ELA/Literacy and Math Shifts
of the Common Core State
Standards: Curriculum and
Instruction
Amy Deslattes
Instructional Strategist
Lafayette High School
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.
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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
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The ELA Shifts in Instructional Practice
1. Regular
with complex
text andrich
its
1.
Buildingpractice
knowledge
through content
academic
nonfiction.language
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational.
3. Building knowledge through content rich
3. Regular practice with complex text and its
nonfiction.
academic language
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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.
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What does focus look like?
Grade
Focus Areas in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding
K–2
Addition and subtraction - concepts, skills, and problem
solving and place value
3–5
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
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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
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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.
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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.
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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)
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CCSS Instructional Practice Guide Core Actions
1. Ensure the work of the lesson reflects the shifts required by
the CCSS.
2. Employ instructional practices that allow all students to
master the content of the lesson.
3. 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
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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
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Core Action #1: High Quality Texts
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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
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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
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Core Action #2: Text Dependent, Text Specific
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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
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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
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Core Action #3: Productive Engagement
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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
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Reading Foundational Skills – How Will I Know?
When in doubt,
go to the Standards!
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PRACTICE: 360° Observation
1. Read the lesson plan materials.
2. Watch the video.
3. Use the Guide to examine and discuss the
lesson
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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
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12th Grade ELA
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Core Action 1: Ensure the work of the lesson reflects
the Shifts required by the CCSS for Mathematics.
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Core Action 2: Employ instructional practices that
allow all students to master the content of the lesson.
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Core Action 2: Deeper Dive
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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.
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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.
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PRACTICE: 360° Observation
1. Read the lesson plan materials.
2. Watch the video.
3. Use the Guide to examine and discuss the
lesson
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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
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8th Grade Mathematics
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CCSS Instructional Practice Guides
Content Areas
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Social Studies
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Social Studies
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Social Studies
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Science/Technical Subjects
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Science/Technical Subjects
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Science/Technical Subjects
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Other Content Areas
• How can the IPGs assist non-ELA/Math
teachers in understanding the role of CCSS
in their content?
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“Silent 5”
Take 5 minutes and silently write on a post-it…
• An insight from today...
• I’m still wondering about…
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Q&A and Next Steps
•Silent 5 Share Out – Insights and Wonderings
•Q & A
•Evaluation
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