NYS K-5 COMMON CORE STANDARDS FOR ELA & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS

October 2013

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Common Core State Standards (CCSS) Mission Provide consistent, clear understanding of

what students are expected to learn Robust and relevant to the real world,

reflecting the knowledge and skills that our young people need for success in college and careers

Fully prepare students so U.S. will be positioned to compete in the global economy

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Why Common Core Standards?

Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Equity: Expectations are consistent for all – and not dependent on a student’s zip code.

Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

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Key Features of CCSS

Fewer, clearer and higher Aligned with college and work expectations Include rigorous content and application of

knowledge through higher-order skills Build upon current state standards Internationally benchmarked, so all

students are prepared to succeed in global economy and society

Based on evidence and research State led - National Governors Association

(NGA) and Council of Chief State School Officers (CCSSO)

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CCSS Timeline 2010-11

Student achievement expectations are based on the 2005 ELA and Mathematics Standards. Districts begin developing awareness of the CCSS (Jan. 2011) and engage in gap analysis, with a

goal of implementing the new state curricula in Sept. 2012

2011-12 Student achievement expectations are based on the 2005 ELA and Mathematics Learning

Standards. Districts continue to engage in gap analysis and curriculum alignment, and begin implementing

instruction aligned to CCSS. The 3-8 Testing program and Regents examinations in ELA and Mathematics are aligned to the

2005 ELA and Mathematics Learning Standards.

2012-13 Student achievement expectations are based on NYS modified version of CCSS and state

standards for ELA and Math. Districts fully implement instruction based on the CCSS. CCSS Interim Assessments are

administered. Curriculum models will be available for schools. Partnership for Assessment of Readiness for

College and Careers (PARCC) field testing will occur.

2013-14 Student achievement expectations are based on NYS Modified version of CCSS for ELA and Math.

2014-15 CCSS PARCC assessments are operational.

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ELA CCSS K-5 Organization

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Navigating the Standards

Vertically by grade level

Horizontally across standard

Use of appendices - all contained on Atlas (References Section) Appendix A

Text Complexity Foundational Skills Vocabulary Concepts

Appendix B Text exemplars from text types and variety of genres Performance task examples for reading

Appendix C Annotated writing samples that demonstrate the writing standards

Integration across standard strands – writing standards are directly related to specific reading standards

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How to Read the ELA CCSS

ELA CCSS are meant to be read as an integrated ELA program beginning with College and Career Readiness Standards

Read the Reading standards with the text complexity information in Appendix A and the exemplary texts in Appendix B

Read the Writing standards with samples in Appendix C which illustrate performance criteria for each genre, grade by grade

Read the Language standards with skills ladder in Appendix A, which illustrate when skills should be introduced/mastered

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Not the “Big 5” Anymore

Big 5: phonemic awareness, phonics, fluency, vocabulary, comprehension

Phonemic awareness, phonics and fluency – addressed primarily in “Foundational Skills” addendum to K-5

Vocabulary – addressed primarily in the Language strand

Comprehension – addressed throughout

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READING STANDARDSLiterature and Informational Text

Key Ideas and Details (Standards 1-3) – determine central ideas or themes of a text (substantive themes)

Craft and Structure (Standards 4-6) – interpret words and phrases as they are used in text (vocabulary)

Integration of Knowledge & Ideas (Standards 7-9) – analyze how two or more texts address similar themes (paired selections)

Range and Level of Text Complexity (Standard 10) – “staircase” of growing text complexity across grades

Responding to Literature (Standard 11) – making connections with self, text and world around them

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All students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

While reading demands in college, workforce training programs and life in general have increased over the last half century, K-12 texts have declined in sophistication. This has led to a gap between many high school seniors’ reading ability and the reading requirements they will face after graduation.

Overview of Reading Standards11

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Text Complexity is Defined by: Qualitative Measures -

levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative Measures – readability and other scores of text complexity

Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

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Range of Text Types for K-5 Samples Contained in Appendix C

Literature Stories – adventure stories, folktales, legends,

fables, fantasy, realistic fiction, myth Drama – staged dialogue and brief familiar scenes Poetry – nursery rhymes, narrative poem,

limerick, and free verse poem Informational Text

Biographies and autobiographies Books about history, science, social studies and

the arts Technical texts including directions, forms, and

information contained in graphs, charts or maps Digital sources on a range of topics

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Grade 2 Narrative - Sample

My first tooth is gone I recall one winter night. I was four. My sister and I

were running down the hall and something happened. It was my sister and I had run right into each other. Boy! did we cry. But not only did I cry, my tooth was bleeding. Then it felt funny. Then plop! There it was lying in my hand. So that night I put it under my pillow and in the morning I found something. It was not my tooth it was two dollars. So I ran down the hall, like I wasen’t supposed to, and showed my mom and dad. They were suprised because when they lost teeth the only thing they got is 50¢.

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Annotation – The writer of this piece…

establishes a situation in time and place appropriate for what is to come. I recall one winter night. I was four. My sister and I were running down the hall and something happened.

recounts a well-elaborated sequence of events using temporal words to signal event order. My sister and I were running down the hall and something happend. . . . But not only did I cry . . . Then it felt funny. Then plop! There it was lying in my hand.

includes details to describe actions, thoughts, and feelings. Boy! did we cry. Then it felt funny. So I ran down the hall, like I wasen’t supposed to, and showed my mom and dad.

provides a sense of closure. They were suprised because when they lost teeth the only thing they got is 50¢.

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Example of Reading Standard for Literature K-2

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Example of Reading Standard for Informational Text 3-5

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READING STANDARDSFoundational Skills

Print Concepts K-2 Phonological Awareness K-1 Phonics and Word Recognition K-5 Fluency K-5

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Example of Reading Standard for Foundational Skills K-2

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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 standards’ appendices for writing samples)

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Writing Standards Text Types and Purposes – Standards 1-3

Writing arguments Writing informative/explanatory texts Writing narratives

Production and Distribution of Writing - Standards 4-6 Produce clear and coherent writing Develop and strengthen writing by revising, editing Use technology to produce writing and to collaborate with others

Research to Build/Present Knowledge- Standards 7-9 Conduct research projects Gather information from print and digital sources; assess accuracy

Range of Writing- Standard 10 Write over extended time frame

Responding to Literature – Standard 11 Develop personal, cultural and thematic connections

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Example of Writing StandardK-2 Progression

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Language Standards

Conventions of Standard English– Standards 1-2 Demonstrate command of the conventions of standard English grammar

and usage Demonstrate command of the conventions of standard English

capitalization, punctuation and spelling

Knowledge of Language – Standard 3 Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use- Standards 4-6 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, and consulting reference materials, as appropriate.

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Example of Language Standard 3-5 Progression

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Language Progressive Skills