the six shifts

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The Six ShiftsWhat are some practices that will

have to shift in order to meet the spirit and intent of the New

York Common Core Learning Standards?

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Reading to Learn, the 6 ShiftsBalance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text-Based Answers

Writing from Sources

Academic Vocabulary

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Our PathFor each Engage NY shift:• What is the shift?• How do the standards

represent the shift?• What does the shift look

like for K – 2?• Why is the shift

important?• How will NYLA support

teachers in shifting their practices?

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Balancing Informationaland Literary Text

Shift 1: Consider how this might be

different than current practice…

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Shift 1: Balance of Texts• “Students read a true balance of

informational and literary texts.”• “Elementary classrooms are, therefore,

places where students access the world – science, social studies, the arts and literature – through text.”

• “At least 50% of what students read is informational.”

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Range of Reading and Text ComplexityRead and comprehend complex literary and informational texts independently and proficiently.

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RI Standard 8.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

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Think about your grade…What do you need to teach students so they will be successful independently reading literary nonfiction?

K -2? How can you begin to prepare children to meet this standard?

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RI Standard K.10K Actively engage in group reading activities with

purpose and understanding.

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RI Standard 1.10K

With prompting and support, read informational texts appropriately complex for grade 1.

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RI Standard 2.10K

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RI Standard 3.10K

By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.

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RI Standard 4.10K

By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RI Standard 5.10K

By the end of the year, read and comprehendinformational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

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RI Standard 6.10K

By the end of the year, read and comprehendliterary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RI Standard 7.10K

By the end of the year, read and comprehendliterary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

No changes for RI.7.10

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RI Standard 8.10K

By the end of the year, read and comprehendliterary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

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RI Standard 3.10K

By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.

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K–2 Shift 1: Balance of Texts• Students hear a balance of text

read aloud. • Early classrooms are places where

students access the world through text read aloud.

• At least 50% of what students hear read aloud is informational.

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Sample Reading: Fiction & Nonfiction

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You Will Need…

Page 36

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Listening and Learning Lessons

Content Objectives

ELA Objectives

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Core Vocabulary

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Lesson ComponentPacing

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Prediction

Review of Prior Knowledge

Purpose for Listening

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Story TextImage to display

Guided Listening Support

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Comprehension Questions

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Word Work

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Meet Dr. Welbody

A sample New York Language Arts informational text

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What do you notice about…The language of these texts?The sentence and paragraph lengths? The complexity of the

texts?The prior knowledge needed to comprehend the text?The core vocabulary?The number of images?The ability to understand the story from just the images?What written responses to the text might look like?

fiction informational

Conclusion

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Why a Shift to Balance?Informational texts build content knowledge and vocabulary required for reading comprehension.Informational texts contain rich and complex sentence structures. Students should be exposed to this type of text prior to having to read it on their own.

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K-2 Shift 1: Balance of Texts• Students hear a balance of

text read aloud. • Early classrooms are places

where students access the world through text read aloud.

• At least 50% of what students hear read aloud is informational.

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L&L Support for Shift 1: Balance of Texts• Listening and Learning read-aloud strand

to build listening and speaking skills.• Read-alouds in Listening and Learning

strand represent approximately 50% fiction, 50% informational text.

• Listening and Learning informational texts build students understanding of their world (from The Five Senses to Cycles in Nature to The War of 1812!).

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Opportunities & ChallengesIn considering this shift, share with your partner:

• What opportunities do you see to enhance student learning?

• What challenges do you see for instruction?

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Knowledge in the DisciplinesShift 2:

Why is content knowledge important to reading?

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Shift 2: Knowledge in the Disciplines• “Content area teachers outside of the

ELA classroom emphasize literacy experiences in their planning and instruction.”

• “Students learn through domain-specific texts in science and social studies classrooms.”

• Students “learn from what they read.”

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Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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Grade 8Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI Standard 8.9

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RI Standard K.9K With prompting and support, identify basic similarities

in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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RI Standard 1.9K

1Identify basic similarities in and differencesbetween two texts on the same topic (e.g., inillustrations, descriptions, or procedures).

