building core strength through the shifts focusing on shifts 4, 5, and 6
TRANSCRIPT
Building Core Strength through the Shifts
Focusing on Shifts 4, 5, and 6
Recap of AprilTo apply Shifts 1, 2, and 3 to instruction, we
introduced a PARCC-like assessment called a
Prose Constructed Response (PCR) made up of:
Shift 1: Paired Text (fiction and non-fiction)
Shift 2: Close Reading of informational text to gain knowledge through text
Shift 3: One of the texts was complex
The culminating activity was to write or finish a story using information from paired text – NEW
approach to narrative writing
Why Are We Here?Learning Goals:
Teachers will increase their knowledge of:
1. Instructional practices that engage students in multiple sources using text-based evidence.
2. Why Tier 2 words are most important for instruction.
3. Instructional methods for writing from multiple sources backed with textual evidence.
Success Criteria:
Teachers will be able to:1. Practice with selected
text and non-textual stimulus as evidence.
2. Make instructional choices about vocabulary.
3. Use a Research Simulation Task (RST) as an instructional practice with an authentic assessment.
Bye Bye FCAT Writes!IMPLICATIONS
2013-2014 should usher in DIFFERENT types of writing for ALL grade levels in ALL disciplines.
The following Research Simulation Task can be incorporated into any classroom.
GENERAL INFORMATION
2013-2014 is the last year of Florida Writes.
INCOMING 4th, 8th, and 10th Graders are the last to take Florida Writes.
What Prompts WERE…Description of the 2012 FCAT Writing Prompts
Grade 4Writing to Tell a Story (Narrative): The grade 4 narrative prompt directed the student to suppose someone had a chance to ride a camel and to write a story about what happens on this camel ride.
Grade 8Writing to Persuade (Persuasive): The grade 8 persuasive prompt directed the student to convince the principal whether or not 8th grade students should be graded on how they behave in school.
Grade 10Writing to Persuade (Persuasive): The grade 10 persuasive prompt directed the student to convince business leaders whether students should have a part-time job sometime during high school.
What Prompts are BECOMING…
Claim: Using Rachel Carson’s Silent Spring and at least one other source, create a claim (with textual support) that emphasizes mankind’s responsibility to maintain the health of the environment for future generations.
Table Talk: In With the New
Compare the PARCC-like writing task to the Florida Writes writing
task.
How are they different? How will instruction change? What grade
levels will be impacted?
Shift 5: The Over-Arching Shift
SHIFT 4Text
Based Answers
SHIFT 5Writing from
Sources
SHIFT 6Academic Vocabular
y
Shift 4: Text Based Answers
What is it?Students provide
textual support for all answers
including implicit ones.
Shift 4: What Does It Look Like?
Students Do: Teachers Do:Go back to the text
to find evidence to support their opinion/argument in a thoughtful, careful, precise way.
Create their own judgments and become scholars rather than witnesses of the text.
Facilitate evidence-based conversations with/between students, dependent on the text.
Consistently ask students where in the text they find evidence and to support the author’s purpose or claim.
What is the Impact of Shift 4?
Students Must Learn to Find Evidence in a Variety
of Sources:Informational TextMultimedia
Primary Documents
Resources in Shift 4?Multimedia Examples
K-1: Video from National Geographic for Kids: Reptiles: Baby Chameleons
http://video.nationalgeographic.com/video/kids/animals-pets-kids/reptiles-kids/chameleon-babies-kids/ (1:21)
2-3: Video (Brain POP Rosa Parks) (running time 5:37)
http://www.brainpopjr.com/socialstudies/americanhistory/rosaparks/
4-5: 101 National Geographic for Kids (running time 3:04)
http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/volcanoes-101-kids/
6-8: “Shark and Turtle,” “Unlikely Travel Companions,” & “Sharks and Fishermen” (TOTAL time: 5 minutes and 12 seconds)
http://www.pbs.org/wnet/nature/lessons/symbiotic-strategies/video-segments/1496/
9-12: “Managing Work Related Stress” CBS News (2:55 total run-time) http://www.cbsnews.com/video/watch/?id=7010875n
Shift 4: TABLE TALK
How do the activities of the grade-band lessons work
together to allow students to synthesize information from
multiple sources?
Shift 6: Academic Vocabulary
What is it? Students understand words in context and
across the curriculum.
Shift 6: Word Sort Activity
Word Sort
Test your knowledge of:
Tier 1 Tier 2 Tier 3
Shift 6: Elementary School Academic Vocabulary-Sorting Activity
TIER ONE – Everyday Use
Tier Two – Academic Vocabulary
Tier Three – Domain Specific
Elementary (Grade 4 -5) Vocabulary Sortfrom Non-Fiction Text (Lexile Level 920): Simon, Seymour. Volcanoes. New York: HarperCollins, 2006.
ancient churn homeless mountainarmor crater lava platesash destructive magma sectionsbeneath erupted molten underwaterboil forge month visitor
Shift 6: Middle School Academic Vocabulary-Sorting Activity
Shift 6: High School Academic Vocabulary-Sorting Activity
Shift 6: What Does It Look Like?
Students Do: Teachers Do:Develop students’
ability to use and access words that show up in everyday text that may be slightly out of reach.
Think strategically about the type of vocabulary they select and determine which words are Tier 2 vs. Tier 3.
Spend more time learning words and apply their knowledge of the words through discussion and writing.
Associate words with other words instead of learning individual, isolated vocabulary words.
Shift 5: Writing from Sources
What is it? Students write using
multiple sources to draw a conclusion and or an
opinion on a single subject.
Shift 5: Writing from Sources
Shift 5: Writing from Sources
Shift 5: Writing from Sources
PARCC (Draft) Expanded Scoring RubricScore Point 4
(EXCEEDS)
All “3” PLUS:
Cites more than two items of textual evidence to support analysis
Makes explicit and/or inferential connections between ideas expressed in text(s) to other text(s) using textual evidence as support
Score Point 3
(MEETS)
Response provides as accurate analysis of what the text says explicitly.
Response provides an accurate analysis of what the text says inferentially.
Cites two items of textual evidence to support analysis
Shows accurate comprehension of ideas expressed in text(s)
Score Point 2
(PROGRESSING)
Includes 3 of the “Meets” criteria
(task may be repeated after re-teaching)
Score Point 1
(BEGINNING)
Includes 2 of the “Meets” criteria
(task may be repeated after re-teaching)
Score Point 0
(DOES NOT MEET)
Includes fewer than 2 of the “Meets” criteria
(task may be repeated after re-teaching)
RST Activity
TABLE TALKHow do “authentic
assessments” relate to RSTs? Specifically, how can rubrics
help students understand what is assessed?
Shift 5: What Does It Look Like?
Students Do: Teachers Do:Write opinions and
arguments using evidence from text.
Begin to generate their own informational texts through note-taking and summarizations (thereby creating their own secondary sources).
Recognize that even narrative writing requires sound evidence.
Give permission to students to have their own reaction and draw on their own connections from the text.
Higher Order Thinking is Required with Shift 5!
Before, with FCAT:Prompt – “Compare and contrast the similarities of the volcano described in the poem with the volcano discussed in the article.”
Now, with PARCC-like Assessments: Prompt – “Use information from the poem and the article to create an argument that volcanoes are damaging to the earth.”
Putting It All Together
ACTIVITYNow you are going to bring all of
your knowledge from Shifts 4, 5, and 6 to analyze the RST.