Sue Z. Beers [email protected]. Understand the shifts in instruction and learning demanded by the CCSS Utilize key documents related increase understanding.
Jan 12, 2016
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•Understand the shifts in instruction and learning demanded by the CCSS
• Utilize key documents related increase understanding of the CCSS
• Identify common key elements in instructional design in planning for implementation of the CCSS
Objectives
If you were starting to build a curriculum from scratch, what essential elements would be included?
Individual reflection Small group discussion Consensus in small group
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010
www.corestandards.org
Use the “Delete” Button!
CCSS give us the chance to delete – to get rid of content and activities that don’t lead students to be college and career ready.
Define year-end expectations leading to CCR
Focus on results rather than means Integrated model Focus and coherence in instruction and
assessment Internationally benchmarked
Key Design Considerations
What is NOT in the Standards… How teachers should teach All that can or should be taught Advanced work beyond the core Interventions for students well below
grade level Full range of support for ELL and spec
needs Everything needed to be CCR
◦Shift to higher-level thinking skills◦Increasing focus on informational
text◦Not coverage, but depth and
focus: RIGOR◦Writing about texts, citing sources
ELA Major Shifts
SHIFT 1: Building Knowledge by Balancing Informational and Literary Texts
SEE
Scientific and historical texts are given the same time and weight as literary text.
Informational text in elementary comprise 50% of text used in ELA, science, social studies and the arts; in middle school, informational texts comprise 55%; in high school, informational text comprise at least 70%.
Informational texts are selected to help students deepen their understanding of topics and themes over time.
Literature is the sole or vast majority of text used in ELA classes.
All or majority of text is narrative in structure.
Texts do not logically develop learning about a specific topic or theme.
NOT SEE
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Reading Framework for NAEP 2009
Sample Performance Tasks for Informational Texts: English Language Arts
Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6]
http://www.corestandards.org/assets/Appendix_B.pdf p. 92
SHIFT 2: Content Area Literacy 6-12
All content area teachers explicitly teach reading and writing strategies essential to learning and communicating their discipline.
Students are asked questions that give them the opportunity to share evidence from text.
Activities strengthen students’ listening skills as well as their speaking skills.
Students write frequently about what they are reading and learning, drawing evidence in the text.
Reading and writing strategies are presented consistently across all content areas.
Multiple texts, presented in diverse formats, are used to integrate information on a given topic.
Primary sources of information are used widely.
Teachers present the information in the text rather than expecting students to read for understanding.
Text is used as a reference rather than a source of information.
No connection between the reading and writing assignment.
No instruction is provided on reading or writing strategies appropriate to the content area.
A single text is used for all reading assignments.
SEE NOT SEE
Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music
From the Glossary of Appendix A: ELA Literacy Standards.
Reading critical to building knowledgeAppreciation for norms and conventionsEvidenceUnderstanding of domain specific wordsAnalyze, evaluate intricate argument,
synthesizeComplement the disciplines
Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
SHIFT 3: Regular Practice with Complex Text
All students encounter and are engaged with the same, grade-appropriate, high-quality text.
Appropriate scaffolding is provided to help students understand complex text, based on their individual needs, building toward the goal of independent reading.
Reading strategies are embedded in the activity of reading rather than as a separate body of material.
Students are required to think critically about the text. Instruction if often centered on multiple close readings
in order to develop deep understanding. Teachers are aware of resources and how to indentify
and evaluate the complexity of text in their content areas.
Students read from complex texts from a wide variety of text structures (narrative, cause and effect, compare and contrast, etc.)
Students always receive different levels of text based on their reading ability.
No instruction is provided for reading strategies to approach complex text.
Students are given a summary of the text prior to reading it.
No support is provided for students who read below grade level.
Majority of text uses a single text structure.
SEE NOT SEE
Why Complex Text?• Must read closely• Think deeply about texts• Participate in discussions based on text• Gain knowledge
Publishers Criteria for ELA/Literacy Grades 3-12, p. 3
Simplified texts are often restricted, limited, and thin in meaning
Complex texts are rich in academic vocabulary; simple texts do not expose students to the type of vocabulary necessary to read complex texts.
Mature language skills are gained by working with demanding materials
No evidence that struggling readers—especially at middle and high school—catch up by gradually increasing the complexity of simpler texts
- Adapted from the work of Jean M. Evans Davila, www. Redapplesnorwalk.org
Why NOT use Simple Texts?
Among Highest Priority for CCSS:
“…read closely and gain knowledge from texts.”
Publishers Criteria for ELA/Literacy Grades 3-12, p. 6
Read like a detective!• Use clues / evidence from text• Make non-trivial inferences based on that evidence• Use information from multiple sources within or between text to make arguments
ALL Students: Anchor Texts
at Grade Level
Above Grade Level Texts for Advanced Readers
Texts Below Grade Level – Scaffolding Only!
