1 Common Core State Standards Initiative English Language Arts September 2011.

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Common Core State Standards Initiative

English Language Arts

September 2011

CCSS ELA Initiative Oakland

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NATIONAL

Smarter Balanced ConsortiumLiteracy Design Collaborative

• MAISA ELA Leadership

OS

Avondale Berkley Birmingham Bloomfield

Hills Brandon Clarenceville Clarkston Clawson Farmington Ferndale Hazel Park Huron Valley Lake Orion Lamphere Madison

Novi Oak Park Oakland Schools Oxford Pontiac Rochester Royal Oak South Lyon Southfield Walled Lake Waterford West Bloomfield

COUNTYSTATE

MAISA

2010 – 2011 Phase I3

Phase I: K-12 Academic Writing Unit developed

  K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Opinion Letter: About a

book

Opinion Letter: Around a Social

Issue

Opinion

Review

Personal Essay:

Generating and

Supporting a

Thesis

Personal Essay:

Exploring Types

of Evidence

Personal Essay:

Determining

Relevant and

Logical Reasoning

Developing Voice to Address Public

ConcernComplaint

Letter 

Seeing local

struggles and

developing

solutionsProposal

Essay 

Developing claim

and countercl

aim through issue-based Op/Ed

Critical

Review 

OpEd Essay

 Editorial

Social Commentary

2011-2012 Phase II4

Grade Level

Unit 1 Unit 2 Unit 3 Unit 4

Kind. Oral Language – Building a Talking Community

Launching the Writing Workshop – Approximating Small Moments

Looking Closely: Observing, Labeling and Listing Like Scientists

Pattern Books

1 Launching with Concept Book Small Moment Personal Narrative with Writing for Readers

Revision How To

2 Launching with Small Moments Lifting the Power of Narrative through Studying Craft

Revision Gather Research and Write Descriptive Rewards 

3 Launching the Personal Narrative/ 

Raising the Quality of Narrative Writing: Emphasis on Generating and Structure

Realistic Fiction 

Launching a Research Process

4 Launching the Personal Narrative/Raising the Quality of Narrative Writing: Emphasis on Growing Significance

Literary Essay: Generating a Thesis with Support from a Close Reading and Analysis of Text

An Inquiry into Poetry: Craft and Meaning

Launching a Research Process

5 Launching the Personal Narrative/Raising the Quality of Narrative Writing: Writers as Decision-Makers

Writing a Literary Essay with Relevant and Logical Reasoning and Support from Textual Analysis

Launching a Research Process Independent Research

6 Launching the Writing Workshop: Personal Narrative- Stories that Matter

Literary Essay: Writing about Character(s)

Information Essay: Developing theories through Cause and Effect

Writing the Argument

7 Launching the Writing Workshop: Memoir- Insight into Self

Literary Essay: Writing about Themes

Information Essay: Seeing the World from an Historical Perspective

Writing the Argument

8 Launching the Writing Workshop: Poetry- Ways to Express Self

Literary Essay: Writing about Connecting Theme and Character

Information Essay: Seeing the World from a Perspective

Writing the Argument

9 Launching the Writing Workshop: Personal Narrative- Developing Character

Literary Essay: Writing about Short Fiction

Information Essay: Researching a Trend

Writing the Argument: Media and Marketing

10 Launching the Writing Workshop: Poetry- Ways to Express Meaning

Literary Essay: Writing about Time, Place and the Individual

Information Essay: Shared Research and Technology-Based Publication

Basics of Argument: Film Study

11 Launching the Writing Workshop: Memoir- Insight into Humanity

Literary Essay: Writing about Themes and Topics of American Literature

Information Essay: Sustained Research on a Personal Inquiry

Basics of Argument: Social Power Study

12 Launching the Writing Workshop: Poetry- Experimenting with Style and Form

Literary Essay: Writing about Real and Imagined Experiences

Multi-medium Information Essay: Sustained Research on a Social Issue

Advanced Argument: Creative Nonfiction

Common Core Groups and Functions

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Oakland County Mathematics and English Language Arts Leadership Teams These groups make content area decisions for the project and assist with the development of the materials. In addition, they assist with the professional development process and materials. They are expected to be leaders back in their local district assisting with implementing the Common Core Curriculum. In some cases they facilitate grade level pilot and review teams. Each district has one representative on each subject area team. In some cases they may have more than one. 

