California’s Common Core Content Standards An Introduction for K-12 Teachers

1. California’s Common Core Content Standards An Introduction for K-12 Teachers Mathematics, English Language Arts, and Literacy in History/Social Studies & Science and Technical Subjects Presented by San Joaquin and Stanislaus County Offices of Education September and October 2011

2. Objectives For This Session of ELA and Mathematics General Overview Organization Similarities Content Shifts ELA - Areas of Emphasis Math – Areas of Emphasis & Grade 8 Options Next Steps

3. The CA Common Core Standards Build toward preparing students to be college and career ready in literacy by no later than the end of high school Provide a vision of what it means to be a literate person in the twenty-first century Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language

4. The Standards Set Requirements … • Mathematics • Practice Standards • Content Standards • Conceptual • Understanding • Problem Solving • Focus & • Coherence • English Language Arts (ELA) • Reading • Writing • Speaking & Listening • Language • Literacy in History/Social Studies, Science &Technical Subjects • K-5: Embedded in ELA • 6-12: Separate section

5. California’s Criteria for the Additional 15% Substantively enhance Address a perceived gap Be defensible to classroom practitioners Keep the original standard intact Ensure the rigor of California’s existing standards is maintained

6. Key Design Considerations • College and Career Readiness (CCR) anchor standards • A focus on results rather than means • Grade levels for K-8; subjects/grade bands 9-10 & 11-12 • Research and media skills integrated into the Standards • An integrated model of literacy • Shared responsibility across subjects for students’ literacy development • In Mathematics: Grade 8 Options, Mathematical Practices, and Conceptual Understanding • Focus and coherence in instruction and assessment

7. California’s Additional 15%ELA Examples of Additions Analysis of text features in informational text (Gr. 6-12) Career and consumer documents included in Writing (Gr. 8) “Both in isolation and in text” added to the application of phonics and word analysis skills (Gr. K-3) Penmanship added to Language (Gr. 2-4) Formal presentations included in Speaking and Listening (Gr. 1-12) Minor additions and insertions to enhance and clarify (e.g., archetypes, thesis)

8. ELA Standards Organization • Three main sections • A comprehensive K-5 section • Two content-area specific sections for grades 6-12 • English Language Arts • History/Social Studies & Science and Technical Subjects • Four strands • Reading • Writing • Speaking and Listening (K-12 ELA only) • Language (K-12 ELA only)

9. Try It!Strand Organization Quiz • Locate the Reading: Informational Text standards • Answer the following questions: • The standards on this page are from which strand? • This substrand contains reading standards for what type of text? • How many standards are in the Reading Standards for Informational Text across ALL grade levels? • What are the consistent subheadings? • What does the bold an underlined text in standard 4 indicate?

10. Strand Organization • Subheadings are consistent across grade levels within each set of standards • Locate the handout at the back of your packet

11. Try It!Introducing the Standards • Locate the Standards Handout • Find and tab the four strands • Reading • Writing • Speaking and Listening (K-12 ELA only) • Language (K-12 ELA only) • Identify an example of California’s additions (bold and underlined font)

12. Organization of Standards Across Grade Levels K-12 grade-specific standards define end-of-year expectations A cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school

13. Reading: Informational Text College and Career Readiness - Anchor Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details. Standard 2 - Note the progression across grade levels: Kindergarten: With prompting and support, identify the main topic and retell key details of a text. Grade 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Grade 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

14. Reading: Informational Text Standard 2 Note the progression across grade levels: Grade 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Grade 8: 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. Grades 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

15. Try It!Trace a Standard Choose a different standard and trace the progression across grade levels Be prepared to share key findings with the group

16. Similar Organization

17. Sample Standards ComparisonGrades 1 and 3

18. Sample Standards ComparisonGrade 6

19. Sample Standards ComparisonGrades 9-10

20. Placement Shifts

21. Try It!Explore the Language Strand • Turn to theLanguagestrand in your handout • Identify the subheadings in the Language strand • Read the Language standards for your grade level • Discuss the specific skills that are addressed in this strand

22. Writing Applications Common Core Standards for CA • Write Opinions (K-5); and, Write Arguments (6-12) • Write Informative/Explanatory Texts • Write Narratives 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

23. A Progression of Writing The Standards cultivate three mutually reinforcing writing capacities: • To persuade • To explain • To convey real or imagined experience

24. Try It!Explore the Writing Strand • Turn to theWritingstrand in your handout • Identify the subheadings in the Writing strand and discuss what is included under each subheading • Read the Writing standards for your grade level • Discuss the text types and purposes for your grade level

