Key Shifts

Common Core Standards

Overview The CCCS contain several overarching

ideas, often called “key shifts,” that define changes in teaching and learning that the Common Core Standards require.

Although different sources define these ideas in varying ways, SMMUSD defines them as follows:

Key Shifts1. Balance of Fiction and Non-Fiction2. Disciplinary Literacy3. Text Complexity 4. Writing to Sources 5. Text-Based Answers6. Academic Vocabulary

1. Balance of Fiction and Non-Fiction

Students need to read a balance of fiction and nonfiction texts.

Teachers can achieve this balance through reading in English language arts and in the content areas.

The standards emphasize both fiction and non-fiction texts.

2. Disciplinary Literacy

Students need to develop competency with literacy within the disciplines.Teachers in grades 6-12 need to teach the literacy skills associated with their subject areas.

Mathematics

Social Studies

Science

The Arts

3. TextComplexity

Students need to be able to read increasingly complex texts. .

Teachers can facilitate students' capacity to read and comprehend complex texts through:

• facilitating close readings of challenging texts; and

• providing opportunities for students to read a wide variety of genres and levels.

4. Writing to Sources

Students need to develop the ability to analyze texts and to use evidence from texts to construct and analyze arguments.

5. Text-Based Answers

Students need to engage in text-based conversations that develop their abilities to construct arguments rooted in textual evidence.

6. Academic Vocabulary

Students need explicit instruction in academic vocabulary that spans disciplines and is characteristic of mature language users.

Teachers can support this by providing explicit vocabulary instruction in specific words as well as instruction in word learning behaviors.

Key Shifts1. Balance of Fiction and Non-Fiction2. Disciplinary Literacy3. Text Complexity 4. Writing to Sources 5. Text-Based Answers6. Academic Vocabulary

Conversation How do these key shifts affect teaching and

learning?

How do these key shifts compare to current instruction in your school?

What support do you need in incorporating these shifts in instruction?