ELA/Literacy and Math Shifts of the Common Core State Standards: Curriculum and Instruction

1
ELA/Literacy and Math Shifts of the Common Core
State Standards Curriculum and Instruction

• Amy Deslattes
• Instructional Strategist
• Lafayette High School

2
Objectives

• Develop knowledge of the key shifts required by
  the CCSS.
• Understand the core actions, how they relate to
  the key shifts for ELA/Literacy and mathematics,
  and what they look like in practice.
• Become familiar with and apply the CCSS
  Instructional Practice Guides for ELA/Literacy
  and mathematics.
• Understand how Instructional Practice Guides in
  Social Studies and Science can support teachers
  in understanding the shifts in literacy.

3
Why the Shifts?

• The instructional shifts for ELA and mathematics
  can anchor all decisions around implementing the
  CCSS.
• Instructional Materials
• Formative and Summative Assessment
• Instructional Practice

4
The ELA Shifts in Instructional Practice

1. Building knowledge through content rich
   nonfiction.
2. Reading, writing, and speaking grounded in
   evidence from text, both literary and
   informational.
3. Regular practice with complex text and its
   academic language

1. Regular practice with complex text and its
academic language
3. Building knowledge through content rich
nonfiction.
5
The CCSS Requires Three Shifts in Mathematics

1. Focus Focus strongly where the Standards focus.
2. Coherence Think across grades, and link to major
   topics within grades.
3. Rigor In major topics, pursue conceptual
   understanding, procedural skill and fluency, and
   application.

6
What does focus look like?
Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K2 Addition and subtraction - concepts, skills, and problem solving and place value
35 Multiplication and division of whole numbers and fractions concepts, skills, and problem solving
6 Ratios and proportional reasoning early expressions and equations
7 Ratios and proportional reasoning arithmetic of rational numbers
8 Linear algebra and linear functions
7
Focus in High School

• The mile-wide inch-deep problem looks different
  in high school. In earlier grades its a matter
  of having too many topics. In high school its a
  matter of having too many separately memorized
  techniques, with no overall understanding of the
  structure to tie them altogether. So narrowing
  and deepening the curriculum is not so much a
  matter of eliminating topics, as seeing the
  structure that ties them together.
• Prof. William McCallum
• 2/18/12
• http//commoncoretools.me/2012/02/16/the-structure
  -is-the-standards/comments

8
The CCSS Requires Three Shifts in Mathematics

1. Focus Focus strongly where the Standards focus.
2. Coherence Think across grades, and link to major
   topics within grades.
3. Rigor In major topics, pursue conceptual
   understanding, procedural skill and fluency, and
   application.

9
CCSS Instructional Practice Guides Design
Structure

• There are CCSS Instructional Practice Guides for
• ELA/literacy (K-2, 3-5, 6-12, History/Social
  Studies, Science Technical Subjects)
• Mathematics (K-8, HS)
• Each CCSS Instructional Practice Guide includes a
  tool for a single lesson and a tool for over the
  course of the year
• Each CCSS Evidence Guide for a single lesson has
  3 Core Actions and each Core Action has 3-6
  indicators

All guides are available at achievethecore.org/ins
tructional-practice.
10
CCSS Instructional Practice Guides - Design

• Instructional Practice Guides
• Daily Lessons or
• Over the Course of the
• Year
• Core Actions
• Key Practices
• (numbered sections)
• Indicators
• Observable
• (lettered details under each Core Action)

11
CCSS Instructional Practice Guide Core Actions

• Ensure the work of the lesson reflects the shifts
  required by the CCSS.
• Employ instructional practices that allow all
  students to master the content of the lesson.
• Math Provide all students with opportunities to
  exhibit mathematical practices in connection with
  the content of the lesson, and therefore, all
  students are productively engaged in the work of
  the lesson.
• ELA Provide all students with
  opportunities to focus on text
• and demonstrate knowledge and precision
  through
• discussion and tasks that measure the
  students level of
• meeting the standards

12
ACTIVITY Core Actions Scavenger Hunt

• How to introduce IPGs to teachers
• Look for evidence of each shift in the indicators
  for each Core Action
• THEN Color the shifts!
• Pink-building knowledge through nonfiction
• Blue-R, W, S grounded in textual evidence
• Yellow- regular practice with complex text
• Allow for discussions around the shifts and what
  they look like in practice

13
Core Action 1 High Quality Texts
14
The Lesson Reflects the Shifts How Will I Know?

• What standard is being addressed?
• What is the full intent of that standard?
• What aspect of rigor is required by that
  standard? Is it the same as is being addressed
  in the lesson?
• How does the lesson connect to and build on
  students prior skills and knowledge?
• Refer to Over the Course of the Year Guides

15
High Quality Texts How Will I Know?

• What text will be used in the lesson?
• Is this text part of a sequence of texts designed
  to build knowledge?  
• What are the quantitative measure(s) and
  qualitative features of the text?
• What considerations were made for reader and
  task?
• Refer to Over the Course of the Year Guides

