Correlation Between Shifts in ELA/Literacy and Danielson
DOMAIN
All students in the district read a balance of non-fiction and fiction.
Teacher:
 balance informational & literacy text
 scaffold for informational texts
 teach “through” and “with” informational texts
Student:
 build content knowledge
 exposure to the world through reading
 apply strategies
All students in the district build content knowledge by reading primary and
secondary sources with the support of their ELA and content area teachers.
Teacher:
 shift identity: “I teach reading.”
 stop referring and summarizing and start reading
 slow down the history and science classroom
Student:
 build content knowledge through text
 handle primary source documents
 find evidence
ELA/Literacy
All students in the district read texts at appropriate complexity for their grade.
Teacher:
 more complex texts at every grade level
 give students less to read, let them re-read
 more time on more complex texts
 provide scaffolding & strategies
 engage with texts with other adults
Student:
 re-read
 read material at own level to enjoy meeting
 tolerate frustration
All students in the district participate, throughout the day every day, in evidencebased conversation about text.
Teacher:
 facilitate evidence based conversations
 plan and conduct rich conversations
 keep students in the text
 identify questions that are text-dependent, worth
asking/exploring, deliver richly
 spend much more time preparing for instruction by
reading deeply
Student:
 find evidence to support their argument
 form own judgments and become scholars
 conducting reading as a close reading of the text
 engage with the author and his/her choices
All students in the district, throughout their day every day, produce evidence
based writing about sources.
Teacher:
 spending much less time on personal narratives
 present opportunities to write from multiple sources
 give opportunities to analyze, synthesize ideas
 develop student’s voices so that they can argue a point
with evidence
 give permission to reach and articulate their own
conclusions about what they read
Student:
 generate informational texts
 make arguments using evidence
 organize for persuasion
 compare multiple sources
All students in the district build academic vocabulary by reading increasingly
complex texts and learning new and powerful words.
Teacher:
 develop students’ ability to use and access words
 be strategic about the new vocabulary words
 work with words students will use frequently
 teach fewer words more deeply
Student:
 use high octane works across content areas
 build “language of power” database
KEY WORDS/CONNECTIONS
Correlation Between Shifts in Math and Danielson
DOMAIN
All math curricula in the district focuses closely on concepts articulated by CCSS
for each grade with priority devoted to emphasized domains and standards.
Teacher:
 excise content from the curriculum
 focus instructional time on priority concepts
 give students the gift of time
Student:
 spend more time on fewer concepts
All math curricula in the district progress strategically across grades and all
teachers are keenly aware of where those progressions and the way they play out
in preceding and following grades.
Teacher:
 connect the threads of math focus area across gr levels
 connect to the way content was taught the year before
and the years after
 focus on priority progressions
Student:
 build knowledge from year to year, in a coherent
learning progression
Mathematics
All students in the district are expected to have speed and accuracy with simple
calculations and are asked to memorize, through repetition, core functions for
their grade level.
Teacher:
 push sts to know basic skills - greater level of fluency
 focus on the listed fluencies by grade level
 uses high quality problem sets, in high volume
Student:
 spend time practicing, with intensity, skills(in high
volume)
All students in the district are able to demonstrate deep conceptual understanding
of core math concepts by applying them to new situations and writing and
speaking about their mathematical reasoning.
Teacher:
 create opportunities for students to understand the
“answer” from a variety of access points
 ensure that every student gets it before moving on
 get smarter in concepts being taught
Student:
 show mastery of material at a deep level
 articulate mathematical reasoning
 demonstrate deep conceptual understanding of priority
concepts
All students in the district are expected to use math and choose the appropriate
concept for application even when they are not prompted to do so. All teachers of
math concepts provide opportunities at all grade levels for students to apply math
in “real world” situations.
Teacher:
 apply math including areas where its not directly
requires (i.e. in science)
 provide students with real world experiences and
opportunities to apply what they have learned
Student:
 apply math in other content areas and situations, as
relevant
 choose the right math concept to solve a problem when
not necessarily prompted to do so
All students in the district are both practicing and understanding grade level
concepts with equal intensity.
Teacher:
 find the dual intensity between understanding and
practice within different period or different units
 be ambitious in demands for fluency and practice, as
well as the range of application
Student:
 practice math skills with an intensity that results in
fluency
 practice math concepts with an intensity that forces
application in novel situations
KEY WORDS/CONNECTIONS