Common Core Standards (CCS)
Curriculum Council
August, 2010
1
Presentation Outline



CCS Overview
Introduction to Standards Development
and Adoption
Standards in English Language Arts …



and Literacy in History/Social Studies,
Science, and Technical Subjects
Standards in Mathematics
The Current Context
2
the same for
everyone
fundamental
knowledge
needed to be
college &
career ready
adopted
statewide;
voluntary not
federally
required
Shared,
rigorous
academic
content with
clear
expectations for
students
Common Core Standards (CCS)
3
Overarching Goal of CCS

To guarantee that all students are
college and career ready when they
exit from high school
4
Central Characteristics

Alignment with college and work expectations

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Rigorous content
Application of higher-order thinking skills
International benchmarking


Knowledge and skills needed for success after
high school in our global and social economy.
Informed by curriculum and assessments from
top-performing countries to insure success in our
global economy (e.g., NAEP)
Evidence and/or research-based.
5
Benefits of the CCS



CCS build upon the strengths and lessons of
current state standards
Student expectations are clear to parents,
teachers, and the general public
Enables collaborations among states on best
practices, instructional materials and
professional development. Thereby reducing
costs to states.
6
National CCS Development
and Adoption Timeline

48 states and 2 territories voluntarily joined the
initiative sponsored by



Set against the backdrop of Race to the Top in 2009.
When states “joined” they committed to



Council of Chief State School Officers (CCSSO)
National Governors’ Association (NGA)
participate in the development of CCS
deliberate on the possible state adoption
Multiple Drafts were reviewed and vetted by


teacher unions
professional math and English language arts organizations
both K-12 and post-secondary
7
Four Expert Groups Participated in
National Development of the CCS

An advisory group

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A standards development group

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
Set policy for the process of development
This is the primary group involved in development
included Dr. Wu, professor of mathematics, from Berkeley
An expert feedback group
A validation committee

This group affirmed that the standards met fundamental
criteria – such as being research based. There were 6
California members on this committee.
8
California CSS Adoption
Timeline

California Academic Content Standards Commission
(CACSC) created by legislation (SB X5 1 in 1/10) to




CACSC recommended adoption with some additions –
85% rule (by 7/15/10)


ensure that the rigor of CA’s standards are maintained
to recommend whether CCS be adopted (not develop them)
In the 21 member group, not less than half needed to be current
classroom teachers
CA incorporates some new words, phrases and a few CA standards
State Board of Ed. unanimously adopts (in 8/2/10)

CCS adopted on the last day to apply for 2nd round of RTTT funds
At http://www.scoe.net/castandards the posted versions of the
standards have the CA additions bolded and underlined.
9
For which standards will we be
held accountable?
Common Core State Standards (CCS)
and the augmented California Common
Core Standards (CCCS)
Which standards will be a part of
accountability (tested)??
10
Audience Question:
Development & Adoption of CCS



Are states required to adopt the
CCS?
What is one benefit of having
standards that apply across
many states? What is one
drawback?
What challenges do the new
standards present?
11
English Language Arts and
Literacy in History/Social Studies,
Science, and Technical Subjects
Content and Design
12

A single K-5 set of grade-specific standards

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2 content area–specific sections for grades 6-12

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Most or all of the instruction students receive comes
from one teacher
One set of standards for ELA teachers
One set of standards for history/social studies, science, and
technical subject teachers
The literacy standards in history/social studies,
science, and technical subjects are meant to
complement rather than supplant content
standards in those disciplines
13
Main Components of the CCS ELA
and Literacy … Standards

English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects




THE ELA & Literacy Standards
Appendix A: Research Supporting Key Elements
Appendix B: Text Exemplars and Sample Performance Tasks
Appendix C: Samples of Student Writing
Sections on applications for English
Learners and Students with
Disabilities were also included.
14
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

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Strand and Subheading
Descriptions
Are consistent throughout the grades

Reading
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Writing
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Emphasis on argument and informative/explanatory writing
Writing about sources
Multi-media skills are blended throughout the standards
Making arguments and drawing evidence from sources
Speaking and Listening (K-12 ELA only)

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Balance of literature and informational texts
Text complexity
Inclusion of formal and informal talk
Language (K-12 ELA only)

