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I have definitely placed more of a focus on discourse - connecting discursive styles and moves to similar possibilities in writing in order to achieve the Speaking & Listening and Writing Standards.

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I have focused on merging content with context. Relevance is all about showing how the materials and strategies connect to real world circumstances. This gives the strategies value. Consequently, students do compare and contrast works and ideas. Students also learn to evaluate and form judgements.

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I have focused on merging content with context. Relevance is all about showing how the materials and strategies connect to real world circumstances. This gives the strategies value. Consequently, students do compare and contrast works and ideas. Students also learn to evaluate and form judgements.

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I look to see what my students know and what they need to know. I then begin developing a plan of action to have the two halves meet.

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While I have seen a lot of clear improvement in students' writing abilities as a result of demanding evidence-based responses, complex texts represent a significant challenge to my lower level 9th grade students, and it feels like teachers must choose between short complex texts or extended texts that are simpler and more manageable. I want to teach my students a love of reading and I want to help them appreciate STORIES; how can I do that while maintaining text complexity?

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I have always encouraged students to support their claims with examples and text evidence and the instructional shifts support that.

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I have heavily emphasized using textual evidence to support their claims when writing.

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This year I have had the opportunity to help students identify rhetoric and how it is used in both argumentative writing and speech. We were able to use the presidential debate to have great class discussion on why certain types of rhetoric work better at certain times.

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I have shifted by creating more text-dependent questions for students to answer after closely reading an informational or literary text.  I also pair informational and literary texts more often and allow students to compare and contrast using the paired readings.  Writing is a major part and I have shifted by focusing on skills and conventions as well as content and structure.  

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I have shifted by creating more text-dependent questions for students to answer after closely reading an informational or literary text.  I also pair informational and literary texts more often and allow students to compare and contrast using the paired readings.  Writing is a major part and I have shifted by focusing on skills and conventions as well as content and structure.  

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I have been teaching students how to use evidence in everything they write. I would like to learn strategies that I can use with struggling learners.

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I have been teaching students how to use evidence in everything they write. I would like to learn strategies that I can use with struggling learners.

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Practicing and understanding writing well usually equates to students reading well.  

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Practicing and understanding writing well usually equates to students reading well.  

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In high school, an English teacher has always had students go back into the text and find textual evidence to support their analysis of that text. We are now challenged to give students the opportunity to not just use evidence to support their analysis of the text, but to find and use evidence to support their own claims. In my classroom, students write their own original argumentative piece on an issue that matters to them. They learn about research and how to find credible sources but most importantly they learn how to properly support their arguments and address counter-arguments.

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I travel around the school to plan, model, and co-teach in all classrooms PreK to 5th Grade. We use more informative texts and have the students go back for everything they read to provide references/text support to support their answers.

I am happy to see the shift in writing and would also love to have at least 1st and 2nd grade added to the Writing Common Core.

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I travel from room to room and co-teach, it would be nice to be able to provide some constructive help in these classrooms.  My building is focusing on 'writing across the content areas', so this would be a great asset to me.

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I travel from room to room and co-teach, it would be nice to be able to provide some constructive help in these classrooms.  My building is focusing on 'writing across the content areas', so this would be a great asset to me.

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It is nice to see a focus on Writing again.  The new shifts allow me to spend more time writing in the classroom.  Whether it is a narrative piece, explanatory piece, or argumentative piece, students are having to demonstrate their ideas and comprehension through real writing that requires claims, evidence, and explanation.  

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It is nice to see a focus on Writing again.  The new shifts allow me to spend more time writing in the classroom.  Whether it is a narrative piece, explanatory piece, or argumentative piece, students are having to demonstrate their ideas and comprehension through real writing that requires claims, evidence, and explanation.  

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The ability to provide textual support is very important, and I'm glad this skill is emphasized. CARs are the perfect activity to get students practicing with textual support, hopefully translating to well-supported essays.

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I feel that I use a lot more informative texts than in previous years. In the past, I may have brought in an occasional outside article for perspective, but now we are frequently reading non-fiction texts along with fiction. I also think my students do a lot more with text support and going back to the text than we did before.

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How have you used the ELA
instructional shifts in your classroom? 

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How have you used the ELA
instructional shifts in your classroom? 