Common Core May Presentation ELA Shifts 4-5-6

Building Core Strength through the Shifts Focusing on Shifts 4, 5, and 6

Recap of April To apply Shifts 1, 2, and 3 to instruction, we introduced a PARCC-like assessment called a Prose Constructed Response (PCR) made up of: Shift 1: Paired Text (fiction and non-fiction) Shift 2: Close Reading of informational text to gain knowledge through text

Shift 3: One of the texts was complex The culminating activity was to write or finish a story using information from paired text – NEW approach to narrative writing

Why Are We Here?

Success Criteria:

Learning Goals:

Teachers will increase their knowledge of: 1.

2.

3.

Instructional practices that engage students in multiple sources using text-based evidence. Why Tier 2 words are most important for instruction. Instructional methods for writing from multiple sources backed with textual evidence.

Teachers will be able to: 1. Practice with selected text and non-textual stimulus as evidence. 2.

Make instructional choices about vocabulary.

3.

Use a Research Simulation Task (RST) as an instructional practice with an authentic assessment.

Bye Bye FCAT Writes! GENERAL INFORMATION  2013-2014 is the last year of Florida Writes. 

INCOMING 4th, 8th, and 10th Graders are the last to take Florida Writes.

IMPLICATIONS 



2013-2014 should usher in DIFFERENT types of writing for ALL grade levels in ALL disciplines. The following Research Simulation Task can be incorporated into any classroom.

What Prompts WERE… Description of the 2012 FCAT Writing Prompts Grade 4 Writing to Tell a Story (Narrative): The grade 4 narrative prompt directed the student to suppose someone had a chance to ride a camel and to write a story about what happens on this camel ride. Grade 8 Writing to Persuade (Persuasive): The grade 8 persuasive prompt directed the student to convince the principal whether or not 8th grade students should be graded on how they behave in school.

Grade 10 Writing to Persuade (Persuasive): The grade 10 persuasive prompt directed the student to convince business leaders whether students should have a part-time job sometime during high school.

What Prompts are BECOMING… Claim: Using Rachel Carson’s Silent Spring and at least one other source, create a claim (with textual support) that emphasizes mankind’s responsibility to maintain the health of the environment for future generations.

Table Talk: In With the New 

Compare the PARCC-like writing task to the Florida Writes writing task. How are they different? How will instruction change? What grade levels will be impacted? 

Shift 5: The Over-Arching Shift SHIFT 5 Writing from Sources

SHIFT 4

SHIFT 6

Text Based Answers

Academic Vocabulary

Shift 4: Text Based Answers

What is it? Students provide textual support for all answers including implicit ones.

Shift 4: What Does It Look Like? Students Do: 



Go back to the text to find evidence to support their opinion/argument in a thoughtful, careful, precise way. Create their own judgments and become scholars rather than witnesses of the text.

Teachers Do: 



Facilitate evidencebased conversations with/between students, dependent on the text. Consistently ask students where in the text they find evidence and to support the author’s purpose or claim.

What is the Impact of Shift 4? Students Must Learn to Find Evidence in a Variety of Sources:  Informational Text  Multimedia  Primary

Documents

Resources in Shift 4? Multimedia Examples K-1: Video from National Geographic for Kids: Reptiles: Baby Chameleons

http://video.nationalgeographic.com/video/kids/animals-pets-kids/reptileskids/chameleon-babies-kids/ (1:21) 2-3: Video (Brain POP Rosa Parks) (running time 5:37) http://www.brainpopjr.com/socialstudies/americanhistory/rosaparks/ 4-5: 101 National Geographic for Kids (running time 3:04) http://video.nationalgeographic.com/video/kids/forces-of-naturekids/volcanoes-101-kids/ 6-8: “Shark and Turtle,” “Unlikely Travel Companions,” & “Sharks and Fishermen” (TOTAL time: 5 minutes and 12 seconds) http://www.pbs.org/wnet/nature/lessons/symbiotic-strategies/video-segments/1496/ 9-12: “Managing Work Related Stress” CBS News (2:55 total run-time) http://www.cbsnews.com/video/watch/?id=7010875n

Shift 4:TABLE TALK How do the activities of the gradeband lessons work together to allow students to synthesize information from multiple sources?

Shift 6: Academic Vocabulary

What is it? Students understand words in context and across the curriculum.

Word Sort

Test your knowledge of:   

Tier 1 Tier 2 Tier 3

Shift 6: Word Sort Activity

Shift 6: Elementary School Academic Vocabulary-Sorting Activity Elementary (Grade 4 -5) Vocabulary Sort from Non-Fiction Text (Lexile Level 920): Simon, Seymour. Volcanoes. New York: HarperCollins, 2006.

ancient armor ash beneath boil

churn crater destructive erupted forge

homeless lava magma molten month

mountain plates sections underwater visitor

TIER ONE –

Tier Two –

Tier Three –

Everyday Use

Academic Vocabulary

Domain Specific

Shift 6: Middle School Academic Vocabulary-Sorting Activity

Shift 6: High School Academic VocabularySorting Activity

Shift 6: What Does It Look Like? Students Do:

Teachers Do:



Spend more time learning words and apply their knowledge of the words through discussion and writing.



Develop students’ ability to use and access words that show up in everyday text that may be slightly out of reach.



Associate words with other words instead of learning individual, isolated vocabulary words.



Think strategically about the type of vocabulary they select and determine which words are Tier 2 vs.Tier 3.

Shift 5: Writing from Sources

What is it? Students write using multiple sources to draw a conclusion and or an opinion on a single subject.

Shift 5: Writing from Sources

Shift 5: Writing from Sources

Shift 5: Writing from Sources

PARCC (Draft) Expanded Scoring Rubric Score Point 4

All “3” PLUS:

(EXCEEDS)



Cites more than two items of textual evidence to support analysis



Makes explicit and/or inferential connections between ideas expressed in text(s) to other text(s) using textual evidence as support

Score Point 3



Response provides as accurate analysis of what the text says explicitly.

(MEETS)



Response provides an accurate analysis of what the text says inferentially.



Cites two items of textual evidence to support analysis



Shows accurate comprehension of ideas expressed in text(s)



Includes 3 of the “Meets” criteria

Score Point 2 (PROGRESSING)

Score Point 1

(task may be repeated after re-teaching)



(BEGINNING) Score Point 0 (DOES NOT MEET)

Includes 2 of the “Meets” criteria (task may be repeated after re-teaching)



Includes fewer than 2 of the “Meets” criteria (task may be repeated after re-teaching)

RST Activity TABLE TALK How do “authentic assessments” relate to RSTs? Specifically, how can rubrics help students understand what is assessed?

Shift 5: What Does It Look Like? Students Do: Write opinions and arguments using evidence from text.  Begin to generate their own informational texts through note-taking and summarizations (thereby creating their own secondary sources). 

Teachers Do: 



Recognize that even narrative writing requires sound evidence. Give permission to students to have their own reaction and draw on their own connections from the text.

Higher Order Thinking is Required with Shift 5!

Before, with FCAT: Prompt – “Compare and contrast the similarities of the volcano described in the poem with the volcano discussed in the article.”

Now, with PARCC-like Assessments: Prompt – “Use information from the poem and the article to create an argument that volcanoes are damaging to the earth.”

Putting It All Together ACTIVITY Now you are going to bring all of your knowledge from Shifts 4, 5, and 6 to analyze the RST.

Reflection of Shifts 4, 5, and 6

Reflection: Tweet how this could look in your class. Don’t forget to use @ when you tweet.