Examples of what you will observe in the classroom.�

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Examples of what you will observe in the classroom.� Powered By Docstoc
					 Examples of what you will                        What changes might these shifts
 observe in the classroom.….                               bring to your
                                                    classroom/school/district?
Shift One:
      Elementary teachers instructing with       Shift One:
       and students reading from                  ___________________________________

       informational texts fifty percent of the   ___________________________________

       time.                                      ___________________________________

      Secondary ELA teachers using literary      ___________________________________

       nonfiction in their classrooms.            ___________________________________
                                                  ___________________________________
      In secondary content area classrooms,
                                                  ___________________________________
       students are reading and writing
       independently to gain subject area
                                                  Shift Two:
       knowledge.
                                                  ___________________________________
Shift Two:
                                                  ___________________________________
      Teachers asking questions that make it                                           Three Key Instructional
                                                  ___________________________________
       necessary for students to return to the
                                                  ___________________________________
       text to find answers and evidence to
                                                  ___________________________________
                                                                                        Shifts in ELA/Literacy
       support their ideas.
                                                  ___________________________________
      Students reading text closely to find
                                                  ___________________________________
       evidence and draw inferences.
                                                                                                    ELA Section
      Students supporting opinions with
                                                  Shift Three:
       evidence from the text.                    ___________________________________   Curriculum & Instruction Division
Shift Three:                                      ___________________________________   NC Department of Public Instruction
      Students grappling with challenging,       ___________________________________
       rich text – often independently.           ___________________________________
      Teachers discussing academic               ___________________________________           Shift information from:
       vocabulary with students.                  ___________________________________        Student Achievement Partners
                                                  ___________________________________
                                                                                                www.achievethecore.org
             Shift One                                   Shift Two                                  Shift Three
                                                                                                             .

      Building knowledge through             Reading and writing grounded in                  Regular practice with complex
      content-rich nonfiction and                  evidence from the text:                  text and its academic vocabulary:
           informational texts:


   This shift plays an essential role in       The standards place a premium on             Rather than focusing solely on the
literacy. In K-5, the standards require a   students writing to sources, i.e., using     skills of reading and writing, the
50-50 balance between informational         evidence from texts to present careful       standards highlight the growing
and literary reading. Informational         analyses, well-defended claims, and          complexity of the texts. The standards
reading primarily includes content rich     clear information. Rather than asking        build a staircase of text complexity so
non-fiction in history/social studies,      students questions they can answer           that all students are ready for the
science and the arts; the K-5 standards     solely from their prior knowledge or         demands of college- and career-level
strongly recommend that students            experience, the standards expect             reading no later than the end of high
build coherent general knowledge. In        students to answer questions that            school. Teachers provide scaffolds that
6-12, ELA classes place much greater        depend on their having read the text         enable all students to experience rather
attention to a specific category of         or texts with care. The standards also       than avoid the complexity of a text.
informational text ―literary                require the cultivation of narrative            Closely related to text
nonfiction―than has been traditional.       writing throughout the grades, and in        complexity―and inextricably
In grades 6-12, the standards for           later grades a command of sequence           connected to reading
literacy in history/social studies,         and detail will be essential for effective   comprehension―is a focus on
science and technical subjects ensure       argumentative and informational              academic vocabulary: words that
that students can independently build       writing.                                     appear in a variety of content areas
knowledge in these disciplines                 Students should read like a               (such as ignite and commit).
through reading and writing.                detective and write like an
                                            investigative reporter.
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