Application of ELA Shifts & Mathematical Practices

Planning With The ELA Shifts In Mind

Please ask participants to bring the following items to Early Release:ELA Shift Flip ChartElementary ELA Best Practices4th Quarter ELA Placemat Instructional materials to plan

All participants should have the following materials:Constitution RAFT HandoutDefining the RAFT Handout4-2-1 Write HandoutELA Early Release Planning Guide ChecklistELA Planning Template

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What Are We Learning About Today?Objective:Describe instructional strategies that incorporate the ELA Shifts Success Criteria:Using one of the strategies shown today, teachers will collaborate to create instruction focusing on ELA Shift 3, 4, or 5-Click and read contents of slide

Presenter Note: Shift 3: Staircase of ComplexityShift 4: Text Based AnswersShift 5: Writing From Sources2

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-RAFT task video is embedded, click to play (1 minute 14 seconds)

Presenter Note: The cartoon shown was a Powtoon. You can create a Powtoon at www.powtoon.com

3Sample Writing Task Using A RAFT

After learning about the creation of the Constitution through multiple nonfiction resourcesStudents are given the following RAFT writing task

-Read contents of slide (This slide contains the same information from the video)

Presenter Note: TeachingAmericanHistory.org: Website containing information as well as non-textual stimulusKidBiz3000 (Achieve 3000): Article on the ConstitutionIf You Were There When They Signed The Constitution: Informational text

-Click and read sample RAFT task

4Imagine you are a reporter for the Colonial Times. You have not only observed the Constitutional Convention, but interviewed a Founding Father as well! As you are writing your article describing this event, be sure to include information from your interview with a Founding Father. You should include information from all texts in your article.

Im confused! Before I can begin writing, I need to be able to understand the RAFT task! What is it asking me to do?Lets do a close read of the RAFT task to find out!

Your role is a reporter. Since the RAFT is not asking the student take on the role of a specific reporter, they are having to create this character for their writing. What Is the RAFT Task Really All About?The format for this RAFT task will be a newspaper article. Are my students experienced at writing in this particular format?The audience for this RAFT task are the readers of the Colonial Times newspaper. In this case, the audience is not specifically stated and must be inferred.The topic for this RAFT is to describe the events of the Constitutional Convention. This includes your interview with a Founding Father. Evidence from all texts should be used. -When given a writing task such as this, students need to be able to close read the task to understand exactly what they are being asked to do.

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Table TalkThe Defining The RAFT strategy might be able to help because it causes students to close read a task!What are some obstacles students might encounter in responding to this RAFT task if they do not close read the task?-Read question posed on slide

Table Talk (roughly 5 minutes total):Direct participants to the Constitution RAFT Handout. Remind participants students would have had instruction pertaining to the task using multiple nonfiction texts. What are some obstacles students might encounter in responding to this RAFT task if they do not close read the task? (allow for 1-2 minutes of small group discussion)Whole group share out (2-3 minutes)Potential Responses:Students do not know how to organize their thinkingStudents are not sure how to take on the role for the RAFT

Click for animation, read contents of slideDefining The RAFT is a planning strategy to organize a RAFT. It causes students to refer back to the prompt and think about what they are being as to write about.

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The Defining the RAFT StrategyPersonalityAttitudeInformationWho am I? How can I describe myself?What are my feelings, ideas, and concerns?What do I know that I need to share in my writing?I am a curious reporterTruthfulObservant

I feel excited to be present at a historical eventI am concerned my readers might not understand the importance of this event

Philadelphia State HouseDelegates met all summer in 1787 George Washington was presentThey debated about how to set up CongressGreat CompromiseTable Talk:Since the students are creating a fictional reporter, this is a narrative piece of writing. How could the Defining the RAFT strategy assist students with RAFT tasks for all genres of writing- opinion, narrative and informational?This is text based evidence!!The Personality and Attitude help to develop the Voice in the student's writing!-Defining the RAFT is a planning strategy for students to develop their role in a RAFT task. As you introduce this strategy with your students, modeling is important so students know how develop their thinking.

-Direct participants to the Defining the RAFT Handout

Defining the RAFT requires a student to think about the: Personality (Who am I? How can I describe myself?) (Click for text.) This is a sample of what a student might write for the RAFT task given.(Click to appear) Attitude (What are my feelings, ideas, and concerns?) This is a sample of what a student might write for the RAFT task given.(Click to appear) Information (What do I know that I need to share in my writing? This is a sample of what a student might write for the RAFT task given.

-The Personality and Attitude section would change depending on the type of writing. If the RAFT given is informational, all sections would be text based. For example, if the student is being asked to take on the role of an actual person, they would have to describe that persons personality and attitude. They also find text based evidence to support the task (Information Section). However, if the RAFT given is narrative (like the one shown on the slide), the Personality and Attitude would be created by the student as they develop their character and only the Information section would be text based.

