Update on the Common Core State
Standards for English Language Arts
and Literacy in History/Social Studies,
Science, and Technical Subjects
Tom Adams
June 20, 2012
CSU, Long Beach
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
College and Career
Readiness Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
• In 2009, the Council of Chief State School
Officers (CCSSO) and the National Governors
Association Center for Best Practices (NGA
Center) committed to developing a set of
standards that would help prepare students for
success in college and career.
• In September 2009, College and Career
Readiness standards were released.
• This work became the foundation for the
Common Core.
2
The Common Core State
Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Benefits:
• Internationally benchmarked
• Evidence and research-based
• Consistent expectations – no matter
where you live
• Opportunity for shared resources and
reduced costs
3
California and the Common
Core State Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Senate Bill 1 from the Fifth
Extraordinary Session (SBX5 1):
– established an Academic Content
Standards Commission (ACSC) to develop
standards in mathematics and English
language arts
– stated that 85 percent of the standards
were to consist of the CCSS with up to 15
percent additional material
– directed the State Board of Education
(SBE) to adopt or reject recommendations
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of the ACSC
TOM TORLAKSON
State Superintendent
of Public Instruction
Source: http://www.corestandards.org/in-the-states
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Common Core State Standards for English
Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
The Standards comprise three main sections:
– a comprehensive K–5 section
• includes standards for foundational skills
– two content area-specific sections for grades
6–12
• one for English-language arts
• one for literacy in history/social studies,
science and technical subjects
6
Common Core State Standards for English
Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
Key Design Considerations
• Organized around the College and Career
Readiness (CCR) Anchor Standards that are
identical across all grades and content area and
define cross-discipline literacy expectations to
prepare students for career/college
• Integrated model of literacy, with shared
responsibility for students’ literacy, including
expectations for reading and writing in the social
and natural sciences
• Research and media skills blended into standards
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Organization of the Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
4 Domains
4 Strands
1997 CA Standards
2010 Common Core
Reading
Reading
(includes vocabulary)
Writing
Writing
Written and Oral
Language Conventions
Language
(includes vocabulary)
Listening and Speaking Speaking and Listening
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Strand Organization
Reading
TOM TORLAKSON
State Superintendent
of Public Instruction
Reading Standards for Literature and
Informational Text:
1) Key ideas and details
2) Craft and Structure
3) Integration of Knowledge and Ideas
4) Range and Level of Text Complexity
Reading Standards: Foundational Skills (K-5)
(Print Concepts; Phonological Awareness;
Phonics & Word Recognition; Fluency)
Writing
1)
2)
3)
4)
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and
Listening
1) Comprehension and Collaboration
2) Presentation of Knowledge and Ideas
Language
1) Conventions of Standard English
2) Knowledge of Language
3) Vocabulary Acquisition and Use
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Common Core
“Shifts” in Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
Expectations for instruction embedded
in the standards:
• Building knowledge through content-rich
nonfiction
• Reading, writing and speaking grounded in
evidence from text, both literary and
informational
• Regular practice with complex text and its
academic language
What does that look like?
Source: Student Achievement Partners www.achievetehcore.org
10
Reading
Shifts instruction to focus on:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Questions and tasks that are text
dependent, where use of supporting
evidence is text-based
• Careful selection of texts, meeting the
complexity requirements at each grade
• Increased use of informational text
• Connections between reading and
writing across the curriculum
11
Writing
Shifts focus of student writing to:
TOM TORLAKSON
State Superintendent
of Public Instruction
- Argumentative and informative writing, using
evidence from sources as support
- Short, focused research projects
- Three types and purposes:
•Opinions/Arguments
•Informative/Explanatory
•Narratives
Grade 4
Grade 8
Grade 12
To Persuade
30%
35%
40%
To Explain
35%
35%
40%
To Convey
Experience
35%
30%
20%
Source: NAEP 2011 Writing Framework
12
Speaking and Listening
Shifts in instruction asks students to:
TOM TORLAKSON
State Superintendent
of Public Instruction
- Engage in collaborative conversations
- Come prepared, drawing on preparation
or other information known about the
topic/ideas under discussion
- Pose and respond to questions to clarify,
contribute, link and/or elaborate on
remarks of others
- Identify the reasons and evidence or
summarize the reasons and evidence a
speaker or media source provides to
support points
13
Language
Shifts focus on vocabulary acquisition and use
TOM TORLAKSON
State Superintendent
of Public Instruction
• Engage in the study of vocabulary needed to
access grade level complex texts (i.e. both
academic and domain-specific words and
phrases)
• Learn a variety of strategies to discern meaning
of words in the context they are used
• Understand figurative language, word
relationships and nuances
Conventions of Language
• Use knowledge of language and conventions of
standard English grammar when writing,
speaking, listening, and reading
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Literacy in History/Social Studies,
Science, and Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
“Meeting the demands of 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 Literacy Standards in
History/Social Studies, Science and
Technical Subjects therefore requires
several significant shifts in these
curricula.”