Stress on general academic and subject-specific vocabulary.
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Anchor Standards
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Reading: 10 Anchor Standards
Writing: 10 Anchor Standards
Speaking & Listening: 6 Anchor
Standards
Language: 6 Anchor Standards
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College and Career Readiness – Anchor Standard 2
Determine central ideas or themes of a text and analyze their
developments; summarize the key supporting details.
Elementary
School
Standard 2 - Note the progression across grade levels:
 Kindergarten: With prompting and support, identify the main
topic and retell key details of a text.
 Grade 2: Identify the main topic of a multi-paragraph text as well
as the focus of specific paragraphs within the text.
 Grade 4: Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
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College and Career Readiness – Anchor Standard 2
Determine central ideas or themes of a text and analyze their
developments; summarize the key supporting details.
Secondary School
Note the progression across grade levels:
 Grade 6: Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments.
 Grade 8: Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective summary
of the text.
 Grades 11-12: Determine two or more central ideas of a text and
analyze their development over the course of the text, including
how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
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Current CA Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Narratives
Expository Descriptions
Friendly Letters
Personal or Formal Letters
Response to Literature
Information Reports
Summaries
Persuasive Letters/Compositions
Research Reports
Fictional Narratives
Biographical/Autobiographical
Narratives
Career Development Documents
Technical Documents
Reflective Compositions
Historical Investigation Reports
Job Application/Resume
Common Core Standards
for CA
1.
2.
3.
Write Opinions (K-5); Write
Arguments (6-12)
Write Informative/Explanatory
Texts
Write Narratives
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WRITING Progression in CCS
The CCS cultivate three mutually reinforcing
writing capacities
Distribution of Communicative
Purposes by Grade
Grade
Persuade
Explain
Convey
Experience
4th
30%
35%
35%
8th
35%
35%
30%
12th
40%
40%
20%
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READING
Emphasis on Text Complexity
Reading standards place equal
emphasis on the sophistication of
what students read and the skill
with which they read
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Three Factors of Text
Complexity

Qualitative evaluation of the text



Quantitative evaluation of the text


Levels of meaning, structure, language conventionality and
clarity
knowledge demands
Readability measures and other scores of text complexity
Matching reader to text and task


Reader variables (such as motivation, knowledge, and
experiences)
task variables (such as purpose and the complexity
generated by the task assigned and the questions posed
23
Reading Standard 10 references a
text complexity band beginning in
Grade 2.
 Standard 10 defines a grade-bygrade “staircase” of increasing text
complexity that rises from beginning
reading to the college and career
readiness level

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Grade 6 Examples Across the Strands
Reading Standards for Informational Text

Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
Writing Standards

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 three pages in a single sitting.
Speaking and Listening Standards

Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
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Introduction
 College and Career Readiness Standards
 ELA Appendices
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Appendix A: Research Supporting Key Elements
of the Standards
Appendix B: Illustrative Texts


Exemplars illustrating the complexity, quality, and range of
reading appropriate for various grade levels
Appendix C: Samples of Student Writing

Annotated writing samples demonstrating adequate
performance at various grade levels
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READING Emphasis
Distribution of Literary and Informational
Passages by Grade in the
Grade
Literary
Informational
4th
50%
50%
8th
45%
55%
12th
30%
70%
Note: This does not mean that 70% of 12th grade English
should be informational texts, but that a great deal of reading
should also occur in other disciplines.
27
Comparing CA’s Current
Standards and the CA CCS
ELA and Literacy in History/ Social
Studies, Science and Technical
Studies
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California Standard
Common Core Standard for
California
9th/10th Grade
9th/10th Grade
Reading
Reading Standards for Informational
Text
2.1 Analyze the structure and format of
functional workplace documents, including
the graphics and headers, and explain how
authors use the features to achieve their
purposes.
5. Analyze in detail how an author’s ideas or
claims are developed and refined by
particular sentences, paragraphs, or larger
portions of a text (e.g., a section or
chapter).
a. Analyze the use of text features
(e.g., graphics, headers, captions) in
functional workplace documents.
The bold and underlined text
indicates that the material is a
California addition to the CCS
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California Standard
Common Core Standard for
California
6th Grade
6th Grade
Reading
Reading Standards for Informational
2.7 Make reasonable assertions about a text Text (ELA)
through accurate, supporting citations.
1. Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
Reading Standards for Literacy in
History/Social Studies
1. Cite specific textual evidence to support
analysis of primary and secondary sources.
Reading Standards for Literacy in
Science and Technical Subjects
1. Cite specific textual evidence to support
analysis of science and technical texts.
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California Standard
Common Core Standard for
California
1st Grade
1st Grade
Writing
Writing
2.1 Write brief narratives (e.g., fictional,
autobiographical) describing
an experience.
3. Write narratives in which they recount two or more
appropriately sequenced events, include some details
regarding what happened, use temporal words to
signal event order, and provide some sense of
closure.
3rd Grade
3rd Grade
Reading
Reading Standards for Informational Text
2.3 Demonstrate comprehension by identifying
answers in the text.
1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to text as
the basis for the answers.
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Examples of CA’s Additions CCS

