Common Core Shifts in
English Language Arts (ELA)
“LOOKING FOR
IMPLEMENTATION OF THE
ELA COMMON CORE
SHIFTS”
PRESENTED BY:
SHERYL WHITE
EDUCATIONAL CONSULTANT
Session Objectives
 Work collaboratively as a principal group
 Study Common Core State Standards (CCSS) ELA
 Look at “Shifts” in CCSS ELA
 Identify evidence of Common Core Implementation of
the shifts through:



Student Behavior
Teacher Behavior
Classroom Artifacts
 Providing Feedback
Common Core Implementation
 What is your vision for Common Core





implementation?
How has that vision been communicated to staff?
What are the “Look Fors” based on Expectations for
Implementation of Common Core Standards?
What should you begin to see more of? Less of?
How will you use the evidence to drive
interpretation?
What feedback will you give? How?
Think-Pair-Share
 In your table groups, discuss your response to the
previous questions.
 Share your current progress toward Common Core
implementation.
Structure of the Common Core Standards
Structure of the Common Core Standards
Anchor
Standards
Standards
Understanding CCSS ELA
https://www.teachingchannel.org/videos/commoncore-standards-ela
Common Core English Language Arts
A Study of the ELA
Common Core Standards
Elementary K-5
Reading
1.
1.
2.
3.
Literature
Informational Text
Foundational Skills*
Secondary 6-12
1.
Reading
1.
Literature
2.
Informational Text
2.
Writing
2.
Writing
3.
Speaking and Listening
3.
Speaking and Listening
4.
Language
4.
Language
5.
Literacy in History/Social
Studies, Science and
Technical Subject
Four Corner Summary
Key Verbs
Anchor Standard Headings
These
standards…
Key Nouns
Something New
Carousel & Conclusions
 Place your summary chart on the wall!
 Stand by your chart.
 When signaled, you will move from one chart to
next.
 What conclusions have you drawn about these new
standards?
What are you looking for and how?
Settling on Semantics
 Observation—formal classroom visit that lasts 15-20
minutes or more and provides written feedback to
teachers
OR
 Classroom Walk-through—informal classroom visit
that lasts no more than 15 minutes; feedback can be
provided to teachers but can also be compiled into site or
as departmental/ grade level statistics
http://ped.state.nm.us/ped/NMTeachDocs/8-29-2012_State_Observation_Protocol_Day_1v3.pdf SREB
Three Broad Areas of Inspection
 Artifacts
 Lesson plans, assignments, assessments,
 Student Work products
 Student Behavior
 What should you see students doing?
 Teacher Behavior
 What should you see teachers doing?
 Where is instruction focused? Delivery of instruction?
 What expectations or objectives are defined for
students?
 What resources are utilized?
http://ped.state.nm.us/ped/NMTeachDocs/8-292012_State_Observation_Protocol_Day_1v3.pdf
More than a checklist…but…
it will be our starting
point.
Today’s Focus
Looking for
snapshots of
Common Core
Standards (ELA)
implementation.
Recording What You See!
Keep it Simple
Teacher:
Date/Time:
Student Behavior:
Teacher Behavior:
Classroom Artifacts:
Common Core Shifts in ELA
18
 What is a “shift”?
A shift is the transition from present work
based on state standards to the common core
standards.
 There are six (6) shifts that the Common Core in
English Language Arts requires of us if we are to be
truly aligned in terms of curricular materials and
classroom instruction.
6 Shifts in English Language Arts
Common Core
1.
Balancing Informational and Literary Text
2. Building Knowledge in the Disciplines
3. Staircase of Text Complexity
4. Text-Dependent Questions, Text-Based
Answers
5. Writing from Sources
6. Academic Vocabulary
Shift 1: Balancing Informational and
Literary Text K-5
Instructional Shift
 Students should read a true balance of
informational and literary texts.
 Students should access the world—science, social
studies, the arts, literature—through text.
Shift 1: Balancing Informational &
Literary Text (K-5)
100%
90%
80%
70%
50%
55%
70%
60%
Informational
Literature
50%
40%
30%
20%
50%
45%
30%
10%
0%
K-4
5-8
9-12
2009 NAEP Reading
Framework
Why informational text?
