Shift Description/Explanation Evidence in CCSS What we need to do to implement CCSS Resources for Professional Learning documents 1 Staircase of In order to prepare students for the Complexity, Appendix A, Understand what text complexity Appendix A: Complexity complexity of college and career ready pages 2-16 means http://www.maine.gov/education/lres/ela/documents/C texts, each grade level requires a “step” of growth on the “staircase”. Students read Reading Foundational Evaluate texts commonly used to ommon_Core_Standards-ELA_Appendix-A- the central, grade appropriate text around Skills, Appendix A, p. 17- determine level of complexity Text_Complexity.pdf which instruction is centered. Teachers are 22 Determine curriculum and Maine DOE PD site: patient, create more time and space in the Exemplars, Appendix B instructional revisions needed (i.e. http://www.maine.gov/education/lres/ela/ccss_module curriculum for this close and careful move texts, amend assignments, s.html#mod2 reading, and provide appropriate and supplement units, etc.) Appendix B: necessary scaffolding and supports so that it is possible for students reading below Implement protocol for approving http://www.maine.gov/education/lres/commoncore/do grade level. new text cuments/Common_Core_Standards-ELA_Appendix- B.pdf 2 PK-5, Students read a true balance of Introduction to CCSS, Understand the difference between Introduction: Balancing informational and literary texts. Elementary pages 4 and 5 literary texts, literary nonfiction, and http://www.maine.gov/education/lres/ela/documents/c Instruction of school classrooms are, therefore, places K-5 Reading Standards css-ela-intro.pdf informational texts Informational where students access the world – & Literary science, social studies, the arts and Evaluate curriculum to determine K-5 Reading Standards: Texts literature – through text. At least 50% of breadth of texts used for instruction http://www.maine.gov/education/lres/ela/documents/E what students read is informational. Determine curriculum, instructional, LA_Break-Down/Common_Core_Standards- and professional development ELA_Reading_K-5.pdf needs 3 6-12, Content area teachers outside of the ELA Standards for Literacy in Evaluate instructional practices in Reading: Knowledge classroom emphasize literacy experiences History/Social Studies, non-ELA classrooms to determine http://www.maine.gov/education/lres/ela/documents/C in the in their planning and instruction. Students Science, and Technical ommon_Core_Standards-Extended_Literacy- literacy instruction needs Disciplines learn through domain specific texts in science and social studies classrooms – Subjects Provide PD and support to enhance Reading__6-12.pdf or rather than referring to the text, they are literacy instruction specific to http://www.maine.gov/education/lres/ela/documents/R expected to learn from what they read. content areas eading%206-12%20by%20CCR%20chart.pdf Direction instruction of content specific Writing: literacy skills is critical. http://www.maine.gov/education/lres/ela/documents/C ommon_Core_Standards-Extended_Literacy-Writing_6- 12.pdf or http://www.maine.gov/education/lres/ela/documents/c css-writing_chart.pdf 4 Text-based Students have rich and rigorous Introduction, page 8 Review student performance on Introduction: Answers conversations which are dependent on a constructed response items and http://www.maine.gov/education/lres/ela/documents/c common text. Teachers insist that determine a pattern in your school css-ela-intro.pdf classroom experiences stay deeply Evaluate curriculum and instruction connected to the text on the page and that students develop habits for making for evidence of text-focused evidentiary arguments both in teaching and assessment conversation, as well as in writing to Determine professional learning assess comprehension of a text. needs to impact instruction and student performance 5 Writing from Writing needs to emphasize use of Introduction, pages 7 and Review writing practices for consistent use Introduction: Sources evidence to inform or make an argument 8 of evidence-based writing http://www.maine.gov/education/lres/ela/documents/c rather than the personal narrative and Appendix A, pages 23-25 css-ela-intro.pdf other forms of decontextualized prompts. While the narrative still has an important Appendix C, annotated Writing Text Types in App A: role, students develop skills through written exemplars http://www.maine.gov/education/lres/ela/documents/C arguments that respond to the ideas, ommon_Core_Standards-ELA_Appendix-A- events, facts, and arguments presented in Text_Types.pdf the texts they read. Appendix C: http://www.maine.gov/education/lres/commoncore/do cuments/Common_Core_Standards-ELA_Appendix-C.pdf 6 Academic Students constantly build the vocabulary Introduction, page 8 Introduction: Vocabulary they need to access grade level complex Appendix A, pages 32-35 http://www.maine.gov/education/lres/ela/documents/c texts. By focusing strategically on css-ela-intro.pdf comprehension of pivotal and commonly found words (such as “discourse,” Vocabulary in App A: “generation,” “theory,” and “principled”) and http://www.maine.gov/education/lres/ela/documents/C less on esoteric literary terms (such as ommon_Core_Standards-ELA_Appendix-A- “onomatopoeia” or “homonym”), teachers Vocabulary_000.pdf constantly build students’ ability to access more complex texts across the content areas.
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