CALIFORNIA
COMMON CORE STATE STANDARDS FOR
English Language Arts and
Literacy in History/Social Studies &
Science/Technical Subjects
Steve Sinclair•Steve
– ELASinclair,
Coordinator
ELA Coordinator
Yellenberg,
ScienceCoordinator
Coordinator
Sandi•Sandra
Yellenberg
– Science
A Word from Sally Hampton
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CCSS Overarching Goals
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Ensure that our students are:
 Meeting college and work expectations;
 Provided a vision of what it means to be a literate
person in the twenty-first century;
 Prepared to succeed in our global economy and
society; and
 Provided with rigorous content and applications of
higher knowledge through higher order thinking
skills.
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Benefits of the CCSS
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 Internationally benchmarked
 Expectations clear to students, parents,
teachers, and the general public
 Allow for collaboration with other states on
best practices, instructional materials, and
professional development
 Costs to the state reduced
 Consistent expectations for all—not
dependent on a zip code
CCSS Set Requirements for Both . . .
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 English Language Arts (ELA)
 Reading
 Writing
 Speaking
& Listening
 Language
 Literacy
in History/Social Studies &
Science and Technical Subjects
 K-5:
Embedded in ELA
 6-12: Separate section (Reading & Writing only)
Similar Domains/Strands
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California Domains
Common Core Strands
• Reading
• Writing
• Listening and
Speaking
• Reading
• Writing
• Speaking and Listening
(ELA only)
• Language (ELA only)
• Written and Oral
English Language
Conventions
Shifts
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Standard
Vocabulary
California
Domain
Reading
Common Core
Strand
Language
Conventions/ Written and Oral Language
Grammar
English Language
Conventions
Key Advances of CCSS
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 Greater clarity and coherency across grade spans
Standards Viewed in Grade Spans
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Strand Organization
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Subheadings are
consistent across
grade levels within
each set of standards.
Table Talk
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Review the standards
comparison matrix at your
tables. Compare the CCCS
to the California Standards.
What do you notice?
Key Advances of CCSS
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 Greater clarity and coherency across grade spans
 Reading
 Attention to text complexity
3 Factors to Measure Text Complexity
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Reader and Task
Text Complexity
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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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Key Advances of CCSS
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 Greater clarity and coherency across grade spans
 Reading
 Attention to text complexity
 Balance of literature and informational texts
NAEP Alignment in Reading
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Grade
4
8
12
Literature
50%
45%
30%
Information
50%
55%
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.
NAEP Alignment in Writing
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 Three mutually reinforcing writing capacities:
 To persuade
 To explain
 To convey real or imagined experience
Grade
Persuade
Explain
Convey Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
K-5: Tools Dominate
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Science
Reading
Writing
Language
Social
Studies
Math
Literature
6-12: Disciplines Dominate
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Science
Reading
Writing
Language
Social
Studies
Math
Literature
Integrated Model of Literacy
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Science
Reading
Writing
Language
Social
Studies
Math
Literature
Integrated Model of Literacy 7th Grade
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Reading
English
Language
Arts
Determine an author’s point of view or purpose in a
text and analyze how the author distinguishes his or
her position from that of others.
History/Social Identify aspects of a text that reveal an author’s point
Studies
of view or purpose (e.g. loaded language, inclusion or
avoidance of particular facts).
Science and
Technical
Subjects
Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing an
experiment in a text
Key Advances of CCSS
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 Greater clarity and coherency across grade spans
 Reading
 Attention to text complexity
 Balance of literature and informational texts
 Writing
 Emphasis on argument and informative/explanatory writing
Streamlined Writing Applications
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CA Standards:
CCSS:


Write


Opinions (K-5);
Arguments (6-12)








Informative/
Explanatory Texts
Narratives








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
Key Advances of CCSS
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 Greater clarity and coherency across grade spans
 Reading
 Attention to text complexity
 Balance of literature and informational texts
 Writing
 Emphasis on argument and informative/explanatory writing
 Speaking and Listening
 Inclusion of formal and informal talk
Collaborative Conversations
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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 …
a)
b)
Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks others . . .
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Key Advances of CCSS
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 Greater clarity and coherency across grade spans
 Reading
 Attention to text complexity
 Balance of literature and informational texts
 Writing
 Emphasis on argument and informative/explanatory writing
 Speaking and Listening
 Inclusion of formal and informal talk
 Integrates media sources across the standards
Integrating Media Sources
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Reading Standards for Informational Text, Grade 6
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, Grade 6
6. Use technology, including the Internet, to produce and publish
writing a 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.
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In sum . . .
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
All Teachers will need to




ELA Teachers will need to


Scaffold comprehension of increasingly Complex Texts
Integrate Media Sources into instructional activities
Support/monitor Informal Talk
Teach how a wide variety of genres fall into three big
buckets: Expository, Persuasive, and Narrative
Science and History Teachers will need to

Teach Reading and Writing strategies in their content areas
explicitly
What are the implications for PD?
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At your tables, discuss
the Professional
Development priorities
for supporting teachers
in integrating the new
Common Core State
Standards.
Web Resources
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National Standards www.corestandards.org
 California Standards http://www.cde.ca.gov/be/st/cc/index.asp
 Curriculum Maps: http://commoncore.org/maps/index.php
 Crosswalks:
http://www.ccsesa.org/resources/zz%20K12%20ELA_Croswalks%20080410.pdf
 Interview with Sally Hampton
http://www.americaschoice.org/commoncorestandardsresources?
gclid=CNeB3oi0xqMCFRBTagodJRCwXw

Contact Information
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If you have any questions about Core Standards and what type of training would best help your
teachers make the shift to them, please feel free to
contact:

Steve Sinclair
ELA Coordinator
Steve_sinclair @sccoe.org

Sandi Yellenberg
Science Coordinator
sandra_yellenberg@saccoe.org