Supporting the Planning and
Teaching of CCSS
ELA/Literacy
Amy Deslattes
Lafayette High School
Instructional Strategist
Angelle Lailhengue
Lacoste Elementary School
Instructional Coach
Objectives
• Review the key shifts required by the CCSS for English
Language Arts
• Become familiar with the Student Achievement
Partners’ Instructional Practice Guide (IPG) including
its design and multiple uses
• Understand the core actions, how they relate to the
key shifts for ELA/Literacy, and what they look like in
practice.
• Learn how the IPG can provide a framework for
coaching and supporting ELA/literacy teachers
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Why the Shifts?
The instructional shifts for ELA 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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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
or achievethecore.org/coaching-tool
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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. 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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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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Core Action #1: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 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
– 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
Note: K-2 and 3-5 have additional indicators for addressing
foundational reading skills
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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
•5th grade ELA class, large ELL population (16 speak language
other than English at home)
•Lewis and Clark by R. Conrad Stein (Lexile 980)
•Prior lessons: Students read in small groups, using guiding
questions to scaffold instruction in smaller setting
•Today’s lesson: Whole group discussion of the text
• CCSS SL.5.1(come to discussions prepared, follow rules for discussion,
pose and respond to specific questions, review key ideas and draw
conclusions) and RI.5.1 (quote accurately from text when explaining
what it says and when drawing inferences)
•Tomorrow’s lesson: Compose literary analysis of author’s
viewpoint that uses textual support. (small group instruction for
weakest ELL students with independent writing time for on-level
students)
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5th Grade ELA
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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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IPGs as a Coaching Tool
• Start with the IPG. Lead a PLC around the language
and purpose of the IPG.
• Evaluate lesson plans. Do lesson plans address the
indicators of the IPG?
• Evaluate the texts.
• Evaluate the assessment/s.
• Examples of use and feedback.
• Teacher uses IPG to improve instruction.
• Coach uses IPG to assist a teacher.
• Co-teachers use IPG to make sure that everyone is “on
the same page.”
• Teachers observe and provide feedback to one another.
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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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CCSS Instructional Practice Guides
Content Areas
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Lesson Plan
•11th grade U.S. history class
•Using corroboration to understand historical events surrounding the March on
Washington
•Prior lessons: Students have practiced the corroboration strategy with other
historical events. They are familiar with using text analysis questions to
determine possible bias in sources. They have frequently used primary
sources and photographs to verify historical accuracy. Students most recently
studied effects of the Birmingham protest.
•Today’s lesson: small group discussion of various accounts of the same event
•
•
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them
with other information.
•Tomorrow’s lesson: Continued discussion about effects of Birmingham
protest and why different sources might have allowed bias to affect the
narrative.
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11th Grade Social Studies
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Lesson Plan
•12th grade physics class
•Read and analyze appropriately complex primary document to determine author’s
conclusion about forces
•Prior lessons: Students have been learning about forces and how forces
affect bridges. They have learned basic calculation procedures for
determining force on an object.
•Today’s lesson: small group discussion of various accounts of the same event
•
•
CCSS.ELA-Literacy.RST.11-12.2
Determine the central ideas or conclusions of a text; summarize complex concepts,
processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
CCSS.ELA-Literacy.RST.11-12.10
By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR
text complexity band independently and proficiently.
•Tomorrow’s lesson: Conduct bridge building experiments to determine
accuracy of hypothesis about effects of forces. Following the experiments,
student groups will write their own lab report modeled after the structure
they found in the primary source.
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12th Grade Science
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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
• http://tinyurl.com/IPGfeedback
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