Common Core

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Career and College Standards
Common Core State Standards (CCSS)
English/Language Arts
Dr. Lisa Rivard, Consultant, MISD Dr. Elaine
Weber, Consultant, MISD Carrie Wozniak,
Consultant, MISD Barbara Reed-Nelson,
Independent Consultant
Macomb Intermediate School District
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Why Are We Here?

• In table groups, the participants will share
• Who they are and where they work.
• Their purpose and plan for attending todays
  workshop on Common Core State Standards
• Then as a group
• Determine common theme from purposes shared at
  your table.
• Determine a spokesperson to share common theme
  with the large group.

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Activity 1

• Setting the Stage Portrait of a Literate
  Individual

Video Turn, Turn, Turn Use the placement in
front of you to record your thinking. Discuss
and list examples of each student characteristic.
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Agenda

• Welcome, Introductions, and Agenda
• History and Background of the Common Core State
  Standards
• Break
• Exploring the Standards
• Assessment and the SMARTER Balanced Consortium
• Lunch
• Breakout Sessions
• K-5 Common Core State Standards Session
• 6-12 Common Core State Standards Session
• Close and SB-CEUs

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The Common Core State Standards Initiative
Beginning in the spring of 2009, Governors and
state commissioners of education from 48 states,
2 territories and the District of Columbia
committed to developing a common core of state
K-12 English-language arts (ELA) and mathematics
standards. The Common Core State Standards
Initiative (CCSSI) is a state-led effort
coordinated by the National Governors Association
(NGA) and the Council of Chief State School
Officers (CCSSO). The Michigan State Board of
Education formally adopted the Common Core State
Standards for mathematics and English language
arts on June 15, 2010. www.corestandards.org Thes
e standards are NOT intended to be new names for
old ways of doing business. They are a call to
take the next step.
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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)

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Common Core State Standards

• Standards, NOT Curriculum
• Will need to be supported by coherent,
  content-rich curriculum
• Do NOT define everything that should be taught or
  assessed at the classroom or district levels
• Align well with HSCE and MMC CCE

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

• To define literacy as everyones responsibility
• To examine current literacy practices in content
  area classes (ELA, Mathematics, Science, Social
  Studies)
• To revisit ACTs Reading Between the Lines
• Characteristics of Complex Text Flipbook
• To learn more about close and critical reading

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CCSS Opportunity

• To review the rigor, relevance, coherence of our
  curricular units and interventions
• To develop assessments that help us focus on
  meeting critical targets
• To celebrate what is working well
• To revisit areas that still need attention

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Common Core State Standards forEnglish 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 11-12 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

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Activity 2
A Treasure Hunt through the Common Core State
Standards for English Language Arts
Literacy In History/Social Studies, Science and
Technical Studies
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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)

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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

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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

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From Reading Between the Lines http//act.org/rese
arch/policymakers/pdf/reading_summary.pdf
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Activity 3

• Everyone should have a copy of Appendix A and
  Participant Worksheet.
• Reflect upon a challenging college class or
  subject and discuss what made the class or
  subject difficult.
• Everyone reviews Appendix A pages 1-9 which
  explains the research and the issue of text
  complexity. Focus the discussion on the question
  below.
• Discussion question What are the three most
  important ideas for colleagues to know and why?

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Activity 3

• Jigsaw activity for the other ELA standards in
  Appendix A.
• At each table, assign responsibility for reading
  the sections below. (Make sure all sections are
  read.)
• Foundational Skills (pp. 17-22)
• Writing (pp. 23-25)
• Speaking Listening (pp. 26-27)
• Language (pp. 28-31)
• Vocabulary (pp. 32-35)

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Activity 3

• All group members should first read their strand
  silently and then discuss and reach a consensus
  on what the big ideas (refer to the discussion
  question above).
• Each group should present they think are
  important things to know about the assigned
  literacy strand. (When presenting, remember no
  other groups will have read the section you have
  just read.)
• Further discussion What are the implications of
  this information for curriculum, instruction, and
  assessment?

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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 Literature Reading 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.

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Grade-Level Progression
Format highlights progression of standards across
grades
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Activity 4

• Read the To Kill a Mockingbird excerpt p. 107,
  Appendix B.
• Read the Text Complexity Analysis of To Kill a
  Mockingbird.
• What do you notice about the three levels of text
  complexity? How will this influence your
  selection of linking texts?

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Activity 4
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Note you might use OKAPI for a Quantitative
Analysis
Use the Literary Text Rubric for Qualitative
Analysis
Reader and Task Consideration Handout
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Quantitative Measure
OKAPI Website
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(No Transcript)
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(No Transcript)
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Activity 5
Read the passage The Tipping Point (p.179,
Appendix B). Use the Text Complexity Bookmark to
record your analysis. Use the Informational
Rubric to determine the Qualitative Measure and
the Reader to Task Reflection Questions for
Reader Task Considerations. Complete the
bookmark with your analysis and recommendations.
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OKAPI
Qualitative Measures Rubric
Reader Task Reflection Questions
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Quantitative Measure
OKAPI Website
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Activity 5
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(No Transcript)
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Appendix B Performance Task
Note There are examples of performance tasks for
various exemplars.
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Activity 6
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)

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Argument vs. Persuasion (A p. 24)

• Persuasive Strategies
• credibility, character, or authority of the
  writer
• audiences 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)

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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

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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

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Overview of Language Strand

• Language (A p. 28 - 31)
• 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.32 - 35)
• 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.

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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

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Assessment
Activity 7

• The latest information on upcoming assessments
  on these standards will be provided by SMARTER
  Balance.
• www.k12.wa.us/smarter/default.aspx

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These standards should be looked at by teachers
and administrators as a floor and not a ceiling
for students achievement.
Reeves, 2011
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Toolkit Resources

• Available online at
• www.missionliteracy.com