Common Core State Standards

Introducing the CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects (v. 6-2-10)

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Common Core State StandardsCommon Core State Standards

ProvideProvide Common definition of College and Career Readiness Common definition of College and Career Readiness

(CCR)(CCR) K-CCR progression of content knowledge and skill K-CCR progression of content knowledge and skill

Define Define What students need to know and be able to do to be What students need to know and be able to do to be

successful in entry level college courses and career successful in entry level college courses and career training programstraining programs

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Common Core State StandardsCommon Core State Standards

Standards, NOT CurriculumStandards, NOT Curriculum

Will need to be supported by coherent, Will need to be supported by coherent, content-rich curriculumcontent-rich curriculum

Do NOT define everything that should be Do NOT define everything that should be taught or assessed at the classroom or district taught or assessed at the classroom or district levelslevels

Align well with HSCE and MMC CCEAlign well with HSCE and MMC CCE

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Revisit Big Picture Goals Revisit Big Picture Goals

Policy on Learning ExpectationsPolicy on Learning Expectations 2121stst Century Skills / Century Skills / Cs of ChangeCs of Change

Critical Thinking and Problem Solving, Communication, Creativity and Innovation, Collaboration, Information and Media Literacy, Contextual Learning

Dispositions for Postsecondary SuccessDispositions for Postsecondary Success Inter-Relationships and Self-RelianceInter-Relationships and Self-Reliance Critical Response and StanceCritical Response and Stance Transformational ThinkingTransformational Thinking Leadership Qualities Leadership Qualities

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CCS OpportunityCCS Opportunity

To review the rigor, relevance, coherence of To review the rigor, relevance, coherence of our curricular units and interventionsour curricular units and interventions

To develop assessments that help us focus on To develop assessments that help us focus on meeting critical targetsmeeting critical targets

To celebrate what is working wellTo celebrate what is working well

To revisit areas that still need attentionTo revisit areas that still need attention

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CCS OpportunityCCS Opportunity

To define literacy as everyone’s responsibilityTo define literacy as everyone’s responsibilityTo examine current literacy practices in To examine current literacy practices in

content area classes (ELA, Mathematics, content area classes (ELA, Mathematics, Science, Social Studies)Science, Social Studies)

To revisit ACT’s To revisit ACT’s Reading Between the LinesReading Between the Lines Characteristics of Complex Text FlipbookCharacteristics of Complex Text Flipbook

To learn more about close and critical readingTo learn more about close and critical reading

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Literacy Standards Organization Literacy Standards Organization

CCR for ELA and Literacy in History/Social CCR for ELA and Literacy in History/Social Studies, Science and Technical SubjectsStudies, Science and Technical Subjects

Grade level standards progressions for Grade level standards progressions for meeting CCR in 4 strandsmeeting CCR in 4 strands ReadingReading WritingWriting Speaking and ListeningSpeaking and Listening LanguageLanguage

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CCS for ELA / LiteracyCCS for ELA / Literacy

The CCR ELA/Literacy Anchor Standards The CCR ELA/Literacy Anchor Standards provide the organizing structure for the K-12 provide the organizing structure for the K-12 standardsstandards

K-5 Literacy standards are organized by grade K-5 Literacy standards are organized by grade level and strand and define literacy across level and strand and define literacy across content areascontent areas

6 – 12 standards are divided to define6 – 12 standards are divided to define 6 – 12 (CCR) for ELA6 – 12 (CCR) for ELA 6 – 12 (CCR) for History/Social Studies and Science6 – 12 (CCR) for History/Social Studies and Science

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CCS for ELA / LiteracyCCS for ELA / Literacy

Students ready for college and a career (p. 7):• Demonstrate independence• Build strong content knowledge• Respond to the varying demands of audience, task,

purpose, and discipline • Comprehend as well as critique• Value evidence• Use technology and digital media strategically and

capably• Come to understand other perspectives and cultures

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CCSS Analysis ToolCCSS Analysis Tool

Organized by CCR Anchor Standard Identify big ideas

Review grade level progression

Identify teaching strategies

Evaluate current practice

Plan for 2010-11

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Reading StandardsReading Standards

10 Overarching College and Career Ready Anchor Reading Standards

Reading Standards for Literature

Reading Standards for Informational Text

K-3 Foundational Skills

Exemplars of Text Complexity

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Reading Standard CategoriesReading Standard Categories

Key Ideas and Details (1-3)

Craft and Structure (4-6)

Integration of Knowledge and Ideas (7-9)

Range of Reading and Level of Text Complexity (10)

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Using Appendix B Using Appendix B

Analyze Informational Text ExemplarAnalyze Informational Text Exemplar Appendix B, p. 94 Vincent Van Gogh: Portrait of an Artist. From Chapter 1: “A Brabant Boy 1853-75”

