Text-Dependent Questions

Report
Washington State Learning
Standards
Applying the Shifts into classroom instruction
January 30th Elementary PD day
Mary Blocher - Presenter
Today’s Outcomes
 Gain shared knowledge of the 3 shifts of ELA
standards
 See the shifts in action from video exemplars and
discussions
 Know the science resources in the district and
how to incorporate the ELA standards into the
classroom
 Have fun!
The CCSS Requires Three Shifts in
ELA/Literacy
1.
Building knowledge through content-rich
non-fiction
2. Reading, writing and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
ACTIVITY #1:
BUILDING SHARED KNOWLEDGE OF THE SHIFTS
OF ELA
1. With an elbow partner, read the summary of the
Common Core Shifts for ELA
2. Discuss what opportunities you have in the
classroom to support any of these shifts. What are
some challenges you face?
3. Be ready to participate in a whole group share-out
4
Shift #1
Regular Practice with Complex
Text and its Academic Language
Regular Practice With Complex text and Its
Academic Language: Why?
•
Gap between complexity of college and high school texts is
huge.
•
What students can read, in terms of complexity is greatest
predictor of success in college (ACT study).
•
Too many students are reading at too low a level.
(<50% of graduates can read sufficiently complex texts).
•
Standards include a staircase of increasing text complexity
from elementary through high school.
•
Standards also focus on building general academic
vocabulary so critical to comprehension.
6
Close Analytic Reading
•
Requires prompting students with questions to unpack unique
complexity of any text so students learn to read complex text
independently and proficiently.
•
•
Not teacher "think aloud“.
•
Text dependent questions require text-based answers –
evidence
Virtually every standard is activated during the course of
every close analytic reading exemplar through the use of text
dependent questions.
https://vimeo.com/58540086
7
SHIFT #2:
READING, WRITING AND SPEAKING
GROUNDED IN EVIDENCE FROM TEXT, BOTH
LITERARY AND INFORMATIONAL
8
Reading, Writing and Speaking
Grounded in Evidence from Text:
•
•
Most college and workplace writing requires evidence.
•
Evidence is a major emphasis of the ELA Standards: Reading
Standard 1, Writing Standard 9, Speaking and Listening
standards 2, 3 and 4, all focus on the gathering, evaluating
and presenting of evidence from text.
•
Being able to locate and deploy evidence are hallmarks of
strong readers and writers.
Ability to cite evidence differentiates strong from weak
student performance on NAEP.
https://www.teachingchannel.org/videos/analyzing-text-as-a-group
9
Content Shift #3
Content-Rich Nonfiction
•
50/50 balance K-5
•
70/30 in grades 9-12
•
Students learning to read should exercise their ability to
comprehend complex text through read-aloud texts.
•
In grades 2+, students begin reading more complex texts,
consolidating the foundational skills with reading comprehension.
•
Reading aloud texts that are well-above grade level should be
done throughout K-5 and beyond.
10
Content Shift #3
Available District Resources
 Adopted Science MMH Science at a Closer Look Materials
 K-5 North Kitsap Science Kit Materials
 Discovery Education
 Library Science Collection
•
Brain Pop
•
Pebble Go
•
Power of Knowledge
11
Available District Resources Con’t
 Science A to Z Subscription
•
Multiple text type opportunities with videos
•
Differentiated leveled texts
•
Debate packets for group discussions
 Writing in Science in Action
 GLAD though Science
•
Contact Lisa Hawkins
Wrapping it Up
 Thank you for your participation
 ELA teacher resources found on District website
under “Learning” and “For Staff” English
Language Arts link
 Have a wonderful lunch and afternoon

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