Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK. Contact me if you can't get the voice over for this PPT show.

1. 1
Making Connections in
Common Core
Elaine J. Roberts, Ph.D.
ejroberts@p20partners.com

2. 2
Making Connection in the Common Core
• Review
– Literacy instructional shifts
– Text complexity
• Discuss implications of literacy instructional shifts
and text complexity
• Apply discussion to an activity
• Review
– Standards for Mathematical Practice
– Anchor Standards for Reading
– Webb’s DOK
• Discuss implications of each of these Common Core-
related elements
• Apply discussion to an activity

3. 3
Literacy Instructional Shifts
Increase Reading of Informational Text
Literacy Instruction in Content Areas
Text-based Answers
Grade-level Text Complexity
Writing from Sources
Academic Vocabulary

4. 4
Literacy Instructional Shifts
Increase reading
of informational
texts
Students have the opportunity to read both
informational and literary texts throughout the school
day
Literacy in the
content areas
Students are able to read, write, and build content
knowledge in each domain
Text-based
answers
Students are able to engage in rich, relevant, and
rigorous conversations about text
Grade-level text
complexity
Students are able to read at grade level and, through
student-focused instruction, are exposed to
opportunity to achieve proficiency and build towards
mastery in all components of text complexity
Writing from
sources
Students learn to use evidence from sources to
inform, explain, support a position or craft an
argument
Academic
vocabulary
Students have opportunity to learn and practice
academic vocabulary, and grasp application across
content areas

5. 5
5
Text complexity is defined by:
1.Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2.Quantitative measures – readability
and other scores of text complexity (word
length or frequency, sentence length, text
cohesion)
Reader and Task
3.Reader and Task – background
knowledge of reader, motivation,
interests, and complexity generated
by tasks assigned
What is text complexity?

6. 6
6
Text complexity is defined by:
1.Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2.Quantitative measures – readability
and other scores of text complexity (word
length or frequency, sentence length, text
cohesion)
Reader and Task
3.Reader and Task – background
knowledge of reader, motivation,
interests, and complexity
generated by tasks assigned
What is text complexity?

7. 7
Literacy Instructional Shifts
Increase reading
of informational
texts
Students have the opportunity to read both
informational and literary texts throughout the school
day
Literacy in the
content areas
Students are able to read, write, and build content
knowledge in each domain
Text-based
answers
Students are able to engage in rich, relevant, and
rigorous conversations about text
Grade-level text
complexity
Students are able to read at grade level and, through
student-focused instruction, are exposed to
opportunity to achieve proficiency and build towards
mastery in all components of text complexity
Writing from
sources
Students learn to use evidence from sources to
inform, explain, support a position or craft an
argument
Academic
vocabulary
Students have opportunity to learn and practice
academic vocabulary, and grasp application across
content areas

8. 8
An accountable talk strategy
• Ideally, groups of 4; no less than 3 and no more than 4
in a group
• Count off at each table
• Each group
– Discuss identified shifts
– Come up with 3 implications for one or all of the
highlighted shifts
– Think about the challenges for students and the
challenges for teachers
– Think, too, about how the shifts can work
integratively
• When I call TIME. . .

9. 9
x
Implication #1
Content area literacy All teachers need literacy
development strategies
Text-based answers Ss need to be able to write and
speak their answers, which means
familiarity and comfort with
domain content & vocabulary
Text complexity Tasks need to support Ss content
area literacy which can then
supports Ss ability to provide text-
based answers

10. 10
Literacy Instructional Shifts
Increase reading
of informational
texts
Students have the opportunity to read both
informational and literary texts throughout the school
day
Literacy in the
content areas
Students are able to read, write, and build content
knowledge in each domain
Text-based
answers
Students are able to engage in rich, relevant, and
rigorous conversations about text
Grade-level text
complexity
Students are able to read at grade level and, through
student-focused instruction, are exposed to
opportunity to achieve proficiency and build towards
mastery in all components of text complexity
Writing from
sources
Students learn to use evidence from sources to
inform, explain, support a position or craft an
argument
Academic
vocabulary
Students have opportunity to learn and practice
academic vocabulary, and grasp application across
content areas

11. 11Write down 1 or 2 text-dependent questions based on
this graphic

12. 121. What economic factors contribute to a country’s literacy rates?
2. What are the economic implications of a low literacy rate?

13. 13
How might students approach answering the
questions? How might your questions best leverage
student learning in context of the shifts?

14. 14
SMPs, Anchor Standards, Webb’s DOK

15. 15
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.

16. 16
Anchor Standards for Reading
Key Ideas & Details
1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
Craft & Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a
text.

17. 17
Integration of Knowledge & Ideas
7. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Range of Reading & Level of Text Complexity
10.Read and comprehend complex literary and informational texts
independently and proficiently.

