College and Career Readiness Toolkit

College and Career Readiness Toolkit Debra Mills Leading Change in Education

2012 CORD Prepared by Debra Mills, Vice President, Partnerships, CORD, 217.247.9930, dmills@cord.org

Contents Introduction and Organization... 1 Section 1: A Primer on College and Career Readiness... 2 The Need for 21st-Century Skills... 2 Why Is College and Career Readiness a Pressing Issue?... 5 What Is College and Career Readiness (CCR)?... 7 State Standards Are Not Uniform... 11 Common Core State Standards Initiative... 12 College and Career Readiness Anchor Standards... 14 Common Career Technical Core (CCTC) Initiative... 14 Who Is Leading the CCTC Initiative?... 15 Why Do We Need the CCTC?... 15 What Is the Process and Timeframe for the Development of the CCTC?... 15 Resources... 15 Section 2: Common Core Standards Initiative... 16 Preparing Your School for CCR... 17 Team Template A... 18 Team Template B... 19 Section 3: English Language Arts... 23 Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects... 23 College and Career Readiness Anchor Standards for Reading... 25 Reading: Literature» Grade 9 10... 26 Reading: Literature» Grade 11 12... 28 Reading: Informational Text» Grade 9 10... 30 Reading: Informational Text» Grade 11 12... 32 College and Career Readiness Anchor Standards for Writing... 33 Writing» Grade 9 10... 35 Writing» Grade 11 12... 39 Speaking and Listening» Grade 9 10... 43 Speaking and Listening» Grade 11 12... 45

Language» Grade 9 10... 47 Language» Grade 11 12... 49 Language Progressive Skills... 51 Standard 10: Range, Quality, and Complexity... 54 Measuring Text Complexity: Three Factors... 54 Range of Text Types... 55 Section 4: Reading and Writing in History/Social Studies... 57 College and Career Readiness Anchor Standards for Reading... 59 Literacy in History/Social Studies» Grades 9-10... 60 Literacy in History/Social Studies» Grades 11 12... 62 Writing in Science and Technical Subjects... 64 Writing in History/Social Studies Subjects» Grades 9 10... 65 Writing in History/Social Studies» Grades 11 12... 68 Standard 10: Range, Quality, and Complexity... 71 Measuring Text Complexity: Three Factors... 71 Range of Text Types... 72 Section 5: Reading and Writing in Science and Technical Subjects... 73 College and Career Readiness Anchor Standards for Reading... 75 Literacy in Science and Technical Subjects» Grades 9 10... 76 Literacy in Science and Technical Subjects» Grades 11 12... 78 Writing in Science and Technical Subjects... 80 Writing in Science and Technical Subjects» Grades 9 10... 81 Writing in Science and Technical Subjects» Grades 11 12... 84 Standard 10: Range, Quality, and Complexity... 87 Measuring Text Complexity: Three Factors... 87 Range of Text Types... 88 Section 6: Mathematics... 90 Standards for Mathematical Practice... 90 High School: Number and Quantity... 93 High School: Algebra... 98 High School: Functions... 103 High School: Modeling... 109

High School: Geometry... 114 High School: Statistics and Probability... 120 Appendix A: Designing High School Mathematics Courses Based on the Common Core Standards... 125 Section 7: Mathematics Embedded in Other Courses... 126 Standards for Mathematical Practice... 126 High School Mathematics in Other Courses: Number and Quantity... 129 High School Mathematics in Other Courses: Algebra... 134 High School Mathematics in Other Courses: Functions... 139 High School Mathematics in Other Courses: Geometry... 143 High School Mathematics in Other Courses: Statistics and Probability... 149 High School Mathematics in Other Courses: Modeling... 154

