1. Instructional Shifts for Making “Fewer, Clearer, and Higher” A Reality Session 31
Susan Gendron
Senior Fellow, International Center
Model Schools Conference 2012

2. What’s different about CCSS?
These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.
— CCSS (2010, p.5)
Too often in the past, important components of NCTM Standards, such as the process standards, were voluntary for teachers to implement.
Now, with CCSS, standard assessments are part of state’s adoptions of the standards. And, because those assessments will address all aspects of the standards, implementing these more challenging aspects of the standards will be mandatory, not voluntary.

3. Shared Responsibility for Students’ Literacy Development
“The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).
“This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).
Adapted from “Key Design Considerations” (page 4 of the Standards)

4. Increasing Sophistication
Reading Anchor Standard #9 Integration of Knowledge and Ideas
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Kindergarten
Grades 11-CCR
Integration of Knowledge and Ideas
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Integration of Knowledge and Ideas
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

5. Six Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-Based Answers
Writing From Sources
Academic Vocabulary

6. Balancing Literature and Informational Text
Shift 1
Balancing Literature and Informational Text

7. Literary/Informational Text
Literature
Informational Text
Stories
Drama
Poetry
Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

8. Reading Framework Grade Literary Informational 4 50% 8 45% 55% 12 30%
70%
Standards demand a greater focus on informational text literary non fiction
Major focus in 6-12

9. Teaching Channel Sarah Brown Wessiling http://www. teachingchannel

11. Building Knowledge in the Disciplines
Shift #2
Building Knowledge in the Disciplines

12. Why Literacy in History/Social Studies, Science and Technical?
Students are consistently unable to meet the demands of reading text within a particular discipline.
Reading within a discipline is different than reading literature.
The ability to read within the discipline is important to citizenship.
Being literate across a broad range of disciplines is required to be considered College and Career Ready.

13. How is reading history/social studies different from other types of reading?
History is interpretive.
History is an argument in favor of a particular narrative.
Who the author is matters. (sourcing)
The author’s purpose matters. (bias and perspective)
A single text is problematic. (corroboration)

14. How is reading science and technical reading different from other types of reading?
Focus is on claims and counter claims
Precise details, complex details and processes
Analyze results by comparing
Determining what question is being raised
Navigate text, graphs, tables, charts
Evaluate basis for claims

15. Staircase of Text Complexity
Shift #3
Staircase of Text Complexity

16. Text Complexity and Common Core
Teachers must understand what is complex text
Teachers need to assist students in reading complex text
Scaffolded instruction for every learners

17. Text complexity is defined by:
Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qualitative
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative
Quantitative measures – readability and other scores of text complexity
Best measured by an attentive reader
Ability to make an informed decision about the difficulty of a text
Knowledge of four factors in developing effective tools:
Levels of Meaning or Purpose
Reader and Task: Determining whether a given text is appropriate for the student:
Cognitive abilities
Motivation
Topic knowledge
Linguistic and discourse knowledge
Comprehension strategies
Experiences
“Reading for Understanding, 2002, The RAND Reading Study group”
Quantitative:Word length or frequency (Flesch-Kincaid Grade Level text, Dale-Chall Readability Formula, Lexile)
Sentence length
Text cohesion (University of Memphis, Coh-Metrix)
Measurement tools ( Lexile example
Structure
Language Conventionality & Clarity
Knowledge Demands
Reader and Task
Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

18. Text Difficulty is not the issue Instruction is
Teachers can scaffold and support students, which will determine the amount of their learning and literacy independence
Text Complexity Raising Rigor in Reading Doug Fisher, Nancy Frey and Diane Lapp

19. Shift #4
Text Based Answers

20. High-quality, Text-dependent Questions & Tasks
“Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”

21. Text Based Questions Only answered with reference to the text
Ask student to focus on unique qualities of the text
Require students to draw evidence from the text
May ask students to follow logic of the author’s argument
Students return to text to check their interpretation

22. Shift #5
Writing from Sources

23. CCSS Emphasis in Writing
Three types of writing
Writing Process
Quality of student writing
Writing across the content areas
Research
Citing evidence from text within writing

24. Three types
Argument/Persuasive
Explanatory/Informational
Narrative

25. Explanatory/Informational
Report
Analytical description
Research report
Science lab report
How-to
Fact sheet
Directions

26. Narrative
Fiction
Fantasy
Story
Biography
Personal narrative

27. Argument/Persuasive Persuasive letter Review Personal essay Historical
Literary
Claims/counter claims – Science
editorial

28. NAEP 2011 Writing Framework
Grade
To Persuade
To Explain
To Convey Experience 4
30%
35% 8 12
40%
20%

29. Shift #6
Academic Vocabulary

30. Language Progressive Skills
Tier I - words of everyday speech
Tier II - general academic words, typically found in text, ways to communicate simple ideas
Tier III - domain-specific words (informational text)
Handout to be used with language section

31. Speaking and Listening
Not a shift, but of increased importance
Comprehension and collaboration
Presentation
Integration of diverse media
Varied audiences
Tone

32. STANDARDS FOR MATHEMATICS JUNE 201032 32

33. Mathematics Instructional Shifts
1. Focus
2. Coherence
3. Fluency
4. Deep Understanding
5. Application
6. Dual Intensity
Dual intensity – students are practicing and understanding

34. Focus – Shift # 1 Key ideas, understandings, and skills are identified
Deep learning of concepts is stressed
That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

35. Coherence – Shift #2
Articulated progressions of topics and performances that are developmental and connected to other progressions
Conceptual understanding and procedural skills emphasized equally
NCTM states coherence also means that instruction, assessment, and curriculum are aligned

36. Shift #3
Fluency

37. Rigor -Require fluency, application, and deep understanding
Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding
Procedural skill and fluency - speed and accuracy in calculation.
Application - “real world” situations

38. Reasoning Invite Exploration of important mathematical concepts
Allow students to solidify and make connections
Make connections and develop coherent framework for mathematical ideas
Problem formulation, problem solving and mathematical reasoning

39. Reasoning More than one solution
Development of all students’ disposition to do math

40. Mathematically proficient students
Make conjectures
Build logical progressions to explore the truth of their conjectures
Justify and communicate their conclusions
Respond to arguments

41. Which number does not belong? Why?
Instead of asking which numbers are odd?
From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

42. Procedural Fluency Knowledgeable about procedures
Know when and how to use them
Skill in performing procedures flexibly, accurately, efficiently and with understanding

43. Shift #4
Deep Understanding

44. Cognitively-Guided Instruction Process
Start the study of a new concept with a rich problem or hypothesis
Invite your students to engage in the problem
Communicate multiple representations of solutions
Questions, justify, and critique thinking
Use your understanding of student thinking to guide further instruction

45. Mathematics/Standards for Mathematical Practice
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
1.Analyze givens, constraints, relationships and goals

46. Shift #5
Application

47. Modeling Identify the problem Formulate a model
Analyze and perform operations
Interpret results
Validate the conclusion
Report on the conclusion

48. Shift #6
Dual Intensity

50. How can an administrator support teachers in implementation?
Professional development
2, ½ days of DESK Academy in November and March
Teachers share examples as part of faculty meetings
Conversations about resources teachers are using
Conversations about how teachers are engaging students
Early out/Late Start—more time for common planning and collaboration

51. Support continued…
Reduce or eliminate “something”; don’t do anything “new”; focus on the implementation of the new core
EAS Process
Require professional goals to be centered on implementing the new core
Teachers as “guide on the side” not “sage on the stage”.