18. 18
x

19. 19
Webb’s Depth of Knowledge
Recall &
Reproduction
(DOK 1)
Skills and Concepts/
Basic Reasoning
(DOK 2)
Strategic Thinking/
Complex Reasoning
(DOK 3)
Extended Thinking/
Reasoning
(DOK 4)
 Recall or
recognize a fact,
information or
procedure
 Perform a simple
algorithm
 Follow a set
procedure
 Answer item
automatically
 Use a routine
method
 Recognize
patterns
 Retrieve
information from
a graph
 Make some
decisions to
approach a
problem
 Application of a
skill or concept
 Classify
 Organize
 Estimate
 Make
observations
 Compare data
 Imply more than
one step
 Apply reasoning,
planning using
evidence and a
higher level of
thinking
 Make conjectures
 Justify
 Draw conclusions
from observations
 Cite evidence and
develop logical
arguments for
concepts
 Explain
phenomena in
terms of concepts
 Use concepts to
solve problems
 Performance
tasks
 Authentic writing
 Project-based
assessment
 Complex
reasoning,
planning, &
developing
 Make connections
within the content
area or among
content areas
 Select one
approach among
alternatives
 Design and
conduct
experiments

20. 20
x

21. 21
x
Implication #1
Content area literacy All teachers need literacy
development strategies
Text-based answers Ss need to be able to write and
speak their answers, which means
familiarity and comfort with
domain content & vocabulary
Text complexity Tasks need to support Ss content
area literacy which can then
supports Ss ability to provide text-
based answers

22. 22Write down 1 or 2 text-dependent questions based on
this graphic

23. 231. What economic factors contribute to a country’s literacy rates?
2. What are the economic implications of a low literacy rate?

24. 24
What economic factors
contribute to literacy rates
Content area literacy Economic factors
Literacy rates
Percentages
Chart/legend
Map: countries/continents
Text-based answers The graphic itself
Resources available to students
or that they need to find to
support their answers for specific
tasks and clear learning
objectives
Text complexity Tasks of a graduated level to
support learning objectives
SMPs 1, 2, 3, [4], 5
Anchor Stds/Reading 1, 4, 6, 7, 8, 9
Webb’s DOK 1, 2, [3]

25. 25
How might students approach answering the
questions? How might your questions best leverage
student learning in context of the shifts?

26. 26
Farmer Fred
x

27. 27
Farmer Fred
x

28. 28
Farmer Fred
x
Examine the
problem and your
approaches to
solving the
problem in
context of. . .

29. 29
Literacy Instructional Shifts
Increase reading
of informational
texts
Students have the opportunity to read both
informational and literary texts throughout the school
day
Literacy in the
content areas
Students are able to read, write, and build content
knowledge in each domain
Text-based
answers
Students are able to engage in rich, relevant, and
rigorous conversations about text
Grade-level text
complexity
Students are able to read at grade level and, through
student-focused instruction, are exposed to
opportunity to achieve proficiency and build towards
mastery in all components of text complexity
Writing from
sources
Students learn to use evidence from sources to
inform, explain, support a position or craft an
argument
Academic
vocabulary
Students have opportunity to learn and practice
academic vocabulary, and grasp application across
content areas

30. 30
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.

31. 31
Anchor Standards for Reading
Key Ideas & Details
1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
Craft & Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a
text.

32. 32
Integration of Knowledge & Ideas
7. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Range of Reading & Level of Text Complexity
10.Read and comprehend complex literary and informational texts
independently and proficiently.

33. 33
Webb’s Depth of Knowledge
Recall &
Reproduction
(DOK 1)
Skills and Concepts/
Basic Reasoning
(DOK 2)
Strategic Thinking/
Complex Reasoning
(DOK 3)
Extended Thinking/
Reasoning
(DOK 4)
 Recall or
recognize a fact,
information or
procedure
 Perform a simple
algorithm
 Follow a set
procedure
 Answer item
automatically
 Use a routine
method
 Recognize
patterns
 Retrieve
information from
a graph
 Make some
decisions to
approach a
problem
 Application of a
skill or concept
 Classify
 Organize
 Estimate
 Make
observations
 Compare data
 Imply more than
one step
 Apply reasoning,
planning using
evidence and a
higher level of
thinking
 Make conjectures
 Justify
 Draw conclusions
from observations
 Cite evidence and
develop logical
arguments for
concepts
 Explain
phenomena in
terms of concepts
 Use concepts to
solve problems
 Performance
tasks
 Authentic writing
 Project-based
assessment
 Complex
reasoning,
planning, &
developing
 Make connections
within the content
area or among
content areas
 Select one
approach among
alternatives
 Design and
conduct
experiments

34. 34
Making Connections in
Common Core

35. 35
Elaine J. Roberts, Ph.D.
ejroberts@p20partners.com
Twitter: elainej
Skype: ej_roberts
Blog: www.irreverent-learning.com