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

Common Core State Standards Provide Common definition of College and Career Readiness (CCR) K-CCR progression of content knowledge and skill Define What students need to know and be able to do to be successful in entry level college courses and career training programs

Common Core State Standards Standards, NOT Curriculum Will need to be supported by coherent, content-rich curriculum Do NOT define everything that should be taught or assessed at the classroom or district levels Align well with HSCE and MMC CCE

Revisit Big Picture Goals Policy on Learning Expectations 21st Century Skills / Cs of Change Critical Thinking and Problem Solving, Communication, Creativity and Innovation, Collaboration, Information and Media Literacy, Contextual Learning Dispositions for Postsecondary Success Inter-Relationships and Self-Reliance Critical Response and Stance Transformational Thinking Leadership Qualities

CCS Opportunity To review the rigor, relevance, coherence of our curricular units and interventions To develop assessments that help us focus on meeting critical targets To celebrate what is working well To revisit areas that still need attention

CCS Opportunity To define literacy as everyone’s responsibility To examine current literacy practices in content area classes (ELA, Mathematics, Science, Social Studies) To revisit ACT’s Reading Between the Lines Characteristics of Complex Text Flipbook To learn more about close and critical reading

Literacy Standards Organization CCR for ELA and Literacy in History/Social Studies, Science and Technical Subjects Grade level standards progressions for meeting CCR in 4 strands Reading Writing Speaking and Listening Language

CCS for ELA / Literacy The CCR ELA/Literacy Anchor Standards provide the organizing structure for the K-12 standards K-5 Literacy standards are organized by grade level and strand and define literacy across content areas 6 – 12 standards are divided to define 6 – 12 (CCR) for ELA 6 – 12 (CCR) for History/Social Studies and Science

CCS 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 Capacities of a literate individual

Organized by CCR Anchor Standard CCSS Analysis Tool Organized by CCR Anchor Standard Identify big ideas Review grade level progression Identify teaching strategies Evaluate current practice Plan for 2010-11 Capacities of a literate individual

Reading 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 CCR same for literature and informational text – standards specific to literature and informational text

Reading 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)

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

Using 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

From Reading Between the Lines http://act

Text 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

What is complex text? Appendix A, p. 4

Writing 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)

Argument and Persuasion (inset), p. 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”)

W1 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

Analyze student writing exemplar Using 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

Narrative 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. 52 Compare narrative writing rubrics CCSS MEAP http://www.michigan.gov/mde/0,1607,7-140-22709_31168-233760--,00.html

Research 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.

Speaking 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)

Language 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

Language 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

For more information Visit the Common Core State Standards website pages to learn more: www.nga.org or www.ccsso.org or www.corestandards.org Find CCS information on MDE site http://www.michigan.gov/mde/0,1607,7-140--232021--,00.html

Support for CCSS Implementation Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning http://missionliteracy.com/index.html ACT’s Reading Between the Lines http://act.org/research/policymakers/pdf/reading_summary.pdf

Contact Us Elaine Weber, Ph.D., MISD ELA Consultant EWeber@misd.net Susan Codere Kelly, MDE HS Project Coordinator CodereS@michigan.gov Ruth Isaia, Ph.D., MDE ELA Consultant IsaiaR@michigan.gov