Group items tagged

Key Shift #1 Focus strongly where the standards focus

Focus on going deep for mastery and transferring those skills.

Key Shift #2 Coherence: Think across grades, and link to major topics within grades

School leaders and math teachers must therefore understand the instructional implications of CCSS in addition to the content implications. This is why I begin Math CCSS training with a discussion of six shifts in instruction associated with CCSS: Focus: fewer topics covered in greater depth Coherence: connect learning within and across grades Fluency: perform mathematics with speed and accuracy Understanding: use mathematics in complex situations Application: know when and how applying math can solve a problem Dual Intensity: achieve fluency and conceptual understanding/application

*Standards - what we teach *Text Complexity - what we teach with *Focus on comprehension Scaffolds - how we teach *The Task - how we measure what we teach Comprehension Standards - What's new? NOT the same cake with different frosting

Key ideas and details - what is author saying Standard 1Standard 2Standard 3 Craft and Structure - How is the author saying itStandard 4Standard 5Standard 6 Integration of Knowledge and Ideas - Why is the author saying itStandard 7Standard 8Standard 9 Text Complexity and RangeStandard 10

NEW ADDITIONS to think about when thinking about the CCSS 1. More on character development (characters who change from beginning to end) 2. Summary includes theme 3. Paraphrasing 4. Vocabulary: tier2, tier3, figurative language (simile, personification, idioms), TONE (where did the character have a bad attitude,  a good attitude, change attitude) 5. Genre, text structure 6. Text to text connections 7. Broader definition of text (digital, live, video) 8.Illustrations part of message (picture shows mood of character) 9. Point of view / perspectives (values and belief systems) NO LONGER TEACHING in CCSS: text to self connections because it takes students away from the texts Creative thinking