[now omitting “With prompting and support,”]

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RI Standard 2.9K

Compare and contrast the most important points presented by two texts on the same topic.

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RI Standard 3.9K

Compare and contrast the most important pointsand key details presented in two texts on the same topic.

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RI Standard 4.9K

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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RI Standard 5.9K

Integrate information from several texts on thesame topic in order to write or speak about thesubject knowledgeably.

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RI Standard 6.9K

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

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RI Standard 7.9K

Analyze how two or more authors writing aboutthe same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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RI Standard 8.9K

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

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K-2 Shift 2: Content Knowledge• Early childhood teachers emphasize

literacy experiences in their planning and instruction throughout the day.

• Students learn through cross-curricular instruction and domain-specific texts read aloud.

• Science, social studies, and the arts are brought into the ELA block.

• Students learn through both read-alouds and classroom activities.

• Activities extend from the read-aloud and engage students in science, social studies, and art.

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RI Standard 3.9K

Compare and contrast the most important points and key details presented in two texts on the same topic.

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Knowledge MattersShift 2:

Why is content knowledge important to reading?

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Knowledge is Critical toReading ComprehensionRecht and Leslie, 1988

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Conclusion: Knowing about the subject matter makes you a better reader.

“Poor Readers” Who knew about baseball: 27.5 out of 40 Correct

“Good Readers” Who didn’t know about baseball: 18 out of 40 Correct

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ACTIVITY: How Knowledge HelpsUsing the “What do you know?” handout,• Read each of the short passages• Answer the question or complete the task

indicated next to each one.

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Knowledge Helps Fill in GapsSimple texts, like those on reading tests, are filled with gaps – presumed domain knowledge – that the writer assumes the reader knows.

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Knowledge HelpsResolve Ambiguity

http://www.visualthesaurus.com/

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Knowledge Helps Resolve Ambiguity

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Two Keys to ComprehensionWord Knowledge

World Knowledge

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Take a Walk Along the Appalachian TrailThere is a path that starts in Maine and ends in Georgia, 2,167 miles later. This path is called the Appalachian Trail. If you want, you can walk the whole way, although only some people who try to do this actually make it, because it is so far, and they get tired. The idea for the trail came from a man named Benton MacKaye. In 1921 he wrote an article about how people needed a nearby place where they could enjoy nature and take a break from work. He thought the Appalachian Mountains would be perfect for this.

Mainepathtiredtake a break from workmountains

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Take a Walk Along the Appalachian Trail

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Take a Walk Along the Appalachian Trail

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Reading StrategiesDetermine your Purpose for ReadingFind the Main IdeaVisualizeMake PredictionsMake Text to Self ConnectionsMake Text to World Connections

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Efficient Use of TimeTwenty-five lessons in reading strategies have as little effect as six lessons.

Barak Rosenshine and Carla Meister, “Reciprocal teaching: A Review of the

Research,” Review of Educational Research 64, 4 (Winter 1994) 479-530.

Why? Expert readers in one subject are not necessarily readers in another.

Background knowledge is important!

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What Good Readers Do

Make ConnectionsFind the Main Idea

Use Pictures

Question the Author

PreviewSet a Purpose

Visualize

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What Good Readers Know

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You Will Need…

Page vi

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Year-long Scope and SequenceKindergarten Grade 1 Grade 2

Nursery Rhymes and Fables Different Lands, Similar Stories

Fighting for a Cause

The Human Body: Five Senses Fables and Stories Fairy Tales and Tall Tales

Stories

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness

Cycles in Nature

Plants Early World Civilizations Insects

Farms Early American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Greek Myths

Seasons and Weather Animals and Habitats Early Asian Civilizations

Colonial Towns and Townspeople

Fairy Tales

Charlotte’s Web I & II

Taking Care of the Earth History of the Earth Immigration

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Why a Shift to Knowledge?Knowledge supports comprehension and thinking.Staying on topic provides repeated exposure to content, concepts, and vocabulary supporting acquisitionBecause listening comprehension outpaces reading comprehension, K -2 read-alouds can be used to impart knowledge both in language arts and science/social studies block.

