1. The “ABCs” of the Common Core State Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects The “ABCs” of the Common Core State Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Presentation designed by Debby Murphy Independent Literacy Consultant from the ELA CCSS www.corestandards.org

2. A Assessment, targeted Formative Formative Summative Summative SMARTER Balanced Assessment Consortium SMARTER Balanced Assessment Consortium PARCC—Partnership for Assessment of Readiness for College and Careers PARCC—Partnership for Assessment of Readiness for College and Careers

3. B Build a range of text

4. C Comprehension deep

5. DDifferentiation Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response. Earl, L.M., 2003 Earl, L.M., 2003

6. E Evidence from text

7. F Foundational skills Print concepts K-1 Print concepts K-1 Phonological awareness K-1 Phonological awareness K-1 Phonics and word recognition K-5 Phonics and word recognition K-5 Fluency K-5 Fluency K-5

8. On your spot on the team “placemat, individually, you have one minute to jot down at least two big ideas that you have heard so far about the ELA CCSS.On your spot on the team “placemat, individually, you have one minute to jot down at least two big ideas that you have heard so far about the ELA CCSS. Come to consensus in the center of your chart. What are the two ideas that have the most significance for positioning our product for your customers?Come to consensus in the center of your chart. What are the two ideas that have the most significance for positioning our product for your customers? “ Stacking Up” Great Ideas “ Stacking Up” Great Ideas

9. G Gradual release of responsibility I Do Modeled We Do Shared/Interactive You Try Guided You Do Independent

10. H Higher-level thinking skills

11. IIntertextuality

12. JJustify/refute K Key ideas and themes

13. L Literacy links M Mesh speaking/listening and language

14. N Note the text structure Description/EnumerationChronological/SequencingCompare/ContrastCause/EffectProblem/Solution Propaganda (Position)/Support (Reason, Argument)

15. On your spot on the team “placemat, individually, you have one minute to jot down at least two more big ideas that you have heard about the ELA CCSS.On your spot on the team “placemat, individually, you have one minute to jot down at least two more big ideas that you have heard about the ELA CCSS. Come to consensus in the center of your chart. What are two new ideas that have the most significance for positioning our product for your customers?Come to consensus in the center of your chart. What are two new ideas that have the most significance for positioning our product for your customers? “ Stacking Up” Great Ideas “ Stacking Up” Great Ideas

16. O On-level performance P Performance-based tasks

17. Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an understanding of how to create a budget. [RI.4.7]Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an understanding of how to create a budget. [RI.4.7] Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5]Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5] Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6]Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6] ELA CCSA Performance Assessment Examples

18. Q Question and respond

19. R Readiness for college/ career S Solid strategies

20. T Talk, talk, and talk some more U Understand, critique

21. VVocabulary General— family, glad, walk Academic— greedy, hardship, exuberant Content-specific— photosynthesis, sonata, feudal system

22. Writing Process Planning Planning Revising Revising Editing Editing Publishing Publishing Text Types Argument/Opinion Argument/Opinion Informative/ explanatory Informative/ explanatory Narrative Narrative Writing about sources, research, response to reading Writing about sources, research, response to reading W Write a range of texts

23. X Complexity of text 1.Qualitative 2.Quantitative 3.Matching reader to text and task

24. Y Yes, we have this covered! Z Zero in on 21 st century literacy

25. On your spot on the team “placemat, individually, you have one minute to jot down at least two more big ideas that you have heard about the ELA CCSS.On your spot on the team “placemat, individually, you have one minute to jot down at least two more big ideas that you have heard about the ELA CCSS. Come to consensus in the center of your chart. What are the last two new ideas that have the most significance for positioning our product for your customers?Come to consensus in the center of your chart. What are the last two new ideas that have the most significance for positioning our product for your customers? “ Stacking Up” Great Ideas “ Stacking Up” Great Ideas

26. Reflections Top three blocks to build our foundation… 1.____________________ 2.____________________ 3.____________________

27. I just bought all the titles listed in the CCSS Appendix B for my teachers from Book Source, so don’t I now have everything that they need? How do you see TCM/Shell products tying into that purchase? Why would I need more text for my teachers and students? Question… Question…

28. My math coordinator does not have any funding to purchase the Math Readers. He wants me to buy these from the reading funds. Can the Math Readers support the CCSS for ELA? Aren’t they just for math? Question… Question…

29. I am looking for something that I can purchase that will provide strong nonfiction text for my teachers to use in small group instruction. I need it to also have different levels of text to meet the needs of multiple students as well as targeted instructional plans based on good pedagogy. It would be terrific if it had a writing connection, too. What do you think? Question… Question…

30. There will be new monies for Race to the Top for early literacy. Any product would need to incorporate standards that support the kindergarten/first grade CCSS. There would also need to be an assessment component. Do you have anything that fit my needs? Question… Question…

31. A Final Thought… Small opportunities are often the beginning of great enterprises. Demosthenes