Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technica

1. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsKindergarten through Grade Five California Teachers Association Good Teaching Conference January 21, 2011 CLAB: Developed by SCFIRD with support from ELCSD, SCALD, and AAD

2. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The standards are comprised of 3 main sections: • a comprehensive K–5 section (including foundational skills and embedded literacy skills in history/social studies, science and technical subjects) • two content area-specific sections for grades 6–12 • one for English-language arts • one for literacy in history/social studies, science and technical subjects.

3. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects • The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, Speaking and Listening, and Language. • Each strand is headed by a set of CCR anchor standards that is identical across all grades and content areas. • The Common Core State Standards for English-language arts also set requirements for reading and writing in the social and natural sciences and for technical subjects.

4. California Additions • Formal presentations (grades 1-12) • Penmanship (grades 2-4) • Analysis of text features informational text (grades 6-12) • Career documents (grade 8)

5. College and Career Readiness Anchor Standards The K–5 standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

6. Anchor Standards Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.(R.8) Trace the progression of standard 8 for Reading Informational Text from kindergarten through grade 12.

7. Organization of the Standards

8. The Four Strands of the Common Core State Standards forEnglish Language Arts, K-5 Reading • Reading Standards for Literature • Reading Standards for Informational Text • Reading Standards: Foundational Skills Writing Standards Speaking and Listening Standards Language Standards

9. Strand Activity • As you quickly review the Common Core State Standards (CCSS) in the strand assigned to your table, think about how you currently teach skills and concepts in that strand. • Find a CCSS that will require changes in the way you teach a skill or concept. Discuss the differences in your pair or triad. • Report out: What standard did you select? How will your instruction be different? Explain in a few sentences.

10. Balance Between Informational and Literary Text 2009 NAEP Reading Assessment: Distribution of literary and informational passages Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc

11. Reading Standards for Literature • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (5.RL.7) • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RL.1)

12. Reading Standards for Informational Text • Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (4.RI.3) • Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4.RI.9) • Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 for additional expectations.) (4.RI.4)

13. Components of Effective Literacy Instruction Source: Reading/Language-Arts Framework for California Public Schools, page 23.

14. Reading Standards: Foundational Skills • Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text … d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables (1.RF.3) • Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (5.RF3)

15. Text Complexity Explained • Qualitative evaluation of the text • Quantitative evaluation of the text • Matching reader to text and task Measuring Text Complexity: Three Factors More information is available in Appendix A of the standards at http://www.corestandards.org/

16. Writing Strand Text Types and Purposes • Opinion pieces • Informative/ explanatory texts • Narratives Refer to Appendix C for writing samples, supporting research, and resources.

17. Standard 1: Opinion Pieces

18. Research to Build and Present Knowledge • Participate in shared research and writing projects (e.g., read a number of books on a single subject topic to produce a report; record science observations). (2.W.7) • Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. (5.W.8)

19. Speaking and Listening Strand Comprehension and Collaboration • Participate in collaborative conversations with diverse partners about [grade level] topics and texts … (K-2.SL.1) • Engage effectively in a range of collaborative discussions … with diverse partners on [grade level] topics and texts …(3-5.SL.1)

20. Speaking and Listening Strand Presentation of Knowledge and Ideas • Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts of details. (3.SL.5) • Include multimedia components (e.g., graphics, sound) and visual displays in presentation when appropriate to enhance the development of main ideas or themes. (5.SL.5) • Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (5.SL.6)

21. Collaborative Conversations & Discussions Across the Grades • Gather at the chart paper labeled with the grade level you teach. • Read Standard 1 for your grade level and one grade level below and discuss the differences between the two grade levels. (5 minutes) • Write down the differences and what they might mean for instruction. (1-2 sentences, 2 minutes) • Report your group’s insights. (Pick a volunteer to give a 1-2 sentence summary.)

22. Language Strand • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking… e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). i. Use frequently occurring prepositions (e.g., during, beyond, toward).(1.L.1) • Use knowledge of language and it conventions when writing, speaking, reading, or listening… c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).(4.L.3)

23. Language Strand • With guidance and support from adults … d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) ... (1.L.5) • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (4.L.6)

24. Strategies to Acquire Vocabulary The new standards underscore the importance of teaching a variety of strategies that allow students to independently determine the meaning of unknown words.

25. English Learner Considerations • Approximately 25% of California students are English learners • Many CCSS support English language development • The CCSS set rigorous grade-level expectations • They assert that all students should be held to the same high expectations

26. Common Core: Particularly Important Skills for English Learners • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening. Knowledge of language should include: *Pragmatic knowledge--knowledge of language use in context (status/purpose of speaker, genre structures) *Linguistic knowledge--knowledge of the functional demands of writing and speaking (e.g., formulate questions, compare/contrast, summarize, draw conclusions • Recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language Source: Diane August, Center for Applied Linguistics

27. Literacy in History/Social Studies, Science, and Technical Subjects • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text. (5.RI.3) • Participate in shared research and writing projects (e.g., explore a number of “how –to” books on a given topic and use them to write a sequence of instructions). (1.W.7) • Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. (3.SL.4.a.)

28. Technology: Sources of Information and Tools for Communication • Use information gained from illustrations and word in print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7) • With some guidance and support from adults, 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 one page in a single sitting. (4.W.6)

29. Appendices • Appendix A: Research Supporting Key Elements of the Standards • Appendix B: Text Exemplars and Sample Performance Tasks • Appendix C: Samples of Student Writing Appendices are available at http://www.corestandards.org.

30. Appendix A Research Supporting Key Elements of the ELA Standards Including: • Complexity of Texts • Foundational Skills • Writing • Speaking and Listening • Language • Glossary of Key Terms

31. Appendix B: Text Exemplars andSample Performance Tasks • Text Exemplars by Grade Level • Includes examples by grade level with sample performance tasks • Stories, poetry, drama, and informational text • Gives teachers an idea of achievement expectations for each grade level • Includes examples for History/Social Studies, Science, and Technical Subjects

32. Appendix C: Samples of Student Writing • This appendix includes student samples of writing for each grade level with annotation describing what the writer did well.

34. CDE on iTunes USource: http://www.cde.ca.gov/re/mm/it/

35. Your Questions What are your questions?

36. Resources For more information, visit the California Department of Education’s Common Core State Standards Web page at: http://www.cde.ca.gov/ci/cc For additional information, contact: Standards, Curriculum Frameworks, and Instructional Resources Division Curriculum, Learning and Accountability Branch California Department of Education 1430 N Street, Sacramento, CA 95814 916-319-0881

37. Contact Us Deborah Franklin Standards, Curriculum Frameworks & Instructional Resources Division dfrankli@cde.ca.gov 916-319-0442 Lillian Perez Standards, Curriculum Frameworks & Instructional Resources Division lperez@cde.ca.gov 916-319-0703