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California Common Core STATE Standards for

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California Common Core STATE Standards for

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    1. California Common Core STATE Standards for English Language Arts and Literacy in History/Social Studies & Science/Technical Subjects Sandi .5 min This is going to be a brief overview of the Common Core Standards for California so that you will be familiar with the organization and content of the standards. We hope to: Ease your mind; lower your heart rate Help you see that the current standards and the new standards are more similar than different Let’s take a look at our objectives for the session. Sandi .5 min This is going to be a brief overview of the Common Core Standards for California so that you will be familiar with the organization and content of the standards. We hope to: Ease your mind; lower your heart rate Help you see that the current standards and the new standards are more similar than different Let’s take a look at our objectives for the session.

    2. A Word from Sally Hampton 2 Sandi Slides 2-3 2.5 min Total Time: 3 minSandi Slides 2-3 2.5 min Total Time: 3 min

    3. CCSS Overarching Goals 3 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. Sandi Slides 2-3 2.5 min Total Time:3 minSandi Slides 2-3 2.5 min Total Time:3 min

    4. 6 Steve 1.5 min Total Time: 4.5 min Refer Participants to a handout of this page (This is page 10 of the CCS with the page number and text box on the right side of the page deleted, so only the common parts of the College & Career Readiness Anchor Standards are seen.) Let participants know that although California has not adopted these – they are embedded in the standards We will look at these in more detail in just a few minutes. Steve 1.5 min Total Time: 4.5 min Refer Participants to a handout of this page (This is page 10 of the CCS with the page number and text box on the right side of the page deleted, so only the common parts of the College & Career Readiness Anchor Standards are seen.) Let participants know that although California has not adopted these – they are embedded in the standards We will look at these in more detail in just a few minutes.

    5. Benefits of the CCSS 5 ? 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 Steve .5 min Total Time: 5 min From Math slides: 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 From Math slide 32 At this point, both consortia are making broad promises on what they’ll create by 2014-15, when states are supposed to implement the first tests. Both say they will integrate summative or end-of-the-year tests with interim and formative assessments that can guide instruction during the year.. Both are promising to include performance-based tasks, such as conducting a science experiment and writing short answers to questions that are intended to show deeper levels of learning and thinking than multiple choice questions supposedly can measure. They’ll be fewer of the latter on the tests. Steve .5 min Total Time: 5 min From Math slides: 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 From Math slide 32 At this point, both consortia are making broad promises on what they’ll create by 2014-15, when states are supposed to implement the first tests. Both say they will integrate summative or end-of-the-year tests with interim and formative assessments that can guide instruction during the year.. Both are promising to include performance-based tasks, such as conducting a science experiment and writing short answers to questions that are intended to show deeper levels of learning and thinking than multiple choice questions supposedly can measure. They’ll be fewer of the latter on the tests.