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Analysis of text features in informational text (Grades
6-12)
Specific reference to Career and consumer
documents included in the writing section (Grade 8)
Added to word analysis is the phrase “both in
isolation and in text” (Grades K-3)
Penmanship (Grades 2-4)
Added standards for formal presentations to CCS’s
“collaborative discussions” and x (Grades 1-12)
This is not an exhaustive list.
32
Audience Question:
A New Perspective on ELA



List three aspects of the new
CCS in ELA and literacy.
How would you characterize
California’s additions to the CCS
in ELA?
What challenges do the new
standards present?
33
Common Core Standards
Mathematics
Content and Design
34
Common Core Standards
Mathematics

Mathematics


THE Mathematics Standards
Appendix A: Designing High School Math
Course Based on CCS
Sections on applications for
English Learners and
Students with Disabilities
were also included in this draft.
35
Objectives of this Section


General Overview

Focus and Coherence

Mathematical Proficiency
Structure

Organization

Grade 8 Options
Similarities
 Shifts
 Next Steps

© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Quote in Math CCS Introduction
Mathematics experience in early childhood
should concentrate on (1) number (which
includes whole number, operations, and
relations) and (2) geometry, spatial
relations, and measurement, with more
mathematics learning time devoted to
number than to other topics. Mathematical
process goals should be integrated in
these content areas.
- National Research Council, 2009
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Intended Goals for Mathematics



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Aim for clarity and specificity
Stress conceptual understanding of key ideas
(not a mile wide and an inch deep)
Balance mathematical understanding and
procedural skill
Are benchmarked internationally
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© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Organization: Grade K-8 Standards
1.
Overview page

2.
Standards-by grade level

3.
Groups of related standards. Standards from different clusters
may be closely related
Domains

5.
Defines what students should understand and be able to do
Clusters

4.
Lists domains, clusters and mathematical practices
Larger groups of related standards. Standards from different
domains may be closely related.
Additional standard language or whole standards


Bolded and underlined
Added to maintain rigor of California expectations
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Two Types of Math Standards

Standards for Mathematical Practice



Carry across all grade levels
Describe mathematical habits of mind that should be taught
explicitly to all students
Standards for Mathematical Content




K-8 standards presented by grade level
Organized into domains that progress over several grades
2-4 focal points at each grade level
High school standards presented by conceptual theme
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Mathematical Practice Standards
Mathematically proficient students:
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of
others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
These practices are cross cutting and listed on the same
pages as the content standards
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© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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California Comparison
Common Core State
Standards
for CA DOMAINS
California Standards
Grades K-7 STRANDS
K-5
•Counting and Cardinality (K only)
•Operations and Algebraic Thinking
•Number and Operations in Base 10
•Number and Operations-Fractions
•Measurement and Data
• Number Sense
• Algebra and Functions
• Measurement and
Geometry
• Statistics, Data Analysis
and Probability
6-8
• Mathematical Reasoning
•Ratio and Proportional Relationships
(grade 6-7)
•The Number System
•Expressions and Equations
•Functions (Grade 8)
•Geometry
•Statistics and probability
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© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Standards in The Number and
Operation Base 10 Domain
Grade One

