Shifting Our Practice so that every student grows each day

What have we shifted?

Accommodations

• Provide multiple means for students to learn the standards,

• Provide opportunities for students to express what they know and can do

• Use devices, practices, interventions, or procedures to afford equal access to instruction or assessment.

• Reduce or eliminate the impact of the student’s disability so that he or she can achieve the standard.

• Maintain the rigor of the content being taught• Maintain achievement expectations

Modifications

Change the core content standard or the performance expectation.

(Lower the Bar.)

For Struggling learners, the How must be flexible, not the What…

In ELA…

ELA/ Literacy 7 RL 4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

6

The CCSS ELA and Early Literacy

• The K-5 Reading, Language, and Reading: Foundational Skills standards demand a curriculum that addresses the triple deficit.

• The standards require an early literacy program that “overwhelms the problem” that is too frequently not addressed in traditional early literacy programs, including the imperative building of background knowledge/schema and academic vocabulary.

Reading Targets

EngageNY.org8

Poverty + 2 Common Disabilities

9

•Deliberate skills instruction (Lisa Delpit was right!)•Frequent opportunities for oral comprehension, rich language experiences, background knowledge •Frequent exposure to coherent texts which are connected to the primary materials. •Exposure to spiraled syntax, content knowledge, and vocabulary.•Guided Reading with grade level complexity•Leveled text structure does not prohibit domain specific acceleration•Consumption of a volume of text

ELA/Literacy Shift 5: Writing from Sources

What the Student Does… What the Teacher Does…

•generate informational texts

•Make arguments using evidence

•Organize for persuasion

•Compare multiple sources

•Spending much less time on personal narratives

•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

•Give permission to reach and articulate their own conclusions about what they read

10EngageNY.org

Principal’s Role:

Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence

from the text.

Principal’s Role:

Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence

from the text.

10

Writing from Sources

SubshiftsSubshift 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.org11

Argument vs. Persuasion

• Argument as required by the CCSS means not resorting to tabloid appeals to get attention, nor does it require broadcasting your expertise to appeal to audiences. (This isn’t fox news and it isn’t Paul Krugman.)

• Argument as required by the CCSS means using considering multiple perspectives, thinking beyond surface knowledge, critiquing the validity of one’s own thinking , anticipating counterclaims.

Persistent Practice

• Here’s the analysis (theme, tone, character) find the evidence

• By the end of the lesson, students will know…

• Oh they can’t read that because…

• I want them to appreciate…

• We’re supposed to read ___ texts in ___ grade.

• Hermione Granger Syndrome

• Disparate, disconnected pieces of knowledge

13