    6. 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) Sandi .5 min Total Time: 5.5 min Slide 9 – 13 10 min The design of the standards set requirements for English Language Arts AND Literacy in History/Social Studies & Science and Technical Subjects (we’ll explore the details of these sections later). K-5 expository Reading 7 writing are embedded K-3 materials of the new adoption have Science & Social Studies texts Mention that only Reading & Writing have specific standards in the Literacy in H/SS, Sci & Tech section Another shift is a more overt emphasis on shared responsibility for students’ literacy development. This was already part of California’s ELA and subject frameworks. These standards make the shared responsibility more overt. Our current History and Science frameworks already include many of the standards – so it is not really new to teach reading and writing in the subject areas. In fact, History and Science materials were recently adopted, so many districts have instructional materials in these content areas that do a good job of teaching and incorporating reading and writing. Instructor Note: Paraphrase the following paragraphs from the Introduction p. 2. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. Let’s take a look at who is responsible for which portion of the Standards. In K-5, since most of the instruction students receive comes from one teacher, there is a single set of grade-specific standards for which the classroom teacher is responsible. In grades 6-12, there is one set of standards for which ELA teachers are responsible. Another set of literacy standards for history/social studies, science, and technical subjects includes standards for which responsibility must be shared between ELA teachers and teachers in other content areas. The literacy standards in history/social studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines; the point is that there are discipline-specific literacy skills that should be addressed in other content areas. Grade levels for K-8; grade bands for 9-10 and 11-12 K-8 are grade-level specific 9/10 and 11/12 are two-year bands Sandi .5 min Total Time: 5.5 min Slide 9 – 13 10 min The design of the standards set requirements for English Language Arts AND Literacy in History/Social Studies & Science and Technical Subjects (we’ll explore the details of these sections later). K-5 expository Reading 7 writing are embedded K-3 materials of the new adoption have Science & Social Studies texts Mention that only Reading & Writing have specific standards in the Literacy in H/SS, Sci & Tech section Another shift is a more overt emphasis on shared responsibility for students’ literacy development. This was already part of California’s ELA and subject frameworks. These standards make the shared responsibility more overt. Our current History and Science frameworks already include many of the standards – so it is not really new to teach reading and writing in the subject areas. In fact, History and Science materials were recently adopted, so many districts have instructional materials in these content areas that do a good job of teaching and incorporating reading and writing. Instructor Note: Paraphrase the following paragraphs from the Introduction p. 2. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. Let’s take a look at who is responsible for which portion of the Standards. In K-5, since most of the instruction students receive comes from one teacher, there is a single set of grade-specific standards for which the classroom teacher is responsible. In grades 6-12, there is one set of standards for which ELA teachers are responsible. Another set of literacy standards for history/social studies, science, and technical subjects includes standards for which responsibility must be shared between ELA teachers and teachers in other content areas. The literacy standards in history/social studies, science, and technical subjects are meant to complement rather than supplant content standards in those disciplines; the point is that there are discipline-specific literacy skills that should be addressed in other content areas. Grade levels for K-8; grade bands for 9-10 and 11-12 K-8 are grade-level specific 9/10 and 11/12 are two-year bands

    7. Similar Domains/Strands 7 Steve .5 min Total Time: 6 min 20 min Now, we’ll take a look at some of the similarities between California’s current standards and the newly adopted Common Core Standards for California. California’s current standards are organized into four large categories called domains. The domains are: Reading Writing Listening and Speaking Written and Oral English Language Conventions The Common Core Standards for California are similarly organized into four groups called strands. The strands are: Reading Writing Speaking and Listening Language Let’s take a closer look at some of the standards and note their similar content. Steve .5 min Total Time: 6 min 20 min Now, we’ll take a look at some of the similarities between California’s current standards and the newly adopted Common Core Standards for California. California’s current standards are organized into four large categories called domains. The domains are: Reading Writing Listening and Speaking Written and Oral English Language Conventions The Common Core Standards for California are similarly organized into four groups called strands. The strands are: Reading Writing Speaking and Listening Language Let’s take a closer look at some of the standards and note their similar content.

    8. Shifts 8 Steve .5 min Total Time: 6.5 min While the content of the standards is very similar, the placement within the organization of the standards may have shifted. You’ll note that in our current standards, vocabulary standards are found in the Reading Domain, while in the Common Core Standards for California, they are now in the Language Strand. Standards addressing conventions and grammar are in the Written and Oral English Language Conventions Domain of our current standards. These standards are now found in the Language Strand. It is important to keep these shifts in mind when comparing the two sets of standards. Steve .5 min Total Time: 6.5 min While the content of the standards is very similar, the placement within the organization of the standards may have shifted. You’ll note that in our current standards, vocabulary standards are found in the Reading Domain, while in the Common Core Standards for California, they are now in the Language Strand. Standards addressing conventions and grammar are in the Written and Oral English Language Conventions Domain of our current standards. These standards are now found in the Language Strand. It is important to keep these shifts in mind when comparing the two sets of standards.

    9. Key Advances of CCSS 9 Steve Slides 9 & 10 1.5 min Total Time: 8 min Popcorn out – or Pair Shair What are you thinking? What’s exciting? Are you concerned about anything? Steve Slides 9 & 10 1.5 min Total Time: 8 min Popcorn out – or Pair Shair What are you thinking? What’s exciting? Are you concerned about anything?

