English Language Arts and Literacy in History/Social

Studies, Science, and Technical Subjects

Common Core State Standards

What are the Common Core State Standards?

Based on evidence and researchAligned with college and work expectationsFocused and coherent educational frameworkIncludes rigorous content and application of

knowledge through high-order skillsBuild upon strengths and lessons of current state

standardsInternationally benchmarked so that all students

are prepared to succeed in our global economy and society

Why is This Important?

• Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

• All students must be prepared to compete with not only their American peers in the next state, but with students

from around the world

Build towards 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

The Common Core State Standards

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Intentional Design Limitations

• What the Standards DO NOT define: Curriculum or teaching methods All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below

grade level The full range of support for English language

learners and students with special needs Everything needed to be college and career ready

The CCSS Requires Three Shifts in English Language Arts and Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Organization of the Standards

4 Domains1997 CA Standards

4 Strands2010 Common Core

Reading(includes vocabulary)

Reading

Writing Writing

Written and Oral Language Conventions

Language(includes vocabulary)

Listening and Speaking Speaking and Listening

Key Design Considerations: Anchor Standards

Anchor Standards are College and Career Readiness Standards

Backbone of the Common Core Standards for English Language Arts

Each strand is headed by a set of College and Career Readiness Standards 10 for Reading 10 for Writing 6 for Speaking and Listening 6 for Language

The Headings are identical across the grades

Design and Organization

Three main sections• K−8 (cross-disciplinary)

Includes K-5 standards for foundational skills• 6−12 English Language Arts

Grades 6-8 standards Grade bands 9-10, 11-12

• 6−12 Literacy in History/Social Studies, Science, and Technical Subjects

Balanced Representation of Literary and Informational Text

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

2009 NAEP Reading Assessment: Distribution ofLiterary and Informational Passages

Source: National Assessment Governing Board, (2008),Reading framework for the 2009 National Assessment ofEducational Progress,http://www.nagb.org/publications/frameworks/reading2009.doc

Focus on Writing

Grade

To Persuade

To Explain

To Convey Experience

4 30% 35% 35%

8 35% 35% 40%

12 40% 40% 20%

2011 NAEP Writing Framework: Distribution of Communicative Purposes by Grade Level

Nouns Verbs

1997 S

tandard

s

Com

mon C

ore

Sta

ndard

s

Webb, 2006

Diving Deeper

Critical Analysis/Use of Evidence Increased Student Collaboration Vocabulary Acquisition and Use Increased Use of Multimedia and Technology Work in reading and writing (as well as

speaking and listening) centers on the text Developing students’ prowess at drawing

knowledge from the text itself is the point of teaching

The Three Priorities

Students will read sufficiently complex texts closely

Students will extract information and gain knowledge from these texts

Students will write clear arguments based on the information they have read

Text Complexity

1. Qualitative evaluation of the text to a grade band

2. Quantitative evaluation of the text to locate text

a specific grade band3. Matching reader to text and task

Measuring Text Complexity: Three Factors

Text Dependent Questions and Tasks

Can be addressed only through careful scrutiny of the text and do not rely on outside information

Students draw evidence from the text and explain the evidence (orally and in writing)

Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations

Text-Dependent Questions

Specifically asks a question that can only be answered by referring explicitly back to the text being read

Does not rely on any particular background information extraneous to the text nor dependent on students having other experiences or knowledge

Instead, privileges the text itself and what students can extract from what is before them

Text-Dependent Questions

In a close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text-dependent questions: Why did the North fight the Civil War? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the

proposition that “all men are created equal.” Why is equality an important value to promote?

Progression of Text-dependent Questions

Opinions, ArgumentsIntellectual ConnectionsInference

Author’s Purpose

Vocabulary and Text Structure

Key Details

General Understanding

Creating Text Dependent Questions

Level of Text Specificity

Common Core Standard Close Reading Skill

Text Dependent Question

WordPhrases

Analyze how specific word choices shape tone (Standard 4)

What words and phrases does General Eisenhower use to inspire the troops on D-Day?

Creating Text Dependent Questions

Level of Text specificity

Common Core Standard Close Reading Skill

Text Dependent Question

SentencesAssess how point of view shapes content(Standard 6)

Eisenhower states that this invasion will “bring about the destruction of the German war machine… eliminatetyranny… and create security throughout the world.” What does that sentence reveal about him?

Creating Text Dependent Questions

Level of Text specificity

Common Core Standard Close Reading Skill

Text Dependent Question

Paragraphs

Summarize keysupporting details(Standard 2)

Investigate thestructure of specificsentences,paragraphs, andsections of text(Standard 5)

Ike’s message to the troops acknowledges the difficulty of the mission, but assures them that they will be triumphant. In what ways does he accomplish this?

How does the use ofreligious imagerycontrast in the openingand closing?

Activity

Moving Through the Process

Read excerpt from Dragonwings

At your tables, develop some text-based questions and tasks that relate to the selection

What are some possible content from other subjects that can be incorporated into a theme based module?

Consider connections to history/social studies, science and technical subjects

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

Appendix B: Text Exemplars

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

Appendix C: Samples of Student Writing

Samples of student writing for each grade level with annotation describing what the writer did well.

