This document discusses how to integrate Common Core State Standards with differentiated instruction. It begins with an agenda that outlines exploring what is known about CCSS, why they were created and their impact, and how differentiated instruction can meet CCSS expectations. A key point is that CCSS focus on developing 21st century skills like problem solving and critical thinking through rigorous and relevant standards. The document emphasizes that CCSS do not prescribe specific strategies and supports for diverse learners are still needed. It also examines how differentiated instruction can help address increased textual complexity and developing literacy across subjects as required by CCSS.

1. Common Core: Where to
Begin and How to
Integrate with
Differentiated Instruction
Katie McKnight, Ph.D.
Katie@KatherineMcKnight.com

2. AGENDA FOR TODAY
What do we already know about Common
Core State Standards (CCSS)?
Why were CCCS created and how do they
impact today's classrooms?
Although CCSS do not suggest specific
instructional strategies, differentiated
instruction is effective in meeting the
expectations of the Standards.

3. AGENDA FOR TODAY
College and Career Readiness Skills and the
21st Century Skills---strong connections to
differentiated instruction
Textual Complexity and Interdisciplinary
Literacy---DI is a necessary tool

4. SOME GUIDING
QUESTIONS
(ESSENTIAL QUESTIONS)
What are the expectations of CCSS? What
are not the expectations of CCSS?
How do we build a synergetic context
between CCSS, curriculum, assessment, and
differentiated instruction?

5. What do we already know about
Common Core State Standards?

6. What do we already know about
Common Core State Standards?

7. What do we know about CCSS?
The 21st Century 3 Rs
Designed to be robust, relevant, and
rigorous.
Robust: higher level thinking
Relevant: engagement, student
involvement, brain-based research
Rigorous: high expectations, critical thinking,
challenging thinking

8. WHAT IS NOT INCLUDED:
Prescribe specific instructional strategies
and/or curriculum.
Interventions for students who are
performing below grade level or who have
special needs.
Support for English Language Learners (ELL)

9. Why were Common Core State Standards
created and how do they impact today’s
classrooms?

10. Why were Common Core State Standards
created and how do they impact
today’s classrooms?
Intended to create greater consistency for
student performance and expectations
among states.
NAEP data indicates that the majority of
students are not college and career ready.

11. 21 st Century Skills
•PROBLEM SOLVING
•TEAM WORK
•ENTREPRENEURSHIP
•RESEARCH
•CRITICAL THINKING

13. FIGURING OUT THE FRAMEWORK
Close reading of the document is essential.
Read the Standards and all goals.
Discussion, interpretation, close reading and
analysis is necessary.

15. Activity: As You Read the Standards
Why is it structured in this way?
What does the language suggest?
What do you learn about the
Standards in the introduction?
What information and why is
the information included in the
appendices?
http://www.corestandards.org/

16. Activity: Part 2
Look at the content area and grade level
that corresponds with your group.
Identify some examples of the following:
Content Standards
Process Standards
Performance Standards

18. Textual Complexity and
Interdisciplinary Literacy

19. Textual Complexity
Textual Complexity
What makes a text complex?
What are factors that can make a text
challenging for students?

21. Determining Textual Complexity is focused
on these three areas:
QUANTITATIVE MEASURES:
QUALITATIVE DIMENSIONS:
READER CONSIDERATIONS:

29. MORE RESOURCES FROM LEXILE
• Overview video http://www.lexile.com/about-lexile/lexile-video/
• •“What Does the Lexile Measure Mean?”
http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheL
exileMeasureMean.pdf
• •“Lexile Measures and the Common Core State
Standards”http://www.lexile.com/using-lexile/lexile-measures-
and-the-ccssi/
• •KSDE Lexile Resource
Pagehttp://www.ksde.org/Default.aspx?tabid=3670
• •Kansas Lexile
Maphttp://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc
%3d&tabid=3670&mid=8721

37. Here’s an example
• The Qualitative Measures Rubrics
• for Literary and Informational Text:
http://www.ksde.org/Default.aspx?tabid=46
05
• The rubric for literary text and the rubric for
informational text allow educators to
evaluate the important elements of text
that are often missed by computer software
that tends to focus on more easily
measured factors.

44. Here’s an Example

52. Knowledge Demands:
Life Experiences

56. LITERACY ACROSS
THE CURRICULUM
The CCSS make the case for teaching
and developing literacy skills across
all content areas and grade levels.
Content literacy is explicit in CCSS.
What does this mean?
Why is Differentiated Instruction and
essential strategy?

58. STRATEGIES THAT SUPPORT THE DEVELOPMENT
OF LITERACY SKILLS IN ALL CONTENT AREAS
Pre Reading
During Reading
After Reading
Vocabulary
Posing Questions and Answers