 Much of our knowledge base comes from




informational text
Makes up vast majority of required reading in
college/workplace 80%, yet in most school
classrooms 80 % of what a student reads is literary.
Informational text harder for students to comprehend
but critical.
Students must read a balance of informational and
literary text.
By high school, 70 % of a student’s reading should be
informational.
Shift 1: Balancing Informational
and Literary Text K-5
Teacher Behaviors- Look for teachers to be…
 ___giving students informational text to read as often as
they do literature
 ___providing lessons and tasks that are ground in
informational text
 ___providing strategy instruction to students for literature
and informational text
 ___teaching content knowledge (Science, Social Studies,
Health, etc.) through informational texts
 ___scaffolding (reading to, using graphic organizers,
modeling) for students when text contains difficult content
Shift 1: Balancing Informational
and Literary Text K-5
Student Behaviors- Look for students to be …
 ___reading multiple informational texts across
content areas
 ___reading informational text throughout the day
 ___practicing and applying informational based text
strategies
 ___processing content learned in informational
texts (discussion, writing, presentation)
 ___acquiring content and text knowledge as a result
of teacher scaffolding of informational texts
Shift 1: Balancing Informational and
Literary Text K-5
Artifacts: Evidence of Implementation
 What concrete pieces of evidence can you identify to
ensure students are reading a balance of literacy and
informational text?
 As a group, list what you might see on the artifact sheet
at your table!
https://www.teachingchannel.org/videos/teaching-science-withcurrent-events
Shift 1: Balancing Informational
and Literary Text K-5
Leader Implications:
 Ensure text purchases allow for greater classroom
and student access of informational text.
 Explore opportunities for media/digital resource
availability.
 Encourage teachers to rethink how they build a
collection of texts for students to access.
Shift 2: Building Knowledge in the
Disciplines 6-12
Instructional Shift
 Literacy standards (6-12) are predicated on
teachers in ELA, social studies, science and
technical subjects using their content area
expertise to help students meet the particular
challenges of reading, writing, speaking, listening
and language in their respective fields.
 Shared responsibility for literacy development
across the school
“Asking a teacher to become a reading
teacher is distinctly different from
asking a teacher to help students master
texts within the teacher’s own field. In
fact, subject-area teachers are best
qualified to help their students master
texts in each course. Subject-area
teachers should not be expected to teach
basic reading skills, but they can help
students develop critical strategies and
skills for reading texts in each subject.”
Southern Regional Education Board
Reaction! Reaction!
Shift 2: Building Knowledge in the
Disciplines 6-12
Teacher Behaviors-Look for teachers to be…
 ___giving students tasks that require them to read
content area texts
 ___doing less frontloading and providing of content and
requiring students gain more informational for texts read
 ___providing students with discipline-specific reading
and writing strategy instruction
 ___facilitating students use of text as a key part of
instruction; primary and secondary sources, scientific
and technical texts
 ___giving students tasks that require them to cite
textual evidence in both discussion and written products
Shift 2: Building Knowledge in the
Disciplines 6-12
Student Behaviors-Look for students to be…
 ___reading content-based texts for many purposes
 ___reading more and thinking critically about what
has been read
 ___practicing and applying reading and writing
strategies; annotating texts, note-taking, graphic
representations
 ___responding to text-based tasks alone and
collaboratively
 ___utilizing multiple texts as a source for both
evidence-based reading, writing, and discussion
Shift 2: Building Knowledge in the
Disciplines 6-12
Artifacts: Evidence of Implementation
 What products will you be able to identify as
evidence of disciplinary literacy being taught in
grades 6-12?
 Clue: Previous slide has some ideas!!
 Write one artifact per post-it. Place on the 6-12
“Artifact Chart”
Shift 2: Building Knowledge in the
Disciplines 6-12
Implications for Leaders:
 Implement school-wide content-area literacy
 Look for students reading text and writing about
what they read
 Look for students being less dependent on the
teacher as the major source of information
 Look for students applying literacy skills with
content area texts; reading and writing for multiple
audiences and purposes across disciplines
Shift 3: Staircase of Text Complexity
Instructional Shift
 K-12 emphasizes text complexity as the most
important factor in developing skilled readers
 CCSS ELA requires an incremental step of growth for
student reading of complex text from elementary to
high school
 Instruction should be centered around appropriate text
complexity with close reading
 ELA CCSS include a list of exemplar texts
that illustrate appropriate complexity

Appendix B
Why Complex Text?
