Finding Opportunities in the Common Core State Standards June 2010

2 Why Common Standards? Focus as a nation on College and Career Readiness (CCR) Need a common definition of CCR and K-12 Progression to CCR Variation in achievement levels on NAEP vs. State Assessments (Inflated proficiency levels) Next step in a progression for Michigan (NCLB, GLCE, HSCE, MMC, ACT, MEAP/MME)

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

Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects

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

6 CCSS Opportunity To review the rigor, relevance, coherence of our curricular units and interventionsTo review the rigor, relevance, coherence of our curricular units and interventions To develop assessments that help us focus on meeting critical targetsTo develop assessments that help us focus on meeting 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

7 CCSS ELA/Literacy Capacities 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

8 8 Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards  Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts  K-8, grade-by-grade  9-10 and grade bands for high school  Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects  Standards are embedded at grades K-5  Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

9 9 Focus Areas DRAFT Publisher’s Criteria for ELA/Literacy 4-12 CCSS Text Complexity Range and Quality of Texts High Quality Text Dependent Questions and Tasks Writing and Research that Analyzes Sources and Deploys Evidence Additional Criteria for Student Writing, Listening, Speaking, and Language CCSS Authors David Coleman (and Sue Pimentel) – CCSSO Webinar 3/4/11

10 Additional Implementation Tools and Resources CCSSO – ELA/Literacy CCSS Writers Publisher’s Criteria for Development of Instructional Materials Text Complexity Definitions Sample Instructional Unit “Great Conversations” Visual Description of How the Standards Work Together CCSSO - CCSS Implementation Tools and Resources 4/12/11

11 Reading Strand Deep Comprehension Close and Critical Reading Common Components of HS MMC Model Units Close and Critical Reading Bookmarks Four Questions  What does the text say?  How does it say it?  What does it mean?  So what?

12 Overview of Reading Strand Progressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated  Standards for Reading Foundational Skills (K-5)  Reading Standards for Literature (K-12)  Reading Standards for Informational Text (K-12)  Reading Standards for Literacy in History/Social Studies (6-12)  Reading Standards for Literacy in Science and Technical Subjects (6-12)

13 Complex Text Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. And this is true for both genders, all racial/ethnic groups, and all annual family income levels. - ACT Reading Between the Lines

14 Overview of Text Complexity Appendix A (p. 4-6) Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade (Appendix B) Text complexity is defined by Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 1.Quantitative measures – readability and other scores of text complexity Reader and Task 1.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

15 From Reading Between the Lines

16 Example of Grade-Level Progression in Reading CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Standards for LiteratureReading Standards for Informational Text Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Grades 11-12: Evaluate various explanations for characters’ actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

17 Grade-Level Progression Format highlights progression of standards across grades

18 Overview of Writing Strand Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples)

19 Argument vs. Persuasion (A 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”)

20 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

21 Overview of Speaking and Listening Strand (A p.26-7) Develop oral language as a goal in its own right; use as a mechanism for developing comprehension Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Promote conversations to compare, contrast, analyze, and synthesize ideas Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions Emphasize effective communication practices

22 Overview of Language Strand Language (A p ) Include conventions for writing and speaking To be addressed in context of reading, writing, speaking and listening Progressive language skills (grades 3-10) Vocabulary (A p ) Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading Focus on academic vocabulary – access to complex text Introduction of domain-specific vocabulary words in context Media and Technology are integrated throughout the standards.

23 Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary

24 For More Information Visit the Common Core State Standards website pages to learn more Find CCS information on MDE site (including alignment documents)

25 ELA Resources Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning / / / Susan Codere Kelly, MDE HS Project Coordinator Ruth Isaia, Ph.D., MDE ELA Consultant