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L&L Support for Shift 2:Content KnowledgeRead-aloud topics come from science and historyStay on topic for 2 – 3 weeksHave content objectives as well as English Language Arts objectivesBuild and build on students’ content knowledge

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Staircase of ComplexityShift 3:

What is the difference between difficulty and complexity?

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Shift 3: Staircase of Complexity• “In order to prepare students for the complexity

of college and career ready texts, each grade level requires a step of growth on the staircase.”

• “Students read the central, grade appropriate text around which instruction is centered.”

• “Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.”

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Range of Reading and Text ComplexityRead and comprehend complex literary and informational texts independently and proficiently.

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RF Standard K.3K Know and apply grade-level phonics and word

analysis skills in decoding words.Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Demonstrate basic knowledge of one-to-oneletter-sound correspondences by producingthe primary or many of the most frequentsound for each consonant.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words byidentifying the sounds of the letters that differ.

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RF Standard 1.3K

Know and apply grade-level phonics and word analysis skills in decoding words.

Decode regularly spelled one-syllable words.

Read words with inflectional endings.

Know the spelling-sound correspondences for common consonant digraphs.

Decode two-syllable words following basicpatterns by breaking the words into syllables.

Know final -e and common vowel team conventions for representing long vowel sounds.

Recognize and read grade-appropriate irregularly spelled words.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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RF Standard 2.3K

Know spelling-sound correspondences for additional common vowel teams.

Recognize and read grade-appropriate irregularly spelled words.

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Identify words with inconsistent but commonspelling-sound correspondences.

Decode regularly spelled two-syllable words with long vowels.

Decode words with common prefixes andsuffixes.

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RF Standard 3.3K

Decode words with common Latin suffixes.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode multisyllable words.

Read grade-appropriate irregularly spelledwords.

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RF Standard 4.3K

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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RF Standard 5.3K

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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What is the difference between difficulty and

complexity?

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Dimensions of Complexity: Meaning

Explicit

Obscure

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Dimensions of Complexity: Structure

Conventional

Unconventional

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Dimensions of Complexity: Knowledge

Familiar

Cultural

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Dimensions of Complexity: Language

Literal

Figurative

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Dimensions of Complexity Meaning

Explicit ObscureStructure

Explicit ImplicitConventional UnconventionalSimple Images Sophisticated Images

LanguageLiteral FigurativeConversational Academic, Domain-specific

Knowledge DemandsSingle Theme Multiple ThemesCommon, Everyday Uncommon, Unconventional

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K-2 Shift 3: Text ComplexitySKILLS• Prior to grade two, students

are provided with systematic instruction in the Common Core Reading Standards: Foundational Skills.

• Student readers build in complexity, and practice opportunities are based on the phonemes that have been explicitly taught.

• By the end of Grade 2, students begin to read rich, grade appropriate, content-based informational texts on their own.

LISTENING & LEARNING• Students are read-aloud the

central appropriate text (above reading level; at listening comprehension level) around which instruction is centered.

• Teachers are patient, create more time and space in the curriculum for this close and careful reading aloud.

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You Will Need…

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Skills Strand Text Complexity

Nitwit Tales

The War of 1812

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Skills Strand Text Complexity

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Why a Shift to Complexity? Hearing the language of complex texts (via read-alouds) helps students along on the “staircase of complexity.”Prior knowledge is essential for comprehension and increases ability to access complex texts.

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L&L Support for Shift 3: ComplexityRead-alouds build on prior learning, ever increasing the ability to comprehend texts.Read-alouds leverage students’ listening comprehension ability to use increasingly complex language and vocabularySkills readers focus on explicitly taught phonics, increasing in complexity by involving new phonics as taught.

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Day 1: Self-AssessmentPlease complete the Self-Assessment of your learning.

