Literacy Standards for Reading in
Science and Technical Subjects
Grades 6-12
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/21/2016
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UNDERSTANDING THE
COMMON CORE
Georgia Performance Standards
Literacy Standards for Reading in
Science and Technical Subjects
Grades 6-12
Tuesday, October 18, 2011
3:30 – 4:30 pm
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
OCTOBER 2011
WELCOME!
Kim Jeffcoat
State Program Coordinator
English Language Arts
and Literacy
kjeffcoat@doe.k12.ga.us
CCGPS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Introductions
Sallie Mills
English Language Arts & Literacy Program Specialist
smills@doe.k12.ga.us
Susan Jacobs
English Language Arts & Literacy Program Specialist
sjacobs@doe.k12.ga.us
Andria Bunner
English Language Arts & Literacy Program Specialist
abunner@doe.k12.ga.us
Angela Baker
Julie Morrill
Education Technology Specialist
Literacy Program Specialist
anbaker@doe.k12.ga.us
jmorrill@doe.k12.ga.us
Mary Lynn Huie
Gates Literacy Trainer
mhuie@doe.k12.ga.us
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What we’d like to share with you
today…
An overview of the Literacy Standards for
Reading in Science and Technical
Subjects
Facts about implementation
A timeline for next steps
Activity
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Standards Overview
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Three Sets of Standards
College and Career Readiness Standards
(CCR)
Common Core Georgia Performance
Standards (CCGPS)
Literacy Standards for History/Social
Studies, Science, and Technical Subjects
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
College and Career
Readiness Standards
CCR = Umbrella Standards
32 standards serving as the benchmark
for College and Career Readiness
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
English Language Arts
and Literacy
Common Core Georgia
Performance Standards, ELA
Reading/Literary 9
Reading/Informational 10
Reading/Foundational (K-5 only) 4
Writing 10
Speaking and Listening 6
Language 6
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
CCGPS
Literacy Standards
Grades 6-12
Reading/History, Social Studies
Reading/Science and Technical Subjects
Writing /History, Social Studies, Science, and Technical Subjects
Literacy Standards are embedded in the K-5 ELA
Standards of CCGPS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 1:
CCRR1: 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.
L6-8RST1: Cite specific textual evidence to support analysis of science and technical
texts.
L9-10RST1: Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations or descriptions.
L11-12RST1: Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any
gaps or inconsistencies in the account.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 2:
CCRR2:Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and
ideas.
L6-8RST2: Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or concept; provide
an accurate summary of the text.
L11-12RST2: Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 3:
CCRR3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
L6-8RST3: Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks.
L9-10RST3: Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks attending to
special cases or exceptions defined in the text.
L11-12RST3: Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 4:
CCRR4: 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.
L6-8RST4: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
L9-10RST4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical
context relevant to grades 9–10 texts and topics.
L11-12RST4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical
context relevant to grades 11–12 texts and topics.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 5:
CCRR5: 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.
L6-8RST5: Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to an understanding of the topic.
L9-10RST5: Analyze the structure of the relationships among concepts in a text,
including relationships among key terms (e.g., force, friction, reaction force,
energy).
L11-12RST5: Analyze how the text structures information or ideas into categories or
hierarchies, demonstrating understanding of the information or ideas.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 6:
CCRR6: Assess how point of view or purpose shapes the content and
style of a text.
L6-8RST6: Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text.
L9-10RST6: Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, defining the question the author
seeks to address.
L11-12RST6: Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, identifying important issues that
remain unresolved.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 7:
CCRR7: Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
L6-8RST7: Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
L9-10RST7: Translate quantitative or technical information expressed in words in a
text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
L11-12RST7: Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 8:
CCRR8: 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.
L6-8RST8: Distinguish among facts, reasoned judgment based on research findings,
and speculation in a text.
L9-10RST8: Assess the extent to which the reasoning and evidence in a text support
the author’s claim or a recommendation for solving a scientific or technical
problem.
L11-12RST8: Evaluate the hypotheses, data, analysis, and conclusions in a science or
technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 9:
CCRR9: Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors
take.
L6-8RST9: Compare and contrast the information gained from experiments,
simulations, video or multimedia sources with that gained from reading a text on
the same topic.
L9-10RST9: Compare and contrast findings presented in a text to those from other
sources (including their own experiments), noting when the findings support or
contradict previous explanations or accounts.
L11-12RST9: Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when possible.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Literacy Standards for Reading
CCR READING STANDARD 10:
CCRR10: Read and comprehend complex literary and informational texts
independently and proficiently.
L6-8RST10: By the end of grade 8, read and comprehend science/technical texts in
the grades 6–8 text complexity band independently and proficiently.
L9-10RST10: By the end of grade 10, read and comprehend science/technical texts
in the grades 9–10 text complexity band independently and proficiently.