-Click for animation (This is text-based evidence). What is written in the Information section should be text based evidence

-Table Talk (roughly 5 minutes total):Pose question shown on slide (small group discussion 2-3 minutes)Allow for roughly 2 minutes for whole group share out

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How do you think the Defining the RAFT strategy could help your students with Shift 5, Writing From Sources?Question to Ponder

Table Talk (roughly 5 minutes):Pose question on slide: How do you think the Defining the RAFT strategy could help your students with Shift 5, Writing From Sources? (small group discussion 2-3 minutes)Participants may want to reference their ELA Shift Flip Charts and Elementary ELA Best Practices SheetAllow for whole group share out (1-2 minutes)Possible responses: Students are purposefully using information from multiple sources to create their roleProvides a scaffold for students to either come to a conclusion or state an opinionStudents will reference the texts to complete Defining the RAFT

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Do your students have difficulty understanding complex text?

The 4-2-1 Write strategy might be able to help students navigate complex text!

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-Click and read contents of slide. After listening to, or reading text, students can have difficulty prioritizing important concepts from informational text. The 4-2-1- Write strategy allows students to collaboratively revisit complex text before writing.9The 4-2-1 Write Strategy

Read a passage of text. Each student writes the 4 most important ideas from the text.Students meet in pairs to share their ideas and agree on the 2 most important ideas from their lists.Pair up the pairs into groups of four. Each group must agree on a single most important idea.All students will write about their big idea for 3-5 minutes.Students will return to their groups and share their responses. The class then has a discussion about each groups big idea.

-Direct participants to the 4-2-1 Write Strategy Handout

-Click and read contents of slide

-Important points:Bullet 1: If the text selected is complex, the reading of the passage should be done either through read aloud or interactive read aloud.Bullet 2: Students can reference the text to write their ideas.Bullets 3 & 4: As students are narrowing their important ideas down, they have to justify and reason. This requires students to go back into the text to explain their thinking.Bullet 5: As students are writing, they are synthesizing their thinking. If a student gets stuck, they should write about why they are stuck (ex: What dont they understand?). This causes students to think about and explain their thinking.

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How do you think the 4-2-1 Write strategy is going to help your students with Shift 3, Staircase of Complexity?Question to Ponder:Table Talk (roughly 5 minutes):Pose question on slide: How do you think the 4-2-1 Write strategy is going to help your students with Shift 3, Staircase of Complexity? (small group discussion 2-3 minutes)Participants may want to reference their ELA Shift Flip Charts and Elementary ELA Best Practices SheetAllow for whole group share out (1-2 minutes)Possible responses: The student would gain knowledge of the text through the reading in Step 1Students must refer back to the text to write the most important ideasStudents are referencing the text for a specific purposeStudent talk through:Students discuss and justify their thinking in groups using the textStudents write about the text after discussion which allows students to organize and build on ideasBy working in pairs and small groups, students are provided a scaffold (collaboration inferred by working in groups)Students are reading, speaking, and writing about the text for most of the lessonStudents persist in their efforts to read, speak and/or write about complex text11

Teamwork takes everyone working togetherNow that you have seen some strategies, lets get ready to COLLABORATE!Video is embedded, click to play (39 seconds)

-Click for animation, read contents of slide12Sneak Peek: What Will Be Our Focus Next Year?

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-Next year, we will be building on our knowledge of writing as we focus on students writing through reading, Close Reading, and facilitating purposeful student talk. Participants may want to keep the upcoming focuses in mind as they collaborate in the upcoming activity13Time to Collaborate!

-Direct participants to the ELA Early Release Planning Guide Checklist Handout

-Click and read contents of slideThe slide contains an overview of the Planning Guide Checklist Handout

-Important Points:Instruction will probably last for more than one class period. Instruction will most likely incorporate multiple ELA Shifts, but you will focus on creating a lesson centered around a single ELA Shift (ELA Shift 3, 4, or 5).Text selection is dependent on the lesson. Meaning, you might pair multiple informational texts together or a fiction/informational pairing.

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ELA Planning TemplateDuration could be over multiple class periodsWrite the ELA Shift that will be the focus of your instruction. Then identify the other ELA Shifts that will be present in instruction.Write the Tier II and III Vocabulary you will need to incorporate into instructionWrite the steps for facilitating instructionDescribe the assessment you will use. How will you know the students understood the objective?Write the technology or technology resources you might use- websites, videos, etc.-Direct participants to the Early Release Lesson Guide HandoutThis handout is for training purposes only. It is not a required lesson planning template. If your school/teachers are using a similar template addressing all components of this handout, they may use their own template.If teachers wish to download this document, it can be found on the Common Core Webpage under May Professional Development.

Teachers will collaborate to design instruction focusing on one ELA Shift (Shift 3, 4, or 5)

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Thank you for all you do!-Click to play embedded video (1 minute 51 seconds)

-Thank you for your hard work this year as you implement topics covered in professional development into your classroom!16ReferencesSanta, C., Havens, L., Valdes, B. (2004). Project criss. Dubuque: Kendall/Hunt Publishing Company.

Silver, H., Dewing, R., & Perini, M. (2012). The core six essential strategies for achieving excellence with the common core. Alexandria: ASCD.

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