English Language Arts Common Core Staff Development January 2012 Six Shifts in Instructional Practice Teacher’s Role-Who is Doing the Most Thinking? Tour Guide Facilitator, Manager Teach Perseverance Beyond Frustration Level Slow Down….Go Deeper Provide Rich Text…Is it Worth Re-reading? How to Gain the Most Knowledge Help Student Find Their Voice 1 – Balancing Informational and Literary Text Main Idea/Details Context Clues Generalizing Informational Text Literary Text Author’s Purpose Notations Paraphrasing 2- Building Knowledge in the Disciplines Language Arts Science Technology Math Health Social Studies Good What am I doing to teach students to read informational text closely? Better How do I go beyond what I am doing now? 3- Staircase of Complexity (Reading) Use more complex text at each grade level Digging Deeper! Use complex, grade-level text with ALL students 1- Throw them into it 2- Scaffolding 3- Leveled/Translated Text 4- Text-Based Answers Text-based Answers • Teachers will: 1. Choose good, interesting texts worthy of rereading. 2. Take time to show students how to cite specific text to support answers 3. Provide opportunities for higher-order thinking 4. Develop students’ fascination with the text by making connections to real life 5-Writing from Sources 6- Building Vocabulary 3 tiers Tier 3 Tier 2 Tier 1 Tier 1 Basic Words – Most cannot be demonstrated and do not have multiple meanings, but students will need to know them. Sight words would be found at this level. Tier 2 Words occur in high frequency. Found in a variety of domains. Criteria: • Importance to understanding the text • Characteristic of mature language users • Used across a variety of domains • Potential for building rich representations of the words (multiple meaning words) • Words that allow students to provide precision and specificity in describing the concept Tier 3 Words with a low frequency of use, often limited to special, specific domains. They are best learned when a specific need arises. (Content area words) Words like: igneous, metamorphic, Revolutionary War, economics “ A Quilt of a Country” By Anna Quindlen America is an improbable idea. A mongrel nation built of ever-changing disparate parts, it is held together by a notion, the notion that all men are created equal, though everyone knows that most men consider themselves better than someone. “Of all the nations in the world, the United States was built in nobody’s image,” the historian Daniel Boorstin wrote. That’s because it was built of bits and pieces that seem discordant, like the crazy quilts that have been one of its great folk-art forms, velvet and calico and checks and brocades. Out of many, one. That is the ideal. How to Read the Document English Language Arts Common Core Crosswalk English Language Arts Unpacking English Language Arts How to Read the Standards Ticket Out The Door! As a group, familiarize yourself with the grade level standards (common core, unpacking and/or crosswalk documents) Begin creating your English Language Arts pacing guide Look for resources to supplement instruction Create a meaningful, working document to turn in at the end of the day. Each group may determine what this document looks like.