Introduction and Organization The purpose of this toolkit is to help educators begin the process of forming teams and assessing their readiness to incorporate the college and career readiness culture and begin the crosswalk of the common core standards to existing curricula. Embedded inside discipline Common Core Standards Embedded in other courses College & Career Readiness This toolkit has been divided into sections so that educators can have the option of going to the sections that have the most relevance to their work. Section Description 1. CCR Primer Start here for an understanding of 21st-century skills, the college and career readiness culture, and an introduction to the common core standards. 2. Common Core Standards Initiative Process of the common core, preparing your school and developing teams. 3. English Language Arts English language arts standards for English language arts courses 4. Reading and Writing in History/Social Studies 5. Reading and Writing in Science and Technical Subjects Reading and writing standards for history/social studies courses Reading and writing standards that may be embedded in science and technical courses 6. Mathematics Mathematics standards for mathematic courses 7. Mathematic Embedded in Other Courses Entire Toolkit Mathematics standards that may be embedded in other courses Downloadable, printable version of entire toolkit College and Career Readiness Toolkit, page 1

Section 1: A Primer on College and Career Readiness The Need for 21st-Century Skills The skills needed in the United States go beyond reading, mathematics, and science. All Americans, not just an elite few, need 21st-century skills that will increase their marketability, employability, and readiness for citizenship. Educators must take a holistic view of 21st-century teaching and learning that combines a discrete focus on 21st-century student outcomes (a blending of specific skills, content knowledge, and expertise) with innovative support systems to help students master the multidimensional abilities required of them in the 21st century. The key elements of 21st-century learning are represented in the graphic and descriptions below. The graphic shows both 21st-century skills student outcomes (represented by the arches of the rainbow) and 21st-century skills support systems (represented by the pools at the bottom). Source: www.p21.org College and Career Readiness Toolkit, page 2

The elements described below (represented by the rainbow above) are the skills, knowledge, and expertise students should master to succeed in work and life in the 21st century: Core Subjects English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government, and civics 21st-Century Themes: Promote an understanding of academic content at much higher levels by weaving themes into core subjects Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy Learning and Innovation Skills: Prepare students for increasingly complex life and work environments Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Exhibit a range of functional and critical thinking skills in a rapidly changing technological world Information Literacy Media Literacy ICT Literacy Life and Career Skills: Ability to navigate complex life and work environments with adequate life and career skills Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility College and Career Readiness Toolkit, page 3

Using the form below, rate how well your school currently addresses the need for 21st-century skills. Are We Addressing the Need for 21st-Century Skills? Resource 1 Skills CORE SUBJECTS English Reading Language Arts World Languages Arts Mathematics Economics Science Geography History Government Civics INTERDISCIPLINARY THEMES Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy LEARNING and INNOVATION SKILLS Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration INFORMATION, MEDIA AND TECHNOLOGY SKILLS Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy LIFE AND CAREER SKILLS Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility Weak -------------------------- Strong 1 2 3 4 5 6 7 8 9 10 College and Career Readiness Toolkit, page 4

Why Is College and Career Readiness a Pressing Issue? America s students are facing increasing competition for meaningful employment from candidates around the world as more people in more countries are becoming more highly educated. At the same time, employers expectations for the levels of education and training needed for entry-level jobs have increased. Today s young people need to be better educated and prepared as the U.S. continues to move toward a knowledge/information-based economic model in our global economy. The goal of high school is to equip as many students as possible with the core knowledge, tools, strategies, and skills necessary for college and career success. American high schools have a gap to close, as many high school students are not graduating well-prepared for college or career training. The dropout picture in the country is dismal. More than one out of every four students who start high school won t finish on time. The figure can be even more staggering when looking at minority groups. While most of our high school graduates will state that they are going to college, many of them are not prepared. Four out of every 10 new college students 25 percent at four-year colleges and universities; 60 percent at two-year institutions must take remedial courses (Making College and Career Readiness the Mission for High Schools: A Guide for State Policymakers, Achieve and the Education Trust, November 2008). Using the following worksheet, record the data for your school. College and Career Readiness Toolkit, page 5

