Summer 2012
Educator Effectiveness Academies
English Language Arts
Transitioning to the CCSS by Making
Strategic and Informed Choices in the Classroom
Day 3, Session 3
Examining the ELA and Disciplinary
Literacy Standards for Reading and Writing
1
Preparation for Day 3, Session 3
For Day 3, Session 3 you
will need:
Side by Side Literacy
Standards handouts
Highlighters
Chart paper and
markers
Sticky notes (optional)
Session Outcome
Participants will develop
knowledge of the similarities
and differences between the
ELA and the Disciplinary
Literacy standards for
Reading and Writing.
The Disciplinary
Literacy Standards
The Common Core State
Standards (CCSS)
differentiate the reading
and writing standards for
ELA, history/social studies,
science, and technical
subjects.
4
The Disciplinary
Literacy Standards
“…each discipline acquires, develops
and shares knowledge in distinct ways,
educators in each field must take ownership of
building robust instruction around disciplinespecific literacy skills to prepare students for
college and careers.”*
*From the PARCC Content Frameworks
5
The Disciplinary
Literacy Standards
“…each discipline acquires, develops
and shares knowledge in distinct ways,
educators in each field must take ownership
of building robust instruction around
discipline-specific literacy skills to prepare
students for college and careers.”*
*From the PARCC Content Frameworks
6
The Disciplinary
Literacy Standards
Remember:



The Anchor Standards remain the same for
ELA and Disciplinary Literacy; however, the
grade level standards are different for each.
The Anchor Standards are the College and
Career Ready (CCR) standards with which
students should have achieved mastery upon
leaving high school.
The grade level standards build to the anchor
standards from PreK to Grade 12.
Structure of the ELA CCSC
Four Strands – K-12
College and Career Ready Anchor Standards for each of the Strands
Reading
Literature
Informational
Text
Writing
Speaking
Listening
Language
Foundational
Skills – K-5
8
Structure of the ELA CCSC
Integrated
Disciplinary Literacy Strands
and
Gr. 6-12
embedded
in Grades
PreK-5
College and
Career Ready Anchor Standards for each of the Strands
Writing
Reading
Literacy in
History/Social
Studies
Literacy in
Science &
Technical
Subjects
Literacy in
History/Social
Studies, Science &
Technical Subjects
9
Common Core Standards Table of Contents
Elementary
Secondary
Comparing the ELA Standards and the
Content Literacy Standards in Reading
History/Social Studies
Grades 6-8
English Language Arts
Reading Informational Text, Grade 8
Science and Technical Subjects
Grades 6-8
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
1. Cite specific textual evidence to support analysis
of primary and secondary sources.
1. Cite the textual evidence that most strongly 1. Cite specific textual evidence to support analysis
supports an analysis of what the text says explicitly as of science and technical texts.
well as inferences drawn from the text.
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 a central idea of a text and analyze its
2. Determine the central ideas or conclusions of a
development over the course of the text, including its text; provide an accurate summary of the text
relationship to supporting ideas; provide an objective distinct from prior knowledge or opinions.
summary of the text.
3. Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or
lowered).
3. Analyze how a text makes connections among and 3. Follow precisely a multistep procedure when
distinctions between individuals, ideas, or events (e.g., carrying out experiments, taking measurements,
through comparisons, analogies, or categories).
or performing technical tasks.
Craft and Structure
Craft and Structure
Craft and Structure
4. Determine the meaning of words and phrases
as they are used in a text, including vocabulary
specific to domains related to history/social
studies.
4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
4. Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as
they are used in a specific scientific or technical
context relevant to grades 6–8 texts and topics.
5. Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
5. Analyze in detail the structure of a specific
paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
5. Analyze the structure an author uses to organize a
text, including how the major sections contribute
to the whole and to an understanding of the topic.
Comparing the ELA Standards and the
Content Literacy Standards in Writing
History/Social Studies, Science, and Technical Subjects
Writing, Grades 6-8
Text Types and Purposes
English Language Arts
Writing, Grade 8
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible
sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Let’s Examine the
Literacy Standards!
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Your table will work with one
page from either the reading standards or
the writing standards
With a partner, examine, highlight, and
discuss the similarities and differences
between the standards your table is
assigned
After Examining the Disciplinary
Literacy Standards . . .
What are your observations?
What are some possible instructional
implications?
New Maryland Frameworks for
History/Social Studies and for Science
For Your
Consideration . . .
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Why do you think our previous
efforts to implement reading and writing
across the curriculum have not succeeded?
What do you think is needed to ensure that
literacy instruction is implemented in all
disciplines?
How will the emphasis on Disciplinary
Literacy through PARCC and the CCSS help
us to succeed where previous attempts have
failed?
For Your Consideration . . .
Speaking and Listening Standards and
Language Standards are not included in
the Literacy standards. What role do they
play across disciplines? Why do you
think they were not included?
Reflection
Day 3, Session 3
3-2-1
3 Name 3 ideas or points from this session
that caught your attention.
2 Name 2 ideas or points you plan to explore
further.
1 Name 1 idea or point that you think is
critical for discussion during your school
team time later today.