25. Shared Responsibility for Teaching the Standards • A single K-5 set of grade-specific standards • Most or all of the instruction students receive comes from one teacher • Two content area–specific sections for grades 6-12 • One set of standards for ELA teachers • One set of standards for history/social studies, science, and technical subject teachers • The literacy standards in history/social studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines

26. Try It!Literacy is a Shared Responsibility • K-5 • Browse the standards and identify how content area literacy skills are embedded across strands • Be prepared to share a specific example • 6-12 • Browse the two sets of standards and discuss how literacy is addressed in both ELA and history/social studies, science, and technical subjects • Discuss Reading: Informational Text Standard 3 in each set and discuss how the literacy skill is related and the nuances within each area

27. Areas of Emphasis in the Common Core State Standards Focus on text complexity Address reading and writing across the curriculum Emphasize analysis of informational text Focus on writing arguments and drawing evidence from sources Emphasize participating in collaborative conversation Integrate media sources across standards

28. Emphasis on Text Complexity 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

29. Text Complexity Matters • ACT 2006 Reading Between the Lines: http://www.act.org/research/policymakers/pdf/reading_report.pdf • Students who reached benchmark scores and did well in college had the: • Ability to make inferences while reading or answering questions • Ability to answer questions associated with complex text

30. Text Complexity Matters • Increasing complexity of text in college, careers and everyday life • College textbooks have maintained levels or increased • Scientific journals and magazines increased in text complexity since 1930 • Workplace reading exceeds grade 12 complexity significantly

31. Lexile Framework for Reading • Measures Text Readability/Student Reading Ability • Lexile Measure Reported in Increments from 200L To 2000L • Matches Text with Student Reading Level • Tens of Thousands of Books Tens of Millions of Articles Hundreds of Publishers All Major Standardized Tests

32. Text Complexity Grade Bands and Associated Lexile Ranges

33. Lexile Literature 1500 - On Ancient Medicine 1400 - The Scarlet Letter 1300 - Brown vs. Board of Ed. 1200 - War and Peace 1100 - Pride and Prejudice 1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners

34. MetaMetrics Survey 2000

36. Try It!Explore Text Complexity Read Standard 10 in Reading: Literature and Reading: Informational Text for your grade level Discuss Measuring Text Complexity: Three Factors located at the end of each grade span

37. Emphasis on Reading and Writing Across the Curriculum Writing, Grade 5 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). • Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

38. Emphasis on Reading and Writing Across the Curriculum Writing, Grades 9-10 English Language Arts 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). • Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). History/Social Studies, Science, and Technical Subjects 9. Draw evidence from informational texts to support analysis, reflection, and research.

39. Try It!Explore Reading and Writing Across the Curriculum Browse the standards and identify additional examples of the reciprocal relationship of reading and writing across the curriculum

40. Emphasis on Informational Text The Standards aim to align instruction with this National Assessment of Educational Progress (NAEP) framework 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

41. Additional Areas of Emphasis: 4. Writing Arguments and Drawing Evidence From Sources5. Collaborative Conversations6. Integrating Media Sources

42. Emphasis on Writing Arguments and Drawing Evidence From Sources Writing, Grade 7 1. Write arguments to support claims with clear reasons and relevant evidence. • Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the argument presented.

43. Emphasis on Collaborative Conversations Speaking and Listening, Grade 5 1. 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. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

44. Try It!Explore Collaborative Conversations Read Speaking and Listening Standard 1 across the grade spans Discuss the progression

45. Emphasis on Integrating Media Sources Grade 6 Examples Across the Strands Reading Standards for Informational Text 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 6. Use technology, including the Internet, to produce and publish writing as 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. Speaking and Listening Standards 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

46. Try It!Explore Integrating Media Sources Browse the standards and identify additional examples of how media is integrated within each of the strands

47. Common Core Standards • Do: • Set grade-level standards K-8 • Establish a baseline for advanced learners • Allow for the widest possible range of students to participate fully, permitting appropriate accommodations • Focus on what is most essential, define what all students are expected to know and be able to do

48. Common Core Standards • Do: • Provide clear signposts along the way toward the goal of college and career readiness for all students • Define general, cross-disciplinary literacy expectations • Provide conceptual cluster standards for high school mathematics • Identify standards for Algebra 1

49. Common Core Standards • Do not: • Define intervention methods or materials • Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations • Dictate curriculum or teaching methods • Describe all that can or should be taught • Define the whole of college and career readiness

50. What Is Next For You? • Collaborate with colleagues, compare your curriculum and CCS • Know that CCS are focused, coherent, rigorous • Continue to implement balanced programs • Implement current math reasoning standards to support Standards forMathematicalPractice • Know the importance of literacy being taught in all content areas • Use quality assessments to drive instruction