Source: Revised Publishers’ Criteria for the Common Core State Standards in English Language
Arts and Literacy, Grades 3-12
Literacy in History/Social Studies,
Science, and Technical Subjects
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
develop informational/technical writing
skills
Integration of Technology and Multimedia
Use as sources of information and tools for
communication:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Create audio recordings of stories or poems; add
drawing or other visual displays to stories or
recounts of experiences when appropriate to
clarify ideas, thoughts, and feelings. (2.SL.5)
• Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a
text (e.g., graphic novel, multimedia presentation
of fiction, folktale, myth, poem). (5.RL.7)
• Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas efficiently as well
as to interact and collaborate with others. (8.W.6)
17
California Additions
TOM TORLAKSON
State Superintendent
of Public Instruction
• Connect vocabulary standards included in
language strand to vocabulary standards in
reading strand (grades K–12)
• Plan and deliver formal presentations (grades
2–12)
• Activate prior knowledge and use
illustrations/context to make predictions
(grades K–1)
• Penmanship (grades 2–4)
• Analysis of text features in informational text
(grades 6–12)
• Create career documents (grade 8)
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Support for English Learners
TOM TORLAKSON
State Superintendent
of Public Instruction
• Speaking & Listening and the Language
standards support focus of English
language development
• Focus on language conventions in both
writing and speaking
• Continued use of the California English
Language Development Standards in
tandem with the CCSS
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Appendices
TOM TORLAKSON
State Superintendent
of Public Instruction
• Appendix A: Research Supporting Key
Elements of the Standards
• Appendix B: Text Exemplars and Sample
Performance Tasks
• Appendix C: Samples of Student Writing
Appendices are available at
http://www.corestandards.org.
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Appendix A
TOM TORLAKSON
State Superintendent
of Public Instruction
Research Supporting Key Elements
of the ELA Standards Including:
– Complexity of Texts
– Foundational Skills
– Writing
– Speaking and Listening
– Language
– Glossary of Key Terms
21
Appendix B: Text Exemplars and
Sample Performance Tasks
TOM TORLAKSON
State Superintendent
of Public Instruction
• Text Exemplars by Grade Level
• 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
22
Appendix C:
Samples of Student Writing
TOM TORLAKSON
State Superintendent
of Public Instruction
23
Common Core State Standards:
Implementation Plan
TOM TORLAKSON
State Superintendent
of Public Instruction
http://www.cde.ca.gov/ci/cc/documents/ccssimpsysplanforca.doc
24
Common Core State Standards:
Implementation Plan
TOM TORLAKSON
State Superintendent
of Public Instruction
25
Common Core State Standards:
Implementation Plan
TOM TORLAKSON
State Superintendent
of Public Instruction
http://www.cde.ca.gov/be/ag/ag/yr12/agenda201203.asp
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Transitioning to the
Common Core System
TOM TORLAKSON
State Superintendent
of Public Instruction
Awareness &
Dissemination
Building Readiness
Transition
Implementation
Transformation
Moving to the New
Standards
Making Meaning
Changing Teaching
and Learning
27
CCSS Implementation:
Critical Dates for Frameworks and
Instructional Materials
TOM TORLAKSON
State Superintendent
of Public Instruction
• The SBE adopted the CCSS on 2010
• Last SBE mathematics adoption in 2007
• Last SBE English language arts
adoption in 2008
• Scheduled adoption of Math Framework
in 2013, ELA in 2014
• New assessments scheduled for Spring
2015
• Next likely SBE adoption of materials in
2016 (Mathematics) and 2018 (ELA)
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Assembly Bill 250 (Brownley)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Begins process for the development
and adoption of curriculum
frameworks aligned to the Common
Core State Standards
• ELD Standards in ELA Framework
• Creates professional learning modules
29
TOM TORLAKSON
State Superintendent
of Public Instruction
Curriculum Frameworks
Timeline: English
Language Arts
Review Process
2012
SBE Approves Plan, Timeline, CFCC
Application
2012
4 Focus Groups
2012
SBE Appoints CFCC, Approves Guidance
2013
CFCC Work: 6 Meetings
2013-14
Two Required 60-Day Public Reviews
2014
SBE Action
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What are Curriculum Frameworks?
