1. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: Structure Three main sections: English Language Arts, K*-5 *Maryland is developing a PreK component. English Language Arts, 6-12 Literacy in Hist/SS, Sci, and Tech Subj, 6- 12

2. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: Structure Four strands for English Language Arts K-12* Four strands for English Language Arts K-12* –Reading –Writing –Speaking and Listening –Language Several clusters within each strand Several clusters within each strand –Reading  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Level of Text Complexity –Writing  Text Types and Purposes  Production and Distribution of Writing  Research to Build and Present Knowledge  Range of Writing

3. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: Structure –Speaking and Listening  Comprehension and Collaboration  Presentation of Knowledge and Ideas –Language  Conventions of Standard English  Knowledge of Language  Vocabulary Acquisition and Use Two strands for the cross-disciplinary literacy section, 6-12 Two strands for the cross-disciplinary literacy section, 6-12 –Reading –Writing Strands broken into grade-specific standards by cluster at grades K-8* and grade-band standards by cluster at grades 9-10 & 11-12 Strands broken into grade-specific standards by cluster at grades K-8* and grade-band standards by cluster at grades 9-10 & 11-12 A College and Career Readiness Anchor Standard precedes each standard within a cluster. A College and Career Readiness Anchor Standard precedes each standard within a cluster.

4. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: College and Career Readiness Anchor Standards Match Game Choose a sentence strip and read the statement. Choose a sentence strip and read the statement. Determine whether the statement relates to reading, writing, speaking and listening, or language. Determine whether the statement relates to reading, writing, speaking and listening, or language. Place the statement on the correct chart. Place the statement on the correct chart. Remain at the chart until all charts are complete. Remain at the chart until all charts are complete. Reading Writing

5. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: College and Career Readiness Anchor Standards Match Game When your chart is complete, discuss your group’s reactions to the statements on your chart. When your chart is complete, discuss your group’s reactions to the statements on your chart. Reading Writing

6. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: College and Career Readiness (CCR) Anchor Standards English Language Arts K*-12 ReadingWriting Speaking & Listening Language *Maryland is developing a PreK component. 10 Anchor Standards 6

7. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: CCR Anchor Standards College & Career Readiness Anchor Standards Based on evidence about college and workforce training expectations Identical across all grades & contents Provide broad statements about college and career readiness

8. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: General Structure & Strands English Language Arts K*-12 ReadingWriting Speaking & Listening Language Literature Informational Text Foundational Skills (K*-5) *Maryland is developing a PreK component.

9. ELA Educator Effectiveness Academy Summer 2011.©  Maryland State Department of Education CCSS for English Language Arts: Grade-level standards English Language Arts K*-12 ReadingWriting Speaking & Listening Language Literature Informational Text Foundational Skills (K*-5) K*-89-1011-12K*-89-1011-12 K*-5 K*-89-1011-12 K*-89-1011-12K*-89-1011-12 *Maryland is developing a PreK component.

10. Maryland Framework In June, 2010, the Maryland State Board of Education adopted the Common Core State Standards. During the summer and fall of 2010, Maryland educators examined the Common Core State Standards and the existing State Curriculum to determine which skills and content matched the Common Core State Standards. Based on this analysis, development of the new curriculum began. Since the Common Core State Standards did not include Pre ‐ K, Maryland educators created standards and developed the essential skills and knowledge to serve these students The Frameworks are not intended to convey the order in which the standards should be taught nor the length of time to devote to a unit of study.

11. Key: Black print – Common Core State Standards Red print – The Essential Skills and Knowledge identified by Maryland Educators. These statements are intended to help teachers develop common understandings and valuable insights into what a student must know and be able to do to demonstrate proficiency with the standard. Purple print – The Common Core State Standard was judged as an excellent match with the existing State Curriculum during the gap analysis, such as SC, 6 (read “ State Curriculum, Grade 6)

12. Key: Black print – Common Core State Standards Red print – The Essential Skills and Knowledge identified by Maryland Educators. These statements are intended to help teachers develop common understandings and valuable insights into what a student must know and be able to do to demonstrate proficiency with the standard. Purple print – The Common Core State Standard was judged as an excellent match with the existing State Curriculum during the gap analysis,such as SC, 6 (read “ State Curriculum, Grade 6)

13. WHAT DOES THIS MEAN??? Turn and talk Think about the current state curriculum, the Common Core State Standards, and the Maryland Framework. *What similarities and differences do you see so far?