Overview of Text ComplexityAppendix B includes exemplar texts (stories and literature, poetry, and
informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qua
litat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
SHIFT 4: Focus on Text-Based, Text- Specific Questions
Rich and rigorous conversations are based on text. Students closely analyze text with evidence to back up
their claims and conclusions. The majority of text-based questions focus
conversations and writing and require students to utilize information from the text in their answers.
Questions are of high value – they are worth thinking about and answering.
Questions move beyond what is directly stated and ask students to make nontrivial inferences from evidence in the text.
Background knowledge is used to illuminate text and not replace it.
Students explore how specific words, details, structure and organization of text impact the meaning of the text as a whole.
The bulk of questions regarding the text can be answered without reading the text, either because it is not directly related to the text or because students can answer by referencing teacher comments.
Questions are primarily centered on students’ own experience or background.
Students do not have to make connections within the text in order to answer questions.
SEE NOT SEE
Goal of Close, Analytic Reading:
… be able to discern and cite evidence from text to support assertions.
Analytic Reading + Analytic Writing = Analytic THINKING
SHIFT 5: Focus on Writing Arguments and from Sources
Students are required to use more than one source of information in their writing, in addition to writing in response to a single text.
Students engage in multiple short research projects as well as more sustained research.
Students can independently conduct research, without direction from the teacher.
Evidence from text is required in writing assignments and oral discussions.
The majority of writing emphasizes the use of evidence to inform or make an argument.
Student writing analyzes and synthesizes sources of information and present their findings that include careful analysis, well-defined claims and clear information.
Students must have read and analyzed a text in order to respond appropriately to a prompt.
There is a consistent and prevalent focus on argument, opinion and informative writing.
Frequent, short, constructed-response to text-dependent questions. All analytic writing requires the use of evidence as students
paraphrase, infer and integrate ideas from text.
Students write primarily from their own experience or viewpoint.
Students do not use a structured process for conducting research.
No or little instruction is provided in how to support a claim or conclusion.
Writing assignments are not tied to reading.
Writing is not routine and continuous.
SEE NOT SEE
ArgumentInformational /
ExplanatoryNarrative
• Support a claim• Sound reasoning• Relevant evidence
• Increase subject knowledge• Explain a process• Enhance understanding
• Conveys experience• Tells a story
Three Types of Writing
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
NAEP 2011 Writing Framework
SHIFT 6: Academic Language
Focus on words which are prevalent in complex texts across content areas (those words that constitute the vocabulary of a mature reader), as well as content-specific words to make meaning from text.
Instruction is provided on how to use context clues in the text to determine the meaning of words.
Direct instruction / support for understanding words students may not be able to figure out on their own using solely the text.
Varied contexts, different meanings for the same words, are provided for teaching word meaning.
Instruction causes students to think about words – why/ how specific words are used, how words change the meaning of text, varied meanings based on context, and word choice.
Instruction is driven by addressing the diverse vocabulary levels of students.
Students are expected to apply appropriate academic vocabulary in writing and in discussions.
Vocabulary instruction is limited to students copying definitions from dictionaries.
Vocabulary instruction is disconnected from the text under study.
Vocabulary tests simply ask students to match the word with its definition.
Words selected for vocabulary work are not related to the content or the text being studied.
SEE NOT SEE
[email protected]://dese.mo.gov/divimprove/curriculum/documents/ccr-ccss-english-K-2-breakout.pdf
Mathematics: 3 BIG Shifts1. Focus: Focus strongly where the
standards focus.
2. Coherence: Think across grades, and link to major topics
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Green Flags, Red Flags: MathematicsFocusCoherenceRigorFluencyDeep UnderstandingApplicationIntegration
Shift 1: Focus
Instruction focuses on the identified standards for the grade level, with emphasis on priority standards.
Text and resources based on standards to be taught and assessed.
Students challenged to learn content at the level defined by the CCSS
Unrelated topics or activities to the standards
Non-grade level standards taught to “get students ready” for the next level.
SEE NOT SEE
Judy Carr and Sue Beers
K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional U.S. Approach to Math
The Shape of Math in A+ Countries
At least ½ of A+ Countries United States
1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002)
Shift 2: Coherence Taught and assessed in connection
with clusters/ domains. Learning progressions to monitor
progress, provide scaffolding and extend learning.
Concepts / skills deepen over time within and across grades.
Transfer of knowledge and skills across concepts and within domains
Major topics linked within grades.