Curriculum Frameworks provide:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Support for teachers and guidelines for educational
programs
• Guidance to school districts in the development of
local curriculum
• Direction to publishers for the development of
instructional materials
• Guidance reflecting current and confirmed research
• Strategies to address the needs of English language
learners and students with disabilities
31
CALIFORNIA DEPARTMENT OF EDUCATION
English Language Arts/English Language Development Framework
Development Process
This chart shows the major steps of the curriculum framework development process.
All meetings are open to the public.
TOM TORLAKSON
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
5. Draft Framework
Presented to IQC
September 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
Framework
December 2013
9. Recommended
Framework Posted on
Internet for
60-Day Public Review
February/March 2014
10. SBE Meets; Acts on
IQC's Recommendation to
Adopt Framework
May 2014
11. Framework Posted on
Internet; Print Edition
Published
2015
State Superintendent
1. Instructional
Quality
of Public
Instruction
Commission (IQC)
Appointed by State Board
of Education (SBE)
March 2012
4. CFCC Meets 6 Times to
Draft Framework
February–July 2013
8. IQC Meets;
Recommends Draft
Framework to SBE
January 2014
32
Focus Groups
TOM TORLAKSON
State Superintendent
of Public Instruction
Pursuant to the California Code of Regulations, Title 5,
Education, Section 9511(c), the CDE convenes four focus
groups across California. The focus groups are held to
solicit input on the new framework. Members of the focus
group must be educators at the time of appointment.
California Education Code Section 44013(a) defines an
educator:
"Educator" means a certificated person holding a
valid California teaching credential or a valid
California services credential issued by the
California Commission on Teacher Credentialing
who is employed by a local education agency or by
a special education local planning area and who is
not employed as an independent contractor or
consultant.
33
ELA/ELD Framework
Focus Group Recommended
Guidance
TOM TORLAKSON
State Superintendent
of Public Instruction
• Guide the field in implementing the CCSS with
a focus on the content shifts and possible links
to models and examples of instruction and
best practices
• An up-to-date and skillful use of technology
and multimedia, by both teachers and students
• Make framework a “living” document with the
ability to link to new resources and references
• Guidance for support of effective student
assessment, include connection to direction
provided by national assessment consortiums
34
(e.g., SBAC and PARCC)
ELA/ELD Framework
Focus Group Recommended
Guidance (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Examples of differentiated instruction for all
students
• Effective integration of the literacy standards
for History/Social Studies, Science, and
Technical Subjects and collaboration
opportunities between ELA and content
teachers (especially at secondary level)
• Emphasize the shift to integration of ELA
strands, project-based learning, and 21st
century skills
• Inclusion of the ELD Standards and their
relationship to the ELA standards
35
The Curriculum Framework and
Evaluation Criteria Committee
(CFCC)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Members are recruited and
recommended by the Instructional
Quality Commission, and appointed by
the SBE
• CFCCs have 9-20 members
–
–
–
–
A majority are credentialed K-12 teachers
At least 1 Content Review Expert
At least 1 experienced with English learners
At least 1 experienced with students with
disabilities
36
The CFCC
TOM TORLAKSON
State Superintendent
of Public Instruction
• Advises the Instructional Quality
Commission and the SBE
• Develops a draft framework based on
guidance from the IQC and the SBE
• Provides multiple opportunities for
interested and concerned members of
the public to provide written and oral
comments throughout the framework
development process
37
TOM TORLAKSON
State Superintendent
of Public Instruction
http://www.cde.ca.gov/ci/rl/cf/
38
Assembly Bill 250 (Brownley)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Begins process for the development and
adoption of curriculum frameworks
aligned to the Common Core State
Standards
• ELD Standards in ELA Framework
• Creates professional learning modules
39