High School: Are Our Students Prepared to Transition? Resource 2 Targeted Group: HS Graduation Class of Remediation Numbers Number of Students in Remediation Reading Comprehension Basic Math Algebra Writing Students with UNDECLARED major Students who DECLARED a major Agriculture, Food and Natural Resources Architecture and Construction Arts, A/V Technology and Communications Business Management and Administration Education and Training Finance Government and Public Administration Health Sciences Hospitality and Tourism Human Services Information Technology Law, Public Safety, Corrections and Security Manufacturing Marketing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics Pathway Transitions Number Percentage Percentage Pathway declared in HS Continued pathway at postsecondary, military, or work Number Number Percentage College and Career Readiness Toolkit, page 6

There is no doubt that if America is to succeed, we must: reduce the high school dropout rate, secure a wellprepared 21stcentury workforce, have more students meet rigorous standards, and place more HS students on paths to success. In the past, there have been too many distinctions between college-bound and career-oriented studies. There should be pathways of equal status, where high-level academics and high-quality career/technical (CTE) studies are blended. College and career readiness (CCR) should therefore be an expectation not only for traditional college-bound high school students but for all students at the high school level. High schools across the country are trying to create more choices and flexibility in their course offerings through a career pathways system in which each pathway has a rigorous academic foundation and authentic learning is drawn from a career field of particular interest to the student. Embedded in these career pathway course sequences or programs of study (POS) should be a set of rigorous expectations designed to prepare students for college and careers. What Is College and Career Readiness (CCR)? We will set a clear goal: Every student should graduate from high school ready for college and a career, regardless of their income, race, ethnic or language background, or disability status. President Barack Obama A Blueprint for Reform: Reauthorization of the Elementary and Secondary Education Act (March 2010) College and career readiness (CCR) is the foundation for success in the after-school years. This foundation consists of broad-based knowledge and skills that graduates can put to good use regardless of their specific educational or career objectives. Loosely put, CCR means ensuring that students are prepared for college-level courses upon matriculation, and/or for jobs that earn family-sustaining wages. The skills should include whatever skills are required to succeed in credit-bearing courses at the postsecondary (especially community college) level, since all students should be prepared for postsecondary education or training whether they pursue degrees or workforce training. Results of an ACT study provide empirical evidence that all high school students, whether they are planning to enter college or workforce training programs after graduation, should be educated to comparable levels of readiness in reading and mathematics. Graduates need this level of readiness if they are to succeed in college-level courses without remediation and to enter workforce training programs ready to learn jobspecific skills. College and Career Readiness Toolkit, page 7

Does being college-ready require the same skills and knowledge as being career-ready? A majority of Fortune 1000 executives believe this to be the case. Two-thirds of executives (64%) agree that the skills and knowledge that students need to be ready for college are the same as the skills and knowledge needed to be ready for careers (MetLife Survey of the American Teacher: Preparing Students for College and Careers, 2011). Colleges and employers may ask applicants to demonstrate a range of abilities: mastery of specific content such as math, science, or English; higher-order cross-disciplinary skills (such as critical thinking, problem solving, or effective communication); or performance skills such as self-motivation or collaboration. Range of Abilities Specific Content Math, Science, English Higher-order Cross-disciplinary Skills Critical Thinking, Problem Solving, Effective Communication Performance Skills Self-motivation, Collaboration College and Career Readiness Toolkit, page 8

David Conley describes The Four Dimensions of College and Career Readiness as Key Cognitive Strategies: o Problem formulation, research, interpretation, communication, precision, and accuracy Key Content Knowledge: o Key foundational content and big ideas from core subjects Academic Behaviors: o Self-management skills: time management, study skills, goal setting, self-awareness, and persistence Contextual Skills and Awareness: o Admissions requirements, college types and missions, affording college, college culture, and relations with professors DISCUSSION QUESTIONS What does college and career readiness mean at my school? What changes have we made at our school to ensure that students are college and career ready? College and Career Readiness Toolkit, page 9