L11-12RST10: By the end of grade 12, read and comprehend science/technical texts
in the grades 11–12 text complexity band independently and proficiently.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Facts About CCGPS Implementation
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
CCGPS Implementation Timeline
ACTION
YEAR
TEACH 100% GPS
2011-2012
TEACH 100% CCGPS
2012-2013
With GPS transition guidance
TEACH 100% CCGPS
2013-2014
With GPS transition guidance
TEACH 100% CCGPS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
2014-2015
Facts
 The content of existing unit frameworks for science and
technical subjects will not change.
 All references to “Reading Across the Curriculum”
standards from GPS will be replaced with these
standards.
 CCGPS will not dictate how teachers should teach but
allow schools and teachers to decide how best to help
students reach the standards.
 The Literacy Standards for Reading in science and
technical subjects mandate standards for reading in
accessing text within the course.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Facts, continued…
 Clarity and staircase design allow for ease in constructing
pre-assessments using previous grade CCGPS.
 Best practices will not change:
Relevant
Multimodal
Student-focused
Authentic
Collaborative Purposeful
 Strategic steps for professional learning and
implementation are moving forward according to
schedule.
 By joining us for this webinar, you are on target in your
preparation in this preliminary phase.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
“If you don't like the way the world is, you change it.
You have an obligation to change it. You just do it one
step at a time.”
~Marion Wright Edelman
 All change brings with it some anxiousness and
uncertainty
 We understand (and appreciate!) your eagerness to begin
this process
 Rest assured that resources are being provided on a
strategic schedule that will allow
our focus to remain on GPS
for 2011
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Design Collaborative
(LDC)
• A grant funded by the Bill and Melinda Gates Foundation
• Big idea is the infusion of literacy strategies in reading
and writing into content coursework and instruction via
an instructional ladder
• Current work is all subjects grades 6-12
• One vehicle of the project is “plug and play” templates
• Stay tuned for more information in the coming months
regarding the progress of the project
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Next Steps
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What Should I Be Doing Now?








Establish a deep familiarity with the CCGPS
Study the K-12 Educator Resource document
Collaborate and discuss with your peers
Study the GaDoe site and resources
Implement the practice tasks in this webinar
Attend the next webinar: Literacy Standards
for Writing/ November 9, 2011, @3:30 p.m.
Attend the GPB live-streaming professional
learning sessions
Sign up for the ELA listserv and read our
newsletter and newsflashes
 Relax!
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Practice Implementation Tasks
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Our Next 6-12 Webinar: November 9, 2011
Focus: Literacy Standards for Writing
We would welcome input from the field on your experiences with constructing integrated tasks
and lessons based on the examples we’ve seen here today or your experiences teaching
these tasks. Send lessons, comments, and photos to ELAinput@doe.k12.ga.us.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Sample tasks from the
GaDOE Frameworks for
Science and CTAE
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6th Grade Framework for Earth Science
“Earth, Sun, Moon” page 5
Use electronic resources to find out when the dates of next
month’s phases of the moon will occur.
Common Core Reading Standards:
L6-8RST7: Integrate quantitative or technical information expressed
in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7th Grade Framework for Life Science
“Energy Flow and Nutrient Cycling” page 5
Have students read Rachel Carson’s The Silent Spring in
place of The Otters’ Story. Have students research a
particular environmental disaster (DDT, Chernobyl, Fire,
etc) and discuss the effects that disaster had on the
food web within the ecosystem.
Common Core Reading Standards:
L6-8RST1: Cite specific textual evidence to support analysis of science
and technical texts.
L6-8RST8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
8th Grade Framework for Physical Science
Science Unit: Food and Cooking, “What’s for Dinner?” page 6
Research the energy efficiency of various common cooking methods.
Also research the energy efficiency of different sources of energy
used in cooking. Include solar, electric, natural gas, and propane.
Explain the relationship of efficiency to the Law of Conservation of
Energy. (If energy is not created or destroyed, what happens to
energy that is not actually used in cooking?)
Common Core Reading Standards:
L6-8RST8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text.
L6-8RST9: Compare and contrast the information gained from
experiments, simulations, video or multimedia sources with that
gained from reading a text on the same topic.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Biology Framework for 9-12:
Energy Transformations General Task, page 1
The purpose of this task is to conduct laboratory investigations to observe the
release of energy from food molecules utilized by yeast. The production of CO2
is an indicator of energy release by the yeast from the sugar in apple cider.
Using this task, the teacher may facilitate a discussion allowing students to
identify the reason why aerobic respiration is more efficient in ATP production
and make connections on how energy is cycled through the processes of cell
respiration and photosynthesis.
Common Core Reading Standard:
L9-10RST3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing
technical tasks attending to special cases or exceptions defined in the
text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Chemistry Framework Exploring Systems: Reactions and
Conditions
page 4
Antacid Lab and Project:
Design and perform an experiment to determine the most
effective antacid.
