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Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
TOM TORLAKSON
State Superintendent of Public Instruction
The CCSS for English-Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, and Speaking and Listening. Each strand is headed by a set of CCR Anchor Standards that is identical across all grades and content areas. The anchor standards lend coherence to the document both across the content areas and across the grades.
Grades 612
10 Reading standards for literature 10 Reading standards for informational text Writing standards that explicitly call for arguments, narratives, and informative/explanatory texts An additional set of standards for reading and writing in history/social studies, science and technical subjects
Informational Text
TOM TORLAKSON
State Superintendent of Public Instruction
Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
Source: page 33 of the CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects
TOM TORLAKSON
State Superintendent of Public Instruction
Technical Subjects
TOM TORLAKSON
State Superintendent of Public Instruction
Technical subjects A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music
Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A
Describe how reasons support specific points the author makes in a text. (2.RI.8) Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (8.SL.3) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. (11-12.WHST.1.b)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. (5.RL.10) Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (11-12.SL.1)
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (3.W.6) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (9-10.SL.1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K.L.6) Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d) Determine the meaning of word and phrase as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas and themes. (4.SL.5) Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.RL.7)
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. (11-12.RST.7)
Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language
Source: http://www.achievethecore.org/steal-these-tools
Mathematical Proficiency
as defined by the California Framework (2006) Conceptual Understanding
TOM TORLAKSON
State Superintendent of Public Instruction
DOING MATH
Problem Solving
Procedural Skills
Mathematical Practices (the same at every grade level) Mathematical Content (different at each grade level)
Describe ways students engage with the subject matter throughout the elementary, middle and high school years 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively.
CCSS Domains K5
TOM TORLAKSON
State Superintendent of Public Instruction
Domain
Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Number and Operations Fractions (NF)
CCSS Domains 68
TOM TORLAKSON
State Superintendent of Public Instruction
Domain
Ratios and Proportional Relationships (RP) The Number System (NS)
The CCSS high school standards are organized in 6 conceptual categories: Number and Quantity Algebra Functions Modeling (*) Geometry Statistics and Probability California additions: Advanced Placement Probability and Statistics Calculus Modeling standards are indicated by a (*) symbol. Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.
Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses.
Algebra II
Mathematics III
Geometry
Mathematics II
Algebra I
Pathway A
Mathematics I
Pathway B
Traditional in U.S.
Source: http://www.achievethecore.org/
Summative Assessment
Interim Assessments
Performance Tasks
Formative Assessment Practices
Online Reporting
Selected Response
Short Constructed Response
TOM TORLAKSON
State Superintendent of Public Instruction
http://www.cde.ca.gov/re/cc
Subscribe: join-commoncore@mlist.cde.ca.gov subscribe-sbac@mlist.cde.ca.gov Contact us: commoncoreteam@cde.ca.gov
Use of EAP test results for placement of students demonstrating college readiness in English and/or math:
Effective January 1, 2009 List of colleges accepting EAP results on CCCCO website: http://extranet.cccco.edu/Divisions/StudentServices/EAP.aspx As of Fall 2013, 73 community colleges are accepting EAP results and others are in discussion to adopt EAP
www.collegeEAP.org
26 states & territories (21 governing, 4 advisory, 1 affiliate) K-12 & Higher Education Leads in each state
11
Higher Student Readiness for Credit-bearing Education College Coursework Institutions State Designed End-of-Course, Graduation Requirements, etc. Teacher/Principal Accountability State Option
State/District Option
Not Yet Content-Ready - Substantial Support Needed K-12 & higher education may offer interventions
Not Yet Content-Ready Support Needed Transition courses or other supports for Grade 12, retesting option
Conditionally Content-Ready/Exempt from Developmental In each state, K-12 and higher ed must jointly develop Grade 12 requirements to earn exemption Content-Ready/Exempt from Developmental K-12 and higher education may jointly set Grade 12 requirements to retain exemption (optional for states)
Level 4
Note: Applies only to students who matriculate directly from high school to college.
Spring- Fall2013
Spring 2014 - 2017
Standard-setting*
Development of Reporting ALDs * Institutional participation decisions
Summer 2014
Spring-Summer 2014 Beginning Fall 2014
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