Overview for the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

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1 Overview for the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The Common Core State Standards for English Language Arts are an effort to create the next generation of K 12 standards to ensure that all students are college and career ready in literacy no later than the end of high school. The document defines general, cross disciplinary literacy expectations that must be met for students to succeed in college and the workforce. The emphasis is on outcomes or results. By stressing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. The Language Arts Common Core Standards are: Aligned and rigorous Use readiness standards K 12 Focused on comprehension Heavy emphasis on writing and grammar, informational text, thinking, and instruction The Standards use individual grade levels in K 8; the Standards use two year bands in grades 9 12 to allow schools, districts, and states flexibility in high school course design. Each section is divided into strands. Each strand is headed by a strand specific set that is identical across all grades and content areas. Key Features of the Standards Reading: Text complexity and the growth of comprehension Writing: Text types: opinion (argumentation), informative and narrative; responding to reading, and research Speaking and Listening: Flexible communication and collaboration Language: Conventions, effective use, and vocabulary The CCSS also Include Reading and Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 (See pp of the document Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects) Appendices A, B, and C Appendix A contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. Appendix B consists of text exemplars for various grade levels with accompanying sample performance tasks. Appendix C includes student writing samples demonstrating adequate performance at various grade levels. Timeline: Language arts CC will be fully implemented in the state of Utah for the year! Structure of English Language Arts Common Core Page 1 of 6

2 Structure of the English Language Arts Common Core Strand Cluster Standard # Name # Name Indicator 1 Reading Literature 1 Key Ideas and Details 1 None 2 None 3 None 2 Craft and Structure 4 None 3 Integration of Knowledge and Ideas 7 None 8 None 9 None 4 Range of Reading and Level of Text Complexity 10 None 2 Reading Informational Text 1 Key Ideas and Details 1 None 2 None 3 None 2 Craft and Structure 4 None 3 Integration of Knowledge and Ideas 7 None 8 None 9 None 4 Range of Reading and Level of Text Complexity 10 None 3 Reading Foundational Skills 1 Print Concepts 1 a, b, c, d 2 Phonological Awareness 2 a, b, c, d, e 3 Phonics and Word Recognition 3 a, b, c, d, e, f, g 4 Fluency 4 a, b, c 4 Writing 1 Text Types and Purposes 1 a, b, c, d, e 2 a, b, c, d, e, f 3 a, b, c, d, e 2 Production and Distribution of Writing 4 None 3 Research to Build and Present Knowledge 7 None 8 None 9 a, b 4 Range of Writing 10 None 5 Speaking and Listening 1 Comprehension and Collaboration 1 a, b, c, d 2 None 3 None 2 Presentation of Knowledge and Ideas 4 None 6 Language 1 Conventions of Standard English 1 a, b, c, d, e, f, g, h, I, j 2 a, b, c, d, e, f, g 2 Knowledge of Language 3 a, b, c 3 Vocabulary Acquisition and Use 4 a, b, c, d, e 5 a, b, c, d Structure of English Language Arts Common Core Page 2 of 6

3 Strand: Reading Informational Text Cluster: Key Ideas and Details Standard 1 Kindergarten With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text. Grade 3 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade 4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 7 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Grades 9 10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grades Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Structure of English Language Arts Common Core Page 3 of 6

4 Strand: Writing Cluster: Text Types and Purposes Standard 1 Kindergarten Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). Grade 1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Grade 2 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Grade 3 Write opinion pieces on topics or texts, supporting a point of view with reasons. Grade 4 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Grade 5 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Grade 6 Write arguments to support claims with clear reasons and relevant evidence. Grade 7 Write arguments to support claims with clear reasons and relevant evidence. Grade 8 Write arguments to support claims with clear reasons and relevant evidence. Grades 9 10 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Grades Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Structure of English Language Arts Common Core Page 4 of 6

5 Reading Standards for Literacy in Science and Technical Subjects 6 12 Grades Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Grades 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. Reading Standards for Literacy in History/Social Studies 6 12 Grades 9-10 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Grades Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Grades Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Grades Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Structure of English Language Arts Common Core Page 5 of 6

6 Pulling Together Reading, Writing, and Content Areas Creating Performance Tasks Grades 9 12 Argumentative Informative Narrative Social Studies US Government and Citizenship Standard 1 Objective 2 Assess the essential ideas of United States constitutional government. Science Biology Standard 1 Objective 2b Explain how water is a limiting factor in various ecosystems. Educational Technology Standard 3 Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. Health Education II Standard 1 Objective1b Analyze the influence of personal values on individual health practices. Structure of English Language Arts Common Core Page 6 of 6