1. 1 Common Core Standards (CCS) Curriculum Council August, 2010

2. 2 Presentation Outline CCS Overview Introduction to Standards Development and Adoption Standards in English Language Arts … and Literacy in History/Social Studies, Science, and Technical Subjects Standards in Mathematics The Current Context

3. 3 the same for everyone fundamental knowledge needed to be college & career ready adopted statewide; voluntary not federally required Shared, rigorous academic content with clear expectations for students Common Core Standards (CCS)

4. 4 Overarching Goal of CCS To guarantee that all students are college and career ready when they exit from high school

5. 5 Central Characteristics Alignment with college and work expectations Knowledge and skills needed for success after high school in our global and social economy. Rigorous content Application of higher-order thinking skills International benchmarking Informed by curriculum and assessments from top-performing countries to insure success in our global economy (e.g., NAEP) Evidence and/or research-based.

6. 6 Benefits of the CCS CCS build upon the strengths and lessons of current state standards Student expectations are clear to parents, teachers, and the general public Enables collaborations among states on best practices, instructional materials and professional development. Thereby reducing costs to states.

7. 7 National CCS Development and Adoption Timeline 48 states and 2 territories voluntarily joined the initiative sponsored by Council of Chief State School Officers (CCSSO) National Governors’ Association (NGA) Set against the backdrop of Race to the Top in 2009. When states “joined” they committed to participate in the development of CCS deliberate on the possible state adoption Multiple Drafts were reviewed and vetted by teacher unions professional math and English language arts organizations both K-12 and post-secondary

8. 8 Four Expert Groups Participated in National Development of the CCS An advisory group Set policy for the process of development A standards development group This is the primary group involved in development included Dr. Wu, professor of mathematics, from Berkeley An expert feedback group A validation committee This group affirmed that the standards met fundamental criteria – such as being research based. There were 6 California members on this committee.

9. 9 California CSS Adoption Timeline California Academic Content Standards Commission (CACSC) created by legislation (SB X5 1 in 1/10) to ensure that the rigor of CA’s standards are maintained to recommend whether CCS be adopted (not develop them) In the 21 member group, not less than half needed to be current classroom teachers CACSC recommended adoption with some additions – 85% rule (by 7/15/10) CA incorporates some new words, phrases and a few CA standards State Board of Ed. unanimously adopts (in 8/2/10) CCS adopted on the last day to apply for 2nd round of RTTT funds At http://www.scoe.net/castandards the posted versions of the standards have the CA additions bolded and underlined.

10. 10 For which standards will we be held accountable? and the augmented California Common Core Standards (CCCS) Which standards will be a part of accountability (tested)?? Common Core State Standards (CCS)

11. 11 Audience Question: Development & Adoption of CCS Are states required to adopt the CCS? What is one benefit of having standards that apply across many states? What is one drawback? What challenges do the new standards present?

12. 12 English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Content and Design

13. 13 A single K-5 set of grade-specific standards Most or all of the instruction students receive comes from one teacher 2 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

14. 14 Main Components of the CCS ELA and Literacy … Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects THE ELA & Literacy Standards Appendix A: Research Supporting Key Elements Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing Sections on applications for English Learners and Students with Disabilities were also included.

15. 15 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

16. 16 Strand and Subheading Descriptions Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Multi-media skills are blended throughout the standards Making arguments and drawing evidence from sources Speaking and Listening (K-12 ELA only) Inclusion of formal and informal talk Language (K-12 ELA only) Stress on general academic and subject-specific vocabulary. Are consistent throughout the grades

17. 17 Anchor Standards Reading: 10 Anchor Standards Writing: 10 Anchor Standards Speaking & Listening: 6 Anchor Standards Language: 6 Anchor Standards

18. 18 College and Career Readiness – Anchor Standard 2 Determine central ideas or themes of a text and analyze their developments; 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. Elementary School

19. 19 College and Career Readiness – Anchor Standard 2 Determine central ideas or themes of a text and analyze their developments; summarize the key supporting details. 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. Secondary School

20. 20 Current CA Standards 1. Narratives 2. Expository Descriptions 3. Friendly Letters 4. Personal or Formal Letters 5. Response to Literature 6. Information Reports 7. Summaries 8. Persuasive Letters/Compositions 9. Research Reports 10. Fictional Narratives 11. Biographical/Autobiographical Narratives 12. Career Development Documents 13. Technical Documents 14. Reflective Compositions 15. Historical Investigation Reports 16. Job Application/Resume Common Core Standards for CA 1. Write Opinions (K-5); Write Arguments (6-12) 2. Write Informative/Explanatory Texts 3. Write Narratives 20