    10. Standards Viewed in Grade Spans 10 Steve Slides 9 & 10 1.5 min Total Time: 8 min Look at page 38 in the CA CCStandards Explain how College and Career Ready Standards were not officially adopted, but will become part of the framework. Steve Slides 9 & 10 1.5 min Total Time: 8 min Look at page 38 in the CA CCStandards Explain how College and Career Ready Standards were not officially adopted, but will become part of the framework.

    11. Strand Organization 11 Steve .5 min Total Time: 8.5 min Find the handout at the back of your packet which outlines the organization of each strand. There are three sets of standards in the Reading Strand: Reading Standards for Literature, Reading Standards for Informational Text, and Reading Standards: Foundational Skills. In the first two sets, subheadings are consistent across grade levels: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity The third set of standards in the Reading Strand is Foundational Skills, included in K-5 only. The subheadings are: Print Concepts Phonological Awareness Phonics and Word Recognition Fluency The Writing Strand includes one set of standards, and the subheadings are consistent across grade levels: Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Speaking and Listening is one set of standards as well. Again, subheadings are consistent across grade levels: Comprehension and Collaboration Presentation of Knowledge and Ideas Finally, the Language Strand is one set of standards with consistent subheadings across grade-levels: Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use You may notice that Vocabulary is in the Language Strand of the Common Core, while in our current standards it is in the Reading domain. We’ll explore this shift later in the presentation. Steve .5 min Total Time: 8.5 min Find the handout at the back of your packet which outlines the organization of each strand. There are three sets of standards in the Reading Strand: Reading Standards for Literature, Reading Standards for Informational Text, and Reading Standards: Foundational Skills. In the first two sets, subheadings are consistent across grade levels: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity The third set of standards in the Reading Strand is Foundational Skills, included in K-5 only. The subheadings are: Print Concepts Phonological Awareness Phonics and Word Recognition Fluency The Writing Strand includes one set of standards, and the subheadings are consistent across grade levels: Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Speaking and Listening is one set of standards as well. Again, subheadings are consistent across grade levels: Comprehension and Collaboration Presentation of Knowledge and Ideas Finally, the Language Strand is one set of standards with consistent subheadings across grade-levels: Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use You may notice that Vocabulary is in the Language Strand of the Common Core, while in our current standards it is in the Reading domain. We’ll explore this shift later in the presentation.

    12. Table Talk 12 Review the standards comparison matrix at your tables. Compare the CCCS to the California Standards. What do you notice? Steve 4 min Total Time: 12.5 min What we’d like you to notice is how the numbers of the standards are consistent across grade-levels, with the purpose of developing a particular knowledge or skill. At the top of the slide is the anchor standard from the Common Core. Note how the development of this standard progresses across grade levels. For example, In the Reading: Informational Text set of the standards, Standard 2 works toward the College and Career Readiness anchor standard “Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.” Look at Kinder, Grade 2, 4, 6, 8, and 11/12 on this and the following slide. You will see the progression across grade levels. While the anchor standards are not included in California’s adoption, the underlying structure remains. Therefore, the number used to reference each of the standards remain consistent across grade levels. Steve 4 min Total Time: 12.5 min What we’d like you to notice is how the numbers of the standards are consistent across grade-levels, with the purpose of developing a particular knowledge or skill. At the top of the slide is the anchor standard from the Common Core. Note how the development of this standard progresses across grade levels. For example, In the Reading: Informational Text set of the standards, Standard 2 works toward the College and Career Readiness anchor standard “Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.” Look at Kinder, Grade 2, 4, 6, 8, and 11/12 on this and the following slide. You will see the progression across grade levels. While the anchor standards are not included in California’s adoption, the underlying structure remains. Therefore, the number used to reference each of the standards remain consistent across grade levels.

    13. Key Advances of CCSS 13 Steve Slides 13 -15 .5 min Total Time: 13 minSteve Slides 13 -15 .5 min Total Time: 13 min

    14. 3 Factors to Measure Text Complexity 14 Steve Slides 13 -15 .5 min Total Time: 13 minSteve Slides 13 -15 .5 min Total Time: 13 min

    15. Text Complexity 15 ? 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. Steve Slides 13 -15 .5 min Total Time: 13 min Reading Standard: Informational Text #10 references a text complexity band beginning in Grade 2. Text complexity takes into account three factors: Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) You will find more information on text complexity within the body of the standards (two pages that follow the K-5 and the 6-12 ELA standards) and in Appendix A which was not included in California’s adoption.Steve Slides 13 -15 .5 min Total Time: 13 min Reading Standard: Informational Text #10 references a text complexity band beginning in Grade 2. Text complexity takes into account three factors: Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) You will find more information on text complexity within the body of the standards (two pages that follow the K-5 and the 6-12 ELA standards) and in Appendix A which was not included in California’s adoption.