 Gap between complexity of college and high school
texts is huge
 Too many students reading at too low a level (<50%
of graduates can read sufficiently complex texts)
 What students can read, in terms of complexity is
greatest predictor of success in college (ACT
study)
 Increasing text complexity forces students to respond
and think to complex ideas that they will need in
college and in careers
Text Complexity is Defined by:
 Qualitative Measures:
 levels of meaning, structure, language conventionality and
clarity, and knowledge demands
 Quantitative Measures: (Lexiles)
 readability and other scores of text complexity (word length or
frequency, sentence length, text cohesion)
 Reader and Task:
 background knowledge of reader, motivation, interests, and
complexity generated by tasks assigned
Text
Complexity
Quantitative
measures difficulty
+
Qualitative
levels of meaning
+
Reader Task
Components
reader motivation
and prior knowledge
Shift 3: Staircase of Text
Complexity
Teacher Behaviors-Look for teachers to be…
 ___exposing K-2 students to complex text through read






aloud
___assigning students a range of texts to read that are
matched to text complexity demand in standards
___reading* complex level text to students and engaging
them in activities that require them to think deeply about
what they have read or heard
___giving students tasks that require close and deep
reading of text
___scheduling increased amounts of time to allow for
students’ reading of complex text and activities
___allowing students to productively struggle
___scaffolding text for students as needed; but not doing
the work for them
Shift 3: Staircase of Text
Complexity
Student Behaviors-Look for students to be…
 ___reading a variety of texts that fall in the text
complexity range for their grade level
independently
 ___engaging in cooperative discussions, thinking
about and responding to complex ideas and
questions
 ___ participating in tasks that require processing
of complex text read
 ___engaging in close reading activities
 ___reading a variety of complex texts both in class
and outside of class
What is Close Reading?
 The Common Core Standards suggest that although other
contexts should be considered students need to focus on
what the AUTHOR ACTUALLY SAYS.
 Students will have to use evidence from the text to support
their claims.
 Students will read closely to make sense of what the author
is saying and then compare that to their own experiences
and beliefs.
 Close reading is the process in which students analyze
multiple components of a text and are invited to revisit
the text multiple times.
Students’ Command of Evidence with
Complex Texts is at the Core of Every
Part of the PARCC Assessment!
SO. . .
Two standards are always in play—whether they
be reading or writing items, selected-response or
constructed-response items on any one of the four
components of PARCC. They are:


Reading Standard One (Use of
Evidence)
Reading Standard Ten (Complex Texts)
PARCC Prototypes Power Point 8-12
Shift 3: Staircase of Text
Complexity
Artifacts: Evidence of Implementation
 How do you know if students are reading complex text?
 What evidence can you gather to ensure students are
given texts in their text complexity range to read and
process?
 Give One, Get One!
 Each table choose at least 1 to share!
 Write on sentence strip.
 Tape on chart.
Shift 3: Staircase of Text
Complexity
Implications for Leaders:
 Ensure teachers are increasing text complexity
from grade-to-grade (R.CCR.10)
 Review current grade level materials and resources
to determine appropriate text complexity
 Encourage and look for teachers allowing students
to productively struggle with complex texts
Stand Up, Hand Up, Pair Up
 What are your thoughts after learning about the
first three shifts? What impact will this have on
you as a leader? (2 minute think time)
 Stand Up/Hand Up/Pair Up
 Share with your partner.
 Repeat twice with another partner.
Shift 4: Text-Dependent Questions
Instructional Shift
 Teachers should train students to go back to the
text to find evidence to and develop their ability to
engage in rich, evidence-based dialogue about a
text they have read
 Teachers should design questions and tasks that
require students to respond both orally and in
writing to questions about a text in which the
answers are found within the text and not based
on prior knowledge, experience or opinion
text.
Shift 4: Text-Dependent Questions
 Students will be asked to answer questions that are
dependent on reading of text
 Implications for classroom practice:
 Far longer amounts of classroom time spent on
text worth reading and rereading carefully.
 The source of information should not come
solely from the teacher.
 Student answers should be based on what has
been read, not opinions or experience.
 Why?
