6 SHIFTS IN THE PA CORE STANDARDS Bethann Dudley-McCain (814)

LET’S GET GEARED UP!!!  Quotation Mingle  Read and “Wrap” your text  Find someone with a different shift- paraphrase your shift for your partner  Share with another partner, with a different color…  What are the 6 shifts?  Write as many as you are able.

SHIFT ONE: BALANCING INFORMATIONAL AND LITERARY TEXT  Shifting of pre-K to five engage students in reading a true balance of informational and literary texts  Elementary school classrooms are therefore places where students across the world -- learn about the world through science, social studies, the arts, and literature through text  At least 50% of what students read should be informational texts, pre-K to five.  Process and Product are key!

INSTRUCTIONAL IMPLICATIONS  Provide students with equal exposure of informational and literary texts in the elementary grades (across disciplines)  Increase exposure of literary nonfiction (across disciplines)  Explicitly teach strategies for informational texts  Teach through and with informational texts  Explicitly teach reading comprehension skills in a similar manner across informational text and literature  Build background knowledge to increase reading skills  Provide opportunities for coherent instruction about content

SHIFT TWO: BUILDING KNOWLEDGE IN THE DISCIPLINES  Turn and Talk: How did you learn about different contents?  Engaging teachers as a system in developing literate students, engaging content area teachers outside of the English language arts classroom to emphasize literacy experiences in their planning and instruction.  Students learn through domain-specific texts in science and social studies classrooms. Rather than referring to the text, they are expected to learn them from what they read.  Teaching Content is Teaching Reading Teaching Content is Teaching Reading

INSTRUCTIONAL IMPLICATIONS  All content area teachers teach content-area literacy  Build background knowledge to increase reading skills  Teach different approaches for different types of text  Show students how to use text as a source of evidence  Teach students how to locate and write about a topic using evidence from the text  Model how to support an opinion with evidence  Utilize primary and secondary sources in instruction

SHIFT THREE: A STAIRCASE OF COMPLEXITY  For preparing students for the complexity level of college and career ready texts. (Long Term Transfer Goals)  Each grade level requires a step of growth on the staircase. Students read the central grade-appropriate text around which instruction is centered. Where do we find what students need to learn?  ; standards; common core  More time and space in the curriculum for close and careful reading will be necessary  Teachers will provide appropriate and necessary scaffolding and supports so that it’s possible for students reading below grade level to meet the demands of increasingly complex texts.

MAKING MEANING Reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning. Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985) Becoming a nation of readers: The report of the Commission on Reading Urbana, IL: University of Illinois Turn and Talk: What does this mean? 8

1. Quantitative Measures – Readability and other scores of text complexity often best measured by computer software. 2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. OVERVIEW OF TEXT COMPLEXITYTEXT COMPLEXITY 9 3. Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

CLOSE READING  Close Reading and the Common Core: Doug FisherDoug Fisher  Add to your evidence and interpretation guide as you watch the video

INSTRUCTIONAL IMPLICATIONS  Ensure students are engaged in more complex texts at every grade level  K-2 need exposure to complex read alouds  Engage students in rigorous conversations  Give students more time on more complex texts  Provide scaffolding; i.e., reading/thinking aloud, digital media to build background knowledge, collaborative routines such as reciprocal teaching, collaborative strategic reading  Use leveled texts carefully to build independence; do not supplant opportunities for engagement with grade level complex text

SHIFT FOUR: TEXT-BASED ANSWERS  Focus on rich and rigorous conversations, which are dependent on a common text students will need to engage in consistently and pervasively.  Teachers will need to insist that classroom experiences stay deeply connected to the text on the page.  Students develop habits for making evidentiary arguments both in conversation as well as in writing to assess comprehension of a text.

WHAT IS RIGOR?  Rigor and Relevance in the Classroom Rigor and Relevance in the Classroom  From: The Great Debaters (2007)  Add to your evidence and interpretation guide as you watch the video

INSTRUCTIONAL IMPLICATIONS  Create opportunities for students to have deep, evidence-based conversations about text  Teach students how to go back and find evidence in the text  Ask and identify questions that are text- dependent  Provide students with opportunities to read, reread, reference other texts, and to dig more deeply in order to answer questions

SHIFT FIVE: WRITING FROM SOURCES  Focuses on writing which will need to emphasize the use of evidence to inform or make an argument, rather that the personal narrative and other forms of decontextualized prompts.  While narrative still has an important role, students develop skills through written arguments that they respond to the ideas, events, facts, and arguments presented in the text that they read.  Literacy Design Collaborative 

INSTRUCTIONAL IMPLICATIONS  Present opportunities to write from multiple sources about a single topic  Provide opportunities for students to synthesize and analyze ideas and concepts across many texts in order to draw an opinion or conclusion  Use mentor texts to teach text features and structures and apply them to writing  Model expectations for writing; use rubrics and student work to help students learn how to self-evaluate  Develop reading, writing, language, listening and speaking through short, focused research projects  Provide time for collaboration to discuss findings

SHIFT SIX: ACADEMIC VOCABULARY  Students must constantly build their vocabulary in order to access grade level, complex text by focusing strategically on comprehension of pivotal and commonly found words such as discourse, generation, theory, and principle, and less on esoteric terms such as onomatopoeia or homonym. (Tier 2 words- see Isabel Beck)  Teachers will constantly build students’ ability to access more complex texts across the content areas. 

VOCABULARY  Meta-analysis of Vocabulary instruction (Hattie; 2009) found that vocabulary instruction:  Supports reading skills and reading comprehension  Is most beneficial when the vocabulary instruction is definitional and contextual  Provides multiple exposures to words  Provide opportunities for deep processing

VOCABULARY  Stereotactic radiosurgery is a highly effective alternative to surgical resection that has been used as a primary therapy for benign meningioma as well as an adjuvant treatment for residual or recurrent tumors. The 5-year tumor control rates for stereotactic radiosurgery are equivalent to gross-total resection with lower morbidity than surgery, especially for skull base lesions.

IMPLICATIONS FOR VOCABULARY INSTRUCTION  Importance and utility: Is it a word that students are likely to meet often in the world?  Instructional potential: How does the word relate to other words, to ideas that students know or have been learning?  Conceptual understanding: Does the word provide access to an important concept?

INSTRUCTIONAL IMPLICATIONS  Develop students’ ability to use and access words that appear in everyday text and that may be slightly out of reach  Explicitly teach strategies that can be transferred across content-areas  Discriminate between the tiers of vocabulary; choose Tier 2 vocabulary (academic) to teach before, during and after reading, listening and viewing. Teach Tier 3 vocabulary (domain-specific) in the context of the discipline  Determine the words that students will read most frequently and spend the majority of time on those  Teach fewer words; but, teach word associations rather than words in isolation (depth and breadth)

REFLECTION TIME  Take a moment to reflect on your learnings and the implications in your instruction (Think)  Pair-Share with a Partner  A little inspiration A little inspiration