INSTRUCTIO

NAL SHIFT

S

FOR TH

E COMMON

CORE

BECOM ING A

GENTS OF R

E FORM

IN

OUR O

WN CL ASSROOMS

The change we are in the middle of isn’t minor and it isn’t

optional.”~Clay Shirley

DO YOU KNOW WHAT THIS IS?

IT’S A BALANCE BIKE! Balance Bikes, often called Running

Bikes or Pre Bikes, are bikes with no pedals. They give young children an opportunity to learn how to ride without the complications which come with tricycles. This leaves the child free to concentrate on learning balance rather than peddling first.

http://www.stridersports.co.uk/pages/What-Are-Balance-Bikes%3F.html

TO TRANSITION TO CCSS, WE MUST CHANGE OUR TRADITIONAL THINKING IN REGARD TO. . .

Content Process Product

Reassessing strategies to teach the new standards to

the necessary depth involves a paradigm shift in teaching from

Focus on what needs to be remediated

Focus on what needs to addressed to meet the demands of CCSS

SHIFT # 1: READING• From literature to informational

text (2014 test is not a literature test)

• From “hunt for the answers” reading to close reading in every subject (college texts are 8X more difficult, and they offer no scaffolding)

• From what students can do with a text to how they can understand texts of increasing complexity

SHIFT #2: WRITING• Emphasis on argument and

informative/explanatory writing• Writing about sources (synthesis)• Increased sophistication in all aspects of

language use• Proficiency in the student’s response (in

writing or speaking)• Kids who can’t write will not pass the

test.

SHIFT #3: MATH• Focus and coherence• Balance of concepts and skills• Mathematical practices• College and career readiness• 8 standards for mathematical

practice (choose two to start with!) with great emphasis on reasoning

SHIFT #4: SOCIAL STUDIES, SCIENCE, AND TECHNICAL

SUBJECTS• Standards for reading and writing

complement rather than replace content standards in those subjects.

• It is the responsibility of all 6-12 teachers to meet these reading and writing standards.

• Teachers must embed the skills to enable the kids to read the content.

SIX BASIC SHIFTS IN ELA/ LITERACY

Shift 1

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2

Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3

Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4

Text-based Answers Students engage in rich and rigorous evidence- based conversations about text (oracy).

Shift 5

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

11

HOW WILL WE ADDRESS THESE SHIFTS?

Build Rigor & RelevanceIntegrate Informational Texts with Close

ReadingPractice ArgumentationCreate Authentic Tasks

RIGOR AND RELEVANCE1. Rigor/Relevance Framework2. Revised Bloom’s Taxonomy3. Moving current lessons/units to

Quadrant D4. Modifying skills, instructional

strategies, and assessments to make our students college and career ready

INFORMATIONAL TEXTS AND CLOSE READING

• Reading more challenging texts, especially informational texts

• Going beyond what the text says to how it’s said and what it means

• Scaffolding so that students will be self-sufficient rather than dependent

• Being metacognitive • Analyzing text before teaching them to discover possible

challenges• Parsing texts• Learning how Lexiles work• Continuing comprehension strategies

ARGUMENTATIONLearn how the standards progress, K-12 How the vocabulary differs How to model argumentative paragraphs &

essays How to evaluate argumentation

AUTHENTIC TASKSFrom From From

Theoretical Retrieval or Usage Tests

Authentic Analysis, Application, Projects & &Learning Inquiries

ACCOUNTABILITYObservations for implementing CCSS

strategies Weeks set aside for deliberate presentations Administrators/Coaches come in to observe

strategies being implemented Provided with specific rubrics relating to

CCSS standards

OUR PLAN1. Learn and implement these strategies this semester.

Two of each, for a total of eightMonitored on unit plans and classroom visits

2. Develop talking points and practice presentations (train the trainers). 3. Impart our knowledge through PLC’s for science, mathematics, and social studies teachers next semester.

“Principals and teachers aren’t sure what these

tests look like right now. The whole system has

been reset, and the only sensible solution is…

teaching.” ~Tim

Shanahan