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Shift Happens: ELA Common Core

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by

Kimberly Smith

on 14 June 2013

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Transcript of Shift Happens: ELA Common Core

Shifts Related to the
Common Core ELA Standards
Shifts Happen
Balancing Informational & Literary Text
Each grade level requires growth in text complexity. Text complexity includes readability, structure of the text, demand for background knowledge,
and includes the complexity of what
students are asked to do with the text. Teachers provide appropriate and
necessary supports to make
the central text accessible
to students reading
below grade level.
(Appendix A)
Text Complexity
Students constantly build the vocabulary they need to be able
to access grade- level
complex texts.
Intentional focus is given
to words that cross
content areas.
Academic Vocabulary
Students engage in rich and rigorous evidence based conversations and writing about text.
Text Based
Answers
Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. It includes
short, focused research
projects K-12.
Increase Writing
From Sources
Students build knowledge about the world
(domains/ content areas) THROUGH TEXT
rather than the teacher or activities.
Knowledge in the
Disciplines
SHIFT #1:
Students read a balance of informational & literary texts.
K-5 - 50+% NF
Middle School - 55% NF
By 12th Grade- 70% NF
SHIFT #2:
SHIFT #3
SHIFT #4
SHIFT #5
SHIFT #6
Find a partner and talk about Shift #1.
Find a partner from a different school than the one in which you work.
Talk about shift #2.
Research about reading development is grounded in the importance of kids engaging with instructional level text. How do we plan instruction that balances both instruction level text and also support and scaffolding so student can access grade level text?
Join with another twosome to make a foursome. Talk about Shift #3.
Partner with someone you have never spoken to before. Find out their role. Then discuss Shift #4.
How are Accountable Talk and other evidence-based structures being supported by various district initiatives (SOEI, Focused Instruction, etc.) ?
What is the current balance of teacher talk and student talk in your classroom?
How does the shift to "evidence based" talk or writing change the level of rigor for students?
Find a new partner. Choose someone
who has a different role/teaches a different grade level than you.
Talk about Shift #5.
Think about writing instruction at your school. What support might you (or other teachers) need to increase the type and frequency of writing demanded by the Common Core Standards? How does this change how Writing Workshop might look?

Join another twosome to make a
new foursome. Discuss Shift #6.
What barriers do you experience getting students into more content focused text? How can technology become a tool that helps teachers and students? How has the focus on reading and math instruction hurt students? What can we do to gain a better balance?
ELA Common Core Shifts and Implications
There are six major shifts needed to effectively implement the
Common Core Standards.

These shifts require teachers to:

Expect active participation of all students
Facilitate the learning process rather than disseminate the information
Make their content literacy expertise visible to all
Create carefully structured situations that allow students to solve problems independently
Encourage students to draw on their abilities to discover answers by themselves rather than rely on adults to supply the facts

80% of reading done by adults is nonfiction. How does the increase in nonfiction reading move students towards college and career readiness? What needs to happen for this shift to occur in your classroom and school?
Kimberly Smith
Minneapolis Public Schools
Literacy Specialist
kimberly.smith@mpls.k12.mn.us
Based on all kids acquiring vocabulary that allows them to be successful with grade level texts, including content specific nonfiction, how might we use strategies often reserved for English language learners to benefit ALL students?
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