CCSELA General Overview

This

is
an
introduction
to
California’s
Common
Core
Content
Standards
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.
Session
Requirements
Suggested

time:

The
suggested
time
is
provided
as
a
guide
for
your
planning.


The
entire
overview
can
be
completed
in
30‐40
minutes.
Handouts:
• Packet
#1
• PowerPoint
slides
copied
two
per
page
• The
last
page
is
the
document
titled
“ELA
Org
for
CCS
”


(see
slide
11
for
picture)
• Packet
#2

(optional
handout,
used
with
optional
activity
on
slide
15)
• College
and
Career
Readiness
Anchor
Standards
for
Reading
(this
is
found
on
the
CCS
website,
see
slide
33
for
web
address)
• Reading
Standards
for
Informational
Text

K‐12
• Reading

Standards
for
Literacy
in
History/Social
Studies
• Reading

Standards
for
Literacy
in
Science
and
Technical
Subjects
1

We’ll
begin
with
a
general
overview
to
help
you
understand
the
key
design
considerations
used
by
the
“architects”
as
they
crafted
these
standards,
including
the
additional
15%
California
added
to
the
Common
Core.
Next,
we’ll
explain
the
organization
of
the
standards
and
familiarize
you
with
the
terminology
used
in
the
new
standards.
We’ll
also
highlight
similarities
between
the
two
sets
of
standards
as
well
as
some
of
the
shifts
or
differences.
Finally,
we’ll
point
out
the
areas
of
emphasis
in
the
new
standards.
2

The
architects
of
the
standards
framed
the
work
by
keeping
the
following
goal
in
mind:
All
students
are
college
and
career
ready
in
literacy
by
no
later
than
the
end
of
high
school.
The
standards
provide
a
vision
of
what
it
means
to
be
a
literate
person
in
the
twenty‐first
century
and
develop
the
skills
in
reading,
writing,
speaking,
and
listening
that
are
foundational
for
any
creative
and
purposeful
expression
in
language.
3

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).
4

Key
design
considerations
are
outlined
in
the
Introduction
of
the
Common
Core
State
Standards.

You
can
read
more
detail
on
your
own
at
a
later
time
if
you
download
the
document
from
the
Common
Core
State
Standards
website
(see
last
slide
for
web
address).
The
Introduction
was
not
included
in
California’s
adoption.
• College
and
Career
Readiness
(CCR)
anchor
standards
o The
CCR
standards
anchor
the
document
and
define
general,
cross‐disciplinary
literacy
expectations
that
must
be
met
for
students
to
be
prepared
to
enter
college
and
workforce
training
programs
ready
to
succeed.
o California
did
NOT
include
the
anchor
standards;
however,
they
are
the
framework
around
which
the
standards
are
organized.
• Grade
levels
for
K‐8;
grade
bands
for
9‐10
and
11‐12
o K‐8
are
grade‐level
specific.
o 9/10
and
11/12
are
two‐year
bands.
• A
focus
on
results
rather
than
means
o Standards
leave
room
for
determination
of
how
goals
should
be
reached
and
what
additional
topics
should
be
addressed.
• An
integrated
model
of
literacy
o Standards
are
divided
into
Reading,
Writing,
Speaking
&
Listening,
and
Language
strands
for
conceptual
clarity,
yet
document
reflects
their
interconnectedness.
• Research
and
media
skills
integrated
into
the
Standards
as
a
whole
o Research
and
media
skills
and
understandings
are
embedded
throughout
the
standards
rather
than
treated
in
a
separate
section.
We’ll
show
you
some
examples
of
this
later.
• Shared
responsibility
for
students’
literacy
development
o Students’
literacy
development
is
not
only
the
responsibility
of
the
ELA
teachers;
teachers
in
other
areas
have
a
role
in
this
development
as
well.
This
expectation
will
become
clearer
as
we
explain
the
structure
of
the
standards.
• Focus
and
coherence
in
instruction
and
assessment
o While
the
Standards
delineate
specific
expectations
in
reading,
writing,
speaking,
listening,
and
language,
each
standard
need
not
be
a
separate
focus
for
instruction
and
assessment.
Often,
several
standards
can
be
addressed
by
a
single
rich
task.
5

The
Introduction
of
the
Common
Core
State
Standards
also
describes
what
is
NOT
covered
by
the
standards,
the
Intentional
Design
Limitations.
The
Standards
do…
• set
grade‐level
standards;
they
do
not
define
the
intervention
methods
or
materials
The
Standards
do…
• allow
for
the
widest
possible
range
of
students
to
participate
fully
permitting
appropriate
accommodations;
they
do
not
define
the
full
range
of
supports
appropriate
for
English
learners
and
students
with
special
needs
The
Standards
do…
• define
general,
cross‐disciplinary
literacy
expectations;
they
do
not
define
the
whole
of
college
and
career
readiness
6