16
Core Action 2 Text Dependent, Text Specific
17
Text Dependent and Text Specific How Will I
Know?

• Are the majority of questions and tasks text
  dependent and text specific?
• Can the student answer the questions without
  prior or outside knowledge?
• Does answering the questions require that
  students read the text?
• Are the questions tied to a text (not
  stand-alone)?
• Do the questions require students to cite or use
  evidence from the text to determine the correct
  answer?
• Do the questions require students to follow the
  details of, make inferences from, and/or evaluate
  what is read?
• Refer to the Over the Course of the Year Guides

18
Text Dependent and Text Specific How Will I
Know?

• Questions and Tasks address
• The CCSS for Reading and Writing
• A coherent sequence of questions designed to
  deepen understanding as students continue reading
• Central ideas of the texts
• Vocabulary and syntax
• Challenging portions of text

19
Core Action 3 Productive Engagement
20
Productive Engagement How Will I Know?

• Were students able to successfully respond to the
  text dependent questions and tasks with
  precision?
• What strategies did the teacher utilize to
  encourage collaboration among students?
• Are there clear protocols for discussion?
• Are the students doing the work of reading,
  writing, speaking or listening?
• Is the teacher allowing adequate wait time for
  students to persists through challenges?
• Refer to Over the Course of the Year Guides

21
Reading Foundational Skills How Will I Know?

• When in doubt,
• go to the Standards!

22
PRACTICE 360 Observation

• Read the lesson plan materials.
• Watch the video.
• Use the Guide to examine and discuss the lesson

23
Lesson Plan

• 12th grade ELA class
• A Good Man is Hard to Find Flannery OConner,
  A Very Old Man with Enormous Wings Gabriel
  Garcia Marquez, Because My Father Said He Was
  the Only Indian to Hear Jimi Hendrix Play The
  Star Spangled Banner at Woodstock Sherman
  Alexie
• Prior lessons Students read all three texts over
  the course of a week, using guiding questions to
  scaffold instruction in smaller group settings
• Todays lesson Whole group discussion of the
  text
• CCSS SL.11-12.1(come to discussions prepared,
  promote civil discussion, pose and respond to
  specific questions, synthesize comments, claims,
  and evidence on all sides)
• CCSS RL.11-12.1 (cite strong and thorough textual
  evidence to support analysis of what the text
  says explicitly as well as inferences drawn from
  the text, including determining where the text
  leaves matters uncertain.)
• CCSS RL 11-12.2 (Determine two or more themes or
  central ideas of a text and analyze their
  development over the course of the text,
  including how they interact and build on one
  another to produce a complex account provide an
  objective summary of the text.)
• Tomorrows lesson Compose argumentative essay
  that makes a claim about the common theme and
  uses textual evidence to support claim

24
12th Grade ELA
25
Core Action 1 Ensure the work of the lesson
reflects the Shifts required by the CCSS for
Mathematics.

26
Core Action 2 Employ instructional practices
that allow all students to master the content of
the lesson.
27
Core Action 2 Deeper Dive
28
Core Action 3 Provide all students with
opportunities to exhibit mathematical practices
in connection with the content of the lesson.
4 Some or most of the indicators and student
behaviors should be observable in every lesson,
though not all will be evident in all lessons.
29
Standards for Mathematical Practice

• There is not a one-to-one correspondence between
  the indicators for Core Action 3 and the
  Standards for Mathematical Practice. These
  indicators and the associated illustrative
  student behavior collectively represent the
  Standards for Mathematical Practice that are most
  easily observable during instruction.

30
PRACTICE 360 Observation

• Read the lesson plan materials.
• Watch the video.
• Use the Guide to examine and discuss the lesson

31
Lesson Plan

• 8th grade math
• Prior Lessons guided instruction on equations of
  identity, absurdity, sometimes true
• Yesterdays Lesson small groups sorted equations
  into three categories always true, sometimes
  true, never true
• Todays Lesson Develop whole-group consensus on
  sorting of equations and justify classification
  through examples and dialogue
• CCSS 8.EE.C7a (give examples of linear equations
  with one solution, infinitely many solutions, or
  no solution successfully transform the equation
  into simpler forms)
• Tomorrows Lesson Students create and solve
  equations that are always true, sometimes true,
  and never true

32
8th Grade Mathematics
33
CCSS Instructional Practice GuidesContent Areas
34
Social Studies
35
Social Studies
36
Social Studies
37
Science/Technical Subjects
38
Science/Technical Subjects
39
Science/Technical Subjects
40
Other Content Areas

• How can the IPGs assist non-ELA/Math teachers in
  understanding the role of CCSS in their content?

41
Silent 5

• Take 5 minutes and silently write on a post-it
• An insight from today...
• Im still wondering about

42
QA and Next Steps

• Silent 5 Share Out Insights and Wonderings
• Q A
• Evaluation