Kansas Common Core Standards for
English Language Arts
and
Literacy in History/Social Studies,
Science, and Technical Subjects
Rate your Common Core Knowledge
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Scale:
0 -- This must have something to do with fruit, right?
1 -- Isn’t that those new English standards? I’ve heard something about
those…didn’t we adopt them in Kansas?
2 -- I’ve heard some about them and I’ve at least scanned through the
standards document.
3 -- I’ve thoroughly read through the math document and I could use the
terms “strand,” “boxed subheading,” and “anchor standard” in proper
context.
4 -- I know the document backwards and forwards; transitioning to these
new standards will be a breeze!
Source:
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The Common Core State Standards Initiative
Beginning in the spring of 2009, Governors and state commissioners
of education from 48 states, 2 territories and the District of Columbia
committed to developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards.
The Common Core State Standards Initiative (CCSSI) is a stateled effort coordinated by the National Governors Association (NGA)
and the Council of Chief State School Officers (CCSSO).
The Kansas State Board of Education formally adopted the Common
Core State Standards for mathematics and English language arts on
October 12, 2010.
www.corestandards.org
http://www.ksde.org/kscommoncore
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Rumor Control and “Burning Questions”
In small groups, take two to three minutes to brainstorm a list of
rumors you’ve heard and/or “burning questions” that you have about
the Common Core Standards.
Source:
•
I heard these standards will require second graders to read Steinbeck’s The
Grape of Wrath. Is that true? (No.)
•
Aren’t these “national standards” and the first step toward a “national
curriculum?” (Absolutely not.)
•
Were teachers involved in the creation of these standards? (Yes—including
members of NEA, AFT, NCTE, IRA and a committee of teachers from here
in Kansas)
•
Will new tests eventually be created to assess students on the standards?
(Certainly, Kansas was due for new standards and new assessments
anyway.)
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5
Transition timeline
Source:
Document available at: http://www.ksde.org/Default.aspx?tabid=4605
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Where to Find the Standards Document
www.corestandards.org – in the upper right
hand corner of the website, click on the
“The Standards” tab.
http://www.ksde.org/kscommoncore – in the
blue banner near the top of the screen,
click on “resources”
Source:
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Cover of ELA standards
Source:
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Kansas Advantages
to Common Core Standards in ELA and Literacy
• A focus on college and career readiness
• Inclusion of the four strands of English Language Arts:
•
•
•
•
Reading
Writing
Listening and speaking
Language
• The benefits of an integrated literacy approach – all Kansas educators have a
shared responsibility for literacy instruction, regardless of discipline or content area.
• A focus on results rather than means – “the Standards leave room for teachers,
curriculum developers, and states to determine how those goals should be reached and
what additional topics should be addressed” (p. 4).
• Efficiencies of scale – common standards allow for greater collaboration among
states in the areas of
• Professional development
• Resource development
• Teaching tools
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Hallmarks of College and Career Readiness
in English Language Arts and Literacy
In small groups, take two to three minutes to brainstorm a list of
potential answers to the following question:
When we think about English language arts
and literacy, what skills are prerequisites for
success in college and career?
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Hallmarks of College and Career Readiness
in English Language Arts and Literacy
College and Career Ready Students:
• Demonstrate independence in “the 4 C’s”
•
•
•
•
Comprehend complex text
Critique the craft used to create text
Construct rich understandings of content
Convey multifaceted meaning
•
Build strong content knowledge through research and study
•
Respond to varying demands of audience, purpose, task, and discipline
in writing and speaking
• Adjust purpose
• Appreciate nuance
• Provide evidence as appropriate to the discipline
Source:
•
Use technology and digital media strategically and capably to deepen
encounters with text and content and to present and share information
•
Come to understand other perspective and cultures
Adapted from “Students Who are College and Career Ready…” (page 7 of the Standards)
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Key Advances
for English Language Arts and Literacy
Reading
•
Balance of literature and informational texts
•
A focus on appropriate levels of text complexity
Writing
•
Emphasis on argument and informative/explanatory writing
•
Writing about sources and supplying evidence for claims and ideas
Standards for reading and writing in history/social studies,
science, and technical subjects
Source:
•
Complement rather than replace content standards in those
subjects
•
Shared responsibility of all educators regardless of discipline
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Making Sense of the New
Standards Document
How is the organization and structure
of this new document different from
our previous standards documents?