“Crosswalks” to old standards
Replicating table of contents of textbook
Standards broken apart
Independent topics
SEE NOT SEE
Judy Carr and Sue Beers
PreK – 5 Year-Long Curriculum Map
http://engageny.org/sites/default/files/resource/attachments/a-story-of-units-a-curriculum-overview-for-grades-p-5.pdf (page 3)
Shift 3: Rigor
Equal intensity of concept, procedure, fluency, application
Authentic, real-life practice & extended application
Deep conceptual understanding & assessment of that understanding
Feedback & next steps tied to standards
Little or no formative assessment
Tricks & mneumonic devices
Strategies without fluency & conceptual understanding
SEE NOT SEE
Judy Carr and Sue Beers
Example Annotated Student Work
www.engageny.org
Implications: Scope and Sequence
Discuss with the person next to you:
Considering the Green Flags and Red Flags for Focus, Coherence, and Rigor, what implications do you see for your school’s/district’s scope and sequence/curriculum map documents for mathematics?
Shift 4: Fluency
Efficiency & accuracy without aids
Judicious use of technology that does not impede fluency
Study algorithms for insights into structure of mathematics (organization, patterns, predictability)
Flexible application of procedures to solve problems
Regular or repeated use of tables & aids
Memorization without deep understanding of the algorithm
SEE NOT SEE
Judy Carr and Sue Beers
Required Fluencies in K-6Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
22.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from memory)
Add/subtract within 100
33.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products from memory)
Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3Multi-digit division
Multi-digit decimal operations
4 Phases for Instruction of Math Facts
Phase 1: ConceptualPhase 2: StrategicPhase 3: MasteryPhase 4: Maintenance (Kennedy, Tips, and Johnson, 2008)
Shift 5: Deep Understanding
Enough time to “make sense” Justification of math statements
or rulePrecise and accurate
mathematics, academic language, terminology, & concrete or abstract representations
Writing and speaking with teacher and other students about understanding
Little or no scaffolding or practice
Memorizing without deep understanding
SEE NOT SEE
Judy Carr and Sue Beers
GoalsExplicit learning progressions can provide the clarity that teachers need to achieve short- and long-term learning goals:
-- assessing student strengths and needs-- creating supports and scaffolds-- providing feedback
Shift 6: Application
Choice of concept or procedure without prompting
Practice with feedback prior to independent practice
Exploration of tasks and reflection on thinking used
Confidence to use math in everyday life
Problem supplied with direction of concept / procedure to use
Moving directly from instruction to independent practice
SEE NOT SEE
Judy Carr and Sue Beers
Shift 7: Integration
Standards for mathematical practice tied to math content standards
Tasks require application of mathematical practices and use math ideas in new situations, including real life.
Mathematical practices taught as ends in themselves and not connected to standards
SEE NOT SEE
…mathematics is not a checklist of fragments to be mastered, but…doing and using mathematics involves connecting content and practices.
--PARCC Model Content Frameworks, Mathematics
Judy Carr and Sue Beers
Reasoning & explaining
Modeling & using tools
Seeing structure & generalizing
Habits of mind
Standards for Mathematical Practice in Action
Practice Sample Student Evidence Sample Teacher Actions 1. Make sense of problems and persevere in solving them
Display sense-making behaviors Show patience and listen to others Turn and talk for first steps and/or
generate solution plan Analyze information in problems Use and recall multiple strategies Self-evaluate and redirect Assess reasonableness of process
and answer
Provide open-ended problems Ask probing questions Probe student responses Promote and value discourse Promote collaboration Model and accept multiple
approaches
2. Reason abstractly and quantitatively Represent abstract and contextual situations symbolically
Interpret problems logically in context
Estimate for reasonableness Make connections including real life
situations Create and use multiple
representations Visualize problems Put symbolic problems into context
Model context to symbol and symbol to context
Create problems such as “what word problem will this equation solve?”
Give real world situations Offer authentic performance tasks Place less emphasis on the answer Value invented strategies Think Aloud
3. Construct viable arguments and critique the reasoning of others
Questions others Use examples and non-examples Support beliefs and challenges with
mathematical evidence Forms logical arguments with
conjectures and counterexamples Use multiple representations for
evidence Listen and respond to others well Uses precise mathematical
vocabulary
Create a safe and collaborative environment
Model respectful discourse behaviors
“Find the error” problems Promote student to student
discourse (do not mediate discussion)
Plan effective questions or Socratic formats
Provide time and value discourse 4. Model with mathematics Connect math (numbers and
symbols) to real-life situations Symbolize real-world problems with
math
Model reasoning skills Provide meaningful, real world,
authentic performance-based tasks Make appropriate tools available
Questions for Math Practices
MPS 1: Make sense of problems and persevere in solving them How would you describe the problem in your
own words? How would you describe what you are trying to
find? What do you notice about...? What information is given in the problem? Describe what you have already tried. What
might you change?
UBD 259, Learning Services Division, Wichita, Kansas. Used with permission.
