COMMON CORE STATE STANDARDS

TIMOTHY SHANAHANUNIVERSITY OF ILLINOIS AT CHICAGOWWW.SHANAHANONLITERACY.COM

Timothy Shanahan

Professor, Urban Education, University of Illinois at Chicago

Former director, Chicago Public Schools Past President, International Reading

Association Member of the National Reading Panel Chair, National Early Literacy Panel Chair, National Literacy Panel for

Language Minority Children and Youth Member, Common Core Standards K-12

Development Team (ELA)

History of Standards

1989 – National Governors Association gives birth to the standards movement

1990 – National Education Goals Panel established

1996 – Achieve, Inc. launched 2001 – No Child Left Behind becomes law 2009 – Common Core State Standards effort 2010 – Common Core State Standards 2014-15 – New testing

Source of the Standards

National Governors Association Council of Chief State School Officers Gates Foundation Support

Purpose of common standards To improve U.S. educational attainment

by focusing schools on higher learning goals

To standardize educational opportunity To focus attention on fewer, higher,

better standards (more on outcomes than on processes)

Status update

Draft standards issued in February, 2010 finalized in June, 2010

45 states (and DC) have adopted (as of July, 2011)

State adjustments (15%) Testing plan (Reach to the Top

Assessment)

Status update (cont.)

Texas and Alaska were never part of CCSS

Virginia decided against adopting North Dakota, and Montana are in study

and approval process Nebraska?

Curriculum Coverage & Structure

English Language Arts Mathematics No other areas of the curriculum slated for

inclusion at this time (Achieve is now working on Science)

Small number of college and career readiness standards organized within themes/categories

Backmapping (K-12) to show how attainment can be accomplished

What makes these standards special?

Independent analysis indicates that they are more rigorous/demanding than the standards of 37 states

Internationally benchmarked They go through grade 12 (ACT report)

and emphasize disciplinary literacy

First way…

Common core standards, unlike traditional standards, are structured

That makes them easier to understand them and remember them

Structure of ELA standards Reading (reading comprehension) Writing Speaking and Listening Language (conventions and vocabulary) Reading (foundational skills – K-3)

Reading (comprehension)

Two parts in K-5: literary and informational text

In grades 6-12, literary and informational text standards, plus standards in history and science

That means 10 standards at each grade level for literary text and 10 for informational text (same numbers for history and science)

The items are analogous across sets

Reading Themes/CategoriesReading standards in all sets are divided across: A.Key ideas and detailsB.Craft and structureC.Integration of knowledge and ideasD.Range and level of text complexity

Key Ideas and Details

What did the author say? Students should be able to determine

what texts say explicitly and be able to summarize them (including central ideas/themes, how ideas and characters develop and interact), making logical inferences, and citing textual evidence to support conclusions.

Craft and Structure

How did the author say it? Students should be able to interpret the

meanings of words and phrases and the structure of texts to determine how they affect meaning or tone, and how points of view and purpose shape content and style.

Integration of Knowledge and Ideas How do I evaluate what the author has

told me and how can I go beyond what the author has told me?

Students should be able to synthesize and compare information from print and digital sources, and critically evaluate the reasoning and rhetoric of a text.

Range and Level of Text Complexity How challenging and varied is the text? Students should be able to read complex

texts proficiently for a variety of purposes.

Writing: Themes/Categories Text types and purposes Production and distribution of writing Research to build knowledge Range of writing

Text Types and Purposes

Can students write effective arguments, informative/explanatory texts, and narratives?

Production and Distribution of Writing

Can students make their texts appropriate to task demands, purposes, and audiences (using writing processes and technology)?

Research to Build Knowledge Students should learn to conduct

research, gathering relevant information from multiple sources (judging their credibility and accuracy), and using the information in their writing.

Range of Writing

Can students produce quality writing under a range of circumstances and demands?

Speaking and Listening Themes/Categories

Comprehension and collaboration Presentation of knowledge and ideas

Comprehension and Collaboration Can students participate effectively in

oral interactions, integrating and evaluating information, and evaluating the speaker’s message, perspective, and rhetoric?