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Common Core Standards – English Language Arts K-12
The standards are organized into three main sections
Standards for
English Language Arts
—and—
Literacy in History/Social Studies,
Science, and Technical Subjects
Standards for
English Language Arts
GRADES 6-12
Standards for
Literacy in History/Social Studies,
Science, and Technical Subjects
GRADES 6-12
GRADES K-5
Each section is divided into strands
Reading
Reading
Reading
Writing
Writing
Writing
Speaking & Listening
Speaking & Listening
Language
Language
Each strand features grade-level standards that are anchored in
college and career readiness standards
English Language Arts and Literacy Standards “Roadmap”
READING
WRITING
10 Anchor Standards
10 Anchor Standards
for College and Career
Readiness
for College and Career Readiness
Foundational
Skills
ELA
Standards
K-12
Literacy
Standards
6-12
Literary
Text
Inform
Text
K
Hist. /
S.S.
ELA
Standards
K-12
Literacy
Standards
6-12
SPEAKING &
LISTENING
LANGUAGE
6 Anchor
Standards for CCR
6 Anchor
Standards for CCR
ELA
Standards
K-12
ELA
Standards
K-12
Sci. /
Tech
Subj.
→→→→→→→→→→→
K
1
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K
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K
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K
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K
→→→→→→→→→→→
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6-8
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9-10
9-10
9-10
9-10
11-12
11-12
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9-10
9-10
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9-10
11-12
11-12
11-12
11-12
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
strands that are further
defined by grade-specific
standards
 Reading – 10 standards
 Writing – 10 standards
 Speaking and Listening
– 6 standards
 Language – 6 standards
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Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Strand
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
strands that are further
defined by grade-specific
standards
 Reading – 10 standards
 Writing – 10 standards
 Speaking and Listening
– 6 standards
 Language – 6 standards
17
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
strands that are further
defined by grade-specific
standards
Boxed Sub-heading
 Reading – 10 standards
 Writing – 10 standards
 Speaking and Listening
– 6 standards
 Language – 6 standards
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Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
strands that are further
defined by grade-specific
standards
Anchor Standard
 Reading – 10 standards
 Writing – 10 standards
 Speaking and Listening
– 6 standards
 Language – 6 standards
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Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Format highlights progression of standards across grades
20
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Format highlights progression of standards across grades
Strand
21
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Format highlights progression of standards across grades
Strand
Abbreviation
22
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Format highlights progression of standards across grades
Grade Levels
23
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Format highlights progression of standards across grades
Boxed Sub-heading
24
Common Core State Standards for
English Language Arts
and
Literacy in History/Social Studies, Science, and
Technical Subjects
Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Format highlights progression of standards across grades
Grade Level Standard
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A) Cross-walking our current standards
with the common core
B) Moving content around to prepare for
new assessments
C) Deciding on the new tested indicators
so we can focus in on different skills
D) Reflecting on and improving instruction
So, what are the major
changes in these standards
and how do I need to begin to
adjust instruction?
Overview of Reading Strand
Reading
Progressive development of reading comprehension; students gain more from
what they read
Emphasize the importance of grade-level texts that are of appropriate difficulty
and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social Studies (6-12)
 Reading Standards for Literacy in Science and Technical Subjects (6-12)
 All of these “sets” of grade-level reading standards are anchored by the
College and Career Ready (CCR) Standards
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CCR Anchor Standards for Reading
Boxed Subheading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and
ideas.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
CCR Standards for Reading appear on pages 10 and 35 of the Standards document.
CCR Anchor Standards for Reading
Boxed Subheading
Craft and Structure
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and
figurative meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
CCR Standards for Reading appear on pages 10 and 35 of the Standards document.
CCR Anchor Standards for Reading
Integration of Knowledge and Ideas
Boxed Subheading
7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively,
as well as in words.
8. Delineate and evaluate the argument and specific claims
in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the
approaches the authors take.
CCR Standards for Reading appear on pages 10 and 35 of the Standards document.
CCR Anchor Standards for Reading
Boxed Subheading
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational
texts independently and proficiently.
Text Complexity Model:
(Appendix A)
CCR Standards for Reading appear on pages 10 and 35 of the Standards document.
How similar are these 10
anchor standards for reading
to my current instruction?
What “holes” or gaps exist in
my instruction that will need
to be filled?
Overview of Writing Strand
Writing
Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
Focus on the use of reason and evidence to substantiate an
argument or claim
Emphasize ability to conduct research – short projects and
sustained inquiry
Require students to incorporate technology as they create, refine,
and collaborate on writing
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CCR Anchor Standards for Writing
Text Types and Purposes
Boxed Subheading
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection, organization,
and analysis of content.
