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)◦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

Four strands◦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

Locate the handout at the back of your packet

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Locate the Standards Handout Find and tab the four strands◦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:◦ 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 2Determine 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 StandardsDOMAINS

Common Core Standards for CASTRANDS

• Reading• Writing• Listening and Speaking• Written and Oral English

Language Conventions

• Reading• Writing• Speaking and Listening• Language

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California Standard Common Core Standard for California

1st GradeWriting2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

1st GradeWriting3. 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 GradeReading2.3 Demonstrate comprehension by identifying answers in the text.

3rd GradeReading Standards for Informational Text1. 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 GradeReading 2.7 Make reasonable assertions about a text through accurate, supporting citations.

6th GradeReading 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 Studies1. Cite specific textual evidence to support analysis of primary and secondary sources.

Reading Standards for Literacy in Science and Technical Subjects1. 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 GradeReading 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 GradeReading Standards for Informational Text5. 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: DomainCommon Core Standardfor 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 CA1.Write Opinions (K-5); Write Arguments (6-12)2.Write Informative/Explanatory Texts3.Write Narratives

CA Standards1. Narratives2. Expository Descriptions3. Friendly Letters4. Personal or Formal Letters5. Response to Literature6. Information Reports7. Summaries8. Persuasive Letters/Compositions9. Research Reports10. Fictional Narratives11. Biographical/Autobiographical

Narratives12. Career Development Documents13. Technical Documents14. Reflective Compositions15. Historical Investigation Reports16. Job Application/Resume

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The Standards cultivate three mutually reinforcing writing capacities:To persuadeTo explainTo convey real or imagined experience

Distribution of Communicative Purposes by Gradein the 2011 NAEP Writing Framework

Grade To Persuade To ExplainTo ConveyExperience

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 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 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

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 59. 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 Arts9. Draw evidence from literary or informational texts to support

analysis, reflection, and research.a) 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]”).

b) 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 Subjects9. 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

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

Distribution of Literary and Informational Passagesby Grade in the 2009 NAEP Reading Framework

Grade Literary Information

4 50% 50%

8 45% 55%

12 30% 70%

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Writing, Grade 71. 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 51. 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 StrandsReading Standards for Informational Text7. 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 Standards6. 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 Standards5. 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◦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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