CALIFORNIACOMMON CORE STATE STANDARDS FOR

English Language Arts and Literacy in History/Social Studies & Science/Technical Subjects

•Steve Sinclair, ELA Coordinator•Sandra Yellenberg, Science

Coordinator

Steve Sinclair – ELA CoordinatorSandi Yellenberg – Science Coordinator

A Word from Sally Hampton2

CCSS Overarching Goals3

Ensure that our students are: Meeting college and work expectations; Provided a vision of what it means to be a

literate person in the twenty-first century; Prepared to succeed in our global

economy and society; and Provided with rigorous content and

applications of higher knowledge through higher order thinking skills.

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Benefits of the CCSS5

Internationally benchmarked Expectations clear to students, parents,

teachers, and the general public Allow for collaboration with other states

on best practices, instructional materials, and professional development

Costs to the state reduced Consistent expectations for all—not

dependent on a zip code

CCSS Set Requirements for Both . . . 6

English Language Arts (ELA) Reading Writing Speaking & Listening Language

Literacy in History/Social Studies & Science and Technical Subjects

K-5: Embedded in ELA 6-12: Separate section (Reading & Writing

only)

Similar Domains/Strands7

California Domains Common Core Strands• Reading• Writing• Listening and

Speaking

• Written and Oral English Language Conventions

• Reading• Writing• Speaking and Listening

(ELA only)• Language (ELA only)

Shifts8

Standard California Domain

Common Core Strand

Vocabulary Reading Language

Conventions/Grammar

Written and Oral English Language Conventions

Language

Key Advances of CCSS9

Greater clarity and coherency across grade spans

Standards Viewed in Grade Spans

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Strand Organization 11

Subheadings are consistent across grade levels within

each set of standards.

Table Talk12

Review the standards comparison matrix at your tables. Compare the CCCS

to the California Standards. What do you notice?

Key Advances of CCSS13

Greater clarity and coherency across grade spans

Reading Attention to text complexity

3 Factors to Measure Text Complexity

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Reader and Task

Quantitative

Qualitati

ve

Text Complexity

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Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read .

Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level.

Key Advances of CCSS16

Greater clarity and coherency across grade spans

Reading Attention to text complexity Balance of literature and informational texts

NAEP Alignment in Reading17

Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines.

Grade Literature Information4 50% 50%8 45% 55%12 30% 70%

NAEP Alignment in Writing18

Three mutually reinforcing writing capacities:

To persuade To explain To convey real or imagined

experienceGrade Persuade Explain Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

K-5: Tools Dominate19

ScienceSocial

Studies Math Literature

Reading

Writing

Language

6-12: Disciplines Dominate20

ScienceSocial

Studies Math Literature

Reading

Writing

Language

Integrated Model of Literacy21

Science

Social Studie

sMath Literat

ure

Reading

Writing

Language

Integrated Model of Literacy 7th Grade

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ReadingEnglish

Language Arts

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

History/Social

Studies

Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts).

Science and Technical Subjects

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text

Key Advances of CCSS23

Greater clarity and coherency across grade spans

Reading Attention to text complexity Balance of literature and informational texts Writing Emphasis on argument and

informative/explanatory writing

Streamlined Writing ApplicationsCCSS:Write Opinions (K-5); Arguments (6-12)Informative/ Explanatory TextsNarratives

CA Standards: Narratives Expository Descriptions Friendly Letters Personal or Formal Letters Response to Literature Information Reports Summaries Persuasive Letters/Compositions Research Reports Fictional Narratives Biographical/Autobiographical

Narratives Career Development Documents Technical Documents Reflective Compositions Historical Investigation Reports Job Application/Resume

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Key Advances of CCSS25

Greater clarity and coherency across grade spans

Reading Attention to text complexity Balance of literature and informational texts Writing Emphasis on argument and

informative/explanatory writing Speaking and Listening Inclusion of formal and informal talk

Collaborative Conversations

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Speaking and Listening, Grade 51. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a) Come to discussions prepared, having read or studied required material …

a) Follow agreed-upon rules for discussions and carry out assigned roles.

b) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks others . . .

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Greater clarity and coherency across grade spans

Reading Attention to text complexity Balance of literature and informational texts Writing Emphasis on argument and

informative/explanatory writing Speaking and Listening Inclusion of formal and informal talk Integrates media sources across the

standards

Key Advances of CCSS27

Integrating Media Sources

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Reading Standards for Informational Text, Grade 6

7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Writing Standards, Grade 66. Use technology, including the Internet, to

produce and publish writing a well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

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In sum . . . 29

All Teachers will need to Scaffold comprehension of increasingly Complex Texts Integrate Media Sources into instructional activities Support/monitor Informal Talk

ELA Teachers will need to Teach how a wide variety of genres fall into three big

buckets: Expository, Persuasive, and Narrative Science and History Teachers will need to

Teach Reading and Writing strategies in their content areas explicitly

What are the implications for PD?

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At your tables, discussthe Professional Development priorities for supporting teachers in integrating the new Common Core State Standards.

Web Resources

National Standards www.corestandards.org California Standards

http://www.cde.ca.gov/be/st/cc/index.asp Curriculum Maps:

http://commoncore.org/maps/index.php Crosswalks:

http://www.ccsesa.org/resources/zz%20K-12%20ELA_Croswalks%20080410.pdf

Interview with Sally Hamptonhttp://www.americaschoice.org/commoncorestandardsresources?gclid=CNeB3oi0xqMCFRBTagodJRCwXw

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Contact Information32

If you have any questions about Core Standards - and what type of training would best help your teachers make the shift to them, please feel free to contact:

Steve Sinclair ELA Coordinator Steve_sinclair @sccoe.org Sandi Yellenberg Science Coordinator sandra_yellenberg@saccoe.org