There are differences of opinion about the importance of certain skills and knowledge for college and career readiness among educators, parents, students, and industry. The following table was taken from the Metlife Survey of the American Teacher, where the question was asked, How important do you think each of the following is for a student to be ready for college and a career? College and Career Readiness Toolkit, page 10

Using the form below, survey your teachers on the importance of the skill sets for college and career readiness. Importance of Skills and Knowledge for College and Career Readiness Resource 3 Problem solving skills Critical thinking skills Ability to write clearly and persuasively Ability to work independently Ability to work in teams Knowledge of other nations and cultures and international issues Knowledge and ability in higher-level science such as chemistry and physics Knowledge and ability in higher-level mathematics, such as trigonometry or calculus Not important Very important Absolutely essential State Standards Are Not Uniform Standards-based education reform began with the publication A Nation at Risk in 1983. Standards-based education calls for clear, measureable standards for all students. In standards-based education, each student is measured against a concrete standard rather than measuring how well the student performs compared to peers. The early focus was elementary and middle schools. Defining goals for high school has proved more challenging. Most students see the goal as college, but many policymakers at the state and district levels have been content with a more basic set of standards that leaves too many students short of college-ready. Educators have varied dramatically in how they see or prioritize the goals. Some educators do a superb job of preparing students for postsecondary opportunities. Others are focused inordinately on preparing students for tests, while others prefer not to be bothered by system-wide standards or goals and focus instead on their favorite topics and units (Making College and Career Readiness the Mission for High Schools: A Guide for State Policymakers, Achieve and the Education Trust, November 2008). Each state has its own process for developing, adopting, and implementing standards. As a result, what students are expected to learn can vary widely from state to state. Resource: For quick access to all the state standards by topic and grade level, visit http://www.educationworld.com/standards/state/toc/index.shtml or http://academicbenchmarks.org/search/. College and Career Readiness Toolkit, page 11

Discussion Questions: State Standards How did the state standards affect curriculum? How did they affect teaching practices? Was there any effect on student engagement and effort? Were all students expected to perform to the same standards? Were faculty and administrators prepared for the standards and assessments? Common Core State Standards Initiative Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. In the spring of 2009, the Common Core State Standards Initiative was launched under the auspices of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) to develop a common core of state K 12 English language arts and mathematics standards. To develop these standards, CCSSO and the NGA Center worked with representatives from participating states, a wide range of educators, content experts, researchers, national organizations, and community groups. The final standards reflect the invaluable feedback from the general public, teachers, parents, business leaders, states, and content area experts and are informed by the standards of other high-performing nations. The college- and career-readiness standards have been incorporated into the K 12 standards. The criteria used to develop the college- and career-readiness standards, as well as these K 12 standards, are: College and Career Readiness Toolkit, page 12

Aligned w/college and work expectations; Include rigorous content and application of knowledge through highorder skills; Build upon strengths and lessons of current state standards; Informed by topperforming countries, so that all students are prepared to succeed in global economy and society; Evidence and/or researchbased. To access the state card for your state: www.all4ed.org/publication_material/commonstandardsstatecards More on NGA and CCSSO (from http://www.nga.org/cms/home/news-room/newsreleases/page_2009/col2-content/main-content-list/title_common-core-state-standards-k-12-workand-feedback-groups-announced.html): Founded in 1908, the National Governors Association (NGA) is the collective voice of the nation s governors and one of Washington, D.C. s, most respected public policy organizations. Its members are the governors of the 50 states, three territories, and two commonwealths. NGA provides governors and their senior staff members with services that range from representing states on Capitol Hill and before the Administration on key federal issues to developing and implementing innovative solutions to public policy challenges through the NGA Center for Best Practices. For more information, visit www.nga.org. The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. (www.ccsso.org) The process used to develop the Common Core State Standards involved several working groups and committees: Standards Development Work Group responsible for determining and writing the standards. Feedback Group provides information backed by research to inform the standards development process by offering expert input on draft documents. Validation Committee nominated by states and national organizations and selected by a group of 12 governors and chiefs who hold leadership positions at the NGA Center and CCSSO. These independent national education experts will review the Common Core State Standards to ensure they meet the development criteria. College and Career Readiness Toolkit, page 13

