Shift 1: Balancing Informational and Literary Text
Student
Parent
Builds content knowledge through quality texts/media Reads a variety of self-selected texts independently Explores global perspectives through reading narratives and informational texts/ media Invites knowledge-building through multiple types of mediaboth receptive and expressive modes Seeks opportunities for learning extensions by accessing additional related texts/media
Supplies wide variety of texts/media in the hometraditional/digital print and media Models reading fiction and nonfiction as well as has informal discussions about texts Invites conversation with teachers about the balance of literary and informational texts used inside and outside of the classroom Asks their children what they are learning from reading texts and viewing media
Shift 2: (gr. 6-12) Knowledge in the Disciplines
Student
Parent
Accesses multiple types of documents and media, including primary sources whenever possible Builds content knowledge through variety of texts/media Finds evidence to support reasoning, as well as draws conclusions based on text/ media evidence Reads/views for meaning across multiple related texts/media
Helps their children find resources and texts on topics of interest and/or books that explain information or processes Engages in deep conversations based on evidence and conclusions that are driven by children and supported by the parent Supports their children in multiple ways to access information: print and digital media, interviews and conversations, audio and video, etc.
Shift 3: Staircase of Complexity
Student
Parent
Reads increasingly complex texts with eventual independency Re-reads for deeper comprehension and analysis Expects and embraces some frustration, incorporating personalized problem-solving strategies (e.g., word parts including Greek/Latin roots, context clues, etymological knowledge) Reads voluminously, both for enjoyment (independent level) and academic purpose (particularly at an instructional level)
Reads complex texts WITH their children Listens to their children read independently, helping them embrace and move beyond frustrations / roadblocks / challenges Asks their children what they read at school and invites discussion around what they learned from their reading Looks for more sophisticated reading tasks coming from school over the course of the year and likewise seeks to sophisticate reading tasks at home
2014 Michael Fisher www.digigogy.com
Shift 5: Writing From Sources
Student
Parent
Generates informational texts, as well as writes narratives using sources appropriately and accurately (e.g., historical fiction, biography, memoir) Writes and revises (and re-writes and revises), insuring proper citing or quoting sources appropriately for task, purpose, audience Defends opinions or arguments using text/media- based evidence Integrates evidence from multiple sources when constructing written/media-based products Compares multiple sources and looks for common threads of evidence that help draw conclusions, enhance thinking, persuade others, or support a claim
Encourages children to write at home both by hand and digitally. Children could write how-to books, informational texts, stories, comic books, anything! Asks children to organize their writing before writing: collecting details, thinking about beginnings and endings, etc. Asks children to consider the validity of their information. Where did it come from? Is it truthful? Do multiple sources support it? Provides access to multiple sources of information: traditional text, trips to the library, Internet access (with support), etc. Helps students revise their writing through questions about potential improvements in organization, conventions, content connections, etc.
Shift 6: Academic Vocabulary
Student
Parent
Uses new vocabulary ubiquitously when speaking and writing Takes risks by applying more complex words in speaking and writing Becomes increasingly articulate when speaking and writing to a variety of audiences Builds a toolbox of academic and domain- specific vocabulary, and articulates reasoning behind word choice/diction appropriate for task, purpose, audience
Exposes children to sophisticated vocabulary at an early age Uses new vocabulary in speaking and expects to hear it in childrens conversations Reads multiple books with children on a similar topic, noting new vocabulary words Encourages risk-taking with new vocabulary when children attempt ownership of new words Shares excitement when learning a new word Plays word games with children Talks, Reads, Listens, and Sings to children
Shift 4: Text Based Answers
Student
Parent
Finds evidence in texts/media to support his or her arguments (opinions, claims), analytical conclusions, and conversational thoughts Becomes a scholar of text/media: questioning, evaluating, critiquing, discussing, debating Re-reads/views text/media for deeper evidence to support his or her thinking Engages with the author and his/her choices focusing on craft, structure, purpose
Asks children questions that require text based answers (rather than opinion statements) Asks why, followed with what makes you think that? When reading together, pauses to discuss evidence in texts and why it matters for understanding and for advancing the plot Asks for evidence of why children think what they think in everyday discussions