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Building Core Strength through the Shifts

Building Core Strength through the Shifts. Focusing on Shifts 1, 2, and 3. Why are we here?. Learning Goals: Teachers will increase their knowledge of: How text complexity increases rigor across all grade level standards. How to incorporate a balance of texts.

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Building Core Strength through the Shifts

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  1. Building Core Strength through the Shifts Focusing on Shifts 1, 2, and 3

  2. Why are we here? Learning Goals: Teachers will increase their knowledge of: • How text complexity increases rigor across all grade level standards. • How to incorporate a balance of texts. • How to use paired text to integrate disciplines with rigor. Success Criteria: Teachers will be able to: • Engage in and practice activities aligned with the first three shifts of the CCSS. • Complete a grade appropriate interdisciplinary lesson that addresses the first three shifts.

  3. Shift 3: Staircase of Complexity

  4. Text Complexity Features such as: Theme Structure Language Knowledge Demands Literary Elements Levels of Meaning Measured by Numbers: Lexile Fry Readability Formula ATOS Text Matches Task and Student

  5. Quantitative Measures ofText Complexity Have Changed

  6. What is the Impact of Shift 3? TABLE TALK Looking at the Exemplar text in your lesson. What makes it complex? K–1 Grade Band: What Do You Do With a Tail Like This? 2-3 Grade Band: The Story of Ruby Bridges 4-5 Grade Band: Volcanoes Middle School: The Old Man and the Sea High School: The Company Man

  7. Shift 3: The Over-Arching Shift SHIFT THREE SHIFT ONE Balancing Informational and Literary Text Knowledge in the Disciplines

  8. Shift 1: Balancing Informational and Literary Text TEXT SETS PAIRED TEXT: Fiction and Nonfiction DOCUMENT BASED QUESTIONS

  9. Shift 1 Flip

  10. What is the Impact of Shift 1? TABLE TALK Look over the two pieces of text in the lesson provided, consider the following: How do the paired text work together to build knowledge for the reader?

  11. Shift 2: Knowledge in the Disciplines

  12. Shift 2 Flip

  13. How Might Shift 2 Look in the Classroom? CLOSE READING It involves: • Complex Text • Students Read with Purpose • Text-Dependent Questions • Student Engagement through Discussion • Student Writing in Response to Text

  14. What does Close Reading look like in a Classroom? http://engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

  15. Aha! and Close Read Video Reflection TABLE TALK In reflecting on the Close Read video, consider the following: • What Aha! did you have? • What observations did you make regarding the elements of a Close Reading Lesson?

  16. Close Read Activity TABLE TALK Using the nonfiction text in your lesson, work with your table to complete the Close Reading task.

  17. Shift 3: The Over-Arching Shift SHIFT THREE SHIFT ONE Balancing Informational and Literary Text Knowledge in the Disciplines

  18. Putting It All Together With a PARCC-Like Assessment ACTIVITY Now you are going to bring all of your knowledge from Shifts 1, 2, and 3 to complete the lesson provided.

  19. Resources for Shifts 1, 2, and 3 1. Okaloosa County Schools Shifts Flip 2. CCSS Appendix B 3. Webb’s Depth of Knowledge Chart 4. Bloom’s Taxonomy All resources can be found on Okaloosa CCSS Webpage

  20. Reflection of Shifts 1, 2, and 3 Reflection: Tweet your reaction to the lesson plan. How could this look in your class?

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