sls conference november 9, 2011 nys initiatives for teaching and learning six shifts in the nys...
TRANSCRIPT
SLS Conference
November 9, 2011
NYS INITIATIVES FOR TEACHING AND LEARNING
SIX SHIFTS IN THE NYS COMMON CORE LEARNING STANDARDS
FacilitatorRenee M. Burnett ҉ OCM BOCES Network Team
Board of Ed
Superintend
ents
Princip
als
Teachers
CCLS
DDI
APPR
The Big Picture
AASL CROSSWALK
NYS CCLS
Standards for the 21st Centur
y Learner
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/index.cfm
READINESS GUIDE
Awareness
Connections
Integration
Awareness:Building Common
Knowledge
•Overview of the CCLS
•6 Shifts for ELA and Math
•Connect to Professional Practice: NYS Teaching Standards
•Connect to Data Driven Instruction
Connections:Connecting the 6 Shifts to Current
Practice
• Develop skills of educators in connecting the CCLS to discrete learning opportunities and tasks in the classroom
Integration:Using the CCLS in
the Design of Classroom Curriculum,
Instruction and Assessment
•District Level: identify Power Standards; write curriculum; develop scope and sequence
•Classroom Level: develop standards-based plans and assessments; identify and implement standards-based teaching practices
READINESS GUIDE
Balancing Informational & Literary Texts (Grades PK-5)
Knowledge in the Disciplines (Grades 6-12)
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
COMMON CORE SHIFTS ELA & CONTENT LITERACY
SHIFT 1
GradesPK-5
BALANCING INFORMATIONAL &
LITERARY TEXTS
Range of Text Types
Literature = Stories, Dramas,
Poetry
Informational = Literary
Nonfiction, Historical,
Scientific, & Technical Texts
50% fiction 50% nonfiction
40% fiction 60% nonfiction
20% fiction 80% nonfiction
4th grade
8th grade
12th grade
Increase in teaching
and learning with non-
fiction text
SHIFT 2
Grades6-12
KNOWLEDGE IN THE DISCIPLINES
Reading & Writing Literacy
Standards
• Complement, not replace content standards
Depending on text rather
than referring to it
• Read a president’s speech & write a response
• Read scientific papers & write an analysis
Think sophisticated
non-fiction
• Analyze and evaluate texts within disciplines
• Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations
Expectation of rigorous
domain specific literacy
instruction outside of
ELA
SHIFT 1
Balancing Information
al and Literary
Texts
SHIFT 2
Building Knowledge
in the Disciplines
Core Text(s)
Pre-CCL
S
SHIFT 1
Balancing Information
al and Literary
Texts
SHIFT 2
Building Knowledge
in the Disciplines
Paired Texts: The Hero’s Journey
Core Texts
Post-
CCLS
SHIFT 3
STAIRCASE OF COMPLEXITY
Increase in text complexity at each grade level
Qualitative
Levels of meaning
Structure
Clarity of language
Knowledge demands
Quantitative
Word length
Sentence length
Text cohesion
Reader & Task
Motivation
Knowledge
Experience
Appendix B:
Text Exemplars
and Sample Performance
Tasks
Expectation of proficiency
and independence
in reading grade level
text
SHIFT 3
Staircase of Complexity
PRE-CCLS
Refusal of the Call
Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.
SHIFT 3
Staircase of
Complexity
POST-CCLS
Refusal of the Call
Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approachof his disintegration.
Excerpt from The Hero with a Thousand Faces
SHIFT 4
TEXT-BASED ANSWERS
Questions tied directly to the text, but extend beyond the
literal
Students must cite
text to support answers
Personal opinions,
experiences, and
connections to the text
are minimized in favor of what
the text actually says
or doesn’t say
Questions are purposefully planned &
direct students to
closely examine the
text
SHIFT 4
Text-based Answers
Question:
What reasons might a hero use to refuse the call to adventure?
PRE-CCLS
Refusal of the Call
Often when the call [to adventure] is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.
SHIFT 4
Text-based Answers
Question:
What fate awaits the (future) hero who refuses the call to adventure?
Use specifi c examples from the text to support your answer.
POST-CCLS
Refusal of the Call
Often in actual life, and not infrequently in the myths and popular tales, we encounter the dull case of the call unanswered; for it is always possible to turn the ear to other interests. Refusal of the summons converts the adventure into its negative. Walled in boredom, hard work, or "culture," the subject loses the power of significant affirmative action and becomes a victim to be saved. His flowering world becomes a wasteland of dry stones and his life feels meaningless—even though, like King Minos, he may through titanic effort succeed in building an empire of renown. Whatever house he builds, it will be a house of death: a labyrinth of cyclopean walls to hide from him his Minotaur. All he can do is create new problems for himself and await the gradual approachof his disintegration.
Excerpt from The Hero with a Thousand Faces
SHIFT 5
WRITING FROM SOURCES
Three Text Types
Argument
Supporting a claim with sound reasoning and relevant evidenceInformational
/Explanatory Writing
Increase subject knowledge
Explain a process
Enhance comprehension
Narrative Writing
Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies
Appendix C: Samples of
Student Writing
Argumentative writing is especially
prominent in the CCLS
SHIFT 5
Writing from
Sources
Write about a time you had to make a difficult decision. Describe the
situation and the heroic qualities you exhibited.
Pre-CCLS
SHIFT 5
Writing from
Sources
Modern writers often enhance their story through the use of
literary allusions. Grann compares Fawcett’s Nina to Odysseus’ Penelope. In your
essay:Describe the
call to adventure for
both Percy Fawcett and Odysseus.
Compare and contrast the
impact of answering this call on
those closest to the heroes.
Support your explanations using specific evidence from the two works listed above.
Post-CCLS
SHIFT 6
ACADEMIC VOCABULARY
Tier One
Words
• Words of everyday speech
Tier Two
Words
• Not specific to any one academic area
• Generally not well-defined by context or explicitly defined within a text
• Wide applicability to many types of reading
Tier Three Words
• Domain specific• Low-frequency• Often explicitly defined • Heavily scaffolded
Ramp up instruction of Tier Two
words
SHIFT 6
Academic Vocabular
y
Pre-CCLS
Archetype
Epic Poetry
Mythology
Odyssey
SHIFT 6
Academic Vocabular
y
Post-CCLS
Tier 3 Words
Archetype
Epic Poetry
Mythology
Odyssey
Tier 2 Words
Summons
Affirmative
Titanic
Disintegration
QUESTIONS? CONCERNS? NOTICES?
Curriculum Examples located at http://engageny.org/
Text and Writing Samples located in Appendices B and C of the NYS Common Core Learning Standards for ELA and Literacy
The Odyssey and The Hero’s Journey examples excerpted and adapted from C. Becker Dobbertin, 2011, Just ASK Publications.
RESOURCES