Please note that the Common Core State Standards are not national standards. The federal government was NOT involved in the development of the standards. This has been a state-led and driven initiative from the beginning. States will voluntarily adopt the standards based on their timelines and contexts. To date, the following states and territories and the District of Columbia have voluntarily adopted the standards: Alabama Arkansas Arizona California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Mississippi Missouri New Hampshire New Jersey New Mexico North Carolina North Dakota New York Nevada Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee U.S. Virgin Islands Utah Vermont Washington West Virginia Wisconsin Wyoming College and Career Readiness Anchor Standards The College and Career Readiness (CCR) Anchor Standards define what students should understand and be able to do by the end of each grade. The CCR and grade-specific standards in the Common Core are necessary complements. The CCR Anchor Standards provide broad standards while grade-specific standards in the Common Core provide specificity. Jointly they define the skills and understandings that all students must demonstrate. Common Career Technical Core (CCTC) Initiative The Common Career Technical Core (CCTC) initiative is a state-led effort to ensure rigorous, high-quality Career Technical Education (CTE) programs through a set of common standards built from industryvalidated Career Cluster Knowledge and Skills statements that will include: Standards for Career Ready Practice; Career Cluster Anchor Standards, applicable to each of the 16 Career Clusters ; and Career Pathway Anchor Standards, linked to specific Career Pathways and industry benchmarked when possible. College and Career Readiness Toolkit, page 14

Who Is Leading the CCTC Initiative? The initiative is being coordinated by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), which represents the state and territory heads of secondary, postsecondary and adult CTE across the nation. The state members of NASDCTEc are leading the development of the CCTC. Business and industry and members of the Career Readiness Partner Council (CRPC) an organization of leading education and workforce organizations will provide guidance and feedback during the development of the CCTC. Why Do We Need the CCTC? The goal of the CCTC is to better define career readiness for all students. Nearly 14 million students are enrolled in CTE encompassing every state, with programs in nearly 1,300 public high schools and 1,700 two-year-colleges. A set of common standards will help to ensure that all students receive a highquality, rigorous education in every state, and every program across the nation. Building a connection among states through common CTE standards will better support students in preparing for high-skill, high-wage, and high-demand occupations in the broad spectrum of existing and emerging career areas. What Is the Process and Timeframe for the Development of the CCTC? Subject matter experts from across the country in all sixteen career clusters, along with a writing team, began laying the foundation for the CCTC by revising the National Career Clusters Knowledge and Skill statements a comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area. These statements reflect the expectations of postsecondary education and business and industry for entering into a career, and are used to guide curriculum development, assessment, and program planning. The National Career Clusters Knowledge and Skills statements will be used as the foundation for the development of the CCTC. The CCTC development will begin in the winter of 2012. The standards are expected to be released in June 2012. Resources State Report Cards on Common Core: www.all4ed.org/publication_material/commonstandardsstatecards Common Core Initiative: http://www.corestandards.org/ www.careertech.org College and Career Readiness Toolkit, page 15

Section 2: Common Core Standards Initiative The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy (http://www.corestandards.org/). These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable, and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. Assignment: You might wish to view the video on the Unveiling of the Standards at http://www.corestandards.org/presentations. College and Career Readiness Toolkit, page 16