Summary of SMP and Questions to Develop Mathematical Thinking
From Flip Books
the elements that are consistent with the Green Flags / Red FlagsAdd elements to your list that were suggested by the G/R Flags
[email protected]://www.flickr.com/photos/redvers/532076662/
http://www.parcconline.org/parcc-content-frameworks
1st Quarter
STANDARDS
Reading Complex Texts (RL/RI.6.10)Writing About Texts (W.6.1-6, 9-10)
RL / RI 6.1-10W.6.1, 2, 4-9 RL/RI.6.1-
10
Short Texts Extended Text Routine Writing Writing Analyses Narrative Writing Research Project
ACTIVITIES /
CONTENT
3-5 Total:Literature:1.2.(3) Informational Texts:1.(2)
Literature: List types of writing used to develop and convey understanding:
Focus on Arguments:1.2.3.4.(5)(6)
Writing to convey experiences:1.(2)
Integrate knowledge from sources when composing:
Short Texts Extended Text Routine Writing Writing Analyses Research Project Narrative Writing
Cite Evidence
(RL/RI.6.
1)
Analyze
Content (RL/RI.6.2-9,
SL.6.2-3)
Planning the Curriculum to Meet the Literacy CCSS
Chicago Public Schools Literacy Content Framework (based on the PARCC MCF)
http://www.cps.edu/commoncore/Documents/LiteracyContentFramework.pdf
http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall%202011%20Release%20%28rev%29.pdf
Writing Standards Progression Grades 5 to 6: PARCC Model Content Frameworks
http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall%202011%20Release%20%28rev%29.pdf
Writing Standards Progression Grades 5 to 6: PARCC Model Content Frameworks
The words underlined in red indicate the new skills from the previous grade level.
PARCC Model Content Frameworks for Math
Examples of key advances from the previous grade; Fluency expectations or examples of culminating
standards; Examples of major within-grade dependencies; Examples of opportunities for connections among
standards, clusters or domains; Examples of opportunities for in-depth focus; Examples of opportunities for connecting
mathematical content and mathematical practices; Content emphases by cluster.
the elements that are consistent with the PARCC Model Content Framework
Add elements to your list that were suggested by the PARCC Model Content Frameworks
http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/
The Tri-State Quality Review RubricThe Rubric serves a variety of purposes:
1) Provide clear, descriptive standards for CCSS lessons/units
2) Identify exemplary lessons/units that serve as models of CCSS instruction.
3) Guide collegial review and jurying processes.4) Provide meaningful, constructive feedback to
developers of lessons/units.
Alignment to the Rigors of the CCSS
Key Areas of Focus
Instructional Supports
Assessment
Tri-State Quality Review Rubric:http://engageny.org/resource/tri-state-quality-review-rubric-and-rating-process/
Label the parts of the Tri-State Rubric that describe CCSS Instructional Shifts 1, 2 and 3.
Label the parts of the Tri-State Rubric that describe CCSS Instructional Shifts 4, 5, 6.
Which of the four rubric dimensions most closely aligns with your current practices? Share examples.
Based on the criteria for assessment, what adjustments will you (individually, grade level, dept) need to make?
Which rubric criteria do you find most challenging? Why? What strategies will you use to address it?
How will you approach instructional planning to align with the Tri-State Rubric?
Roll the Dice!!!
Based on activity from the Sullivan BOCES NY
the elements that are consistent with the Tri-State Quality Rubrics
Add elements to your list that were suggested by the Tri-State Quality Rubrics
Publishers’ Criteria Putting the pieces together Being critical consumers Building systems of deep
implementation
http://www.corestandards.org/assets/Math_Publishers_Criteria_K-8_Summer%202012_FINAL.pdf
K-8 Math
K-2
3-12
Publishers’ Criteria
http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf
http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
Instructional Implications Administrative Implications Resources
http://www.doe.k12.de.us/commoncore/ela/files/ELAInstructionalShifts.pdf
“To begin with the end in mind means to start with a clear understanding of your destination. It means you know where you’re going…so the steps you take are always in the right direction.”
Wiggins and Tighe
When writing your lesson plans or units consider this…
Code # for Standard
Language of Standard
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Text Structure
Text Type
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Writing Structure
Type of Writing
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
High Quality Text-Based Questions that Demand High Levels of
Thinking and Use of Evidence from the Text
Learning Opportunities
Code # for Standard
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Front-Load Words to Learn from Context Clues
How to Teach
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Below Grade Level Supports
Supports for ELL Students
Above Grade Level Enrichments Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Description of Assessment Type of Assessment
Code # of Standard
Copyright by Sue Z. Beers, 2012 Rubric pieces adapted from Tri-State Quality Review Rubric.
Collaboration
is Key!
Image licensed under CC with attribution http://www.flickr.com/photos/jurvetson/625205010/sizes/m/in/photostream/
• Each group records the elements for which there was consensus
• Each group reviews the work of the other groups, noting similarities and differences
• As a whole group, come to consensus on the elements that will be included in the instructional planning template
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