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

Understand Place Value
The two digits of a two-digit number represent amounts of
tens and ones
10 can be thought of as a bundle of ten ones – called a “ten.”
The numbers from 11 to 19 are composed of a ten and one,
two, etc.
The numbers 10, 20, 30, … refer to one, two, three, …tens
and zero ones
47
Develop Conceptual
Understandings


Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to
represent the problem. (K.OA.2)
Add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method.
Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens,
ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds. (2NBT.7)
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Emphasis on Fluency


Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g.
knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties
of operations. By the end of grade 3, know from memory all
products of two one-digit numbers. (3.OA.7)
Fluently multiply multi-digit whole numbers using the standard
algorithm. (5.NBT.5)
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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A Strong Focus on Fractions


Represent a fraction 1/b on a number line diagram by defining
the interval from 0 to 1 as the whole and partitioning it into b
equal parts. Recognize that each part has size 1/b and that the
endpoint of the part based at 0 locates the number 1/b on the
number line. (3.NF.2.a)
Solve word problems involving addition and subtraction of
fractions referring to the same whole, including cases of unlike
denominators, e.g. by using visual fraction models or equations
to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect
result 2/5+ 1/2 = 3/7, by observing that 3/7 < 1/2. (5.NF.2)
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Fraction Concepts

Compare two fractions with the same numerator or the
same denominator by reasoning about their size. Recognize
that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons
with the symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model. ( 3.NF.3d)
Discuss how you might compare pairs of fractions using a
visual fraction model. For discussion purposes, use the
following two fraction pairs:
7/9 and 4/9 (same denominator)
4/9 and 4/7 (same numerator)
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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California Grade 8 Options



Goal for 8th grade students is Algebra 1
Not all students have the necessary prerequisite skills for Algebra
1
Two sets of standards for grade 8


Each set will prepare students for college and career
Standards for Algebra 1




Taken from 8th grade Common Core, high school Algebra content cluster
and CA Algebra standards
8th grade Common Core
Goal of grade 8 Common Core is to finalize preparation for
students in high school
K-7 standards as augmented prepare students for either set of
standards
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© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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High School Conceptual Themes

High schools standards are grouped by conceptual
themes (not by grade level or course title). The
themes are






Number and quantity
Algebra
Functions
Modeling
Geometry
Probability and Statistics
(*) Standards that incorporate modeling
(+) Standards that are necessary to prepare for
advanced courses
54
CA’s Math CCS Standards


Are more similar than different (K-12)
Grades K-7


augmented to prepare students for either set of
standards in Grade 8
GRADE 8


Algebra I – combination of Algebra I from CCS and
some of Grade 8 CCSS (XX standards in all)
Grade 8 CCS
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CA’s Math CCS Standards

Adds two courses currently offered in
California (but not in CCS)



Calculus
Advanced Statistics and Probability
High school course descriptions will be
developed by CDE as part of their longrange implementation plan
56
Key Advances in Math CCS

Focus and Coherence

Focus on key topics at each grade level





Content standards require both conceptual understanding
and procedural fluency (i.e., mastery)
Mathematical Practices


Coherent progressions across grade levels
Balance of Concepts and Skills


Numeracy
Geometry
Fractions
Foster reasoning and sense-making in mathematics
College and career readiness

Level is ambitious but achievable
57
Arranged by conceptual cluster (NOT by
course):
• Number and Quantity • Modeling
• Algebra
• Geometry
• Functions
• Statistics and
Probability
Same K-8 structure of domain, cluster and
standard
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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



Specify the math that all students should study to be
college and career ready
Identify additional math standards that students should
learn in order to take advanced courses such as calculus,
advanced statistics, or discrete mathematics. These are
indicated by (+).
Include the addition of two courses from California:

Calculus

Advanced Placement Statistics and Probability
Development of suggested course descriptions will be
done by CDE as part of their long-range implementation
plan
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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High School Example-Geometry Content Cluster
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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
Modeling Cluster



