common core state standards (ccss) english/language arts

Common Core State Standards (CCSS)

English/Language Arts

Dr. Lisa Rivard, Consultant, MISDDr. Elaine Weber, Consultant, MISD Carrie Wozniak, Consultant, MISD Barbara Reed-Nelson, Independent Consultant

Macomb Intermediate School District

Career and College Standards

Why Are We Here?

In table groups, the participants will share:

Who they are and where they work.

Their purpose and plan for attending today’s 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.

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.

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-CEU’s

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

These 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)

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

CCSS Opportunity

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

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

• To revisit ACT’s To revisit ACT’s Reading Between the LinesReading Between the Lines

Characteristics of Complex Text FlipbookCharacteristics of Complex Text Flipbook

• To learn more about To learn more about close and critical readingclose and critical reading

CCSS Opportunity

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

• To develop assessments that help us focus To develop assessments that help us focus on meeting critical targetson meeting critical targets

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

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

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

Activity # 2

A Treasure Hunt through theCommon Core State Standards for English Language Arts & Literacy

In History/Social Studies, Science and Technical Studies

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)

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

Overview of Text ComplexityAppendix 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

Qual

itativ

e

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative

1. Quantitative measures – readability and other scores of text complexity

Reader and Task

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

From From Reading Between the Lines Reading Between the Lines http://act.org/research/policymakers/pdf/reading_summary.pdf

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?

Activity # 3

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)

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?

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

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?

Activity # 4

Activity # 4

Note you might use OKAPI for a Quantitative AnalysisUse the Literary Text Rubric for Qualitative Analysis

Reader and Task Consideration Handout

OKAPI Website

Quantitative Measure

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.

Activity # 5

Qua

litat

ive

Mea

sure

s R

ubric

OKAPI

Reader Task Reflection Questions

OKAPI Website

Quantitative Measure

Activity # 5

Appendix B – Performance Task

Note: There are examples of performance tasks for various exemplars.

Overview of Writing StrandExpect 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)

Activity # 6

Argument vs. Persuasion (A p. 24)

Persuasive Strategiescredibility, character, or authority of the writeraudience’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”)

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 speakingTo be addressed in context of reading, writing, speaking and listeningProgressive language skills (grades 3-10)

Vocabulary (A p.32 - 35)Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and readingFocus on academic vocabulary – access to complex textIntroduction of domain-specific vocabulary words in context

Media and Technology are integrated throughout the standards.

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

Assessment

The latest information on upcoming assessments on these standards will be

provided by SMARTER Balance.

www.k12.wa.us/smarter/default.aspx

Activity # 7

These standards should be looked at by teachers and administrators as a floor and not a ceiling for students’ achievement.

Reeves, 2011

Toolkit Resources

Available online at:

www.missionliteracy.com