Network Teams Institute
May 15-16, 2013
General Session
EngageNY.org
Timeline for Modules
Content
Area
Math
Grade Band
By
July 31
P-5
1/2
6-8, 10
1/3
9
All
11,12
ELA
P-2
2/3
3-5
All
6-8
1/2
9-12
1/4
By
September
By
December
By
April 2014
All
2/3
All
1/3
2/3
All
All
All
1/2
EngageNY.org
3/4
All
2
Writing Standards: Writing has a progression too!
EngageNY.org
3
Instructional Shifts Demanded by the Core
6 Shifts in ELA/Literacy
Balancing Informational and Literary
Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
6 Shifts in Mathematics
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
EngageNY.org
4
4
4
ELA/Literacy Shift 5:
Writing from Sources
What the Student Does…
What the Teacher Does…
•generate informational texts
•Spending much less time on personal
narratives
•Make arguments using evidence
•Organize for persuasion
•Compare multiple sources
•Present opportunities to write from
multiple sources
•Give opportunities to analyze,
synthesize ideas.
•Develop students’ voice so that they
can argue a point with evidence
Principal’s
Role:
•Give
permission to reach and
articulate their own conclusions
Support , enable, and demand that teachers
more
time with students
about spend
what they
read
writing about the texts they read – building strong arguments using evidence
from the text.
EngageNY.org
5
5
Writing from Sources
Subshifts
Subshift A
Work with sources
Subshift B
Grapple with complex text and content; leverage academic
vocabulary
Subshift C
Emphasize questioning, Inquiry, and explaining
understanding rather than defense
Subshift D
Follow inquiry process:
questions, sources, information, scope and plan product
Subshift E
Use technology and other minds
Subshift F
Repeat
EngageNY.org
6
Productive Inquiry
EngageNY.org
7
Continuing our work with ELLs…
Rebecca Freeman Field
• Sociolinguist and language educator
• Specializes in PD for educators who work w/ ELLs
• Adjunct professor at the Graduate School of Education of the
University of Pennsylvania
• English as a second language, bilingual education, and world
language policies, program development, implementation, and
evaluation.
• Author of Bilingual Education and Social Change, Building on
Community Bilingualism, and co-editor (with Else Hamayan) of
English Language Learners at School: A Guide for
Administrators.
EngageNY.org
8
EngageNY.org
9