Then create an “info-mercial” to promote this antacid.
Common Core Reading Standard:
L11-12RST3: Follow precisely a complex multistep procedure
when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based
on explanations in the text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Physics Framework: Forces-Traditional page 7
By the conclusion of this unit, students should be able to demonstrate the
following competencies:
Culminating Activity: Have students work in small groups. Provide the students
with the handout “Constructing a Bridge” and ask them to design a bridge.
Have the students draw their plans on large sheets of paper and begin the
building of their models. The students should write a short paper explaining
their design.
Common Core Reading Standards:
L11-12RST3: Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
L11-12RST9: Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when possible.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Physical Science Framework: Energy, page 3
Identify necessary data and observations:
Qualitative:
Describe the media that the light is traveling through.
Record and/or diagram your observations of reflected, refracted, or diffracted light.
Explain how waves behave in different media.
List ways that you observed light behaving like sound waves.
Describe the relative intensity of light as it travels from a source though different media.
Quantitative:
Measure the angles of reflection, refraction, and diffraction.
Measure the distances from a light source to the boundary of an obstacle or a different medium.
Calculate or measure the density of an object that the light must pass through and show the
relationship between density and wave properties.
Common Core Reading Standard:
L9-10RST7: Translate quantitative or technical information expressed in words
in a text into visual form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an equation) into words.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6th grade CTAE: Unit 4, Animal Science, Lesson 12, Animal Health
Extension: Have students read about the animal antibiotics controversy
online at
http://www.pbs.org/wgbh/pages/frontline/shows/meat/safe/overview.htm
Students may then find other sources on their own and prepare a one-page
report in favor of or against the use of animal antibiotics.
Common Core Reading Standard :
L6-8RST8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7th grade CTAE Unit 5 :
The Nuts and Bolts of Agriculture
PVC Project
The PVC project requires students to correctly cut PVC pipe to specific
lengths and glue the pipes together using the correct fitting in the
correct location in order to configure the shape that is illustrated on the
instruction sheet. They must then complete a bill of materials for the
project just as if they were a plumbing company.
Common Core Reading Standard :
ELACC6-8RST3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
8th grade CTAE: Unit 1, Career Development, pages 4 & 5
LESSON 1: POSITIVE LESSON SUCCESS FOR TEENS
1. Have students read Michelle’s story from the Success for Teens book, www.SUCCESSFoundation.org
2. Ask students to answer the following questions based on Michelle’s story. See attached Positive Lesson
Success for Teens.
a) What stood out for you in Michelle’s story?
b) What did these teens discover about themselves?
3. Lead the students in a discussion of changing challenges into opportunities by focusing on the following
questions.
Discuss when you had challenges. When did you keep trying, despite not doing well?
How can you change a challenge in to a positive situation? How many hours should you spend on your
weakness? Michelle worked hard at being successful. How many hours do you have after school? How
many does that leave you for working on this (sports, improving relationships, grades, saving money,
etc)?
Common Core Reading Standard:
L6-8RST2: Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Government and Public Safety:
Law, Community Response, & Policing, pg. 2 of 6
Common Core Reading Standard:
Students will know:
– How to investigate the Careers of the Criminal Justice System.
– The different levels of government in a Federal system.
– How to apply for jobs within the Criminal Justice System.
– How to make a plan to obtain a job in the Criminal Justice System.
Common Core Reading Standards:
L9-10RST8: Assess the extent to which the reasoning and evidence in a text
support the author’s claim or a recommendation for solving a scientific or
technical problem.
L9-10RST9: Compare and contrast findings presented in a text to those from
other sources (including their own experiments), noting when the findings
support or contradict previous explanations or accounts.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Business & Computer Science:
IT Essentials, pg. 5
Identifying Terms/Definitions Activity: Students will be provided with a
variety of documents such as product inserts, recipes, manuals, sales
brochures, and job descriptions and they must locate, and define the
important definitions included in them. (Teacher should collect and
provide these documents.)
Common Core Reading Standard:
L9-10RST4: Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to
grades 9–10 texts and topics.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Education: Unit 5, Historical Perspective, pg. 6
Students are grouped. Distribute professional ECE journals. Students
pick 1 article to summarize, write an abstract, then share in group.
Each group member shares. Group votes on best/most interesting or
informative article. Each group shares one article with whole class.
Follow assignment guide sheet. Students connect current child
development research and findings with developmental theories.
