column Notes 1. DBQs a rigorously framed question (Document Based Question) that requires students to synthesize information from multiple texts (primary and secondary); the goal would be to create a written response where the student has considered the thesis statement, points of view, and document translations 2. Ethos, Pathos, Logos Chart analyzing any type of text that has a persuasive tone for credibility (ethos), emotional (pathos), and logical (logos) appeals 3. SMELL analyzing speeches with consideration for Sender, Message, Effect, Language, and Logic 4. SOAPSTone analyzing sources with consideration for Speaker, Occasion, Audience, Purpose, Subject, and Tone 5. SPRITE a strategy that requires students to focus on the Social, Political, Religious, Intellectual, Technological, and Economic (used for Free Response Questions (FRQs) and (DBQs)) elements of a source Vocabulary Strategies 1. Concept of Definition Map 2. Vocabulary Maps 3. Frayer Model 4. Semantic Feature Analysis 5. Pattern Puzzles 1. Association Strategies includes, but not limited to, Concept Maps, Four Square, Frayer Model, Fryer Model, Verbal and Visual Word Associations, and Word Maps 2. Categorizations Strategies all formats of Word Sorts and Semantic Feature Analysis Charts Discussion Strategies 1. Think/Pair/Share

2. ABC Brainstorming 3. Discussion Web 4. React to the Fact 5. QARs 6. Questioning the Author 7. Read and Say Something 8. Sticky Note Discussions 9. Seed Discussions 10. Carousel Discussions 1. Socratic Seminar a discussion structure named for their embodiment of Socrates belief in the power of asking questions, prizing inquiry over information and discussing over debating; works best when the teacher directs students to discuss specific information from text (fiction and non-fiction) with purpose Formative and Summative Assessment Resource 1. Depth of Knowledge Chart guidelines for teachers to complexity of thinking skills that a task requires; more important than the verbs at each level (Level One: Recall, Level Two: Skill/Concept, Level Three: Strategic Thinking, and Level Four: Extended Thinking) are what follows the verb about the complexit Resources for The Common Core Corestandards.org Parcconline.org Engageny.org Achievethecore.org Definingthecore.com This is the official website of the Common Core Standards Initiative(CCSS). This website has the official version of the standards. This is the official website for the PARCC exam. This site has item and task prototypes as well as content model frameworks. This website is New York s official common core website. It is filled with common core modules, videos explaining the instructional shifts hosted by David Coleman (co-writer of the standards and current College Board President), lessons aligned to the core, materials aligned to the core as well as videos of lessons and teacher explanations. This website is sponsored by Student Achievement Partners (a non-profit created by three of the authors of the CCSS). This site s Steal These Tools tab on the top of the page has countless modules, lessons, and other innovative tools to aid implementation of the CCSS. This website is sponsored by Broward County Schools in Florida. This website has lots of tools for Florida teachers trying to implement CCSS. www.ascd.org/common-core.aspx ASCD is an endorsing partner of the CCSS and has videos, webinars, and resources all dedicated to the CCSS. Curriculum and Instruction 202A N. Hwy 85 Niceville, Florida 32578 (850) 833-4208