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Using Appendix AUsing Appendix A

Three-Part Model for Measuring Text

Complexity, p. 4

Qualitative Dimensions of Text

Complexity, p. 6

Language Progressive Skills, by Grade, p. 31

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From From Reading Between the Lines Reading Between the Lines

http://act.org/research/policymakers/pdf/reading_summary.pdf

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Text ComplexityText Complexity

Measured by 3 factors Quantitative evaluation - Overall

readability Qualitative evaluation - Levels of

themes and concepts, complexity of purpose and structure, unusual uses of language

Professional judgment - Reader knowledge, motivation, and interests

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What is complex text? Appendix A, p. 4

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Writing Standards and CategoriesWriting Standards and Categories

10 Overarching College and Career Ready Anchor Writing Standards

Text Types and Purposes (1-3)

Production and Distribution of Writing (4-6)

Research to Build and Present Knowledge (7-9)

Range of Writing (10)

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Argument and Persuasion (inset), Argument and Persuasion (inset), p. 24p. 24

Persuasive Strategies credibility, character, or authority of the writer audience’s self-interest, sense of identity, emotions

Logical Argument perceived merit and reasonableness of the claims

and proofs offered CCSS place a special emphasis on writing logical

arguments (CCR requires “argument literacy”)

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W1 Argument K-12 ProgressionW1 Argument K-12 Progression

K – Compose opinion pieces; state an opinion or preference

1 – 2 Write opinion pieces Introduce topic, opinion, reason, closure

3 – 5 Write opinion pieces on topics Support point of view with reasons and information

6 – 8 Write arguments to support claims Clear reasons and relevant evidence

9 – 12 Write arguments to support claims in an analysis of

substantive topics or texts Valid reasoning, relevant and sufficient evidence

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Using Appendix CUsing Appendix C

Analyze student writing exemplar Grade 8, Informative/Explanatory Writing “Football,” p. 47

Compare informative writing rubrics CCSS MEAP http://www.michigan.gov/mde/0,1607,7-

140-22709_31168-233760--,00.html

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Narrative WritingNarrative Writing

Analyze student writing exemplars, Appendix C Narrative exemplars K-5 and 8 In 6-12, incorporate narrative elements in

arguments and informative/explanatory texts “Miss Sadie,” Grade 8, Narrative, p. 52Compare narrative writing rubrics CCSS MEAP http://www.michigan.gov/mde/0,1607,7-

140-22709_31168-233760--,00.html

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Research to Build/Present KnowledgeResearch to Build/Present Knowledge

“Paper Clips” activity Identify grade level progression in

research requirements (W7, W8)

W9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Speaking and Listening StandardsSpeaking and Listening Standards

6 Overarching College and Career Ready Anchor Speaking and Listening Standards

Comprehension and Collaboration (1-3)

Presentation of Knowledge and Ideas (4-6)

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Language StandardsLanguage Standards

6 Overarching College and Career Ready Anchor Language Standards

Conventions of Standard English (1-2) Knowledge of Language (3) Vocabulary Acquisition and Use (4-6)

Progressive Skills Overview

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Language StandardsLanguage Standards

Conventions of standard English grammar and usage

Conventions of capitalization, punctuation, and spelling

Effective choices about language, punctuation, and sentence structure for meaning and style

Vocabulary in context Nuances and relationships of words Academic and domain-specific vocabulary

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For more information

Visit the Common Core State Standards Visit the Common Core State Standards website pages to learn more: website pages to learn more: www.nga.org or www.nga.org or www.ccsso.org or www.corestandards.org www.ccsso.org or www.corestandards.org

Find CCS information on MDE siteFind CCS information on MDE site http://www.michigan.gov/mde/0,1607,7-140--http://www.michigan.gov/mde/0,1607,7-140--232021--,00.html232021--,00.html

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Support for CCSS Implementation

Michigan’sMichigan’s Mission Possible: Get ALL Mission Possible: Get ALL Adolescents Literate and Learning Adolescents Literate and Learning

http://missionliteracy.com/index.htmlhttp://missionliteracy.com/index.html

ACT’s ACT’s Reading Between the LinesReading Between the Lines http://act.org/research/policymakers/pdf/reading_summary.pdfhttp://act.org/research/policymakers/pdf/reading_summary.pdf

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Contact Us

Elaine Weber, Ph.D., MISD ELA Consultant Elaine Weber, Ph.D., MISD ELA Consultant EWeber@misd.netEWeber@misd.net

Susan Codere Kelly, MDE HS Project Susan Codere Kelly, MDE HS Project Coordinator Coordinator CodereS@michigan.govCodereS@michigan.gov

Ruth Isaia, Ph.D., MDE ELA ConsultantRuth Isaia, Ph.D., MDE ELA Consultant IsaiaR@michigan.govIsaiaR@michigan.gov