English Language Arts and
Literacy in History/Social Studies & Science and Technical Subjects
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Overview
◦ Key Design Considerations
◦ Additional 15%
Organization
 Similarities
 Shifts
 Areas of Emphasis
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Build toward preparing students to be college and
career ready in literacy by no later than the end of
high school
 Provide a vision of what it means to be a literate
person in the twenty-first century
 Develop the skills in reading, writing, speaking, and
listening that are foundational for any creative and
purposeful expression in language
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English Language Arts (ELA)
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Reading
Writing
Speaking & Listening
Language
Literacy in History/Social Studies &
Science and Technical Subjects
◦ K-5: Embedded in ELA
◦ 6-12: Separate section
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College and Career Readiness (CCR) anchor standards
Grade levels for K-8; grade bands for 9-10 and 11-12
A focus on results rather than means
An integrated model of literacy
Research and media skills integrated into the Standards
as a whole
Shared responsibility for students’ literacy development
Focus and coherence in instruction and assessment
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Note what the Standards DO and DO NOT cover
The Standards DO…
The Standards DO NOT…
set grade-level standards
define the intervention methods or materials
allow for the widest possible range of
students to participate fully permitting
appropriate accommodations
define the full range of supports appropriate
for English learners and students with
special needs
define general, cross-disciplinary
literacy expectations
define the whole of college and
career readiness
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Note what the Standards DO and DO NOT cover
The Standards DO…
The Standards DO NOT…
define what all students are expected to
know and be able to do
define how teachers should teach
focus on what is most essential
describe all that can or should be taught
establish a baseline for advanced learners
define the nature of advanced work
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Substantively enhance
 Address a perceived gap
 Be defensible to classroom practitioners
 Keep the original standard intact
 Ensure the rigor of California’s existing standards
is maintained
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Analysis of text features in informational text (Gr. 6-12)
Career and consumer documents included in
Writing (Gr. 8)
“Both in isolation and in text” added to the application
of phonics and word analysis skills (Gr. K-3)
Penmanship added to Language (Gr. 2-4)
Formal presentations included in Speaking and
Listening (Gr. 1-12)
Minor additions and insertions to enhance and clarify
(e.g., archetypes, thesis)
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Three main sections
◦ A comprehensive K-5 section
◦ Two content-area specific sections for grades 6-12
 English Language Arts
 History/Social Studies & Science and Technical Subjects
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Four strands
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Reading
Writing
Speaking and Listening (K-12 ELA only)
Language (K-12 ELA only)
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Subheadings are
consistent across
grade levels within
each set of standards
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Locate the handout at
the back of your packet
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Locate the Standards Handout
 Find and tab the four strands
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Reading
Writing
Speaking and Listening (K-12 ELA only)
Language (K-12 ELA only)
Identify an example of California’s additions (bold and
underlined font)
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Locate the Reading: Informational Text standards
 Answer the following questions:
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◦ The standards on this page are from which strand?
◦ This substrand contains reading standards for what type of text?
◦ How many standards are in the Reading Standards for
Informational Text across ALL grade levels?
◦ What are the consistent subheadings?
◦ What does the bold an underlined text in standard 4 indicate?
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K-12 grade-specific standards define
end-of-year expectations
 A cumulative progression designed to enable
students to meet college and career readiness
expectations no later than the end of high school
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College and Career Readiness - Anchor Standard 2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details.
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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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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Choose a different standard and trace the
progression across grade levels
 Be prepared to share key findings with the group
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Current CA Standards
DOMAINS
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Reading
Writing
Listening and Speaking
Written and Oral English
Language Conventions
Common Core Standards for CA
STRANDS
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Reading
Writing
Speaking and Listening
Language
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California Standard
Common Core Standard for California
1st Grade
Writing
2.1 Write brief narratives (e.g., fictional,
autobiographical) describing
an experience.
1st Grade
Writing
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
Reading
2.3 Demonstrate comprehension by
identifying answers in the text.
