Shifts+-+7!


 * // Six Shifts + 1: Introducing the Unofficial 7th Shift… Research! //**


 * According to the crafters of the Common Core there are six pedagogy shifts that teachers should embrace in their lessons. These shifts are repeated over and over again in the standards, professional development and in publications. Together they direct teaching changes in Reading, Writing, and Language.**

If //importance// directly correlates to word frequency within the Standards, one could conclude that there is another recurring theme to acknowledge…**// Research! //**The word “research” in the Common Core and Appendix A actually exceeds the mention of some other words such as “nonfiction” or “vocabulary”—both of which are official shifts—and the word “information” tops them all. **//Therefore, we introduce Research as the unofficial 7th shift!//** //This is an evidence-based-claim.//

Information, technology, and investigation are all part of reading and writing to “build and present knowledge. Just as all the shifts are carefully woven together within a CCSS lesson, research is a golden thread of discovery in the Common Core. It provides a path of investigation, synthesis, understanding and achievement. It embraces non-fiction, writing from sources, speaking with evidence, text-based answers, and builds academic vocabulary. Consider it a trump card. Consider it a tool for crafting understanding. //**Consider it a vehicle for all the other shifts.**//



** Building Knowledge in the disciplines ** through rich non-fiction. Non-fiction typically is a higher reading level and is written with a plethora of academic vocabulary words. Literacy education should include rich non-fiction content embracing social studies, science, history and other subjects. ==== Text based answers are required to speak and write with “evidence” rather than “opinion.” Teachers are encouraged to ask students deep questions inspiring them to deeply engage with the text for further understanding. This deep interaction will produce answers that are supported by evidence, reflect mastery of the content and provide opportunities to discuss and debate. Questioning is key in this shift. Teachers need to ask questions which require students to dig into the text, rather than their "prior knowledge." ====
 * < ==== Balancing non-fiction and literary materials – This 50%-50% shift was based upon brain research, not reading research. New knowledge needs to be attached to prior knowledge in order to make it into long-term memory. High School students are arriving with a vast vacancy of prior knowledge and this knowledge cannot be built overnight. That is why the CCSS encourages the reading of non-fiction in the primary grades—to build knowledge. In addition, this same non-fiction typically has a plethora of academic vocabulary within it.  ==== ||
 * < ==== ** Writing from sources ** Consider this shift as an opportunity for students to dig deeply into texts and information in order to respond. Written work should provide opportunities to build arguments in support of answers. Yesterday's focus on "narrative" writing needs to transform to "reporting" and writing from evidence rather than opinion. ==== ||

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 * < ==== Reading across the content areas. .i.e. “Everyone is in the literacy business” says David Coleman, crafter of the CCSS.  ====

Increasing complexity, close reading, and scaffolding difficulty of material throughout the year.
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 * < ==== Building academic vocabulary **// - //** A student reading in every discipline will not only see the application of the content area but will also build academic vocabulary necessary to understand the world. Science, math, social studies articles typically have higher vocabulary in them then a “novel.”  ==== ||
 * < ====**// Research //** provides an opportunity to combine all of the above—an avenue to apply all shifts; ====
 * ==== An opportunity to build knowledge ====
 * ==== An opportunity to balance your fiction lessons with an investigative task ====
 * ==== An reason to write from sources and embrace text-based answers ====
 * ==== An additional chance to reinforce vocabulary of the discipline ====
 * ==== And another opportunity to read deeper in the content area. ====

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 * Semantic shift titles vary from state-to-state.
 * **// WORD //** ||  **// WORD PROMINANCE (BASED ON USE FREQUENCY) //**  ||  **// APPENDIX //**  ||  **// ELA CORE //**  ||
 * TECHNOLOGY || 23  ||  1  ||  22  ||
 * NONFICTION || 64  ||  43  ||  21  ||
 * VOCABULARY || 79  ||  36  ||  43  ||
 * EVIDENCE || 155  ||  19  ||  136  ||
 * LITERACY || 163  ||  66  ||  97  ||
 * COMPLEX & COMPLEXITY || 196  ||  155  ||  41  ||
 * INFORMATION || 244  ||  57  ||  187  ||
 * READING || 388  ||  193  ||  195  ||



AASL Task Force: Some sources:

[] [] [] [] [] [] - David Sousa