Common Core Groups and Functions

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Writing Teams

These groups consist of contractors and local district teachers that develop the units, lessons and assessment for review by the pilot and review teams. The size of the writing groups differs depending on the needs of the subject area and grade level.Behind the Scenes: Prior to writing teams meeting, internal K-12 ELA consultants meet to study standards alignment.

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WRITING: COLLEGE AND CAREER READINESS STANDARD 3

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Common Core Writing Standards for Grade 6College & Career Readiness Anchor Standards

Grade 6 Common Core State Standards

1 2 3 4 51.    Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating and understanding of the topic or text.

c.  Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.

2.    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c.  Use appropriate transitions to clarify the relationships among ideas and concepts.d.  Use precise language and domain-specific vocabulary to inform about or explain the topic.e.  Establish and maintain a formal style.f.   Provide a concluding statement or section that follows from the information or explanation presented.

Oakland Schools Writing Units

Text Types and Purposes1.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and suffi cient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Common Core Groups and Functions

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Pilot and Review TeamsThese groups consist of 10 - 15 teachers per grade level to pilot materials in their classroom, collect classroom artifacts, provide feedback to the writing team, and possibly train teachers back in their district. Members will sometimes assist in developing templates or tools to scaffold student learning in a lesson. Teachers should be knowledgeable about the subject area and willing to share with their colleagues back in the district.

Common Core Groups and Functions

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Train the TrainersThese are teachers from the piloting and review teams or from the district recommendations. Ideally we would like one teacher per grade level from each district.

2011 - 2013 Implementation13

The Phase II units will be released for implementation in August 2012 (four units per

grade level) .

Phase III units will be released for implementation in August 2013.

K 1st 2nd … 11th

Unit 1

Unit 1

Unit 1

… Unit 1

Unit 2

Unit 2

Unit 2

… Unit 2

Unit 3.

.

.

Unit 3.

.

.

Unit 3.

.

.

… Unit 3.

.

.

Moving Toward Assessing the Common Core in Michigan

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What we think we know… What we don’t know yet…

• The MEAP tests will stay in place for at least four more years (Fall 2010-13). The new assessments will be ready for use by the 2014-15 school year. Given during the last 6-12 weeks of school.– 2011 -12 MEAP and MME remain the same with the

overall focus on improving practice.

– 2012 -13 MEAP minimally modified (begin to remove items related to standards not present in the CCSS) with continued focus on instruction and formative assessment

– 2012 -13 lots of CCSS assessment item pilots and some initial release of items

– 2013 -14 MEAP minimally modified again and continued focus on formative assessment

– 2014 -15 Full implementation - Instruction and Assessment based on CCSS

1. We don’t know what will happen with MME.

2. We don’t know how or if new assessment items will be phased in.

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Balanced Assessment Consortium

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Assessing the Common Core21

Beyond the Bubble Tests: The Next Generation of Assessments -- Secretary Arne Duncan's Remarks to State Leaders at Achieve's American Diploma Project Leadership Team Meeting September 2, 2010

…this new generation of assessments-- combined with the unprecedented development of common college and career-ready standards--is a game-changer in K-12 education. But that doesn't mean that the implementation of college-ready standards and assessments will bring us to educational nirvana a few short years from now. As important as better assessments are, they are not a pedagogical silver bullet.

Assessing the Common Core

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Beyond the Bubble Tests: The Next Generation of Assessments -- Secretary Arne Duncan's Remarks to State Leaders at Achieve's American Diploma Project Leadership Team Meeting September 2, 2010

Standards and assessments are only the foundation upon which states will construct high-quality curriculum, professional development, and all the other pieces that will support teachers preparing to teach to these new standards and students learning at higher levels. While these assessments will not be ready until 2014-15, this work of transitioning to new standards should start tomorrow. In fact, we are seeing the work beginning now in districts across the country.

Grade Level Unit Components 23

1. Unit Themes• Graphic• Focus Questions• Intellectual Processes• Key Concepts

2. Content Standards• Abstract• CCSS Standards

3. Instructional Resources• Daily Sessions• Literature• Websites• Graphic Organizers• Exemplars• Assessments

4. Professional Resources• Suggested books

Daily Lesson Components 24

K-12 Lesson Template Alignment

• Teaching Point• Connection• Teach• Active Engagement• Independent

Practice• Mid-session

teaching point(s)• Share

Growing Professionally with Colleagues

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• What do my colleagues need to understand and be thinking about as they implement these CCSS units?

• How will I share this information, and what challenges might I face?

• How might I support my colleagues and what resources might help?

• What discussions need to be continued within my district to support CCSS implementation?