Common Core and Instructional Shifts

Instructional Shifts  Close Reading  Launch-Explore-Summarize  Argumentative Writing

Key Shifts for Students and Parents: ELA/Literacy 1. Read as much non-fiction as fiction. 2. Learn about the world by reading. 3. Read more challenging material closely. 4. Discuss reading using evidence. 5. Write non-fiction using evidence. 6. Increase academic vocabulary.

Key Shifts for Students and Parents: Math Focus: Learn more about fewer, key topics 1. Build skills within and across grades. 2. Develop speed and accuracy. 3. Really know it, really do it. 4. Use it in the real world. 5. Think fast AND solve problems.

Close Reading 1. Pre-K-5 – Balancing informational texts and literature – Building knowledge in the disciplines 3. Texts – Staircase of complexity 4. Providing text-based answers 5. Writing from sources 6. Focusing on academic vocabulary

L-E-S  Launch- Lessons begin with a full-class discussion of a problem situation and of related questions to think about. This discussion sets the context for the student work to follow and helps to generate student interest; it also provides an opportunity for the teacher to assess student knowledge and to clarify directions for the group activities. Teacher is director and moderator.  Explore- Classroom activity then shifts to investigating focused problems and questions related to the launching situation by gathering data, looking for patterns, constructing models and meanings, and making and verifying conjectures. As students collaborate in small groups, the teacher circulates from group to group providing guidance and support, clarifying or asking questions, giving hints, providing encouragement, and drawing group members into the discussion to help groups work more cooperatively. The unit materials and related questions posed by students drive the learning. Teacher is facilitator.  Sumarize- A full-class discussion (referred to as a Checkpoint) of concepts and methods developed by different small groups then provides an opportunity to share progress and thinking. This discussion leads to a class summary of important ideas or to further exploration of a topic if competing perspectives remain. Varying approaches and differing conclusions that can be justified should be encouraged. Teacher is moderator.

How will we assess student progress?  SBAC (replaces the CSTs)  Benchmark assessments  Progress reports  Report cards  Unit assessment tools (teacher generated via curriculum)  Check for understanding within daily lessons  I-Ready

SBAC  SBAC- Smarter Balanced Assessment ConsortiumSmarter Balanced Assessment Consortium  The Smarter Balanced Assessment Consortium (Smarter Balanced) is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness.  Practice tests this year/ Full implementation in 

Math Sequencing  Refer to handout