1. 1 Common Core State Standards Initiative English Language Arts September 2011

2. CCSS ELA Initiative Oakland 2 NATIONAL Smarter Balanced Consortium Literacy Design Collaborative MAISA ELA Leadership OS  Avondale  Berkley  Birmingham  Bloomfield Hills  Brandon  Clarenceville  Clarkston  Clawson  Farmington  Ferndale  Hazel Park  Huron Valley  Lake Orion  Lamphere  Madison  Novi  Oak Park  Oakland Schools  Oxford  Pontiac  Rochester  Royal Oak  South Lyon  Southfield  Walled Lake  Waterford  West Bloomfield COUNTY STATE MAISA

3. 2010 – 2011 Phase I 3 Phase I: K-12 Academic Writing Unit developed K1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th Opinion Letter: About a book Opinion Letter: Around a Social Issue Opinion Review Personal Essay: Generating and Supporting a Thesis Personal Essay: Exploring Types of Evidence Personal Essay: Determining Relevant and Logical Reasoning Developing Voice to Address Public Concern Complaint Letter Seeing local struggles and developing solutions Proposal Essay Developing claim and counterclai m through issue-based Op/Ed Critical Review OpEd Essay EditorialSocial Commentary

4. 2011-2012 Phase II 4 Grade LevelUnit 1Unit 2Unit 3Unit 4 Kind. Oral Language – Building a Talking Community Launching the Writing Workshop – Approximating Small Moments Looking Closely: Observing, Labeling and Listing Like Scientists Pattern Books 1 Launching with Concept BookSmall Moment Personal Narrative with Writing for Readers RevisionHow To 2 Launching with Small MomentsLifting the Power of Narrative through Studying Craft RevisionGather Research and Write Descriptive Rewards 3 Launching the Personal Narrative/ Raising the Quality of Narrative Writing: Emphasis on Generating and Structure Realistic Fiction Launching a Research Process 4 Launching the Personal Narrative/ Raising the Quality of Narrative Writing: Emphasis on Growing Significance Literary Essay: Generating a Thesis with Support from a Close Reading and Analysis of Text An Inquiry into Poetry: Craft and Meaning Launching a Research Process 5 Launching the Personal Narrative/ Raising the Quality of Narrative Writing: Writers as Decision-Makers Writing a Literary Essay with Relevant and Logical Reasoning and Support from Textual Analysis Launching a Research ProcessIndependent Research 6 Launching the Writing Workshop: Personal Narrative- Stories that Matter Literary Essay: Writing about Character(s) Information Essay: Developing theories through Cause and Effect Writing the Argument 7 Launching the Writing Workshop: Memoir- Insight into Self Literary Essay: Writing about ThemesInformation Essay: Seeing the World from an Historical Perspective Writing the Argument 8 Launching the Writing Workshop: Poetry- Ways to Express Self Literary Essay: Writing about Connecting Theme and Character Information Essay: Seeing the World from a Perspective Writing the Argument 9 Launching the Writing Workshop: Personal Narrative- Developing Character Literary Essay: Writing about Short Fiction Information Essay: Researching a Trend Writing the Argument: Media and Marketing 10 Launching the Writing Workshop: Poetry- Ways to Express Meaning Literary Essay: Writing about Time, Place and the Individual Information Essay: Shared Research and Technology-Based Publication Basics of Argument: Film Study 11 Launching the Writing Workshop: Memoir- Insight into Humanity Literary Essay: Writing about Themes and Topics of American Literature Information Essay: Sustained Research on a Personal Inquiry Basics of Argument: Social Power Study 12 Launching the Writing Workshop: Poetry- Experimenting with Style and Form Literary Essay: Writing about Real and Imagined Experiences Multi-medium Information Essay: Sustained Research on a Social Issue Advanced Argument: Creative Nonfiction

5. Common Core Groups and Functions 5 Oakland County Mathematics and English Language Arts Leadership Teams These groups make content area decisions for the project and assist with the development of the materials. In addition, they assist with the professional development process and materials. They are expected to be leaders back in their local district assisting with implementing the Common Core Curriculum. In some cases they facilitate grade level pilot and review teams. Each district has one representative on each subject area team. In some cases they may have more than one.