• An integrated model of literacy• Research and media skills integrated into

the Standards as a whole• Shared responsibility for students’ literacy

development• Focus and coherence in instruction and

assessment• A focus on results rather than means

Key Advances: Literacy

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Key Advances: Literacy

Literacy standards for reading and writing in history/social studies, science, and technical subjects

• Complement rather than replace content standards in those subjects

• Content is still the responsibility of teachers in those subjects

Alignment with college and career readiness expectations

Literacy in History/Social Studies, Science and Technical Subjects

Lays out what it means to be a literate person in the 21st Century

Helps students meet challenges of reading, writing, speaking, listening, and language in the content areas: History/Social Studies Science Technical subjects

Not meant to replace content standards in those subjects

Technical Subjects

Technical subjects – A course devoted to apractical study:

Engineering Technology Design Business Other workforce-related subjects; A technical aspect of a wider field of study, such as art or

musicSource: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A

Career and College Ready Student as Defined in the Common Core Demonstrates independence Builds strong content knowledge Responds to the varying demands of

audience, task, purpose, and discipline Comprehends and critiques Values evidence Uses technology and digital media

strategically and capably Understands other perspectives and cultures

Literacy in History/Social Studies, Science, and Technical Subjects

“In a departmentalized school, responsibility for improving reading comprehension of instructional materials should be shared by teachers of all subjects, particularly teachers of history-social science and science.” -CA Reading/Language Arts Framework, pp. 175, 192

Literacy in History/Social Studies, Science, and Technical Subjects

“…issues of teacher responsibility arise in a departmentalized school. English teachers may wonder how much time in English class should be devoted to acquiring the vocabulary of other disciplines. Shared responsibility is obviously an ideal solution.”-CA Reading/Language Arts Framework, p. 232

Literacy in History/Social Studies, Science and Technical Subjects

“Achieving the Literacy Standards requires substantially expanding the literacy requirements in history/ social studies as well as in science and technical subjects. The adoption of the Standards for Literacy in History/Social Studies, Science, and Technical Subjects therefore require several significant shifts in these curricula.”

Source: Draft Publisher’s Criteria for the Common Core State Standards in ELA & Literacy, Grades 4-12

Literacy in History/Social Studies, Science, and Technical Subjects

Built upon the same anchor standards for reading and writing:

A focus on discipline-specific vocabulary An acknowledgement of unique text structures

found in informational text The expectation that students will read and

write in other content classes The expectation that students will develop

informational/technical writing skills A focus on text analysis

Let’s Take a Look at the Literacy Standards

Starting on page 72 Page 73, Anchor Standards for Reading Page 74, Reading Standards for

History/Social Studies Page 76, Reading Standards for Science

and Technical Subjects Page 78, Anchor Standards for Writing Page 79, Writing Standards for History/

Social Studies, Science and Technical Subjects

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Reading Standards for Literacy in History/Social Studies

Grades 6-8 Grades 9-10 Grades 11-12

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

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Reading Standards for Literacy in Science and Technical Subjects

Grades 6-8 Grades 9-10 Grades 11-12

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Writing Standards for Literacy in History/ Social Studies, Science and Technical Subjects

Grades 6-8 Grades 9-10 Grades 11-12

8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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Reading Standards for Literacy in History/Social Studies

Grades 6-8 Grades 9-10 Grades 11-12

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

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Reading Standards for Literacy in Science and Technical Subjects

Grades 6-8 Grades 9-10 Grades 11-12

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

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Writing Standards for Literacy in History/ Social Studies, Science and Technical SubjectsGrades 6-8 Grades 9-10 Grades 11-12

8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Increased Teacher Collaboration

Interdisciplinary planning Allows for multiple points of access to subject matter Deepens student understanding of content Ensures adequate reading and writing of

informational text

CALIFORNIA DEPARTMENT OF EDUCATION 

English Language Arts/English Language Development FrameworkDevelopment Process

 

This chart shows the major steps of the curriculum framework development process. 

All meetings are open to the public.

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1. Instructional Quality Commission (IQC)

Appointed by State Board of Education

(SBE)March 2012

2. Meetings of Four Focus Groups

(Educators Appointed by SSPI) Held to Solicit

Input on New Framework

May/June 2012

3. SBE Appoints Curriculum Framework and Evaluation Criteria

Committee (CFCC)November 2012

4. CFCC Meets 6 Times to Draft FrameworkFebruary–July 2013

5. Draft Framework Presented to IQCSeptember 2013

6. IQC Conducts 60-Day Field Review; Draft

Framework Posted on Internet

October/November 2013

7. IQC's ELA/ELD Subject Matter Committee

Meets; Suggests Edits to Draft FrameworkDecember 2013

8. IQC Meets; Recommends Draft Framework to SBE

January 2014

9. Recommended Framework Posted on

Internet for 60-Day Public ReviewFebruary/March 2014

10. SBE Meets; Acts on IQC's Recommendation

to Adopt FrameworkMay 2014

11. Framework Posted on Internet; Print Edition Published

2015

RL.CCR.3

CCR Anchor Standard Reading 3:

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

=

RL.11-12.3Grade 11-12 students:

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).

+

RL.9-10.3Grade 9-10 students:

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. +

RL.8.3Grade 8 students:

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. +

RL.7.3Grade 7 students:

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). +

RL.6.3Grade 6 students:

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. +

RL.5.3Grade 5 students:

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). +

RL.4.3Grade 4 students:

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). +

RL.3.3Grade 3 students:

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. +

RL.2.3Grade 2 students:

Describe how characters in a story respond to major events and challenges. +

RL.1.3Grade 1 students:

Describe characters, settings, and major events in a story, using key details. +

RL.K.3Kindergarten students:

With prompting and support, identify characters, settings, and major events in a story. +

Implications For Your Work

Discuss the following at your table:

What is the most important/valuable piece of information I learned?

How will implementation of the Common Core affect my work?

What is the first step I need to take?

Please summarize and be prepared to report out for your group