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

5. The CCSS Requires Three Shifts in Mathematics Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and linkto major topics within grades. Rigor: In major topics, pursue conceptualunderstanding, procedural skill and fluency,andapplication.

6. What does focus look like?

7. Focus in High School The mile-wide inch-deep problem looks different in high school. In earlier grades it’s a matter of having too many topics. In high school it’s 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 Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and linkto major topics within grades. Rigor: In major topics, pursue conceptualunderstanding, procedural skill and fluency,andapplication.

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/instructional-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 O’Conner, “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 Today’s 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.) Tomorrow’s 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 Yesterday’s Lesson: small groups sorted equations into three categories: always true, sometimes true, never true Today’s 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) Tomorrow’s 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... I’m still wondering about…

42. Q&A and Next Steps • Silent 5 Share Out – Insights and Wonderings • Q & A • Evaluation