21. 21 WRITING Progression in CCS Distribution of Communicative Purposes by Grade GradePersuadeExplain Convey Experience 4 th 30%35% 8 th 35% 30% 12 th 40% 20% The CCS cultivate three mutually reinforcing writing capacities

22. 22 Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read READING Emphasis on Text Complexity

23. 23 Three Factors of Text Complexity Qualitative evaluation of the text Levels of meaning, structure, language conventionality and clarity knowledge demands Quantitative evaluation of the text Readability measures and other scores of text complexity Matching reader to text and task Reader variables (such as motivation, knowledge, and experiences) task variables (such as purpose and the complexity generated by the task assigned and the questions posed

24. 24 Reading Standard 10 references a text complexity band beginning in Grade 2. Standard 10 defines a grade-by- grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level

25. 25 Grade 6 Examples Across the Strands Reading Standards for Informational Text 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 Standards 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 Standards Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

26. 26 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

27. 27 READING Emphasis Distribution of Literary and Informational Passages by Grade in the GradeLiteraryInformational 4 th 50% 8 th 45%55% 12 th 30%70% Note: This does not mean that 70% of 12 th grade English should be informational texts, but that a great deal of reading should also occur in other disciplines.

28. 28 Comparing CA’s Current Standards and the CA CCS ELA and Literacy in History/ Social Studies, Science and Technical Studies

29. 29 California Standard Common Core Standard for California 9 th /10 th Grade Reading 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. 9 th /10 th Grade Reading Standards for Informational Text 5. 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. The bold and underlined text indicates that the material is a California addition to the CCS

30. 30 California Standard Common Core Standard for California 6 th Grade Reading 2.7 Make reasonable assertions about a text through accurate, supporting citations. 6 th Grade Reading 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 Studies 1. Cite specific textual evidence to support analysis of primary and secondary sources. Reading Standards for Literacy in Science and Technical Subjects 1. Cite specific textual evidence to support analysis of science and technical texts. 30

31. 31 California Standard Common Core Standard for California 1 st Grade Writing 2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience. 1 st Grade Writing 3. 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. 3 rd Grade Reading 2.3 Demonstrate comprehension by identifying answers in the text. 3 rd Grade Reading Standards for Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to text as the basis for the answers.

32. 32 Examples of CA’s Additions CCS Analysis of text features in informational text (Grades 6-12) Specific reference to Career and consumer documents included in the writing section (Grade 8) Added to word analysis is the phrase “both in isolation and in text” (Grades K-3) Penmanship (Grades 2-4) Added standards for formal presentations to CCS’s “collaborative discussions” and x (Grades 1-12) This is not an exhaustive list.

33. 33 Audience Question: A New Perspective on ELA List three aspects of the new CCS in ELA and literacy. How would you characterize California’s additions to the CCS in ELA? What challenges do the new standards present?

34. 34 Common Core Standards Mathematics Content and Design

35. 35 Common Core Standards Mathematics Mathematics THE Mathematics Standards Appendix A: Designing High School Math Course Based on CCS Sections on applications for English Learners and Students with Disabilities were also included in this draft.

36. 36 General Overview Focus and Coherence Mathematical Proficiency Structure Organization Grade 8 Options Similarities Shifts Next Steps Objectives of this Section © 2011 California County Superintendents Educational Services Association Mathematics General Overview

37. 37 Quote in Math CCS Introduction Mathematics experience in early childhood should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas. - National Research Council, 2009

38. 38 Intended Goals for Mathematics Aim for clarity and specificity Stress conceptual understanding of key ideas (not a mile wide and an inch deep) Balance mathematical understanding and procedural skill Are benchmarked internationally

39. 39 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

40. 40 Organization: Grade K-8 Standards 1. Overview page Lists domains, clusters and mathematical practices 2. Standards-by grade level Defines what students should understand and be able to do 3. Clusters Groups of related standards. Standards from different clusters may be closely related 4. Domains Larger groups of related standards. Standards from different domains may be closely related. 5. Additional standard language or whole standards Bolded and underlined Added to maintain rigor of California expectations

41. 41

42. 42 Two Types of Math Standards Standards for Mathematical Practice Carry across all grade levels Describe mathematical habits of mind that should be taught explicitly to all students Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades 2-4 focal points at each grade level High school standards presented by conceptual theme

43. 43 Mathematical Practice Standards 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning These practices are cross cutting and listed on the same pages as the content standards Mathematically proficient students:

44. 44 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

45. 45 Common Core State Standards for CA DOMAINS California Standards Grades K-7 STRANDS K-5 Counting and Cardinality (K only) Operations and Algebraic Thinking Number and Operations in Base 10 Number and Operations-Fractions Measurement and Data 6-8 Ratio and Proportional Relationships (grade 6-7) The Number System Expressions and Equations Functions (Grade 8) Geometry Statistics and probability Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis and Probability Mathematical Reasoning California Comparison © 2011 California County Superintendents Educational Services Association Mathematics General Overview

46. 46 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

47. 47 Grade One Understand Place Value The two digits of a two-digit number represent amounts of tens and ones 10 can be thought of as a bundle of ten ones – called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, etc. The numbers 10, 20, 30, … refer to one, two, three, …tens and zero ones Standards in The Number and Operation Base 10 Domain

48. 48 Develop Conceptual Understandings Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.2) Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7) © 2011 California County Superintendents Educational Services Association Mathematics General Overview

49. 49 Emphasis on Fluency Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. (3.OA.7) Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5) 49 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

50. 50 A Strong Focus on Fractions Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2.a) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5+ 1/2 = 3/7, by observing that 3/7 < 1/2. (5.NF.2) © 2011 California County Superintendents Educational Services Association Mathematics General Overview

51. 51 Fraction Concepts  Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ( 3.NF.3d) Discuss how you might compare pairs of fractions using a visual fraction model. For discussion purposes, use the following two fraction pairs: 7/9 and 4/9 (same denominator) 4/9 and 4/7 (same numerator) 51 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

52. 52 California Grade 8 Options Goal for 8th grade students is Algebra 1 Not all students have the necessary prerequisite skills for Algebra 1 Two sets of standards for grade 8 Each set will prepare students for college and career Standards for Algebra 1 Taken from 8th grade Common Core, high school Algebra content cluster and CA Algebra standards 8th grade Common Core Goal of grade 8 Common Core is to finalize preparation for students in high school K-7 standards as augmented prepare students for either set of standards

53. 53 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

54. 54 High School Conceptual Themes High schools standards are grouped by conceptual themes (not by grade level or course title). The themes are Number and quantity Algebra Functions Modeling Geometry Probability and Statistics (*) Standards that incorporate modeling (+) Standards that are necessary to prepare for advanced courses

55. 55 CA’s Math CCS Standards Are more similar than different (K-12) Grades K-7 augmented to prepare students for either set of standards in Grade 8 GRADE 8 Algebra I – combination of Algebra I from CCS and some of Grade 8 CCSS (XX standards in all) Grade 8 CCS

56. 56 CA’s Math CCS Standards Adds two courses currently offered in California (but not in CCS) Calculus Advanced Statistics and Probability High school course descriptions will be developed by CDE as part of their long- range implementation plan

57. 57 Key Advances in Math CCS Focus and Coherence Focus on key topics at each grade level Numeracy Geometry Fractions Coherent progressions across grade levels Balance of Concepts and Skills Content standards require both conceptual understanding and procedural fluency (i.e., mastery) Mathematical Practices Foster reasoning and sense-making in mathematics College and career readiness Level is ambitious but achievable

58. 58 Arranged by conceptual cluster (NOT by course): Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Same K-8 structure of domain, cluster and standard 58 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

59. 59 Specify the math that all students should study to be college and career ready Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+). Include the addition of two courses from California: Calculus Advanced Placement Statistics and Probability Development of suggested course descriptions will be done by CDE as part of their long-range implementation plan Traditional vs. Integrated 59 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

60. 60 High School Example-Geometry Content Cluster 60 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

61. 61 Modeling Cluster Not a collection of topics but viewed in relation to other standards A Standard of Mathematical Practice Specific modeling standards appear throughout the high school standards and are indicated by a star symbol ( ★ ) 61 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

62. 62 GradeCalifornia StandardCommon Core KindergartenUse concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10). Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. FirstCount, read, and write whole numbers to 100. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ThirdMemorize to automaticity the multiplication table for numbers between 1 and 10. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division and the properties of operations. 62 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

63. 63 GradeCalifornia StandardCommon Core FifthUnderstand the concept of multiplication and division of fractions. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (A unit fraction is one with a numerator of 1 and the denominator is a positive integer) SixthInterpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations ( a/b, a to b, a:b ). Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. SeventhUse variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three is less than a number, half as large as area A). Use variables to represent quantities in real- world and mathematical problems and construct simple equations and inequalities to solve problems about the quantities. 63 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

64. 64 Grade/C ourse California StandardCommon Core SeventhConstruct and read drawings and models made to scale. Solve problems involving scale drawings of geometric figures, including actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. AlgebraAlgebra 1: Solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. Algebra Content Cluster: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Geometr y Geometry: Use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side. Geometry Content Cluster: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. 64 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