    16. Key Advances of CCSS 16 Sandi Slide 16-18 1.5 min Total Time: 14.5 min Sandi Slide 16-18 1.5 min Total Time: 14.5 min

    17. NAEP Alignment in Reading 17 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. Sandi Slide 16-18 1.5 min Total Time: 14.5 min “Reading, writing, and language are not generic, but always serve specific purposes.” An awareness of the emphasis on Informational Text is critical in ensuring student success. The standards aim to align with NAEP in the distribution of literary and informational text. This emphasis on informational text must begin K-3, because as you can see, by Grade 4 the distribution is 50/50. STEVE: Note that literary non-fiction is included in the Literary category, and this includes essays, speeches, and biographies. Therefore, the actual weight in informational text may be even higher than what is outlined in this table. It is important to note that the high percentages of informational text in high school is a shared responsibility between ELA teachers other disciplines. This does not mean that all 70% of informational reading needs to happen in the ELA classrooms. Sandi Slide 16-18 1.5 min Total Time: 14.5 min “Reading, writing, and language are not generic, but always serve specific purposes.” An awareness of the emphasis on Informational Text is critical in ensuring student success. The standards aim to align with NAEP in the distribution of literary and informational text. This emphasis on informational text must begin K-3, because as you can see, by Grade 4 the distribution is 50/50. STEVE:Note that literary non-fiction is included in the Literary category, and this includes essays, speeches, and biographies. Therefore, the actual weight in informational text may be even higher than what is outlined in this table. It is important to note that the high percentages of informational text in high school is a shared responsibility between ELA teachers other disciplines. This does not mean that all 70% of informational reading needs to happen in the ELA classrooms.

    18. NAEP Alignment in Writing 18 ? Three mutually reinforcing writing capacities: To persuade To explain To convey real or imagined experience Sandi Slide 16-18 1.5 min Total Time: 14.5 min One reason for this shift in the organization of writing standards is to better prepare students for college and career writing. This shift matches the NAEP (National Assessment of Educational Progress) framework. Notice the decreasing emphasis on writing to convey an experience (narrative), and the increase in writing to persuade or explain. Sandi Slide 16-18 1.5 min Total Time: 14.5 min One reason for this shift in the organization of writing standards is to better prepare students for college and career writing. This shift matches the NAEP (National Assessment of Educational Progress) framework. Notice the decreasing emphasis on writing to convey an experience (narrative), and the increase in writing to persuade or explain.

    19. K-5: Tools Dominate 19 Sandi Slide 19-21 1min Total Time: 15.5 min Sandi Slide 19-21 1min Total Time: 15.5 min

    20. 6-12: Disciplines Dominate 20 Sandi Slide 19-21 1min Total Time: 15.5 minSandi Slide 19-21 1min Total Time: 15.5 min

    21. Integrated Model of Literacy 21 Sandi Slide 19-21 1min Total Time: 15.5 minSandi Slide 19-21 1min Total Time: 15.5 min

    22. Integrated Model of Literacy 7th Grade 22 Sandi Slide 22 1min Total Time: 16.5 min Reading standards for Informational Text Reading standard #6 In Language Arts, students are taught to determine an author’s point of view or purpose in writing an informational text, and analyze how the particular author distinguishes her or her position from that of others. In History/Social Studies, students will also be taught to determine an author’s point of view or purpose – paying attention to laded language and the inclusion or avoidance of particular facts. In Science, students are taught to discern the author's purpose in providing explanations, descriptions of procedures, or the discussion of an experiment in a textSandi Slide 22 1min Total Time: 16.5 min Reading standards for Informational Text Reading standard #6 In Language Arts, students are taught to determine an author’s point of view or purpose in writing an informational text, and analyze how the particular author distinguishes her or her position from that of others. In History/Social Studies, students will also be taught to determine an author’s point of view or purpose – paying attention to laded language and the inclusion or avoidance of particular facts. In Science, students are taught to discern the author's purpose in providing explanations, descriptions of procedures, or the discussion of an experiment in a text