The process used to write the standards ensured that they were informed by: Best state standards Feedback from general public Teachers, content experts, states, and leading thinkers The standards have been divided into two categories: College and career readiness standards K 12 standards College and career readiness standards, which address what students are expected to learn when they have graduated from high school; and K-12 standards, which address expectations for elementary through high school. Preparing Your School for CCR Today the teaching of a specific discipline (math, language arts) is often considered the exclusive responsibility of a specific teacher (i.e., math teacher, English teacher). However, the complex role of many disciplines in education makes it clear that they cannot be left entirely to a specific class. For example, students should read and write frequently in all disciplines, mathematics knowledge is needed in all disciplines, science teaches and reinforces logical thinking, and social studies promotes greater awareness of civic responsibility. College and Career Readiness Toolkit, page 17

Preparing Your School for CCR How will your school prepare for CCR standards? Is a committee or team needed for oversight of each discipline? Will there be a need for a cross-disciplinary team to ensure that the cross-cutting knowledge and skills that underlie and connect the disciplines are represented in all subjects? Teams: Your school may find it advantageous to develop discipline and/or cross-disciplinary teams to implement the common core standards. There is no one-size-fits-all when forming teams. It will depend on the course offerings in your school (both academic and CTE courses) and how much work is needed to implement the standards. You may want to form teams in English/Language Arts, Mathematics, Science, Social Studies, History, and CTE courses. If your school is large, you may want to have subgroups dependent on grade level. Team Template A CCR Teams Resource 4 Team 1: Members Team 2: Members College and Career Readiness Toolkit, page 18

Team 3: Members Team 4: Members Team 5: Members Team 6: Members Team Template B You may want to organize your teams in the same manner as the standards are organized. The core standards are divided into these sections: English Language Arts 9 10 English Language Arts 11 12 Literacy in Science 9 10 Literacy in Science 11 12 Literacy in History/Social Studies 9 10 College and Career Readiness Toolkit, page 19

Literacy in History/Social Studies 11 12 Literacy in Technical Subjects 9 10 Literacy in Technical Subjects 11 12 HS Mathematics: Number and Quantity HS Mathematics: Algebra HS Mathematics: Functions HS Mathematics: Modeling HS Mathematics: Geometry HS Mathematics: Statistics and Probability CCR Teams Resource 5 English Language Arts 9 10 English Language Arts 11 12 Literacy in Science 9 10 Literacy in Science 11 12 Literacy in History/Social Studies 9 10 College and Career Readiness Toolkit, page 20

Literacy in History/Social Studies 11 12 Literacy in Technical Subjects 9 10 Literacy in Technical Subjects 11 12 HS Mathematics: Number and Quantity HS Mathematics: Algebra HS Mathematics: Functions HS Mathematics: Modeling HS Mathematics: Geometry HS Mathematics: Statistics and Probability College and Career Readiness Toolkit, page 21

Discussion: The CCRs consist of a multi-level framework that focuses not only on subject matter, but also on the way it is organized and presented in the classroom. Will this framework have any implication on how our school day and/or classroom is structured? What changes might we consider? College and Career Readiness Toolkit, page 22

Section 3: English Language Arts Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects The following is a portrait of students who are college and career ready in reading, writing, speaking, listening, and language: They demonstrate independence: Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker s key points, request clarification, and ask relevant questions. They build on others ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources, including teachers, peers, and print and digital reference materials. They build strong content knowledge: Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline: Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They comprehend as well as critique: Students are engaged and open-minded but discerning readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author s or speaker s assumptions and premises and assess the veracity of claims and the soundness of reasoning. They value evidence: Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others use of evidence. They use technology and digital media strategically and capably: Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. They come to understand other perspectives and cultures: Students appreciate that the twenty-firstcentury classroom and workplace are settings in which people representing widely divergent cultures College and Career Readiness Toolkit, page 23

and diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. Portrait of Our English Language Arts Students Resource 6 Course: Item Our students demonstrate independence. Our students build strong content knowledge. Our students respond to the varying demands of audience, task, purpose, and discipline. Our students comprehend as well as critique. Our students value evidence. Our students use technology and digital media strategically and capably. Our students come to understand other perspectives and cultures. Weak -------------------------- Strong 1 2 3 4 5 6 7 8 9 10 College and Career Readiness Toolkit, page 24

