CCSELA General Overview

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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 
Page 1 and 2: This  is an introduction 
Page 3: The architects of the stand
Page 7 and 8: The Intentional Design Limita
Page 9 and 10: California’s additional 15%
Page 11 and 12: Find the handout at the b
Page 13 and 14: Next, we’ll look at a s
Page 15 and 16: CONTINUED  Optional Activity 
Page 17 and 18: Compare California’s current
Page 19 and 20: CONTINUED  Point out the bo
Page 21 and 22: Let’s take a look at so
Page 23 and 24: Another shift is a more o
Page 25 and 26: Reading Standard 10 reference
Page 27 and 28: CONTINUED  Presenter note: Re
Page 29 and 30: This sample from seventh gr
Page 31 and 32: Another emphasis is on inte
Page 33: Allow a moment for comments

CCSELA General Overview

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