1. Washington State Learning Standards Applying the Shifts into classroom instruction January 30 th Elementary PD day Mary Blocher - Presenter

2. Today’s Outcomes  Gain shared knowledge of the 3 shifts of ELA standards  See the shifts in action from video exemplars and discussions  Know the science resources in the district and how to incorporate the ELA standards into the classroom  Have fun!

3. The CCSS Requires Three Shifts in ELA/Literacy 1. Building knowledge through content-rich non-fiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

4. A CTIVITY #1: B UILDING SHARED KNOWLEDGE OF THE SHIFTS OF ELA 4 1.With an elbow partner, read the summary of the Common Core Shifts for ELA 2.Discuss what opportunities you have in the classroom to support any of these shifts. What are some challenges you face? 3. Be ready to participate in a whole group share-out

5. Shift #1 Regular Practice with Complex Text and its Academic Language

6. Regular Practice With Complex text and Its Academic Language: Why? Gap between complexity of college and high school texts is huge. What students can read, in terms of complexity is greatest predictor of success in college (ACT study). Too many students are reading at too low a level. (<50% of graduates can read sufficiently complex texts). Standards include a staircase of increasing text complexity from elementary through high school. Standards also focus on building general academic vocabulary so critical to comprehension. 6

7. Close Analytic Reading Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently. Not teacher "think aloud“. Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. Text dependent questions require text-based answers – evidence https://vimeo.com/58540086 7

8. S HIFT #2: R EADING, WRITING AND SPEAKING GROUNDED IN EVIDENCE FROM TEXT, BOTH LITERARY AND INFORMATIONAL 8

9. Reading, Writing and Speaking Grounded in Evidence from Text: Most college and workplace writing requires evidence. Ability to cite evidence differentiates strong from weak student performance on NAEP. Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. Being able to locate and deploy evidence are hallmarks of strong readers and writers. https://www.teachingchannel.org/videos/analyzing-text-as-a-group 9

10. Content Shift #3 Content-Rich Nonfiction 50/50 balance K-5 70/30 in grades 9-12 Students learning to read should exercise their ability to comprehend complex text through read-aloud texts. In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension. Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond. 10

11. Content Shift #3 Available District Resources  Adopted Science MMH Science at a Closer Look Materials  K-5 North Kitsap Science Kit Materials  Discovery Education  Library Science Collection Brain Pop Pebble Go Power of Knowledge 11

12. Available District Resources Con’t  Science A to Z Subscription Multiple text type opportunities with videos Differentiated leveled texts Debate packets for group discussions  Writing in Science in Action  GLAD though Science Contact Lisa Hawkins

13. Wrapping it Up  Thank you for your participation  ELA teacher resources found on District website under “Learning” and “For Staff” English Language Arts link  Have a wonderful lunch and afternoon