David Coleman Common Core Shifts Summary
Common Core Shifts David Coleman’s and the Six Shifts in ELA video clip describes the six core elements needed to shift from the California State Standards of 2005, to the new Common Core State Standards (CCSS) of today. Coleman (2012) attributes the shifts in English language arts instruction necessary due to the stagnant National Assessment of Educational Progress (NAP) scores of the past 40 years “during a period where [the United States] doubled educational spending money.” The six shifts Coleman (2012) mentions in his video are, “1. PK-5: Balancing Informational and Literature Text, 2. Building Knowledge in the Disciplines, 3. Staircase of Complexity, 4. Text-based Answers, 5. Writing from Source, and 6. Academic Vocabulary.”
PK-5: …show more content…
For this reason, I rank these shifts in literacy equally as the next levels of importance. After knowledge is gained through close reading the text, teachers can put their focus on increasing text complexity by incorporating and discussing academic vocabulary that often hinders the comprehension of what is read. Once again, middle school is a perfect opportunity for instructors to share the responsibility of ensuring students understand academic vocabulary that is dominantly seen in their curriculum. Likewise, Coleman (2012) adds, “intensive focus on academic vocabulary allows [English Language Learner] students into a full range of text that would otherwise not be open to …show more content…
The California Department of Education specifies goals for ELD students to “…read, analyze, interpret, and create a variety of literary and informational text types…. [and] they demonstrate knowledge of content through…writing tasks.” In addition, “…English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks” (California Department of Education, 2012, p. 86). The goals for ELD students are extremely similar to the six shifts in the ELA Common Core Standards in which: students read, analyze, and gather evidence to support their reading; then use the information they have retrieved to write constructively. The six shifts in instruction will not only benefit ELD students, but will likely be a good match for all
PK-5: …show more content…
For this reason, I rank these shifts in literacy equally as the next levels of importance. After knowledge is gained through close reading the text, teachers can put their focus on increasing text complexity by incorporating and discussing academic vocabulary that often hinders the comprehension of what is read. Once again, middle school is a perfect opportunity for instructors to share the responsibility of ensuring students understand academic vocabulary that is dominantly seen in their curriculum. Likewise, Coleman (2012) adds, “intensive focus on academic vocabulary allows [English Language Learner] students into a full range of text that would otherwise not be open to …show more content…
The California Department of Education specifies goals for ELD students to “…read, analyze, interpret, and create a variety of literary and informational text types…. [and] they demonstrate knowledge of content through…writing tasks.” In addition, “…English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks” (California Department of Education, 2012, p. 86). The goals for ELD students are extremely similar to the six shifts in the ELA Common Core Standards in which: students read, analyze, and gather evidence to support their reading; then use the information they have retrieved to write constructively. The six shifts in instruction will not only benefit ELD students, but will likely be a good match for all