Mastering Common Core Instructional Shifts in ELA:

Mastering Common Core Instructional Shifts in ELA:

Tuesday, November 19, 2013CFN 206Sarah Benis Scheier-Dolbergsarahbsd@gmail.com

Close Reading, Text-Dependent Questioning, and Text Complexity for Elementary School Teachers

Session 2

WELCOME

Opening Book Talk & Web Resource

Highlights

Session Objectives1. Learn strategies for implementing

Common Core ELA Instructional Shifts, focus on text complexity, close-reading, and text-dependent questioning.

2. Apply strategies learned to your classroom context.

3. Use portfolio and case study work to understand and plan for gaps between Common Core Standards and where students are currently.

4. Deepen collaborative space for learning.

Shifts in ELA/ LiteracyShift 1

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2

Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3

Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4

Students engage in rich and rigorous evidence based conversations about text.

Shift 5

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Slide adapted from Engage NY presentation: http://engageny.org/resource/common-core-shifts/

Staircase of Complexity

Text-based Answers

Knowledge in the Disciplines

Parking Lot

Write down your questions and issues on the post-it notes provided throughout the sessions and “park” them in the Parking Lot charts on the walls of the room.

I will work at answering them during and after the session.

Slide adapted from a presentation by Liz Irwin, AUSSIE Consultant.

Analyzing Text Complexity to Plan for

Instruction

Using an Adapted Protocol fromCCSSO’s “Navigating Text Complexity Roadmaps”

Analyzing Text Complexity1. Closely read and annotate the text.

2. Obtain a quantitative measure using the updated text complexity grade bands and associated reading ranges for Common Core.

3. Analyze the qualitative features of the text with the support of the Qualitative Rubric for Literary and Informational Texts. Be sure to look back at your annotations to the text to help.

4. Using your professional judgment, evaluate the Reader and Task Considerations for this text. Note particular challenges the text may pose, and offer ideas for supporting all students in accessing the text. Reference the CCSSO “Guiding Questions for Reader and Task Considerations.”

Analyzing Text Complexity: Step 1

1. Closely read and annotate the text.

Analyzing Text Complexity: Step 2

2. Obtain a quantitative measure using the updated text complexity grade bands and associated reading ranges for Common Core.

Analyzing Text Complexity: Step 3

3. Analyze the qualitative features of the text with the support of the Qualitative Rubric for Literary and Informational Texts. Be sure to look back at your annotations to the text to help.

Analyzing Text Complexity: Step 4

4. Using your professional judgment, evaluate the Reader and Task Considerations for this text. Note particular challenges the text may pose, and offer ideas for supporting all students in accessing the text. Reference the CCSSO “Guiding Questions for Reader and Task Considerations.”

Applying the protocol to texts in your grade level band.

Please meet in grade-level groups:

Grades K/1

Grades 2/3

Grades 4/5

Try the protocol for the text given to your group:

Grades K/1: My Feet by Aliki

Grades 2/3: Sarah, Plain and Tall by Patricia MacLachlan

Grades 4/5: The Birchbark House by Louise Erdrich

Be prepared to share your thinking and experiences completing the roadmaps with the larger group

Break

(one-function)

Looking at Student Work

Using National School Reform Faculty (NSRF) Protocols:

“Consulting Evidence Protocol”“Blooming Questions”

Looking at Student Work in School Teams

In school teams, review the protocol: Considering Evidence.

Revisit norms. Revise as needed.

Review the proposed order of facilitators and presenters. Make an changes necessary.

Each person will have 25 minutes to present their work. Each round will be timed by Sarah.

The general question we are working on is: How can I use text-dependent questioning and close reading to help my students access complex texts?

Free-Write/Free-Think

Think about your time looking at student work. What did you learn? About yourself, your students, the instructional materials that you brought to share with your colleagues?

What questions did you have at the end of this work? How will you work to answer them? What supports do you need?

Lunch

Stations

Free-Write/Free-Think

How might I use or adapt these materials for my classroom?

What resources would I need to obtain or create? What other supports would I need to try this?

Portfolio

Preparing for Next Time…Next Session:

Tuesday, December 10 (8:30 am – 3 pm)

Think & Bring: •Current and upcoming texts for use in next session’s application activities•Materials to share for our next cycle of inquiry (case study student work and instructional materials for portfolio)

Future Sessions:On-Site Coaching: 1/14, 2/4 (details TBD)

Session Evaluation Please complete the session evaluation

before leaving.

Please contact me with any questions or feedback.

Sarah Benis Scheier-Dolberg617.834.3501sarahbsd@gmail.comwww.sarahbsd.wordpress.com

THANK YOU