Presentation of Knowledge and Ideas

Can students present information in clear and appropriate ways, use digital media and other displays to support such presentations, and adapt speech to the demands of a variety of contexts and tasks?

Language Themes/Categories Conventions of writing and speaking Vocabulary acquisition and use

Conventions of Writing and Speaking Can students use appropriate grammar,

usage, capitalization, spelling, and punctuation, and make effective word and sentence structure choices to convey meaning effectively?

Vocabulary Acquisition and Use Can students determine the meaning of

words and phrases, understand the nuances of words and the relationships among words, using grade level academic vocabulary?

Foundational Reading Skills (K-3) Phonics and word recognition Fluency

Phonics and Word Recognition Can students apply grade level phonics

and word analysis skills?

Fluency

Can students learn to read with sufficient accuracy and fluency to support comprehension?

Second way through…

These standards represent clear progressions across grade levels

Cannot understand an item without tracking it across the levels

Backmapping: Reading Key Ideas With prompting and support, ask and answer

questions about details/information and events in literature and informational text (K)

Ask and answer questions about key details/information and events in literature and informational text (1)

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details/ information and events in literature and informational text (2)

Ask and answer questions to demonstrate understanding, explicitly using the text (literary and informational) as the basis for answers (3)

Backmapping: Reading Key Ideas (cont.) Draw on details and examples from a text to support

statements about the literary and informational texts (4) Quote from literary and informational texts to support

statements about the text (5) Cite specific textual evidence to support analysis of

what the literary and informational texts say explicitly as well as inferences drawn from the texts (6)

Cite several sources of textual evidence when useful to support analysis of what literary and informational texts say explicitly as well as inferences drawn from the text (7-8)

Cite specific textual evidence (in social studies/history) to support analysis of primary and secondary sources (6-8)

Cite specific textual evidence to support analysis of scientific and technical texts (6-8)

Backmapping: Reading Key Ideas (cont.) Cite evidence in literary/informational texts that most strongly

supports a specific analysis of what the text say explicitly as well as inferences drawn from the text (9-10)

Cite specific textual evidence (in history/social studies) to support analysis of primary and secondary sources, attending to such features as the date and origin of the information (9-10)

Cite specific textual evidence to support analysis of scientific and technical text, including analysis of the precise details of explanations or descriptions (9-10)

Cite strong and thorough textual evidence (literary, informational) to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves things uncertain (11-12)

Cite specific textual evidence (in history/social studies) to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole (11-12)

Cite specific textual evidence to support analysis of scientific and technical texts, including analysis of important distinctions the author makes between ideas or pieces of information (11-12)

What do you notice about the progression? The skills get more specific and demanding Recognition of details as a support to broader

interpretation of text Text difficulty (including ambiguity) is a critical

criterion in determining the progression There is an emphasis on informational text

from the earliest grades The special consideration of science and

history/social studies The strong stress on using information as

evidence

Backmapping: Integration of Knowledge and Ideas Compare and contrast the adventures of characters in

familiar stories and (with prompting and support) recognize basic similarities in and differences between two texts on the same topic (K)

Compare and contrast two or more versions of the same story by different authors or from different cultures and identify similarities in and differences between two texts on the same topic (1)

Compare and contrast characters or events from different stories addressing similar themes and describe similarities in and differences between two texts on the same topic (2)

Compare and contrast the plots, setting, and themes of stories written by the same author about the same or similar characters and differences between two texts on the same topic (3)

Backmapping: Integration of Knowledge and Ideas (cont.) Compare and contrast thematically similar tales, myths,

and accounts of events from various cultures and describe how two or more texts on the same subject build on one another, providing a coherent picture of the information they convey (4)

Compare the treatment of similar ideas and themes (e.g., opposition of good and evil) as well as character types and patterns of events in myths and traditional literature from different cultures and integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably (5)

Analyze stories in the same genre, comparing and contrasting their approaches to similar themes and topics (6)

Analyze a specific case in which a modern work of fiction draws on patterns of events or character types found in traditional literature (7)