Assembly Bill 124 (Fuentes)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Establishes the English Language Development
Standards Advisory Committee to update, revise
and align the English Language Development
(ELD) standards with the Common Core State
Standards
• Committee must include teachers and
administrators with expertise in instructing English
learners in the membership of the committee
• Adoption of the revised ELD standards expected
in the fall of 2012
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Timeline
Event
Schedule
Focus group recruitment
Mid December
2011- January 2012
TOM TORLAKSON
State Superintendent
of Public Instruction
Focus Group Meetings
Winter/ Spring 2012
SPI convenes Panel of experts Spring 2012
(develop draft ELD Standards)
Public Review (draft)
SPI holds two public hearings
Summer 2012
SPI completes ELD Standards August 31, 2012
SBE action on recommended September 2012
standards (if no modifications)
SBE action on recommended November 2012
standards (if there are
41
modifications)
TOM TORLAKSON
State Superintendent
of Public Instruction
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
42
Assembly Bill 250 (Brownley)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Begins process for the development and
adoption of curriculum frameworks
aligned to the Common Core State
Standards
• ELD Standards in ELA Framework
• Creates professional learning
modules
43
The Purpose of the Professional
Learning Modules
TOM TORLAKSON
State Superintendent
of Public Instruction
• Create and sustain professional
development training opportunities that
support teachers and administrators in
delivering to all pupils curriculum and
instruction that are aligned to the
CCSS.
44
Professional Learning Module
Timeline: 2012 Activities
TOM TORLAKSON
State Superintendent
of Public Instruction
Feb 15-16:
On-site meeting with statewide Task Force
Feb 24:
California Department of Education (CDE)
confirms providers and develops contracts
May 1:
Module development begins
June 30:
Four (or more) draft modules to the CDE for
review and approval
July 1-15:
CDE and State Board of Education (SBE)
review and submit edits and announce
upcoming availability of modules to field
July 15-31:
Providers revise modules
August 1:
Final modules to CDE for approval
September 1:
Posting to CDE Common Core Web site and
announcement
45
Module Development
TOM TORLAKSON
State Superintendent
of Public Instruction
The criteria for the modules shall be
based on:
The California Standards for the
Teaching Profession
The Standards for Professional
Learning (Learning Forward, 2011)
Use and build on existing
professional development programs
46
Develop model PLMs to deepen the
understanding of the following:
TOM TORLAKSON
State Superintendent
of Public Instruction
A. The CCSS
B. Instructional strategies to support the learning
of all pupils, including English learners,
pupils with disabilities, and underperforming
pupils
C. Instructional strategies that promote
creativity, innovation, critical thinking, problem
solving, collaboration, and communication
skills in all academic content areas
D. The integration of subject content knowledge
E. Instructional leadership and coaching
47
Module Topics for Completion
by September 2012
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Overview of the Professional Learning
Modules, CCSS for math and ELA
2. Math: K-12 Standards for Mathematical
Practice
3. Math: K-12 Learning Progression
4. ELA: Non-fiction Reading
5. ELA: Non-fiction Writing
48
Additional Future Topics
TOM TORLAKSON
State Superintendent
of Public Instruction
• Assessments
• CCSS, New ELD Standards and
English Learners
• Literacy in History/Social Studies
• Literacy in Science
• Literacy in Technical Subjects
• Facilitation of Collaborative
Discussions
49
TOM TORLAKSON
State Superintendent
of Public Instruction
http://www.cde.ca.gov/pd/cc/
50
TOM TORLAKSON
State Superintendent
of Public Instruction
51
TOM TORLAKSON
State Superintendent
of Public Instruction
52
CCSS ListServ
TOM TORLAKSON
State Superintendent
of Public Instruction
Join the ListServ to receive information and
updates regarding the implementation of
the Common Core State Standards.
To Subscribe
Send a "blank" message to:
join-commoncore@mlist.cde.ca.gov
53
Contact Information
TOM TORLAKSON
State Superintendent
of Public Instruction
Tom Adams, Director
Curriculum Frameworks and Instructional Resources
Division
tadams@cde.ca.gov
916-319-0663
54