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Text-Based AnswersShift 4:

What do teachers need to consider to ask questions that elicit text-based

answers?

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Shift 4: Text-Based Answers• “Students have rich and rigorous conversations which are

dependent on a common text.”

• “Teachers insist that classroom experiences stay deeply connected to the text on the page…”

• “Students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.”

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Comprehension & CollaborationPrepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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Grade 8

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues building on others’ ideas and expressing their own clearly.Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

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Think about your grade…What do you need to teach students so they will be successful participating in conversations?

How can you begin to prepare children in K-2 to meet this standard?

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SL Standard K.1

Continue a conversation through multiple exchanges

Participate in collaborative conversations with diverse partners about K topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions

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SL Standard 1.1

Build on others’ talk in conversation by responding to the comments of others through multiple exchanges

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Ask questions to clear up confusion about the topics and texts under discussion.

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SL Standard 2.1

Build on others’ talk in conversation by linking their comments to the remarks of others

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

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SL Standard 3.1

Follow rules for discussions.

Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion.

Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

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SL Standard 4.1

Follow rules for discussions and carry out assigned roles.

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas in light of the discussion.

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SL Standard 5.1

Follow rules for discussions and carry out assigned roles.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.

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SL Standard 6.1

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own clearly.

Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

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SL Standard 7.1

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others, and, when warranted, modify their own views.

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SL Standard 8.1

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

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Stand and Share1. Stand up2. Find someone in your quadrant of the room, with

whom you have not yet spoken3. Share your ideas about the following TWO things:

• How does this standard about conversation inform your understanding of supporting text-based answers for K – 2 children?

• What do you think are some key elements of what Shift 4 (text-based answers) looks like for K-2?

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K-2 Shift 4: Text-Based Answers• Students have rich, rigorous, and

collaborative conversations which are dependent on a common text which has been read aloud.

• Teachers insist that classroom experiences stay deeply connected to the content of the text on the page.

• Students develop the habit of using complete sentences to describe relevant facts and key details, orally, in response to a text that has been read aloud.

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You Will Need…

Page 43-44

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Why a Text-Based Answer?Focuses questions on what’s important versus on distractors (provided text is appropriate)Focuses on and builds habit for textual support of answers (future skills and expectations)

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L&L Support for Shift 4: Text-Based VocabularyPrior knowledge supports ability to make inferences needed for text-based “evidentiary arguments”Post-reading collaborative conversations provide opportunity for teacher to model and students to use text-based vocabulary and for teacher to ask and students to answer text-based questionsGuided Listening Supports (GLS) model text-based questions

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Writing from SourcesShift 5:

What does it mean to write from sources, and why do you think this is

a shift from current practice?

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Shift 5: Writing from Sources• Writing needs to emphasize use of evidence to

inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.

• While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

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Text Types & PurposesWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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Think about your grade…What do you need to teach students so they will be successful writing arguments?

How can you begin to prepareK – 2 children to meet this standard?

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W Standard K.1K Use a combination of drawing, dictating, and writing

to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

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W Standard 1.1K

1Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

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W Standard 2.1K

Write opinion pieces in which they introduce thetopic or book they are writing about, state anopinion, supply reasons that support the opinion,use linking words (e.g., because, and, also) toconnect opinion and reasons, and provide aconcluding statement or section.

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W Standard 3.1K

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Provide reasons that support the opinion.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

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W Standard 4.1K

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Provide reasons that are supported by facts and details.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.

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W Standard 5.1K

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Provide logically ordered reasons that are supported by facts and details.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Link opinion and reasons using words and phrases (e.g., consequently, specifically).

Provide a concluding statement or section related to the opinion presented.

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W Standard 6.1K

Write arguments to support claims with clear reasons and relevant evidence.

Support claim(s) with clear reasons and relevant evidence, using credible sources & demonstrating an understanding of the topic or text.

Introduce claim(s) and organize reasons and evidence clearly.