Common Core Reading Standard:
L9-10RST9: Compare and contrast findings presented in a
text to those from other sources (including their own
experiments), noting when the findings support or contradict
previous explanations or accounts.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Science Answer Key: Grades 6, 7, 8
Grade 6:
Grade 7:
Grade 8:
L6-8RST9 (RST7)
L6-8RST7 (RST9)
L6-8RST3 (RST8)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
Grade 6: Students will study text and internet sources to be able to draw phases of
the moon. L6-8RST9: Compare and contrast the information gained from
experiments, simulations, video or multimedia sources with that gained from
reading a text on the same topic. L6-8RST7: Integrate quantitative or technical
information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Grade 7: Students will study a pedigree tracing the passage of the trait for
hemophilia within a family. L6-8RST7: Integrate quantitative or technical
information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table). L6-8RST9:
Compare and contrast the information gained from experiments, simulations, video
or multimedia sources with that gained from reading a text on the same topic.
Grade 8: Students will locate and follow specific recipes in order to compare heat
transfer in a variety of cooking methods (L6-8RST3: Follow precisely a multistep
procedure when carrying out experiments, taking measurements, or performing
technical tasks. L6-8RST8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
CTAE Answer Key: Grades 6, 7, 8
Grade 6:
Grade 7:
Grade 8:
L6-8RST2 (RST4)
L6-8RST5 (RST1)
L6-8RST4, L6-8RST7 (RST8)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
Grade 6 Business and Computer Science: Study software manual and instructional
video to build background knowledge. L6-8RST2: Determine the central ideas or
conclusions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions. L6-8RST4: Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 6–8 texts and topics.
Grade 7 Healthcare Science: Study the HOSA Statesman Test to understand
requirements of holding office in Healthcare Sciences. L6-8RST5: Analyze the
structure an author uses to organize a text, including how the major sections
contribute to the whole and to an understanding of the topic. L6-8RST1: Cite specific
textual evidence to support analysis of science and technical texts.
Grade 9 Career Development: Learn domain specific vocabulary for careers and
study career statistics and requirements. L6-8RST4: Determine the meaning of
symbols, key terms, and other domain-specific words and phrases as they are used
in a specific scientific or technical context relevant to grades 6–8 texts and topics.
L6-8RST7: Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Science Answer Key: Grades 9, 10, 11, 12
Grade 9:
Grade 10:
Grade 11:
Grade 12:
L9-10RST9 (RST1)
L9-10RST5 (RST3)
L11-12RST2 (RST8)
L11-12RST7 (RST 8, 9) (RST3)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
Grade 9 Physical Science: Students conduct internet research to compare various atomic models from
early scientists. L9-10RST9: Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict previous explanations or
accounts. L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Grade 10 Biology: Students explain how enzymes function as catalysts following step by step instructions
of a lab procedure. L9-10RST5: Analyze the structure of the relationships among concepts in a text,
including relationships among key terms (e.g., force, friction, reaction force, energy). L9-10RST3: Follow
precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks attending to special cases or exceptions defined in the text.
Grade 11 Chemistry: Students will research a system and explain how it works including parts,
interactions, and energy changes. L11-12RST2: Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text by paraphrasing them in
simpler but still accurate terms.
Grade 12 Physics: Students choose a physical variable on which to conduct research adequate to allow
them to build an instrument to measure that variable. L11-12RST7: Integrate and evaluate multiple
sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia)
in order to address a question or solve a problem. (Also RST8,9). L11-12RST3: Follow precisely a complex
multistep procedure when carrying out experiments, taking measurements, or performing technical tasks;
analyze the specific results based on explanations in the text. L11-12RST8: Evaluate the hypotheses, data,
analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating
or challenging conclusions with other sources of information.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
CTAE Answer Key: Grades 9, 10, 11, 12
Grade 9:
Grade 10:
Grade 11:
Grade 12:
L9-10RST1 (RST3)
L9-10RST3 (RST4)
L11-12RST1 (RST 7, 8, 9)
L11-12RST6 (RST3)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Connections
Grade 9 Culinary Arts: Use text study to learn food safety guidelines regarding safe
temperatures. L9-10RST1: Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations or descriptions. L9-10RST3: Follow
precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks attending to special cases or exceptions defined in the text.
Grade 10 Agriscience: Use website user manual to understand concept and use of Celcius and
Fahrenheit thermometers. L9-10RST3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks attending to special
cases or exceptions defined in the text. L9-10RST4: Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 9–10 texts and topics.
Grade 11 Nursing: conduct text and internet research into body systems to prepare for
presentation and debate. L11-12RST1: Cite specific textual evidence to support analysis of
science and technical texts, attending to important distinctions the author makes and to any gaps
or inconsistencies in the account. L11-12RST7-9 research
Grade 12 Engineering: Students will read a chapter on Principles of Transportation Design in
order to build a 2-stroke engine. L11-12RST3: Follow precisely a complex multistep procedure
when carrying out experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text. L11-12RST6: Analyze the author’s purpose in
providing an explanation, describing a procedure, or discussing an experiment in a text, identifying
important issues that remain unresolved.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Am I going to be prepared to teach
CCGPS by 2012-13?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org