Backmapping: Integration of Knowledge and Ideas (cont.) Compare a fictional portrayal of a time, place, or

character to historical sources from the same period as a means of understanding how authors use or alter history (8)

Analyze the relationship between a primary and secondary source on the same topic in history/social studies (6-8)

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a science text on the same topic (6-8)

Analyze a wide range of 19th and early 20th century foundational works of American literature, comparing and contrasting approaches to similar ideas or themes in two or more texts from the same period (9-10)

Backmapping: Integration of Knowledge and Ideas (cont.) Compare and contrast treatments of the same topic in

several primary and secondary sources in history/social studies (9-10)

Compare experimental findings presented in a text to information from other sources, noting when the findings support or contradict previous explanations or accounts in science (9-10)

Analyze how an author draws on and transforms fictional source material in a specific work (e.g., how Shakespeare draws on a story from Ovid or how a later author draws on a play by Shakespeare) (11-12)

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources in history/social studies (11-12)

Integrate information from diverse sources into a coherent understanding of a scientific concept, process, or phenomenon, noting discrepancies among sources (11-12)

What do you notice about the progression? The emphasis on multiple texts from

earliest grade levels The inclusion of other kinds of

information, particularly in science Emphasis on canonical literary works Requirements for analysis, synthesis,

and comparative evaluation

Third way through…

These standards are well coordinated and connected

These are not like traditional standards that allow individual items to be focused on without any attention to others

There are big themes or foci that cut across standards (within and across grade levels)

Biggest changes/challenges:1. Text difficulty requirements2. Disciplinary literacy in upper grades3. Multiple texts and text synthesis4. Critical reading and writing5. Argumentation6. Informational texts (especially in lower

grades)7. Writing about text8. Technology

Multiple Texts/Sources Compare and contrast the adventures of characters in familiar

stories (K) With prompting and support, recognize basis similarities in and

differences between two texts on the same topic (e.g., in illustrations or descriptions) (K)

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (K)

Distinguish major categories of writing from each other (e.g., stories and poems), drawing on a wide reading of a range of text types (1)

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures (1)

Identify similarities in and differences between two texts on the same topic (e.g., in illustrations or descriptions) (1)

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1)

Multiple Texts/Sources

Compare and contrast characters or events from different stories addressing similar themes (2)

Describe similarities in and differences between two texts on the same topic (2)

Recall information from experiences or gather information from provided sources to answer a question. (2)

Compare and contrast the plots, settings, and themes of stories written by the same author about the same or similar characters (e.g., in books in a series) (3)

Compare and contrast information drawn from two texts on the same subject (3)

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3)

Compare and contrast thematically similar tales, myths, and accounts of events from various cultures (4)

Multiple Texts/Sources

Describe how two or more texts on the same subject build on one another; provide a coherent picture of the same information they convey (4)

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4)

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Multiple Texts/Sources Compare the treatment of similar ideas and themes (e.g., opposition of a

good and evil) as well as character types and patterns of events in myths and other traditional literature from different cultures (5)

Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably (5)

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5)

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two

or more characters, settings, or events in a story or a drama, drawing on specific

details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain

how an author uses reasons and evidence to support particular points in a

text, identifying which reasons and evidence support which point[s]”).

Multiple Texts/Sources Analyze stories in the same genre (e.g., mysteries, adventure stories), comparing and

contrasting their approaches to similar themes and topics (6) Assess the similarities and differences between two or more texts on the same subject and

apply the knowledge gained to inform reading of additional texts (6) Gather relevant information from multiple print and digital sources;

assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (6)

Analyze a specific case in which a modern work of fiction drawn on patterns of events or character types found in traditional literature (7)

Analyze where two or more texts provide conflicting information on the same subject and determine whether the texts disagree on matters of fact or on matters of interpretation (7)

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Compare a fictional portrayal of a time, place, or character to historical sources from the same period as a means of understanding how authors use or alter history (8)

Multiple Texts/Sources Compare and contrast how two or more authors writing about the same

topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts (8)

Analyze the relationship between a primary and secondary source on the same topic (History, 6-8)

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic (Science, 6-8)

