Finding Opportunities in the Common Core State Standards

June 2010

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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 CurriculumStandards, NOT Curriculum

• Will need to be supported by coherent, Will need to be supported by coherent, content-rich curriculumcontent-rich curriculum

• Do NOT define everything that should be Do NOT define everything that should be taught or assessed at the classroom or taught or assessed at the classroom or district levelsdistrict 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

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CCSS Opportunity

• To define literacy as To define literacy as everyone’severyone’s responsibility responsibility

• To examine current literacy practices in content area classes To examine current literacy practices in content area classes (ELA, Mathematics, Science, Social Studies)(ELA, Mathematics, Science, Social Studies)

• To review the rigor, relevance, coherence of our curricular units To review the rigor, relevance, coherence of our curricular units and interventionsand interventions

• To develop assessments that help us focus on meeting critical To develop assessments that help us focus on meeting critical targetstargets

• To celebrate what is working wellTo celebrate what is working well

• To revisit areas that still need attentionTo revisit areas that still need attention

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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

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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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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?

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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 ComplexityAppendix A (p. 4-6) Course: Collaborative CCSS Curriculum Groups

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

Qua

litat

ive

• Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

• Quantitative measures – readability and other scores of text complexity

Reader and Task

• Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

12From From Reading Between the Lines Reading Between the Lines

http://act.org/research/policymakers/pdf/reading_summary.pdf

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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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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

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”)

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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 textsUse of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary

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For More Information

Visit the Common Core State Standards Visit the Common Core State Standards website pages to learn morewebsite pages to learn more www.corestandards.org

Find CCS information on MDE site (including Find CCS information on MDE site (including alignment documents)alignment documents)

http://www.michigan.gov/mde/0,1607,7-140--http://www.michigan.gov/mde/0,1607,7-140--232021--,00.html232021--,00.html

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ELA Resources

Michigan’s Mission Possible: Adolescent Michigan’s Mission Possible: Adolescent Literate and LearningLiterate and Learning http://www.missionliteracy.comhttp://www.missionliteracy.com//

Susan Codere KellySusan Codere Kelly, MDE HS Project Coordinator, MDE HS Project Coordinator

CodereS@michigan.govCodereS@michigan.gov

Ruth Isaia, Ph.DRuth Isaia, Ph.D., MDE ELA Consultant., MDE ELA Consultant

IsaiaR@michigan.govIsaiaR@michigan.gov

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ELA Resources

ELA Curriculum Maps (Gates Foundation)

North Carolina Clarification

Maine MDE ELA Modules and Clarification

ELA Resources

Source:

Ohio's Model Curriculum

Collaborative Curriculum Groups CGRESD CCSS Curriculum Groups

http://www.michigan.gov/mde/0,1607,7-140-http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42674---,00.html38924_41644_42674---,00.html