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

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:1. How text

complexity increases rigor across all grade level standards.

2. How to incorporate a balance of texts.

3. How to use paired text to integrate disciplines with rigor.

Success Criteria:

Teachers will be able to:1. Engage in and

practice activities aligned with the first three shifts of the CCSS.

2. Complete a grade appropriate interdisciplinary lesson that addresses the first three shifts.

Shift 3: Staircase of Complexity

Features such as:ThemeStructureLanguageKnowledge DemandsLiterary ElementsLevels of Meaning

Text Complexity

Text Matches Task and Student

Measured by Numbers:LexileFry Readability FormulaATOS

Quantitative Measures ofText Complexity Have Changed

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 Bridges4-5 Grade Band: VolcanoesMiddle School: The Old Man and the SeaHigh School: The Company Man

Shift 3: The Over-Arching Shift

Knowledge in the

Disciplines

Balancing Informational and Literary

Text

SHIFT ONE

SHIFT THREE

Shift 1: Balancing Informational and Literary Text

TEXT SETS

PAIRED TEXT: Fiction and NonfictionDOCUMENT BASED

QUESTIONS

Shift 1 Flip

What is the Impact of Shift 1?

TABLE TALKLook 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?

Shift 2: Knowledge in the Disciplines

Shift 2 Flip

How Might Shift 2 Look in the Classroom?

CLOSE READING

It involves:

Complex TextStudents Read with PurposeText-Dependent QuestionsStudent Engagement through

DiscussionStudent Writing in Response to Text

What does Close Reading look like in a Classroom?

http://engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

Aha! and Close Read Video Reflection

TABLE TALKIn 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?

Close Read Activity

TABLE TALK

Using the nonfiction text in your lesson, work with your table to complete the Close Reading task.

Shift 3: The Over-Arching Shift

Knowledge in the

Disciplines

Balancing Informational and Literary

Text

SHIFT ONE

SHIFT THREE

Putting It All Together With a PARCC-Like Assessment

ACTIVITYNow you are going to bring all of your knowledge from Shifts 1, 2, and 3 to complete the lesson provided.

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

Reflection of Shifts 1, 2, and 3

Reflection: Tweet your reaction to the lesson plan. How could this

look in your class?