Welcome to Implementing the Common Core State Standards Session 2 Structure of the Common Core Standards Welcome to Implementing the Common Core Standards – In today’s session we will delve into the grade level ELA standards and examine the structure and format of these standards. This project is a collaborative effort between MAISA and REMC

Presenters: You will need the following items for this session: Common Core ELA Standards scrolls, ELA anchor bookmarks, reflection card, and highlighters

Outcomes for this Session Receive background knowledge about how the Common Core Standards are structured No script

Who is Responsible? Elementary teachers K-5 Secondary ELA teachers 6-12 Science, Social Studies, & History teachers Note that content area teachers are now being held responsible for both reading and writing standards in their content area.

Phonological Awareness Strand Phonics and Word Recognition Strand 4 Foundational Reading Standard Skills (K-5) K-5 ELA Print Concepts Strand (K-2) Phonological Awareness Strand Phonics and Word Recognition Strand Fluency Strand Foundation skills are a prerequisite and are part of K-5 instruction. www.corestandards.org Page 15 – 17 K-2 responsible for all 4 Areas

4 Reading Standard Strands (K-12) ELA for Literature, Informational- ELA Science, SS & History Key Ideas and Details Strand (3 Standards) Integration of Knowledge and Ideas Strand Craft and Structure Strand Range and Level of Text Complexity Strand (1 Standard) These 10 standards are the same for both literature and informational reading. They begin in kindergarten and build over time. Science and Social Studies teachers (6-12) are responsible for the informational strand.

4 Writing Standard Strands (K-12) ELA, Science, SS & History Text Types and Purposes Strand (3 Standards) Production and Distribution of Writing Strand Research to Build Knowledge Strand Range of Writing Strand (1 Standard) These 10 writing standards begin in kindergarten and continue through high school. . Science and Social Studies teachers (6-12) are responsible for the writing strand.

2 Language Standard Strands (K-12) ELA Conventions in Writing and Speaking Strand (3 Standards) Vocabulary Acquisition and Use Strand (3 Standards) Six standards represent the language strand. Grammar and vocabulary are both emphasized in both oral and written work.

2 Speaking and Listening Standard Strands (K-12) ELA Comprehension and Collaboration Strand (3 Standards) Presentation of Knowledge and Ideas Strand (3 Standards) Speaking and listening are both valued in the standards.

Reading Emphasis FROM www.corestandards.org Page 5 Why the emphasis on informational reading? It refers back to the NAEP assessment. This chart represents the breakdown of the NAEP reading test. Notice the distribution of literary and informational passages on that exam. Students must be able to read and comprehend informational passages to be successful in college and careers. The common core standards recommend that by high school 70% of student text should be informational (a shared responsibility with content teachers). FROM www.corestandards.org Page 5

10 College and Career Readiness Anchor Standards for Reading (K-12) See Standards Document K-5 Page 11 6-8 Page 36 9-12 Page 38 Content Pages 61-62 Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Look at your Reading Anchor Standards Bookmark. Review the first three standards. They emphasize reading comprehension. The biggest take-away is the need for textual evidence.

10 College and Career Readiness Anchor Standards for Reading (K-12) See Standards Document K-5 Page 11 6-8 Page 36 9-12 Page 38 Content Pages 61-62 Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. These three standards examine how a piece of text is crafted to achieve a certain purpose. Students must be able to critically analyze text.

Integration of Knowledge and Ideas 10 College and Career Readiness Anchor Standards for Reading (K-12) See Standards Document K-5 Page 11 6-8 Page 36 9-12 Page 38 Content Pages 61-62 Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two of more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. The need to integrate and evaluate information is emphasized. The goal is a critical reader. Another take-away is the special attention that argument is given in the standards.

Range and Level of Text Complexity 10 College and Career Readiness Anchor Standards for Reading (K-12) See Standards Document K-5 Page 11 6-8 Page 36 9-12 Page 38 Content Pages 61-62 Range and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently This standard raises the “bar” for all students. Students are being asked to do all of this work with materials that are much more complex. We will deal with the issue of complexity in a separate session.

Common Core Standards REVIEW THE STANDARDS FOR YOUR GRADE LEVEL (5 minutes) What do you see? HIGHLIGHT GREEN What do you notice? HIGHLIGHT YELLOW PARTNER WITH MEMBERS FROM 2 ADJACENT GRADE LEVELS (5 minutes) What do you see between grade levels? HIGHLIGHT PINK What do you notice about student readiness? HIGHLIGHT ORANGE Complete the activity described on this slide. First, review and highlight the standards yourself. Next partner up and focus on the “bumps” (the increased learning from grade to grade).

GRADE LEVEL COLLABORATION The conversation is just beginning (5 minutes) – WHERE DO WE BEGIN? HOW DO WE ADJUST TO INSURE STUDENT SUCCESS? HOW DO WE SUPPORT ONE ANOTHER? Table discussion or whole group discussion: Respond to the questions on the slide

W h a t b e n e f i t s d o y o u s e e ? Benefits of the CCSS 17  Internationally benchmarked  Expectations clear to students, parents, teachers, and the general public  Allow for collaboration with other states on best practices, instructional materials, and professional development  Costs to the state reduced  Consistent expectations for all—not dependent on a zip code 17 17

Reflection Please fill out reflection card. Thank you

MDE website: www.michigan.gov/mde More information and updates can be found for Common Core State Standards can be found on: MDE website: www.michigan.gov/mde Common Core State Standards: www.corestandards.org Smarter Balanced Consortia: www.k12.wa.us/smarter/ No script 19 19