3. Write narratives to develop real or imagined experiences
or events using effective technique, well chosen details,
and well-structured event sequences.
CCR Standards for Writing appear on pages 18 and 41 of the Standards document.
CCR Anchor Standards for Writing
Production and Distribution of Writing
Boxed Subheading
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with
others.
CCR Standards for Writing appear on pages 18 and 41 of the Standards document.
CCR Anchor Standards for Writing
Boxed Subheading
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
CCR Standards for Writing appear on pages 18 and 41 of the Standards document.
CCR Anchor Standards for Writing
Range of Writing
Boxed Subheading
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCR Standards for Writing appear on pages 18 and 41 of the Standards document.
How similar are these 10
anchor standards for writing
to my current instruction?
What “holes” or gaps exist in
my instruction that will need
to be filled?
Overview of Speaking and Listening Strand
Speaking and Listening
Focus on speaking and listening in a range of settings
 Both formal and informal
 Both small-group and whole-class discussions
Emphasize effective communication practices
Require interpretation and analysis of message as presented through oral,
visual, or multimodal formats
Media and Technology are integrated throughout the standards.
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CCR Anchor Standards for Speaking and Listening
Comprehension and Collaboration
Boxed Subheading
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own
clearly and persuasively.
2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively,
and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.
CCR Standards for Speaking and Listening appear on pages 22 and 48 of the Standards document.
CCR Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas
Boxed Subheading
4. Present information, findings, and supporting evidence
such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate
to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of
data to express information and enhance understanding
of presentations.
6. Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when
indicated or appropriate.
CCR Standards for Speaking and Listening appear on pages 22 and 48 of the Standards document.
How similar are these six
anchor standards for
speaking and listening to my
current instruction?
What “holes” or gaps exist in
my instruction that will need
to be filled?
Overview of the Language Strand
Language
Include conventions for standards English grammar and usage to
be applied in both writing and speaking
Highlight the importance of vocabulary acquisition through a mix of
conversation, direct instruction, and reading to be addressed in
context of reading, writing, speaking and listening
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CCR Anchor Standards for Language
Conventions of Standard English
Boxed Subheading
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
CCR Standards for Language appear on pages 25 and 51 of the Standards document.
CCR Anchor Standards for Language
Knowledge of Language
Boxed Subheading
3. Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when
reading or listening.
CCR Standards for Language appear on pages 25 and 51 of the Standards document.
CCR Anchor Standards for Language
Boxed Subheading
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
CCR Standards for Language appear on pages 25 and 51 of the Standards document.
What “holes” or gaps exist in
my instruction that will need
to be filled?
Appendix A
Appendix A contains:
• Research supporting key
elements of the Standards
• Explanation of the text
complexity model
• Definitions of the Standards’
three text types
• A three-tiered model of
vocabulary development
• Glossary of key terms
Document available at: http://www.ksde.org/kscommoncore
52
Appendix B
Appendix B contains:
• Text samples to exemplify the level of
text complexity, quality, and range the
Standards require. (The list offers
examples; it is not exhaustive.)
• Sample performance tasks that
illustrate the application of the
Standards to texts of sufficient
complexity, quality, and range.
Document available at: http://www.ksde.org/kscommoncore
53
Appendix C
Appendix C contains:
• Annotated student writing samples
that illustrate the criteria required to
meet the Standards for particular
types of writing—argument,
informative/explanatory text, and
narrative—in a given grade.
Document available at: http://www.ksde.org/kscommoncore
54
Kansas Additions for ELA and Literacy
(Document available at: http://www.ksde.org/kscommoncore )
Additions are largely points of
emphasis and cohesion rather than
entirely new elements.
Emphasize:
•
Social nature of literacy learning
Meta-cognitive strategies
Five essential components of reading
•
(phonemic awareness, phonics, fluency,
vocabulary, and comprehension)
Shared responsibility—academic and CTE
•
•
•
•
•
•
•
Culturally sensitive texts
Media literacy
Technical reading and writing skills
Writing process
6-Trait writing terminology
Document available at: http://www.ksde.org/kscommoncore
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How similar are these six
anchor standards for
language to my current
instruction?
For more information:
Matt Copeland
Language Arts and Literacy Consultant
Career, Standards, and Assessment Services
Kansas State Department of Education
(785) 296-5060
mcopeland@ksde.org
Source:
Kris Shaw
Language Arts and Literacy Consultant
Career, Standards, and Assessment Services
Kansas State Department of Education
(785) 296-4926
kshaw@ksde.org
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