Lawana Partlow and Krista Dobbins
1.
Literacy is EVERYONES job!
2.
College and Career Readiness
Being prepared for:
 A degree-granting postsecondary
education, without remediation
 A chosen career, ready for advanced
training.

Let’s take a look at the shifts.
 What do they mean?
 What do they look like in my
classroom?
 What tools and resources can I use?
Shift 1

Teach through and with informational
text.

Provide more instructional text
 MS Level: 40% Literary to 60% Informational Text
 HS Level: 30% Literary to 70% Informational Text

Ask thought provoking questions
 What were the important facts or information?

Chunk text with questions that follow.

Use Graphic Organizers to help them pull out
information
Shift 2
Students are expected to learn from what they
read.

Close Reading

Discovery Learning

Promote Evidence, Proof, and Sources

Provide Study Guides, Guided Notes, Graphic
Organizers
 Let students choose tools

Ask thought provoking questions

Chunk Text:
 Provide Questions
 Summarize
 Thinking and Writing Prompts
Fill out the table below with the pros and cons of
____________.
Pros (advantages - good things)
Talk Show
Cons (disadvantages- bad things)
Shift 3
Provide appropriate and necessary scaffolding
and support.

What are YOU doing that STUDENTS could
be, should be and would be doing on their
own?

Provide several optional organizers – let them
choose best
 Slower take away options
Restates the problem in
your own words
Draw picture or plan of attack
CONCEPTUAL KNOWLEDGE
CONNECTIONS &
REPRESENTATIONS
Show work or calculations
Explanation for solution
PROBLEM SOLVING
COMMUNICATION
Shift 4
Students think critically about text

Form their own judgments

Evidence based writing and conversations

Evidence, Proof, and Sources

Ask students to pull from multiple sources
 Compare/Contrast
 Can you prove ____________ using evidence from
multiple resources?
 Give me a point from Author A that Author B may
disagree with.

Someone who reads this may quickly think
__________, but if they really understand or look more
closely they would know ___________________.

In their writing, have them highlight the proof.
 Click and drag

Provide multiple pieces of evidence from the text
 Some can be right, some wrong
 Prove or disprove it
 Rank the evidence
 Identify which piece is stronger and why
Shift 5

Students develop responses to the
information presented in the texts
 Develop and articulate their own conclusions
about what they read and provide evidence

Write from multiple sources

Both short, frequent research and sustained
long research

Provide multiple articles
 Ask students to find one of their own that
supports/ refutes the topic.

Have questions that pull multiple texts
together.

Have students “argue” their position based
on the texts.
Shift 6

Vocabulary across all grades and content areas

Focus on commonly found words

Teach fewer words, but more deeply

Provide support so students can “discover” the
more challenging words.

Three-Way Tie

I Know What I Know

Frayer Model
I know what I know about _____________:
First, I know _________________________________
____________________________________________
In addition, I know ___________________________
___________________________________________
Finally, I know __________________________
_______________________________________
Now, you know what I know about __________
Definition (in own words)
Characteristics
Examples
Non-Examples
I know what I know about _Common Core____:
First, I know _________________________________
____________________________________________
In addition, I know ___________________________
___________________________________________
Finally, I know __________________________
_______________________________________
Now, you know what I know about _Common Core__
Directions: Move the
statements and images below
into the correct location.
Students used annotation tools to fill in information.
Entrance/Exit Ticket Strategy
Personal Art Definition
BEFORE PRESENTATION
AFTER PRESENTATION
Admit/Exit Strategy
Understanding email and the internet can help you use
the internet safely and wisely.
Can your employer look at your
employee email account?
“Headline It” Activity
Material Safety Data Sheet –
Assignment 2
Directions: Use the information found
on the MSDS to answer the following
questions.
What is the product name?
Is this product flammable?
Why should you keep this product away
from heat, sparks and flame?
What are symptoms of overexposure
(Look in Signs and Symptoms)?
What should you do if this product
comes in contact with the skin?
Why do you think there are firefighting
measures listed?
Describe a situation where you might
need to know information on a MSDS
sheet?
ABC Graffiti Strategy
Writing Strategy
Directions for the weekly journal:
Answer in this format.
1. Restate the question
2. Provide three additional sentences that support
your view.
These three supporting details should be pieces of
evidence from your readings in the lesson.
• Remember, these should back up your claims and
be evidence from your weekly lessons.
Research & Writing Strategy: Part 1
Research & Writing Strategy: Part 2
F.A.C.T - (Feelings, Actions, Changes, Threats)
“Defense Mechanisms”