english language arts. shift 1 balancing informational & literary texts
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Shift 1
Balancing Informational & Literary Texts
Content-rich nonfiction balance
NonfictionFiction
K-5 5050
Nonfiction
Fiction
K-5
6-8
5050
6040
Content-rich nonfiction balance
Nonfiction
Fiction
K-5
6-8
9-12
50
50 60
40 70
30
Content-rich nonfiction balance
Shift 2
Knowledge in the Disciplines (6-12)
Shift 3
Staircase of Complexity
What is text complexity?
Text Complexity Standards
Listed by grade “bands”
K-1
2-3
4-5
6-8
9-10
11-12
CCR (College and Career Ready)
Shift 5
Writing from Sources
Structure of the Standards
Strand
Anchor Standard
Grade-Specific Standard
Reading
Writing
Speaking and Listening
Language
Strands
Literature
Informational Text
Foundational Skills (K-5
only)
Reading
History/ Social
Studies
Science
Technical Subjects
Reading
Writing
Structure of the Standards
Strand
Anchor Standard
Grade-Specific Standard
Anchor Standard
s
10 - Reading10 - Writing6 - Speaking & Listening6 - Language
RI Anchor Standard 1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.K.1
With prompting and support, ask
and answer questions about key details in a
text.
Reading for Informational Text
Anchor 1: Read closely to determine what the text
says explicitly and
to make logical
inferences…
RI.6.1
Cite textual evidence to
support analysis of what the text says explicitly
as well as inferences
drawn from the text.
Reading for Informational Text
Anchor 1: Read closely to determine what the text
says explicitly and
to make logical
inferences…
RI.11-12.1
Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
Reading for Informational Text
Anchor 1: Read closely to determine what the text
says explicitly and
to make logical
inferences…
Common Core Standards and Domain Abbreviations
Standard
English Language Arts Grade Level
RI Reading for Information All
RL Reading for Literature All
RST Reading for Literacy in Science and Technical Subjects
All
RH Reading for Literacy in History/Social Science All
RF Reading Foundations K-5
SL Speaking and Listening All
L Language All
W Writing All
WHST Writing for Literacy in History/Social Science, Science, and Technical Subjects
All
Identify the Standard
RI . 4 . 2Strand Grade Standard
Number
Identify the Standard
W. 11-12. 1bStrand Grades Standard
Number
Now You Try
RL . 7 . 8
Common Core Standards and Domain Abbreviations
Standard
English Language Arts Grade Level
RI Reading for Information All
RL Reading for Literature All
RST Reading for Literacy in Science and Technical Subjects
All
RH Reading for Literacy in History/Social Science All
RF Reading Foundations K-5
SL Speaking and Listening All
L Language All
W Writing All
WHST Writing for Literacy in History/Social Science, Science, and Technical Subjects
All
Spiral Map Activity
ANCHOR STANDARD
CCR Language Anchor Standard 1:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1Grade 1
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print all upper- and lowercase letters.b. Use common, proper, and possessive nouns.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).f. Use frequently occurring adjectives.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).h. Use determiners (e.g., articles, demonstratives).i. Use frequently occurring prepositions (e.g., during, beyond, toward).e. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.K.1Kindergarten
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print many upper- and lowercase letters.b. Use frequently occurring nouns and verbs.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).f. Produce and expand complete sentences in shared language activities.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
As shown, place the sample student products in order on Bloom’s Taxonomy
(with remembering at the bottom of your chart and creating at the top)
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Remembering
How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Remembering
How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Remembering
How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Remembering
How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Remembering
How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Remembering
How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Depth of Knowledge
Your turn
Take a lesson you’re teaching this or next week. Consider how you’ll move it to a deeper level.
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