Transcript CCSS ELA Literacy Introduction Power Point

Finding Opportunities
in the Common Core
State Standards
June 2010
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
CCSS Opportunity
• To define literacy as everyone’s responsibility
• To examine current literacy practices in content area
classes (ELA, Mathematics, Science, Social Studies)
• To revisit ACT’s 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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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,
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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 for
English 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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Focus Areas
DRAFT Publisher’s Criteria for ELA/Literacy 4-12 CCSS
Text Complexity
Range and Quality of Texts
High Quality Text Dependent Questions and Tasks
Writing and Research that Analyzes Sources and
Deploys Evidence
Additional Criteria for Student Writing, Listening,
Speaking, and Language
CCSS Authors David Coleman (and Sue Pimentel) – CCSSO Webinar 3/4/11
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Additional Implementation
Tools and Resources
CCSSO – ELA/Literacy CCSS Writers
Publisher’s Criteria for Development of
Instructional Materials
Text Complexity Definitions
Sample Instructional Unit “Great Conversations”
Visual Description of How the Standards Work
Together
CCSSO - CCSS Implementation Tools and Resources 4/12/11
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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 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
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
1. Quantitative measures – readability and
other scores of text complexity
1. Reader and Task – background knowledge
of reader, motivation, interests, and
complexity generated by tasks assigned
Reader and Task
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From 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 20
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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For More Information
Visit the Common Core State Standards
website pages to learn more
www.corestandards.org
Find CCS information on MDE site (including
alignment documents)
http://www.michigan.gov/mde/0,1607,7-140--232021-,00.html
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ELA Resources
Michigan’s Mission Possible: Get ALL
Adolescents Literate and Learning
http://www.missionliteracy.com/
Susan Codere Kelly, MDE HS Project Coordinator
[email protected]
Ruth Isaia, Ph.D., MDE ELA Consultant
[email protected]
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