Shift 4: Text-Dependent Questions
 2010 research indicated that 80% of the
questions students were asked after they
read a text:
 Did not require them to read the text to
answer the questions
 Did not directly relate to the text read by
the students.
Bringing the Common Core to Life" David Coleman · Founder, Student Achievement Partners Chancellors Hall ·
State Education Building · Albany, NY April 28, 2011
Text-Dependent Questions…
 Questions that can only be answered correctly by close




reading of the text and demand careful attention to the
text
Require an understanding that extends beyond
recalling facts
Often require students to infer
Do not depend on information from outside sources,
opinions or personal experiences
Allow students to gather evidence and build knowledge
Grade 7 Technology-Enhanced
Constructed-Response Item
Earhart and Noonan lived as castaways on Nikumaroro Island.
Claims
Earhart and Noonan’s plane crashed into the Pacific Ocean
People don’t really know where Earhart and Noonan died.
Part A: Highlight the claim that is supported by the most
relevant and sufficient facts within “Earhart’s Final
Resting Place Believed Found.”
Part B: Click on two facts within the article that best
provide evidence to support the claim selected in Part A.
49
Grade 6 Evidence-Based SelectedResponse Item #2
Part A: Based on the passage from Julie of the Wolves,
how does Miyax feel about her father?
a.
b.
c.
d.
She is angry that he left her alone.
She blames him for her difficult childhood.
She appreciates him for his knowledge of nature.*
She is grateful that he planned out her future.
Part B: Which sentence from the passage best shows
Miyax’s feelings for her father?
a. “She had been lost without food for many sleeps on the North Slope of Alaska.”
b. “This could be done she knew, for her father, an Eskimo hunter, had done so.”*
c. “Unfortunately, Miyax’s father never explained to her how he had told the wolf
of his needs.”
d. “And not long afterward he paddled his kayak into the Bering Sea to hunt for
seal, and he never returned.”
50
Shift 4: Text-Dependent Questions
Teacher Behaviors-Look for teachers to be…
 ___asking students questions that require them to
refer to the text in order to respond both orally and in
writing
 ___teaching students strategies for citing evidence
from text
 ___crafting questions for students that are text
dependent the majority of the time
 ___asking students questions that require them to
cite textual evidence, infer, and respond to
questions that are at higher levels of thinking
 ___building in increased processing time for students
to respond to text-dependent questions
Shift 4: Text-Dependent Questions
Text-Based Answers
Student Behaviors-Look for students to be…
 ___citing text both orally and in writing when
responding to questions and supporting arguments
 ___becoming accustomed to responding to questions
based in evidence from the text (literally/inferentially)
 ___responding to questions at both the lower and
upper levels of thinking with consistent reference to
text
 ___ engaging in close reading activities that require
students to read and reread, developing stamina for
task completion
Shift 4: Text-Dependent Questions
Artifacts: Evidence of Implementation
 What evidence can we gather to ensure that students
are given text-dependent questions and tasks?
 How might teachers and/or students be a source of
this information?
Fold the Line
Bring a writing utensil and index card to write with…
Shift 4: Text-Dependent Questions
Implications for Leaders:
 Encourage teachers to spend more time teaching
students how to revisit texts to find evidence and
write stronger arguments
 Look for students who are responding to textdependent questions based on evidence and
findings from the text
 Provide planning time for teachers to craft
appropriate text-dependent questions, tasks and
close reading assignments
Putting Some Pieces Together Grade 5
Responding to Text-Dependent Questions
 Integration of multiple standards


Reading for Informational Text
Speaking and Listening
 Citing textual evidence
https://www.teachingchannel.org/videos/analyzingtext-as-a-group?fd=1
Shift 5: Writing From Sources
Instructional Shift
 Students should write from multiple sources about
a single topic.
 Writing needs to use evidence to inform or make
an argument.
 Less emphasis on personal narratives
 Writing should respond to ideas, events, and facts
read in texts.
 Short, focused research projects K-12
Common Core
Three Types of Writing
1.