Establish and maintain a formal style.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Provide a concluding statement or section that follows from the argument presented.

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W Standard 7.1K

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge alternate or opposing claims, and organize reasons and evidence logically.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Provide a concluding statement or section that follows from and supports the argument presented.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

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W Standard 8.1K

Write arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge and distinguish claim(s) from alternate or opposing claims, and organize reasons and evidence logically.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Provide a concluding statement or section that follows from and supports the argument presented.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

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K-2 Shift 5: Writing from Sources• In the early grades, writing

progresses from drawing and dictating to short works with increasing details including ideas, events, and facts presented in the texts they hear read aloud.

• Through these works students will progress from stating their own basic opinions to connecting opinions with reasons.

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Research to Build & Present KnowledgeDraw evidence from literary or informational texts to support analysis, reflection, and research.

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W Standard 4.9K

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literary nonfiction (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

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W Standard 8.9K

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

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Activity: Cognitive Demands of Writing1. Fold an 8.5 x 11’ piece of paper in half (either

way is fine)!2. Hold the paper in place on your forehead using

your non-writing hand.3. Without support from anyone, write your name

on the paper.

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You Will Need…

Page 46-47

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Why Writing from Sources?Focuses on and builds habit for textual support of writing (future skills and expectations).

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L&L Support for Shift 5: Writing from SourcesExtension activities provide opportunity to do domain-based writing related to the textOral presentation of opinions that respond to the ideas, events, facts, and arguments presented in the texts, which will provide foundation when writing skills developEarly writing, spelling, and grammar are addressed in the Skills strand.

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Academic VocabularyShift 6:

How do students gain most of their vocabulary?

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Shift 6: Academic Vocabulary• Students constantly build the vocabulary they

need to access grade level complex texts. • “By focusing strategically on comprehension of

pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.”

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Vocabulary Acquisition & UseAcquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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L Standard K.6K Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

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L Standard 1.6K

1Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

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L Standard 2.6K

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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L Standard 3.6K

Acquire and use accurately grade-appropriateconversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

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L Standard 4.6K

Acquire and use accurately grade-appropriate general academic, and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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L Standard 5.6K

Acquire and use accurately grade-appropriate general academic, and domain- specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L Standard 6-8.1

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K – 2 Shift: Academic Vocabulary• Students constantly build the vocabulary they need

to access grade level complex texts read aloud. • Read-alouds stay on topic (for 2-3 weeks) allowing

for repeated exposure to domain-specific vocabulary. • Collaborative conversations include intentional

opportunities for students to use academic and domain specific vocabulary.

• By focusing on comprehension of pivotal and commonly found words (predict, describe, compare, and dictate) and also on domain-specific vocabulary (such as, root, stem, and petal) teachers constantly build students’ ability to access more complex texts read aloud across the content areas.

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How Does Vocabulary Develop?

Shift 6: How do students gain most of their

vocabulary?

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Meaningful Differences in Vocabulary• the numbers of words heard• the richness of the language

heard (different words, multi-clause sentences, verb tenses, types of sentences)Hart, B. & Risley, T. Meaningful Differences in the Everyday Experiences of

Young American Children. Baltimore, MD: Paul H. Brookes, 1995.

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How Many Million Words Heard

Professional Working Class Welfare0

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Meaningful DifferencesThe number of words per hour heard at age 3

• was strongly related to the child’s: rate of vocabulary growth, vocabulary use, IQ.

Rate of vocabulary growth at age 3• was strongly predictive of language development and

reading comprehension in third grade

Quantity and richness of language heard at age 3• was strongly predictive of language development in third

grade.

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Let’s ReadI entered, eager to share my news, but the boyer was hard at work perfecting a fletching with a burner, ensuring the banana was just so. He glanced up, “What do you think? Eventually, this will be part of my prize flu flu.”

I smiled as the detail was sedulous.

