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Common Core State Standards
Introducing the CCSS for ELA and
Literacy in History/Social Studies,
Science, and Technical Subjects (v. 6-2-10)
Common Core State Standards
Provide
 Common definition of College and Career Readiness
(CCR)
 K-CCR progression of content knowledge and skill
Define
 What students need to know and be able to do to be
successful in entry level college courses and career
training programs
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Common Core State Standards
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Standards, NOT Curriculum
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Will need to be supported by coherent,
content-rich curriculum
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Do NOT define everything that should be
taught or assessed at the classroom or district
levels
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Align well with HSCE and MMC CCE
Revisit Big Picture Goals
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Policy on Learning Expectations
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21st Century Skills / Cs of Change
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Dispositions for Postsecondary Success
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Critical Thinking and Problem Solving, Communication,
Creativity and Innovation, Collaboration, Information and
Media Literacy, Contextual Learning
Inter-Relationships and Self-Reliance
Critical Response and Stance
Transformational Thinking
Leadership Qualities
CCS Opportunity
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To review the rigor, relevance, coherence of
our curricular units and interventions
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To develop assessments that help us focus on
meeting critical targets
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To celebrate what is working well
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To revisit areas that still need attention
CCS 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
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Characteristics of Complex Text Flipbook
To learn more about close and critical reading
Literacy Standards Organization
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CCR for ELA and Literacy in History/Social
Studies, Science and Technical Subjects
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Grade level standards progressions for
meeting CCR in 4 strands
Reading
 Writing
 Speaking and Listening
 Language
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CCS for ELA / Literacy
The CCR ELA/Literacy Anchor Standards
provide the organizing structure for the K-12
standards
 K-5 Literacy standards are organized by grade
level and strand and define literacy across
content areas
 6 – 12 standards are divided to define
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6 – 12 (CCR) for ELA
 6 – 12 (CCR) for History/Social Studies and
Science
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CCS for ELA / Literacy
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
CCSS Analysis Tool
Organized by CCR Anchor Standard
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Identify big ideas
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Review grade level progression
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Identify teaching strategies
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Evaluate current practice
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Plan for 2010-11
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Reading Standards
10 Overarching College and Career Ready
Anchor Reading Standards
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Reading Standards for Literature
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Reading Standards for Informational Text
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K-3 Foundational Skills
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Exemplars of Text Complexity
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Reading Standard Categories
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Key Ideas and Details (1-3)
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Craft and Structure (4-6)
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Integration of Knowledge and Ideas (7-9)
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Range of Reading and Level of Text
Complexity (10)
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Using Appendix B
Analyze Informational Text Exemplar
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Appendix B, p. 94
Vincent Van Gogh: Portrait of an Artist.
From Chapter 1: “A Brabant Boy 1853-75”
Using Appendix A
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Three-Part Model for Measuring Text
Complexity, p. 4
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Qualitative Dimensions of Text
Complexity, p. 6
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Language Progressive Skills, by Grade,
p. 31
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From Reading Between the Lines
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http://act.org/research/policymakers/pdf/reading_summary.pdf
Text Complexity
Measured by 3 factors
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Quantitative evaluation - Overall
readability
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Qualitative evaluation - Levels of
themes and concepts, complexity of
purpose and structure, unusual uses
of language
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Professional judgment - Reader
knowledge, motivation, and interests
What is complex text?
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Appendix A, p. 4
Writing Standards and Categories
10 Overarching College and Career Ready
Anchor Writing Standards
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Text Types and Purposes (1-3)
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Production and Distribution of Writing (4-6)
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Research to Build and Present Knowledge (7-9)
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Range of Writing (10)
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Argument and Persuasion (inset), p. 24
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Persuasive Strategies
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Logical Argument
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credibility, character, or authority of the writer
audience’s self-interest, sense of identity, emotions
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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Using Appendix C
Analyze student writing exemplar
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Grade 8, Informative/Explanatory Writing
“Football,” p. 47
Compare informative writing rubrics
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CCSS
MEAP http://www.michigan.gov/mde/0,1607,7140-22709_31168-233760--,00.html
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Narrative Writing
Analyze student writing exemplars, Appendix C
 Narrative exemplars K-5 and 8
 In 6-12, incorporate narrative elements in
arguments and informative/explanatory texts
 “Miss Sadie,” Grade 8, Narrative, p. 52
Compare narrative writing rubrics
 CCSS
 MEAP http://www.michigan.gov/mde/0,1607,7140-22709_31168-233760--,00.html
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Research to Build/Present Knowledge
“Paper Clips” activity
 Identify grade level progression in
research requirements (W7, W8)
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W9 - Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Speaking and Listening Standards
6 Overarching College and Career Ready Anchor
Speaking and Listening Standards
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Comprehension and Collaboration (1-3)
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Presentation of Knowledge and Ideas (4-6)
Language Standards
6 Overarching College and Career Ready
Anchor Language Standards
Conventions of Standard English (1-2)
 Knowledge of Language (3)
 Vocabulary Acquisition and Use (4-6)
Progressive Skills Overview
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Language Standards
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Conventions of standard English grammar and
usage
Conventions of capitalization, punctuation, and
spelling
Effective choices about language, punctuation, and
sentence structure for meaning and style
Vocabulary in context
Nuances and relationships of words
Academic and domain-specific vocabulary
For more information
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Visit the Common Core State Standards
website pages to learn more: www.nga.org or
www.ccsso.org or www.corestandards.org
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Find CCS information on MDE site
http://www.michigan.gov/mde/0,1607,7-140-232021--,00.html
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Support for CCSS Implementation
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Michigan’s Mission Possible: Get ALL
Adolescents Literate and Learning
http://missionliteracy.com/index.html
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ACT’s Reading Between the Lines
http://act.org/research/policymakers/pdf/reading_summary.pdf
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Contact Us

Elaine Weber, Ph.D., MISD ELA Consultant
[email protected]
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Susan Codere Kelly, MDE HS Project
Coordinator [email protected]
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Ruth Isaia, Ph.D., MDE ELA Consultant
[email protected]
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