In this past we have linked to resources and video presentations from Dr. Timothy Shanahan. You can review some of this work, from the former president of the International Reading Association, on CCSS topics including policy (here) the instructional shifts (here), close reading (here) and reading texts above grade level (here).
In a recent post, on his blog www.shanahanononliteracy.com, Shanahan uses the rhetorical device of a Q&A to share this concern about creating lessons matched to the standards.
One of the big problems that I have seen is the designs that try to break the standards down into parts. Thus, if a standard asks for kids to do two or three things in combination, they reduce this to doing each of those things separately—which is not the same thing. Teachers tell me that it is easier to understand and teach the parts, which I don’t doubt at all; but doing it that way tends to miss out on what the standard actually means. It is hard to carry out three actions in concert while reading a challenging text; that’s the point. You can simplify it, of course, but then you aren’t actually teaching the same standard.
The entire blog entry can be accessed here.