1. Texts Worth Reading Problems Worth Solving Tests Worth Taking
Module 2
The Colorado Academic Standards and PARCC Assessments:
Focusing on Instructional Implications
Texts Worth Reading
Problems Worth Solving
Tests Worth Taking
Using these Modules:
Description: Modules 1 and 2 were designed with the practitioner in mind. Module 1 provides teachers with background building content about the standards, and their design, to inform the key instructional practices that are necessary for increased student performance. Module 2 includes data and research to support teachers, as well as examples of lessons in action meant to facilitate discussion and reflection about how teachers can use the new standards to drive achievement with all students.
Suggestions for Use: These modules were designed to be used as drop-in training in a variety of settings. Teachers could use the modules in grade level teams, in PLC work or individually. They could also be used in staff meetings. Discussion is a key part of the work that is provided.
Target Audience: Both Modules 1 and 2 can be used by teachers K-12 as well as by specialists, coaches and administrators.

2. Purpose
To engage in conversations specific to instructional implications for teaching the standards

3. Problems worth solving Tasks worth doing Tests worth taking
In what ways are these standards different from previous versions and how does that impact our work in schools and classrooms?
Texts worth reading
Problems worth solving
Tasks worth doing
Tests worth taking

4. What are the instructional implications of the Colorado Academic Standards?
Module 1b here

5. What Are the Instructional Implications Implied in the Standards?
“Teachers will need to assess the texts the kids are holding, and ensure they are texts on which they can actually practice synthesizing and critical reading.”
-Pathways to the Common Core, 2012
Pathways to the Common Core by Lucy Calkins, Mary, Ehrenworth, and Christopher Lehman provides an overview of Common Core literacy standards and suggestions as to how teachers can bridge their current literacy instruction with best practices from the Common Core. See for more information. Teachers have found this text to be a useful book study resource.

6. Elementary Reading Example
Elementary Reading Discussion
As you watch this video, consider the following questions:
How are students engaging with the text?
How does discussing a passage with peers enhance students’ understanding of the text?
How are students evaluating the text and using support in their answers?
Notice that the video showed students talking and engaging with the task at hand. Think of your role as a teacher shifting from lecturer to facilitator. During discourse, “students perform in a ‘variety of thought-demanding ways to explain, muster evidence, generalize, apply concepts, analogize, represent in a new way...’ (Perkins, 1993). In other words, they engage in active learning. The assumption is that when students actively and cooperatively develop knowledge, understanding, and ethical attitudes and behaviors, they are more apt to retain these attributes than if they had received them passively.” (ASCD, 1995)

7. Secondary Writing Example
As you watch this video consider the following questions:
How are students involved in the writing process during this lesson?
How are reading and writing standards interwoven during this lesson?
How does the instructor encourage students and provide scaffolding to students to support their opinions in their writing?

8. Reflecting How do you see the shifts reflected in the lessons?
How are the standards reflected in the lessons?
In what ways do these lessons represent a shift in practice to meet the demands of college and career?

9. Reflecting On Our Own Lessons
Participants review and reflect on their own lessons using the Instructional Practice Guides provided by Student Achievement Partners. What are some key areas that could be improved based on this reflection? How can these guides and the CAS provide the key framework for improving alignment of instruction to college and career readiness? Pay close attention to the Core Actions and Indicators to provide guidance on the design of strong college and career readiness lessons at all grade levels.
ide_ELA_L_K-2_07.14.pdf
instructional-practice-guide-coaching-detail-pg

10. Design a “Tweet” The Colorado Academic Standards
College and Career Readiness
Text Complexity
Cognitive Complexity
A Tweet is a short statement of 140 words or less that packs a punch. Teachers discuss each of the topics and collaborate to produce a short statement for each that addresses the role of the topic on student learning and achievement.
New thinking

11. Tweet This!
These are two examples of Tweets developed by educators in the Weld RE-1 School District during a recent professional development training.

12. Discuss Tweets What common themes do you notice?
What do you see as opportunities with the new reforms in education?
What are some of the challenges that you anticipate?
How will these reforms improve teaching and learning in Colorado?
Allow time for sharing and discussion
Teachers consider how the numerous state level initiatives have impacted them. They may consider initiatives such as the new Colorado Academic Standards, the Colorado Measures of Academic Success (CMAS), Senate Bill 191 (teacher evaluations) and others.
Discussion might include both the opportunities and challenges presented with each, but should emphasize the impact that any given initiative has on increasing student achievement for Colorado children.

13. Colorado Educators on Social Media