    23. Key Advances of CCSS 23 Steve Slide 23-24 1 min Total Time: 17.5 minSteve Slide 23-24 1 min Total Time: 17.5 min

    24. Streamlined Writing Applications CCSS: Write Opinions (K-5); Arguments (6-12) Informative/ Explanatory Texts 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 24 Steve Slide 23-24 1 min Total Time: 17.5 minSteve Slide 23-24 1 min Total Time: 17.5 min

    25. Key Advances of CCSS 25 Steve Slide 25-26 1 min Total Time: 18.5 minSteve Slide 25-26 1 min Total Time: 18.5 min

    26. Collaborative Conversations 26 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 … 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 others . . . Steve Slide 25-26 1 min Total Time: 18.5 min California’s current standards place more of an emphasis on formal presentation. The Common Core Standards add an emphasis on collaborative conversations; a skill that one might argue is used on an everyday basis. Here is an example of a Speaking and Listening standard addressing Collaborative Conversation. Take a moment to read the standard.Steve Slide 25-26 1 min Total Time: 18.5 min California’s current standards place more of an emphasis on formal presentation. The Common Core Standards add an emphasis on collaborative conversations; a skill that one might argue is used on an everyday basis. Here is an example of a Speaking and Listening standard addressing Collaborative Conversation. Take a moment to read the standard.

    27. Key Advances of CCSS 27 Sandi Slide 27-28 1min Total Time: 19.5 minSandi Slide 27-28 1min Total Time: 19.5 min

    28. Integrating Media Sources 28 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 6 6. 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. Sandi Slide 27-28 1min Total Time: 19.5 min Another emphasis is on integrating media sources. Research and media skills are blended into the Standards as a whole. INSTRUCTOR NOTE: Paraphrase the following paragraph from the Introduction. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. Let’s take a look at this integration into the standards as a whole. You’ll see from these Grade 6 examples, the use of media sources is integrating across the strands. Take a moment to read the example standards. These are only a few examples from Grade 6 – it is important to note that this is not an exhaustive list, there are numerous examples of integration of media sources within each grade level across the strands.Sandi Slide 27-28 1min Total Time: 19.5 min Another emphasis is on integrating media sources. Research and media skills are blended into the Standards as a whole. INSTRUCTOR NOTE: Paraphrase the following paragraph from the Introduction. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. Let’s take a look at this integration into the standards as a whole. You’ll see from these Grade 6 examples, the use of media sources is integrating across the strands. Take a moment to read the example standards. These are only a few examples from Grade 6 – it is important to note that this is not an exhaustive list, there are numerous examples of integration of media sources within each grade level across the strands.

    29. 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 Sandi Slide 29 .5 min Total Time: 19.5 minSandi Slide 29 .5 min Total Time: 19.5 min

    30. What are the implications for PD? 30 Sandi Slide 30 5 min Total Time: 24.5 min Sandi Slide 30 5 min Total Time: 24.5 min

    31. 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 Hampton http://www.americaschoice.org/commoncorestandardsresources?gclid=CNeB3oi0xqMCFRBTagodJRCwXw 31 Steve Slide 31-32 .5 min Total Time: 25 min Allow a moment for comments and questions. Throughout the presentation we have referenced the College and Career Readiness anchor standards and the Appendices, which were not included in California’s adoption. These documents may support your understanding of the organization and structure of the ELA standards and can be found at www.corestandards.org Steve Slide 31-32 .5 min Total Time: 25 min Allow a moment for comments and questions. Throughout the presentation we have referenced the College and Career Readiness anchor standards and the Appendices, which were not included in California’s adoption. These documents may support your understanding of the organization and structure of the ELA standards and can be found at www.corestandards.org

    32. Contact Information 32 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 Steve Slide 31-32 .5 min Total Time: 25 minSteve Slide 31-32 .5 min Total Time: 25 min

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