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Let’s ReadDomain Vocabulary:BoyerFletchingBurner or feather burnerBananaFlu flu

Text-based Vocabulary:Sedulous

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To calculate fuel efficiency, the aerospace engineers needed an accurate estimation of excrescence drag caused by the shape of plane’s cabin.

ex cencecres

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Excrescences on the valves of the heart have been known to cause a stroke.

ex cencecres

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The wart, a small excrescence on his skin, had made Jeremy self-conscious for years.

ex cencecres

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At the far end of the bay was what, at first glance, I thought a huge domed building, and then saw was an excrescence from the cliff itself.

ex cencecres

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Decodingex·cres·cence

Comprehensionnoun: a projection or outgrowth especially when abnormal

ex cencecres

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Two Keys to ReadingDecoding

Language Comprehension

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You Will Need…

Page ix Page ix

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Steps for Word Work1. Provide the context in which the word

was used in the story.2. Ask the children to repeat the word. 3. Provide an explanation of the word.4. Provide examples of the word in

contexts other than the one used in the story.

5. Ask children to provide their own examples of the new word.

6. Ask the children to say the word again.(Beck, McKeown, & Kucan, 2002)

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Why Academic and Domain-specific Vocabulary?

Vocabulary is closely tied to comprehensionMatthew Effect – the rich get

richer

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L&L Support for Shift 6: Academic Vocabulary• Includes intentional use of both academic and

domain-specific vocabulary• Provides (sets up) opportunities for students to

use the academic and domain-specific vocabulary• Stays on topic long enough to provide repeated

exposure to the domain-specific vocabulary• Explicit instruction for one word per lesson

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Summary and ReviewNew York Language Arts and the 6 Shifts

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Learning to Read: The 6 Shifts for K - 2Balance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text Based Answers

Writing from Sources

Academic Vocabulary

Students HEAR read aloud a balance of informational and fictional texts

Cross-curricular instruction with domain-specific texts on science, history, & the arts read aloud

Phonemic & syntactic complexity (SKILLS)Read-aloud text complexity (L&L)

Oral conversations around a common text

Drawing and dictating, leading to short written works with increasing details.

Oral exposure, through read-alouds to academic and domain-specific vocabulary

PLUS explicit, sequential, phonics instruction that begins orally

WRAPPING UPSummary, Pre-test Review, & Closure

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Refining Teacher PracticesAddressing phonics as “opportunity” arises

Systematic phonics“Leveled readers” and “choral” reading

100% decodable texts read by students

Every student reading a different book of their choiceDecodable texts based on what has been taught

Written CompositionsIncreasingly complex oral responses

Written CompositionsProgression from drawing to dictation to short written pieces

Foundational Skills

Shift 4

Shift 5

Based on what you now know about New York Language Arts:• What practices do you think teachers will

have to change, with regard to how they teach reading?

• How will these practices be added or refined with guidance from the Common Core Learning Standards and by elements of the New York Language Arts program?

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Refining Teacher PracticesFocusing on just Reading and Writing

Speaking, Listening , Reading and Writing

Reading primarily literature and fictionBalance of fiction and informational texts

Focus on “reading strategies”Rich content to build knowledge

Reading series’ of unrelated texts domain units that stay on topic

Read-Alouds at students’ reading comprehension levelRead-Alouds at students listening comprehension level

Primarily explicit vocabulary instruction / vocabulary listsImplicit vocabulary instruction 183

RWSL Standards

Shift 1

Shift 2

Shifts 1,2,3

Shift 6

Based on what you now know about New York Language Arts:• What practices do you think teachers will

have to change, with regard to how they teach reading?

• How will these practices be added or refined with guidance from the Common Core Learning Standards and by elements of the New York Language Arts program?

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Post-AssessmentPlease complete the Self-Assessment of your learning.

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Thank You!

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Day 1 Summarizer: The Important Thing“The important thing about shift #___ is that…”• List 3 lines that illustrate or capture the

essence of the shift.• End with this line:“These are the important things about shift #__”

the six shifts

shift important

unported license

shift andopportunities

ny shift

specific standards

list of practices

nyla support teachers

features of nyla

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