Not a collection of topics but viewed in relation to
other standards
A Standard of Mathematical Practice
Specific modeling standards appear throughout the
high school standards and are indicated by a star
symbol ()
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Grade
California Standard
Kindergarten Use concrete objects to
determine the answers to
addition and subtraction
problems (for two numbers
that are each less than 10).
First
Count, read, and write
whole numbers to 100.
Third
Common Core
Solve addition and subtraction word
problems, and add and subtract within
10, e.g., by using objects or drawings
to represent the problem.
Count to 120, starting at any number
less than 120. In this range, read and
write numerals and represent a number
of objects with a written numeral.
Memorize to automaticity
Fluently multiply and divide within 100,
the multiplication table for
using strategies such as the relationship
numbers between 1 and 10. between multiplication and division and
the properties of operations.
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Grade
Fifth
Sixth
California Standard
Understand the concept of
multiplication and division of
fractions.
Common Core
Apply and extend previous understandings
of multiplication to multiply a fraction or
whole number by a fraction.
Apply and extend previous understandings
of division to divide unit fractions by whole
numbers and whole numbers by unit
fractions. (A unit fraction is one with a
numerator of 1 and the denominator is a
positive integer)
Understand the concept of a ratio and use
ratio language to describe a ratio
relationship between two quantities.
Interpret and use ratios in different
contexts (e.g., batting averages,
miles per hour) to show the relative
sizes of two quantities, using
appropriate notations ( a/b, a to b,
a:b ).
Seventh Use variables and appropriate
Use variables to represent quantities in realoperations to write an expression,
world and mathematical problems and
an equation, an inequality, or a
construct simple equations and inequalities
system of equations or inequalities to solve problems about the quantities.
that represents a verbal description
(e.g., three is less than a number,
© 2011A).
California County Superintendents Educational Services Association • Mathematics General Overview
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Grade/C
ourse
Seventh
Algebra
Geometr
y
California Standard
Construct and read drawings and
models made to scale.
Algebra 1:
Common Core
Solve problems involving scale
drawings of geometric figures,
including actual lengths and areas
from a scale drawing and
reproducing a scale drawing at a
different scale.
Algebra Content Cluster:
Solve multistep problems,
including word problems, involving
linear equations and linear
inequalities in one variable and
provide justification for each step.
Geometry:
Solve linear equations and
inequalities in one variable, including
equations with coefficients
represented by letters.
Use trigonometric functions to
solve for an unknown length of a
side of a right triangle, given an
angle and a length of a side.
Use trigonometric ratios and the
Pythagorean Theorem to solve right
triangles in applied problems.
Geometry Content Cluster:
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Grade Shifts: Examples
Concept
1997 Standards
CCCS
Compose simple shapes to
form larger shapes (e.g., 2
triangles to form a
rectangle)
Grade
2
K
Introduction to Probability
Grade
3
Grade
7
Introduction of fractions as
numbers
Grade
2
Grade
3
Add and subtract simple
fractions
Grade
3
Grade
4
Introduction of integers
Grade
4
Grade
6
Developed by SCFIRD
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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California’s Additional 15%
Based on the following central
questions:



What K-12 CA Mathematics standards were
not reflected in the CCS document?
Which (of those) standards would
substantively enhance and improve the
CCS?
Which would maintain the rigor of
California’s standards?
© 2011 California County Superintendents Educational Services Association • Mathematics General Overview
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Examples of Additional 15%:

Added standards to develop ideas not
included in CCS

Grade 2-Operations and Algebraic Thinking

Grade 5-Operations and Algebraic Thinking

High School Geometry-Geometric
Measurement and Dimension
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Examples of Additional 15%:

Added language to existing standard

Grade 2-Measurement and Data

Grade 4-Geometry
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Examples of Additional 15%:

Added a substantial section to an existing cluster

Grade 6-The Number System
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Examples of Additional 15%:

Added two courses from California
Standards:


Calculus
Advanced Placement Probability and
Statistics
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
Stay the Course!