Analyze a wide range of 19th and early 20th century foundational works of American literature, comparing and contrasting approaches to similar idea or themes in two or more texts from the same period (9-10)

Analyze how authors argue with or otherwise respond to one another’s ideas or accounts of key events, evaluating the strength of each author’s interpretation (9-10)

Compare and contrast treatments of the same topic in several primary and secondary sources (9-10, History)

Compare experimental findings presented in a text to information from other sources, noting when the findings support or contradict previous explanations or accounts (9-10, Science)

Multiple Texts/Sources

Analyze how an author draws on and transforms fictional source material in a specific work (e.g., how Shakespeare draws on a story from Ovid or how a later author draws on a play by Shakespeare) (11-12)

Synthesize explanations and arguments from diverse sources to provide a coherent account of events or ideas, including resolving conflicting information (11-12)

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources (11-12)

Integrate information from diverse sources (e.g., video, multimedia sources, experiments, simulations) into a coherent understanding of a concept, process, or phenomenon, noting discrepancies among sources (11-12)

History and Science Reading Not just reading standards imposed on

history and science, but disciplinary considerations were central

Consideration of author in history text (comparing author’s points of view, or how an author makes claims, or refines vocabulary meaning, etc.)

While in science it is more about analysis of investigations and determining what is known and not known

Need to consider graphical information, not just prose

Text Complexity

The independence of skills and text complexity

Need for an emphasis on harder text (ACT)

Weak and contradictory evidence concerning instructional level, leveled books, guided reading

Quantitative Dimensions

Word frequency Sentence length Lexile Framework

Text selection

Three-part model for measurement1. Quantitative dimensions

2. Qualitative dimensions3. Reader and task considerations

Qualitative Dimensions

Coh-Metrix (text cohesion, abstractness of words, etc.)And those aspects of text difficulty best measured by an

attentive reader (ACT): Levels of meaning: texts with single clear, explicit

meanings are easier than texts with multiple, implicit, hidden, or obscure meanings

Structure: low structural complexity (simple, well-marked, conventional structures) vs. high complexity (complex, subtle, unconventional structures); role of graphics

Language conventionality/clarity (literal, clear, everyday language vs. figurative, ironic, ambiguous, purposely misleading, archaic, or unfamiliar language)

Knowledge demands: texts that make few assumptions about readers’ life experiences versus texts that make many such assumptions

Text Selection

Lexiles But adjusted by the factors measured by

Coh-Metrix, subjective analyses of various text features, and teacher judgments based on knowledge of students

Exemplars provided Lexile problems at earliest grade levels Challenge to “guided reading” or other

schemes that place students “on level”

Assessments

Arne Duncan pledged $350 million for the development of new assessments

Two consortia were formed to ensure that large number of states are using comparable assessments

Colleges and universities were required to use these tests in their admissions process

Grants given in September, 2010 and the assessments must be ready for mandatory use in grades 3-12 by 2014-2015

PARRC

Partnership for the Assessment of Readiness for College and Careers Consortium (PARRC)

25 states Governing states: FL, AR, AZ, CT, DC, GA, IL, IN, LA,

MA, MD, NY, TN Participating states: AL, CO, DE, KY, MS, ND, NJ, OH,

OK, PA, RI, SC $170M + $16M Common metrics across states Ongoing formative and summative testing (4 times

per year) Performance assessment (Appendix B of common

core) Computer based

SMARTER

Smarter Balanced Assessment Consortium 32 states Governing states: WA, CT, HA, ID, KS, ME,

MI, MO, NM, NV, NC, OR, UT, WI, WV, VT, Participating states: AL, CO, DE, IA, KY,

ND, NH, NJ, OH, OK, PA, SC, SD, CA $176 million grant Adaptive online exams, given twice each

year

For more information

http://www.corestandards.org/

http://www.parcconline.org/

http://www.k12.wa.us/SMARTER/

COMMON CORE STATE STANDARDS

TIMOTHY SHANAHANUNIVERSITY OF ILLINOIS AT CHICAGOWWW.SHANAHANONLITERACY.COM