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NYS P-12 Common Core Learning Standards for ELA & Literacy SIX INSTRUCTIONAL SHIFTS.

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Presentation on theme: "NYS P-12 Common Core Learning Standards for ELA & Literacy SIX INSTRUCTIONAL SHIFTS."— Presentation transcript:

1 NYS P-12 Common Core Learning Standards for ELA & Literacy SIX INSTRUCTIONAL SHIFTS

2 CCLS ELA Design and Organization Three Main Sections PK-5 cross-disciplinary 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science, & Technical Subjects Shared responsibility for students’ literacy development Three Appendices A Research and evidence; glossary of key terms B Reading text examples; sample performance tasks C Annotated student writing samples

3 Common Core Themes ELA & Literacy InterdisciplinaryArgumentation ResearchText Complexity Diversity of texts Academic Discussion Close Reading of Text (analysis) Technology

4 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

5 SHIFT 1 Grades PK-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 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text

6 SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Complement, not replace content standards Reading & Writing Literacy Standards Read a president’s speech & write a response Read scientific papers & write an analysis Depending on text rather than referring to it Analyze and evaluate texts within disciplines Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations Think sophisticated non-fiction Expectation of rigorous domain specific literacy instruction outside of ELA

7 SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Core Text Pre- CCLS The Study of the Cell 7

8 SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Cell and Beyond Core Texts Post- CCLS

9 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

10 SHIFT 3 Staircase of Complexity PRE-CCLS SCIENCE The cell membrane is a thin, flexible barrier around the cell. Many cells also have a strong layer around the cell membrane known as the cell wall... Some cells also have a nucleus, a large structure that contains the cell’s genetic material and controls the cell’s activities. The material inside the cell’s membrane – but not including the nucleus – is called the cytoplasm. The cytoplasm contains many important structures.

11 SHIFT 3 Staircase of Complexity POST-CCLS SCIENCE Under the microscope, a cell looks a lot like a fried egg: It has a white (the cytoplasm) that’s full of water and proteins to keep it fed, and a yolk (the nucleus) that holds all the genetic information that makes you you. The cytoplasm buzzes like a New York City street. It’s crammed full of molecules and vessels endlessly shuttling enzymes and sugars from one part of the cell to another, pumping water, nutrients, and oxygen in and out of the cell. All the while, little cytoplasmic factories work 24/7, cranking out sugars, fats, proteins, and energy to keep the whole thing running and feed the nucleus – the brains of the operation. Inside every nucleus within each cell in your body, there’s an identical copy of your entire genome. That genome tells cells when to grow and divide and makes sure they do their jobs, whether that’s controlling your heartbeat or helping your brain understand the words on this page.

12 12 OCM BOCES Network Team SHIFT 3 Staircase of Complexity PRE-CCLS SCIENCE

13 13 OCM BOCES Network Team POST-CCLS SCIENCE SHIFT 3 Staircase of Complexity

14 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

15 SHIFT 4 Text- based Answers Question: What is the material called inside the cell’s membrane? PRE-CCLS SCIENCE The cell membrane is a thin, flexible barrier around the cell. Many cells also have a strong layer around the cell membrane known as the cell wall... Some cells also have a nucleus, a large structure that contains the cell’s genetic material and controls the cell’s activities. The material inside the cell’s membrane – but not including the nucleus – is called the cytoplasm. The cytoplasm contains many important structures.

16 SHIFT 4 Text-based Answers Question: Would the cell membrane be more like the liner of a swimming pool or the hard outer structure the liner is attached to? What evidence from the text supports your answer? POST-CCLS SCIENCE The cell membrane is a thin, flexible barrier around the cell. Many cells also have a strong layer around the cell membrane known as the cell wall... Some cells also have a nucleus, a large structure that contains the cell’s genetic material and controls the cell’s activities. The material inside the cell’s membrane – but not including the nucleus – is called the cytoplasm. The cytoplasm contains many important structures.

17 SHIFT 4 Text-based Answers Question “The cytoplasm buzzes like a New York City street.” What evidence from the text supports the author’s description? POST-CCLS SCIENCE Under the microscope, a cell looks a lot like a fried egg: It has a white (the cytoplasm) that’s full of water and proteins to keep it fed, and a yolk (the nucleus) that holds all the genetic information that makes you you. The cytoplasm buzzes like a New York City street. It’s crammed full of molecules and vessels endlessly shuttling enzymes and sugars from one part of the cell to another, pumping water, nutrients, and oxygen in and out of the cell. All the while, little cytoplasmic factories work 24/7, cranking out sugars, fats, proteins, and energy to keep the whole thing running and feed the nucleus – the brains of the operation. Inside every nucleus within each cell in your body, there’s an identical copy of your entire genome. That genome tells cells when to grow and divide and makes sure they do their jobs, whether that’s controlling your heartbeat or helping your brain understand the words on this page.

18 SHIFT 5 WRITING FROM SOURCES Three Text Types Argument Supporting a claim with sound reasoning and relevant evidence Informational/ 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

19 SHIFT 5 Writing from Sources Use your textbook and your notes to draw and label the parts of a cell. Pre-CCLS Science

20 SHIFT 5 Writing from Sources Conduct a short research project on the topic of stem cell research. Compare and contrast the claims of scientists both in favor of and those against this type of research. Develop the topic with well- chosen and sufficient facts. Gather relevant information from multiple authoritative sources. Draw evidence from the texts to support your analysis, and reflection. Post-CCLS Science

21 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

22 SHIFT 3 Staircase of Complexity PRE-CCLS SCIENCE The cell membrane is a thin, flexible barrier around the cell. Many cells also have a strong layer around the cell membrane known as the cell wall... Some cells also have a nucleus, a large structure that contains the cell’s genetic material and controls the cell’s activities. The material inside the cell’s membrane – but not including the nucleus – is called the cytoplasm. The cytoplasm contains many important structures.

23 SHIFT 6 Academic Vocabulary Pre-CCLS Science cell membrane cell wallnucleuscytoplasm

24 SHIFT 3 Staircase of Complexity POST-CCLS SCIENCE Under the microscope, a cell looks a lot like a fried egg: It has a white (the cytoplasm) that’s full of water and proteins to keep it fed, and a yolk (the nucleus) that holds all the genetic information that makes you you. The cytoplasm buzzes like a New York City street. It’s crammed full of molecules and vessels endlessly shuttling enzymes and sugars from one part of the cell to another, pumping water, nutrients, and oxygen in and out of the cell. All the while, little cytoplasmic factories work 24/7, cranking out sugars, fats, proteins, and energy to keep the whole thing running and feed the nucleus – the brains of the operation. Inside every nucleus within each cell in your body, there’s an identical copy of your entire genome. That genome tells cells when to grow and divide and makes sure they do their jobs, whether that’s controlling your heartbeat or helping your brain understand the words on this page.

25 SHIFT 6 Academic Vocabulary Post-CCLS Science Tier 3 Words cell membrane cell wallnucleuscytoplasm Tier 2 Words buzzesvesselsnutrientsshuttling

26 Thank you! CONTACT INFORMATION Renee M. Burnett Thank you! Thank you!


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