More similarities than differences in the
standards
Implement a truly balanced math program as
this will support the mathematical practices
Continue to use quality assessments to inform
and drive effective instruction
Provide opportunities for teachers to
collaborate and plan
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
Websites
◦ Common Core Standards: www.corestandards.org
◦ California Common Core Standards: Visit the
California Department of Education’s Common Core
State Standards Web page at:
http://www.cde.ca.gov/be/st/cc/index.asp
•
•
•
•
The standards
Frequently asked questions
Informational flyers
Additional resources
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Audience Questions
A New Perspective on Math



List three concepts or main
ideas embedded in the Math
CCS that are new.
How would you characterize
California’s additions to the
CCS in Math?
What challenges do the new
standards present?
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Transitioning to New
Standards
Understanding the
Current Backdrop
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Foreshadowing the New
Assessments

Elementary and Secondary Education Act
(ESEA) requires



ELA and mathematics in grades 3-8 and at least
once in grades 10-12
Science at least once during each of three
specified grade spans: 3-5, 6-9, and 10-12
Currently Existing Internationally
Benchmarked Assessments



National Assessment of Educational Progress
(NAEP)
Trends in International Mathematics and Science
Study (TIMSS)
Progress in International Reading Literacy Study
(PRLS)
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Timeline for Assessment
Development

STAR sunsets in 2012-13


New Common Core Assessments projected to



pending legislation may amend this
be piloted in 2013-14
“go live” in 2014-15
CA has joined SMARTER Balanced Assessment
Consortium (June 2011)

For more information on SMARTER Balanced
Assessment go to http://www.k12.wa.us/smarter/
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Framework and Textbook
Adoption Timeline
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Professional Development
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Noteworthy Resources in
Development
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Advice for Next Steps

Stay the Course!




Since there are more similarities than differences
in the standards, continue to implement your
adoptions with fidelity. We are still held
accountable to the STAR assessments.
Implement a truly balanced program as this will
support the transition.
Use quality assessments to drive instruction.
Provide opportunities for teachers to collaborate
and plan.
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LEFTOVERS
For possible use
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Comparison of Terminology
Current CA ELA
Domains
CCCS Strands
Reading
Reading
Writing
Writing
Listening and Speaking
Speaking and Listening
Written and Oral
Language Conventions
Language
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ELA Anchored by CCR Standards
See Handout
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See Handout
Specific Strand Titles
Reading Strand
Reading Standards for Literature
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range and Level of Text Complexity
Reading Standards for Informational Text
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range and Level of Text Complexity
Reading Standards: Foundational Skills (K-5)
 Print Concepts
 Phonological Awareness
 Phonics and Word Recognition
 Fluency
Writing Strand
Writing Standards
 Text Types and Purposes
 Production and Distribution of Writing
 Research to Build and Present Knowledge
 Range of Writing
Speaking & Listening
Strand
Speaking and Listening Standards
 Comprehension and Collaboration
 Presentation of Knowledge and Ideas
K-12 ELA only
Language Strand
K-12 ELA only
Language Standards
 Conventions of Standard English
 Knowledge of Language
 Vocabulary Acquisition and Use
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Writing, Grade 5
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a)
b)
Apply grade 5 Reading standards to literature (e.g., “Compare
and contrast two or more characters, settings, or events in a
story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).
Apply grade 5 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which point[s]”).
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Writing, Grades 9-10
English Language Arts
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a)
b)
Apply grades 9–10 Reading standards to literature (e.g.,
“Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid
and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
History/Social Studies, Science, and Technical Subjects
9. Draw evidence from informational texts to support
analysis, reflection, and research.
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Writing, Grade 7
1. Write arguments to support claims with clear reasons
and relevant evidence.
a)
Introduce claim(s), acknowledge 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), reasons, and evidence.
d)
Establish and maintain a formal style.
e)
Provide a concluding statement or section that
follows from and supports the argument
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presented.
Speaking and Listening, Grade 5
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
a) Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
b) Follow agreed-upon rules for discussions and carry out
assigned roles.
c) Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the remarks
of others.
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d) Review the key ideas expressed and draw conclusions in light
K-5 Mathematics Content
Domains
Domains
Counting and Cardinality
Grade
Level
K only
Operations and Algebraic Thinking
1-5
Number and Operations in Base Ten
1-5
Number and Operations – Fractions
3-5
Measurement and Data
1-5
Geometry
1-5
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Middle Grade Mathematics
Content Domains
Domains
Grade
Level
Ratio and Proportional Relationships
6-7
The Number System
Expressions and Equations
6-8
6-8
Functions
Geometry
8
6-8
Statistics and Probability
6-8
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