The
Intentional
Design
Limitations
continue
with
the
following:
The
Standards
do…
• define
what
all
students
are
expected
to
know
and
be
able
to
do;
they
do
not
define
how

teachers
should
teach
The
Standards
do…
• focus
on
what
is
most
essential;
they
do
not
describe
all
that
can
or
should

be
taught
The
Standards
do…
• establish
a
baseline
for
advanced
learners;
they
do
not
define
the
nature
of
advanced
work
7

States
could
add
up
to
15%
to
the
Common
Core
State
Standards
developed
by
the
State
Standards
Initiative
consortium.
California
added
to
the
common
core
state
standards
based
on
the
following
criteria:
• 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
In
order
to
identify
what
was
added,
the
Commission
presented
a
draft
to
the
State
Board
of
Education
with
California’s
Additional
15%
indicated
in
bold
and
underlined
font.
The
architects
of
the
Common
Core
combined
the
best
work
of
states.
In
fact,
California’s
standards
played
a
large
part
in
developing
the
foundation
for
the
Common
Core.
Because
of
this,
California
did
not
necessarily
add
the
full
15%
that
was
allowed.
In
terms
of
word
count
for
ELA,
California
added
approximately
8%.
8

California’s
additional
15%
includes
the
following:
• Analysis
of
text
features
in
informational
text
(Gr.
6‐12):

For
example,
in
grade
6
”Analyze
the
use
of
text
features
(e.g.,
graphics,
headers,
captions)
in
popular
media”
was
added
to
Standard
5
to
add
specificity.
• Included
Career
and
Consumer
Documents
in
Writing
(Gr.
8):

Career
and
consumer
documents
were
not
specifically
called
out
in
the
Common
Core.

Therefore,
“including
career
development
documents
(e.g.,
simple
business
letters
and
job
applications)”
was
added
to
a
CCS
standard
in
order
to
add
specificity.
• Application
of
phonics
and
word
analysis
skills
both
in
isolation
and
in
text
(Gr.
K‐3):
This
was
added
to
ensure
that
students
were
expected
to
apply
these
skills
BOTH
in
isolation
and
in
text.
• Penmanship
added
to
Language
(Gr.
2‐4):
CCS
only
included
specific
standards
addressing
penmanship
in
Kindergarten
and
Grade
1.
• Formal
presentations
in
Speaking
and
Listening
(Gr.
1‐12):
CCS
placed
more
emphasis
on
collaborative
conversations,
formal
presentations
were
specifically
called
out
in
the
additional
15%
–
“Plan
and
deliver
an
informative/explanatory
presentation…”
• Minor
additions
and
insertions
to
clarify
(e.g.,
archetypes,
thesis).
Obviously,
this
is
not
an
exhaustive
list.
Remember,
in
order
to
identify
what
was
added,
the
Commission
presented
a
draft
to
the
Board
with
California’s
additional
15%
indicated
in
bold
and
underlined
font.
9

Let’s
begin
exploring
the
organization
of
the
standards.
The
ELA
standards
are
organized
into
three
main
sections.
• A
comprehensive
K‐5
section;
History/Social
Studies
&
Science
and
Technical
Subjects
are
embedded
in
these
standards
since
instruction
is
typically
provided
by
one
teacher.
• Two
content‐area
specific
sections
for
grades
6‐12
• English
Language
Arts
• History/Social
Studies
&
Science
and
Technical
Subjects
(this
will
be
explained
in
more
detail
later)
There
are
four
strands
in
the
Common
Core
State
Standards
(the
“strands”
are
called
“domains”
in
the
current
CA
standards):
• Reading
• Writing
• Speaking
and
Listening
(K‐12
ELA
only
–
not
included
in
the
History/Social
Studies
&
Science
and
Technical
Subjects
section)
• Language:
this
strand
includes
conventions
and
vocabulary.
(K‐12
ELA
only
–
not
included
in
the
History/Social
Studies
&
Science
and
Technical
Subjects
section)
10

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.
11

Here
is
a
page
taken
from
the
K‐5
section
of
the
standards.
Instructor
Note:
Use
the
following
questions
to
highlight
important
information
on
the
slide.
The
standards
on
this
page
are
from
which
strand?
Reading
Which
set
of
standards
in
the
Reading
strand?
Informational
Text
How
many
standards
are
in
the
Reading
Standards
for
Informational
Text
across
ALL
grade
levels?
Ten
What
are
the
consistent
subheadings?
Key
Ideas
and
Details;
Craft
and
Structure;
Integration
of
Knowledge
and
Ideas;
Range
of
Reading
and
Level
of
Text
Complexity
What
does
the
bold
an
underlined
text
in
standard
4
and
10
indicate?
Part
of
the
15%
added
by
California
12