65. 65 Grade Shifts: Examples Developed by SCFIRD Concept1997 StandardsCCCS Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle) Grade 2 K Introduction to Probability Grade 3 Grade 7 Introduction of fractions as numbers Grade 2 Grade 3 Add and subtract simple fractions Grade 3 Grade 4 Introduction of integersGrade 4 Grade 6 65 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

66. 66 Based on the following central questions: What K-12 CA Mathematics standards were not reflected in the CCS document? Which (of those) standards would substantively enhance and improve the CCS? Which would maintain the rigor of California’s standards? California’s Additional 15% 66 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

67. 67 Added standards to develop ideas not included in CCS Grade 2-Operations and Algebraic Thinking Grade 5-Operations and Algebraic Thinking High School Geometry-Geometric Measurement and Dimension Examples of Additional 15%: 67 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

68. 68 Added language to existing standard Grade 2-Measurement and Data Grade 4-Geometry Examples of Additional 15%: 68 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

69. 69 Added a substantial section to an existing cluster Grade 6-The Number System Examples of Additional 15%: 69 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

70. 70 Added two courses from California Standards: Calculus Advanced Placement Probability and Statistics Examples of Additional 15%: 70 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

71. 71 Stay the Course! More similarities than differences in the standards Implement a truly balanced math program as this will support the mathematical practices Continue to use quality assessments to inform and drive effective instruction Provide opportunities for teachers to collaborate and plan 71 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

72. 72  Websites ◦ Common Core Standards: www.corestandards.orgwww.corestandards.org ◦ California Common Core Standards: Visit the California Department of Education’s Common Core State Standards Web page at: http://www.cde.ca.gov/be/st/cc/index.asp The standards Frequently asked questions Informational flyers Additional resources 72 © 2011 California County Superintendents Educational Services Association Mathematics General Overview

73. 73 Audience Questions A New Perspective on Math List three concepts or main ideas embedded in the Math CCS that are new. How would you characterize California’s additions to the CCS in Math? What challenges do the new standards present?

74. 74 Transitioning to New Standards Understanding the Current Backdrop

75. 75 Foreshadowing the New Assessments Elementary and Secondary Education Act (ESEA) requires ELA and mathematics in grades 3-8 and at least once in grades 10-12 Science at least once during each of three specified grade spans: 3-5, 6-9, and 10-12 Currently Existing Internationally Benchmarked Assessments National Assessment of Educational Progress (NAEP) Trends in International Mathematics and Science Study (TIMSS) Progress in International Reading Literacy Study (PRLS)

76. 76 Timeline for Assessment Development STAR sunsets in 2012-13 pending legislation may amend this New Common Core Assessments projected to be piloted in 2013-14 “go live” in 2014-15 CA has joined SMARTER Balanced Assessment Consortium (June 2011) For more information on SMARTER Balanced Assessment go to http://www.k12.wa.us/smarter/http://www.k12.wa.us/smarter/

77. 77 Framework and Textbook Adoption Timeline

78. 78 Professional Development

79. 79 Noteworthy Resources in Development

80. 80 Advice for Next Steps Stay the Course! Since there are more similarities than differences in the standards, continue to implement your adoptions with fidelity. We are still held accountable to the STAR assessments. Implement a truly balanced program as this will support the transition. Use quality assessments to drive instruction. Provide opportunities for teachers to collaborate and plan.

81. 81 LEFTOVERS For possible use

82. 82 Comparison of Terminology Current CA ELA Domains CCCS Strands Reading Writing Listening and SpeakingSpeaking and Listening Written and Oral Language Conventions Language

83. 83 ELA Anchored by CCR Standards See Handout

84. 84 See Handout Specific Strand Titles

85. 85 Writing, Grade 5 9. 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]”).

86. 86 Writing, Grades 9-10 English Language Arts 9. 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 Subjects 9. Draw evidence from informational texts to support analysis, reflection, and research.

87. 87 Writing, Grade 7 1. 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.

88. 88 Speaking and Listening, Grade 5 1. 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. 88

89. 89 K-5 Mathematics Content Domains DomainsGrade Level Counting and CardinalityK only Operations and Algebraic Thinking1-5 Number and Operations in Base Ten1-5 Number and Operations – Fractions3-5 Measurement and Data1-5 Geometry1-5

90. 90 Middle Grade Mathematics Content Domains DomainsGrade Level Ratio and Proportional Relationships6-7 The Number System6-8 Expressions and Equations6-8 Functions8 Geometry6-8 Statistics and Probability6-8