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LITERACY SHIFTS FOR ELA Facilitator Renee Burnett OCM BOCES Network Team.

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Presentation on theme: "LITERACY SHIFTS FOR ELA Facilitator Renee Burnett OCM BOCES Network Team."— Presentation transcript:

1 LITERACY SHIFTS FOR ELA Facilitator Renee Burnett OCM BOCES Network Team

2 Balancing Informational & Literary Texts (Grades PK-5)Knowledge in the Disciplines (Grades 6-12)Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary COMMON CORE SHIFTS ELA & CONTENT LITERACY

3 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

4 SHIFT 2 Grades 6-12 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

5 SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Core Text Pre- CCLS

6 SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Hero’s Journey Core Texts Post- CCLS

7 ELA PRE AND POST SHIFT NOTES

8 With a partner… Share your initial thinking and reactions TURN AND TALK

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 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.

11 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 approach of his disintegration. Excerpt from The Hero with a Thousand Faces

12 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

13 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.

14 SHIFT 4 Text-based Answers Question: What fate awaits the (future) hero who refuses the call to adventure? Use specific 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 approach of his disintegration. Excerpt from The Hero with a Thousand Faces

15 ELA PRE AND POST SHIFT NOTES

16 With a partner… Share your initial thinking and reactions TURN AND TALK

17 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

18 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

19 SHIFT 5 Writing from Sources Write a critical essay in which you discuss The Odyssey and The Lost City of Z from the perspective provided in the Critical Lens. In your essay: Provide a valid interpretation of the statement. Agree or disagree with the statement as you’ve interpreted it. Support your opinion using specific references from the two works listed above. Post-CCLS Critical Lens Nothing is given to man on earth – struggle is built into the nature of life, and conflict is possible - the hero is the man who lets no obstacle prevent him from pursuing the values he has chosen.

20 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

21 SHIFT 6 Academic Vocabulary Pre-CCLS Archetype Epic Poetry MythologyOdyssey

22 SHIFT 6 Academic Vocabulary Post-CCLS Tier 3 Words ArchetypeEpic PoetryMythologyOdyssey Tier 2 Words SummonsAffirmativeTitanicDisintegration

23 ELA PRE AND POST SHIFT NOTES

24 With a partner… Share your initial thinking and reactions TURN AND TALK

25 QUESTIONS? CONCERNS? NOTICES?


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