COMMON CORE STATE STANDARDS

1. COMMON CORE STATE STANDARDS English Language Arts & Literacy In History/Social Studies, Science, and Technical Subjects Note that the ELA strand includes literacy standards in multiple subject areas. Note that the ELA strand includes literacy standards in multiple subject areas.

2. Goals for today: Develop a sense of how to navigate 500 pages of text � digitally or otherwise Encourage an understanding of how this effort is different from previous rollout efforts Explore the big ideas and concepts which influence or color the interpretation of the standards �Touch� many pages of the documents What we will not do is dig deep as a group into specific standards. That will be homework. What we will not do is dig deep as a group into specific standards. That will be homework.

3. History of CCSS Initiative Developed by Council of Chief State School Officers (CCSSO) and National Governor�s Association (NGA) Currently in the process of being adopted by the Maine legislature Everyone else: 47 states have or will adopt the ELA CCSS standards Learn more about the history of the efforts at http://www.maine.gov/education/lres/commoncore/index.html As needed � summary of development of the standards and adoption process in Maine. This should be brief.As needed � summary of development of the standards and adoption process in Maine. This should be brief.

4. College and Career Readiness Anchor Standards for Reading The concept of ANCHOR standards: Created before the K-12 standards Present a big picture or overarching idea Represent overall outcomes Reflect research about post-secondary education programs and what employers identified as critical skills Vetted for international comparability Begin with an understanding of what the CCR anchors are - purposeBegin with an understanding of what the CCR anchors are - purpose

5. College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. What does this mean to you? What are the key words in this statement? What does it look like in your classroom? How might you assess this standard? Have participants highlight or underline the words that would need clarification for implementation. What does this mean to you? What are the key words in this statement? What does it look like in your classroom? How might you assess this standard? Have participants highlight or underline the words that would need clarification for implementation.

6. College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. These are three key ideas which are further explored in Appendix A. How do you determine complexity in your classroom? What does it mean to read and comprehend independently? What is a measure of proficiency? Do any of these characteristics change by grade level? These are three key ideas which are further explored in Appendix A. How do you determine complexity in your classroom? What does it mean to read and comprehend independently? What is a measure of proficiency? Do any of these characteristics change by grade level?

7. Independently A student performance done without scaffolding from a teacher, other adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful student performance done without scaffolding; in the Reading standards, the act of reading a text without scaffolding, as in an assessment; see also proficient(ly), scaffolding This definition is directly out of the glossary in Appendix A. Note that independence is mentioned at multiple grade levels. This definition is directly out of the glossary in Appendix A. Note that independence is mentioned at multiple grade levels.

8. Proficiently A student performance that meets the criterion established in the Standards as measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest a successful student performance done without scaffolding; in the Reading standards, the act of reading a text with comprehension; see also independent(ly), scaffolding Also in the glossary. Words in italics are also offered in the glossary. Also in the glossary. Words in italics are also offered in the glossary.

9. Complex(ity) What is your definition? Have participants write their own definition. Discuss why this is not included in the glossary. It is a very big idea explained over several pages in Appendix A. Have participants write their own definition. Discuss why this is not included in the glossary. It is a very big idea explained over several pages in Appendix A.

10. Sample Reading Text Read the excerpt from Narrative of the Life of Frederick Douglass Annotate the qualities of text which help you determine appropriate grade level. Discuss what grade level would be appropriate for teaching this text. Cite at least two specific reasons why this would be the appropriate grade. This excerpt is found in Appendix B, page 90. The goal here is to provide the annotation which reflects the notes in the appendix. Note the reasons for determining grade level and record on newsprint. This will be useful later. This excerpt is found in Appendix B, page 90. The goal here is to provide the annotation which reflects the notes in the appendix. Note the reasons for determining grade level and record on newsprint. This will be useful later.

11. Sample Student Performance Task Students provide an objective summary of Frederick Douglass�s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. The Standard: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. The SSPT is found in Appendix B, page 93. Notice how the words in italics are lifted or derived directly from the standard itself. This is from the reading informational text standard, grade 8, #2, or RI.8.2. In the MLR, there is no qualification of summarizing objectively. The SSPT is found in Appendix B, page 93. Notice how the words in italics are lifted or derived directly from the standard itself. This is from the reading informational text standard, grade 8, #2, or RI.8.2. In the MLR, there is no qualification of summarizing objectively.

12. Sample of Student Writing Read the essay �Video Cameras in Classrooms� Keep in mind that this is an on-demand assignment and the student had only one class period in which to complete the task. Note both strengths and weaknesses of the piece. Discuss a context for the assignment � grade, class, etc. Essay is found in Appendix C, page 40. Suggest annotation on the text itself. Key question � what reading experience might students need prior to writing this piece? What writing experiences or skills do you recognize in the essay?Essay is found in Appendix C, page 40. Suggest annotation on the text itself. Key question � what reading experience might students need prior to writing this piece? What writing experiences or skills do you recognize in the essay?

13. Text Complexity, Types of Writing, and other BIG IDEAS: Jigsaw Activity Read the excerpted text you find on your table. Note the ideas, phrases, or words most significant to you. Discuss at your table how you will provide the Tweet-style summary of your text to the rest of the group. General discussion as time allows. Segment Appendix A appropriate to the group. A suggestion for sectioning the text can be found in the guided study for Appendix A at www.maine.gov/education/lres/ela/guided-study.html Segment Appendix A appropriate to the group. A suggestion for sectioning the text can be found in the guided study for Appendix A at www.maine.gov/education/lres/ela/guided-study.html

14. The big picture CCSS is more than just standards. Appendices, introductions, and notes are as important as the standards. There are implications for curriculum mapping and instructional strategies when ignoring parts of the whole text. Studying the standards must also involve understanding (comprehending) the supporting information. Professional independence may be an important concept to discuss.Professional independence may be an important concept to discuss.

15. Resources Bookmark this address as your primary CCSS resource. http://www.maine.gov/education/lres/ela/elem.html See the first item on the site for a method to study. Watch the site for a detailed study guide. Links to unit/lesson plans are in the works and will be posted throughout the school year. Sign up for the ELA list serve: http://mailman.informe.org/mailman/listinfo/englishlanguagearts Email us with questions patsy.dunton@maine.gov leeann.larsen@maine.gov Emphasize the use of Maine resources over national if possible. Emphasize the use of Maine resources over national if possible.