College and Career Readiness Anchor Standards for Reading Grade-specific standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students should be able to demonstrate. Key Ideas and Details 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. 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. 5. 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. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently College and Career Readiness Toolkit, page 25

Reading: Literature» Grade 9 10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Please review the Reading Standards for Literature 9-10 at http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-9-10/. The following table will help you in identifying which courses (within the English/language arts courses offered at your school) have the Reading Standards for Literature for grades 9 10 embedded. Key: Reading: Literature» Grade 9 10 Embedded within the English Language Arts Courses Resource 7 Course 1= Course 2= Course 3= Course 4= Course 5= Course 6= Course 7= Course 8= Course 9= Courses: 1 2 3 4 5 6 7 8 9 Key Ideas and Details RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure RL.9-10.4. Determine the meaning of words and phrases 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). College and Career Readiness Toolkit, page 26

Courses: 1 2 3 4 5 6 7 8 9 RL.9-10.5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Integration of Knowledge and Ideas RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus ). RL.9-10.8. (Not applicable to literature) RL.9-10.9. 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). Range of Reading and Level of Text Complexity RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9 10 text complexity band independently and proficiently. College and Career Readiness Toolkit, page 27

Reading: Literature» Grade 11 12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Please review the Reading Standards for Literature 11 12 at http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-11-12/#rl-11-12-1. The following table will help you in identifying which courses (within the English/language arts courses offered at your school) have the Reading Standards for Literature for grades 11 12 embedded. Key: Reading: Literature» Grade 11 12 Embedded within the English Language Arts Courses Resource 8 Course 1= Course 2= Course 3= Course 4= Course 5= Course 6= Course 7= Course 8= Course 9= Courses: 1 2 3 4 5 6 7 8 9 Key Ideas and Details RL.11-12.1. 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. RL.11-12.2. Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. RL.11-12.3. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). College and Career Readiness Toolkit, page 28

Courses: 1 2 3 4 5 6 7 8 9 Craft and Structure RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.5. Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL.11-12.8. (Not applicable to literature) RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Range of Reading and Level of Text Complexity RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently. College and Career Readiness Toolkit, page 29

Reading: Informational Text» Grade 9 10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Please review the Reading: Informational Text Grade 9 10 at http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-9-10/. The following table will help you in identifying which courses (within the English/language arts courses offered at your school) have the Reading: Informational Text Grade 9 10 embedded. Key: Reading: Informational Text» Grade 9 10 Embedded within the English Language Arts Courses Resource 9 Course 1= Course 2= Course 3= Course 4= Course 5= Course 6= Course 7= Course 8= Course 9= Courses: 1 2 3 4 5 6 7 8 9 Key Ideas and Details RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure RL.9-10.4. Determine the meaning of words and phrases 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). College and Career Readiness Toolkit, page 30

Courses: 1 2 3 4 5 6 7 8 9 RL.9-10.5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Integration of Knowledge and Ideas RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus ). RL.9-10.8. (Not applicable to literature) RL.9-10.9. 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). Range of Reading and Level of Text Complexity RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9 10 text complexity band independently and proficiently. College and Career Readiness Toolkit, page 31

Reading: Informational Text» Grade 11 12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Please review the Reading: Informational Text Grade 11 12 at http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informationaltext-6-12/grade-11-12/. The following table will help you in identifying which courses (within the English/language arts courses offered at your school) have the Reading: Informational Text Grade 11 12 embedded. Key: Reading: Informational Text» Grade 11 12 Embedded within the English Language Arts Courses Resource 10 Course 1= Course 2= Course 3= Course 4= Course 5= Course 6= Course 7= Course 8= Course 9= Courses: 1 2 3 4 5 6 7 8 9 Key Ideas and Details RI.11-12.1. 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. RI.11-12.2. 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. RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). College and Career Readiness Toolkit, page 32