6. Common Core Groups and Functions 6 Writing Teams These groups consist of contractors and local district teachers that develop the units, lessons and assessment for review by the pilot and review teams. The size of the writing groups differs depending on the needs of the subject area and grade level. Behind the Scenes: Prior to writing teams meeting, internal K-12 ELA consultants meet to study standards alignment.

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8. 8 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Grade 6Grade 7Grade 8 a.Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. a.Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. a.Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b.Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. a.Use narrative techniques, such as dialogue, pacing and description, to develop experiences, events, and/or characters. a.Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. a.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. b.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. a.Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. a.Provide a conclusion that follows from the narrated experiences or events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. WRITING: COLLEGE AND CAREER READINESS STANDARD 3

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11. Common Core Groups and Functions 11 Pilot and Review Teams These groups consist of 10 - 15 teachers per grade level to pilot materials in their classroom, collect classroom artifacts, provide feedback to the writing team, and possibly train teachers back in their district. Members will sometimes assist in developing templates or tools to scaffold student learning in a lesson. Teachers should be knowledgeable about the subject area and willing to share with their colleagues back in the district.

12. Common Core Groups and Functions 12 Train the Trainers These are teachers from the piloting and review teams or from the district recommendations. Ideally we would like one teacher per grade level from each district.

13. 2011 - 2013 Implementation 13 The Phase II units will be released for implementation in August 2012 (four units per grade level). Phase III units will be released for implementation in August 2013. K1st2nd…11th Unit 1 … Unit 2 … Unit 3. Unit 3. Unit 3. …Unit 3.

14. Moving Toward Assessing the Common Core in Michigan 14 What we think we know… What we don’t know yet… The MEAP tests will stay in place for at least four more years (Fall 2010-13). The new assessments will be ready for use by the 2014-15 school year. Given during the last 6-12 weeks of school. –2011 -12 MEAP and MME remain the same with the overall focus on improving practice. –2012 -13 MEAP minimally modified (begin to remove items related to standards not present in the CCSS) with continued focus on instruction and formative assessment –2012 -13 lots of CCSS assessment item pilots and some initial release of items –2013 -14 MEAP minimally modified again and continued focus on formative assessment –2014 -15 Full implementation - Instruction and Assessment based on CCSS 1.We don’t know what will happen with MME. 2.We don’t know how or if new assessment items will be phased in.

15. 15 Balanced Assessment Consortium

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21. Assessing the Common Core 21 Beyond the Bubble Tests: The Next Generation of Assessments -- Secretary Arne Duncan's Remarks to State Leaders at Achieve's American Diploma Project Leadership Team Meeting September 2, 2010 …this new generation of assessments-- combined with the unprecedented development of common college and career-ready standards--is a game- changer in K-12 education. But that doesn't mean that the implementation of college-ready standards and assessments will bring us to educational nirvana a few short years from now. As important as better assessments are, they are not a pedagogical silver bullet.

22. Assessing the Common Core 22 Beyond the Bubble Tests: The Next Generation of Assessments -- Secretary Arne Duncan's Remarks to State Leaders at Achieve's American Diploma Project Leadership Team Meeting September 2, 2010 Standards and assessments are only the foundation upon which states will construct high-quality curriculum, professional development, and all the other pieces that will support teachers preparing to teach to these new standards and students learning at higher levels. While these assessments will not be ready until 2014-15, this work of transitioning to new standards should start tomorrow. In fact, we are seeing the work beginning now in districts across the country.

23. Grade Level Unit Components 23 1. Unit Themes Graphic Focus Questions Intellectual Processes Key Concepts 2. Content Standards Abstract CCSS Standards 3. Instructional Resources Daily Sessions Literature Websites Graphic Organizers Exemplars Assessments 4. Professional Resources Suggested books

24. Daily Lesson Components 24 K-12 Lesson Template Alignment Teaching Point Connection Teach Active Engagement Independent Practice Mid-session teaching point(s) Share

25. Growing Professionally with Colleagues 25 What do my colleagues need to understand and be thinking about as they implement these CCSS units? How will I share this information, and what challenges might I face? How might I support my colleagues and what resources might help? What discussions need to be continued within my district to support CCSS implementation?