To provide opinions or develop arguments
2. To inform and explain
3. To write narratives
Shift #5:
Writing from Sources
100%
90%
80%
35%
30%
20%
70%
60%
50%
40%
35%
35%
InformationalExplanatory
Opinion/Argument
40%
30%
20%
10%
Narrative
30%
35%
40%
Grade 4
Grade 8
Grade 12
0%
Shift 5: Writing From Sources
Teacher Behavior…Look for teachers to be…
 ___providing students direct instruction on how to write
various types of writing, using rubrics as an instructional
tool
 ___having students write often for multiple purposes
 ___providing students instruction in how to write both
argument and informational/explanatory writing
 ___teaching students text features and how to apply to
writing
 ___providing modeling and instruction to students on
how to use multiple sources to build logical arguments
and compose accurate informational texts
 ___assigning students short term research projects
Shift 5: Writing From Sources
Student Behavior…Look for students to be…
 ___writing both argument and informational/
explanatory text often
 ___following the procedures and strategies learned to
compose both argument, informational/ explanatory
and narrative writing
 ___identifying appropriate, multiple sources when
writing and utilizing sources to make strong arguments
or provide accurate information
 ___conducting short research projects on a regular
basis
Shift 5: Writing From Sources
Artifacts: Evidence of Implementation
 This one is easy….writing is a product based target!!!
 What artifacts would be evident for this shift?
Shift 5: Writing From Sources
Implications for Leaders:
 Expect direct instruction for writing versus just
having writing assignments
 Guide teachers to increase opportunities for
students to write from sources.
 Caution! Maintain focus on writing genres
in CCSS.
Shift 6: Academic Vocabulary
Instructional Shift
 Students must acquire and apply academic
vocabulary that crosses multiple content areas and
is found in both informational and literary text.
 Academic vocabulary development will facilitate
access and comprehension of grade-level complex
text.
 Students must also acquire and apply domainspecific vocabulary.
Vocabulary
Academic Vocabulary
Three Tiers of words
 Tier 1: Words of everyday speech*

baby, school, house, friend
 Tier 2: Academic Vocabulary:
 informational texts; analyze, relative, vary,
formulate, specify, and accumulate
 technical texts; calibrate, itemize, periphery
 literary texts; misfortune, dignified, faltered,
unabashedly
 Tier 3: Domain Specific
 circumference, lava, aorta, autocratic
Tier 2 Academic Vocabulary
Tier 3 Domain-Specific Vocabulary
Words related to a specific content or field of study
Tier 2
•
•
•
•
ANALYZE
COMPARE
DEFINE
PREDICT
Tier 3
MATH
• addition
• triangle
FORTUNATE
COINCIDENCE
FACADE
SCIENCE
• constellation
• matter
SOCIAL
STUDIES
• community
• citizen
Let’s Try Identifying Critical
Vocabulary
 Grades K-5
Volcanoes
 Read the excerpt on
the next slide.
 Use the T-chart chart
to identify and record
words into tiers:
 Tier 2 Academic
 Tier 3 DomainSpecific
Common Core Appendix A
Volcanoes
In early times, no one knew how volcanoes formed or why
they spouted red-hot molten rock. In modern times,
scientists began to study volcanoes. They still don’t know all
the answers, but they know much about how a volcano
works.
Our planet made up of many layers of rock. The top layers of
solid rock are called the crust. Deep beneath the crust is the
mantle, where it is so hot that some rock melts. The melted,
or molten, rock is called magma.
Volcanoes are formed when magma pushes its way up
through the crack in Earth’s crust. This is called a volcanic
eruption. When magma pours forth on the surface, it is
called lava.
How did you do?
Shift 6: Academic Vocabulary
Teacher Behavior…Look for teachers to be…
 ___providing direct and explicit instruction of
academic vocabulary
 ___using research-based instructional strategies that
teach both vocabulary acquisition and word meaning
strategies
 ___developing students’ ability to use and access
words found in text that may slightly out of reach
 ___selecting an appropriate number and type of
academic and domain-specific vocabulary to teach vs.
an extensive isolated vocabulary list
Shift 6: Academic Vocabulary
Student Behavior…Look for students to be…
 ___ engaging in multiple learning activities that support
acquisition of vocabulary or provide strategies to identify
word-meaning
 ___learning and applying academic vocabulary in
reading, writing, speaking, and listening
 ___understanding how to identify the meaning of words
 ___spending more time learning words, word nuances
and associating words with others instead of learning
individual isolated vocabulary
 ___comprehending and applying both Tier Two and
Tier Three vocabulary in reading, writing, speaking and
listening successfully perform tasks
Grade 10 Evidence-Based SelectedResponse Item
Part A: What does the word vanity mean in these lines
from the text “Daedalus and Icarus”?