3rd Grade
Reading Standards for Informational 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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California Standard
Common Core Standard for California
6th Grade
Reading
2.7 Make reasonable assertions about a text
through accurate, supporting citations.
6th Grade
Reading Standards for Informational Text (ELA)
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
9th/10th Grade
Reading
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.
9th/10th Grade
Reading Standards for Informational Text
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.
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Standard
California: Domain
Common Core Standard
for California: Strand
Vocabulary
Reading
Language
Conventions/Grammar
Written and Oral English
Language Conventions
Language
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Turn to the Language strand in your handout
 Identify the subheadings in the Language strand
 Read the Language standards for your grade level
 Discuss the specific skills that are addressed in this
strand
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Common Core Standards for CA
1.Write Opinions (K-5);
Write Arguments (6-12)
2.Write Informative/Explanatory Texts
3.Write Narratives
CA Standards
1. Narratives
2. Expository Descriptions
3. Friendly Letters
4. Personal or Formal Letters
5. Response to Literature
6. Information Reports
7. Summaries
8. Persuasive Letters/Compositions
9. Research Reports
10. Fictional Narratives
11. Biographical/Autobiographical
Narratives
12. Career Development Documents
13. Technical Documents
14. Reflective Compositions
15. Historical Investigation Reports
16. Job Application/Resume
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The Standards cultivate three mutually reinforcing writing capacities:
To
persuade
To explain
To convey real or imagined experience
Distribution of Communicative Purposes by Grade
in the 2011 NAEP Writing Framework
Grade
To Persuade
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
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Turn to the Writing strand in your handout
 Identify the subheadings in the Writing strand and
discuss what is included under each subheading
 Read the Writing standards for your grade level
 Discuss the text types and purposes for your grade
level
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A single K-5 set of grade-specific standards
◦ Most or all of the instruction students receive comes
from one teacher
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Two content area–specific sections for grades 6-12
◦ One set of standards for ELA teachers
◦ One set of standards for history/social studies, science, and
technical subject teachers
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The literacy standards in history/social studies, science,
and technical subjects are meant to complement rather
than supplant content standards in those disciplines
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K-5
◦ Browse the standards and identify how content area literacy skills
are embedded across strands
◦ Be prepared to share a specific example
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6-12
◦ Browse the two sets of standards and discuss how literacy is
addressed in both ELA and history/social studies, science, and
technical subjects
◦ Discuss Reading: Informational Text Standard 3 in each set and
discuss how the literacy skill is related and the nuances within
each area
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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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Reading standards place equal emphasis on the
sophistication of what students read and the skill
with which they read
 Standard 10 defines a grade-by-grade “staircase” of
increasing text complexity that rises from beginning
reading to the college and career readiness level
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Read Standard 10 in Reading: Literature and
Reading: Informational Text for your grade level
 Discuss Measuring Text Complexity: Three Factors
located at the end of each grade span
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Writing, Grade 5
9. Draw evidence from literary or informational texts
to support analysis, reflection, and research.
a) 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]”).
b) 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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Browse the standards and identify additional
examples of the reciprocal relationship of reading
and writing across the curriculum
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The Standards aim to align instruction with this National
Assessment of Educational Progress (NAEP) framework
Distribution of Literary and Informational Passages
by Grade in the 2009 NAEP Reading Framework
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Grade
Literary
Information
4
50%
50%
8
45%
55%
12
30%
70%
Percentages do not imply that high school ELA teachers must
teach 70% informational text; they demand instead that a
great deal of reading should occur in other disciplines
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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 presented.
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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.
d) Review the key ideas expressed and draw conclusions in light of information
and knowledge gained from the discussions.
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Read Speaking and Listening Standard 1 across the
grade spans
 Discuss the progression
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Grade 6 Examples Across the Strands
Reading Standards for Informational Text
7. 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
6. 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
5. Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
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Browse the standards and identify additional
examples of how media is integrated within each of
the strands
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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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Websites
◦ Common Core State Standards www.corestandards.org
◦ California’s Common Core Content Standards
www.scoe.net/castandards
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