Next,
we’ll
look
at
a
standard
to
explore
the
organization
of
standards
across
grade
levels.
Remember,
the
Common
Core
State
Standards
were
developed
to
build
towards
College
and
Career
Readiness,
using
anchor
standards
to
guide
the
progression
across
grade
levels.
While
California
did
not
include
the
CCR
anchor
standards,
they
are
central
to
the
organization–
they
are
the
framework
used
to
design
these
standards
and
you
will
see
how
the
knowledge
and
skills
develop
across
grade
levels.
Remember
the
four
strands
identified
on
the
handout.
For
each
strand,
anchor
standards
were
used
to
organize
the
progression
of
standards
across
grade
levels.
• Reading:
10
anchor
standards
• Writing:
10
anchor
standards
• Speaking
&
Listening:
6
anchor
standards
• Language:
6
anchor
standards
13

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
kindergarten,
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.
14

CONTINUED
Optional
Activity
(use
packet
#2)
1. Review
the
College
and
Career
Readiness
Anchor
Standards
for
Reading.
2. Choose
one
of
the
Reading
Standards
for
Informational
Text.
3. Trace
that
standard
grades
K‐12.

Also
trace
it
grades
6‐12
in
the
Reading
Standards
for
Literacy
for
History/Social
Studies
AND
Reading
Standards
for
Literacy
in
Science
and
Technical
Subjects.
4. Share
your
observations
with
a
partner.
15

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.
16

Compare
California’s
current
standards
with
the
Common
Core
Standards
for
California
on
this
and
the
following
two
slides.
Note
the
similarities
in
the
content
of
the
standards.
17

CONTINUED
18

CONTINUED
Point
out
the
bold
and
underlined
text
used
to
indicate
California’s
additional
15%.
19

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.
20

Let’s
take
a
look
at
some
shifts
in
Writing
Applications.
While
our
current
standards
specifically
identify
various
writing
applications
across
grade
levels,
the
Common
Core
Standards
for
California
organize
the
writing
applications
into
three
categories:
1. Write
Opinions
(K‐5);
Write
Arguments
(6‐12)
2. Write
Informative/Explanatory
Texts
3. Write
Narratives
If
you
compare
the
two
lists,
you
will
see
that
the
various
writing
applications
found
in
our
current
standards
fit
into
one
of
the
three
categories
of
the
Common
Core
Standards
for
California.
21

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.
22

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.
23

Let’s
look
at
some
areas
of
emphasis
in
the
Common
Core
State
Standards.
As
we
begin
looking
towards
new
assessments
in
2014‐15,
we
want
to
teach
with
an
awareness
of
what
is
emphasized
in
the
Common
Core
standards.
These
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
Let’s
see
what
is
meant
by
each
of
these
statements.
24

Reading
Standard
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
(research)
and
Appendix
B
(illustrative
texts)
which
were
not
included
in
California’s
adoption.
25

The
standards
emphasize
reading
and
writing
across
curricular
areas.
You
will
see
this
reflected
in
these
example
standards
from
Grade
5
and
Grades
9‐10.
26

CONTINUED
Presenter
note:
Reminder
of
the
organization
of
the
standards
• Reading
Standards
for
Literacy
in
History/Social
Studies
• Reading
Standards
for
Literacy
in
Science
and
Technical
Subjects
(two
separate
sections)
• Writing
Standards
for
Literacy
in
History/Social
Studies
and
Science
and
Technical
Subjects
(one
combined
section)
27

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.
Note
that
literary
non‐fiction
is
included
in
the
Literary
category,
and
this
includes
essays,
speeches,
and
biographies.
Therefore,
the
actual
volume
of
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
and
teachers
in
other
disciplines.
This
does
not
mean
that
all
70%
of
informational
reading
needs
to
happen
in
the
ELA
classrooms.
28

This
sample
from
seventh
grade
is
just
one
example.
As
with
all
of
the
standards,
there
is
a
progression
across
grade
levels.
29

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.
Presenter
note:
One
formal
speech
is
called
out
at
each
grade
level.
30

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
non‐print
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
integrated
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.
31

Throughout
the
presentation
we
have
referenced
the
Introduction,
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
which
is
on
the
final
slide.
32

Allow
a
moment
for
comments
and
questions.
33