AB rief Explanation of Shifts by VxyC51


									Shift                Description/Explanation                        Evidence in CCSS             What we need to do to implement CCSS              Resources for Professional Learning
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-
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
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
                                                                                                                                                   12.pdf or
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:
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

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