“Proud of his success, the foolish Icarus forsook his
guide, and, bold in vanity, began to soar” (lines 345349)
a.
b.
c.
d.
arrogance*
fear
heroism
enthusiasm
Part B: Which word from the lines from the text in Part A
best helps the reader understand the meaning of vanity?
a.
b.
c.
d.
proud*
success
foolish
soar
73
Grade 6 Evidence-Based SelectedResponse Item #1
Part A: What does the word “regal” mean as it is
used in the passage?
a. generous
b. threatening
c. kingly*
d. uninterested
Part B: Which of the phrases from the passage best
helps the reader understand the meaning of “regal?”
a. “wagging their tales as they awoke”
b. “the wolves, who were shy”
c. “their sounds and movements expressed goodwill”
d. “with his head high and his chest out”*
74
Shift 6: Academic Vocabulary
Artifacts: Evidence of Implementation
 What tangible evidence of can you see that
supports instruction and acquisition of academic
vocabulary?
Shift 6: Academic Vocabulary
Snowball Fight
 Using the orange pieces of paper in the middle of
your table, record one artifact you can gather
regarding the teaching of academic vocabulary.
 When signaled, wad it up and toss it across the
room.
 Pick up a “new” snowball and read.
 We will record the ideas together.
Shift 6: Academic Vocabulary
Implications for Leaders:
 Look for explicit, research-based vocabulary
instruction in which students are being taught
transferable strategies
 Look at students reading a variety of texts often
 Look for students discussing words in relation to
previous knowledge, what they are reading, digital
media and informational text.
One More Movie…
 Looking at an integrated model of literacy
 What shifts are present?
 https://www.teachingchannel.org/videos/literacy-
analysis-lesson?resume=0
Supporting Implementation
through Feedback
 In what ways can you provide staff feedback that will
boost implementation of the Common Core shifts?
 How do we communicate to staff that
implementation is a PROCESS not an EVENT?



Whole Staff Feedback
Grade Level or Department Feedback
Individual Feedback
Preparing Staff for Implementation
Walk-Throughs
Form groups by your level….
 Elementary
 Middle School
 High School
What will you do to prepare your staff?
REMEMBER!
BUILD TRUST!
PROMOTE REFLECTION!
REMEMBER!
ACKNOWLEDGE CHANGE!
EXPECT GROWTH!
REMEMBER!
EMBRACE COLLABORATION!
The ELA/Literacy Common Core State
Standards signify a need to change practice
in the areas of content, instruction and
assessment in order to prepare New Mexico
students to be college and career ready.
If teachers are to teach differently, then
principals need to lead differently.
The importance of structures like teacher
teams, common planning time, as well as
support from school leadership, are integral to
a school’s ability to make significant shifts in
their everyday classroom practice.
The Future of Our Students...
is in our hands!
Your Feedback!
3 “Take Always” from this session…
2 Things You will Communicate to Staff
1 Action You Will Take Right Away
Video Resources
 https://www.teachingchannel.org/videos/common-core-
standards-ela ELA overview
 Analyzing Complex Text (5th)
https://www.teachingchannel.org/videos/analyzingtext-lesson?fd=1
 Text Dependent Analysis:
http://turnonyourbrain.wordpress.com/2012/03/29/def
ining-deep-reading-and-text-dependent-questions/
 Tex-Dependent Questions:
http://www.youtube.com/watch?v=tXc85d2b_p8&featu
re=plcp
Video Resources
 Asking Good Questions: (Lolita 9-10)
https://www.teachingchannel.org/videos/questionsfor-inquiry-based-teaching?fd=1
 Close Reading-Text Analysis w/ Evidence TDQ-Writing
https://www.teachingchannel.org/videos/literacyanalysis-lesson?resume=0
 Discipline Literacy-Debate to Develop Arguments
https://www.teachingchannel.org/videos/teachingeconomics-with-debating?resume=0
 Disciplinary Literacy-Science Literacy w Discussion
https://www.teachingchannel.org/videos/teachingscience-with-current-events