STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS The Standards define what all students are expected to know and be able to do, not how teachers should teach. These standards focus on how students learn, not just on what they learn.

Major Design Goals Align with best evidence on college and career readiness expectations Build on the best standards work of the states Maintain focus on what matters most for readiness Three Main Sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects (with a shared responsibility for students’ literacy development)

Three Appendices (available online) A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples Four Strands for ELA Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy across subjects Media requirements blended throughout

How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready

Very teacher-friendly: easy to read, use and maneuver Broken down by grade-levels and content area language-arts-standards language-arts-standards Has been adapted into a print version for teacher distribution

Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres

Forms of Writing – Text Types and Purposes 1. Write arguments – writing an opinion that relies on facts/data rather than emotion. 2. Write informative/explanatory texts – writing that provides information and supports with details, facts, etc. 1. Write narratives – writing that tells a story.

1. Comprehension and Collaboration – discussion component 2. Presentation of Ideas – includes multimedia component

1. Conventions of Standard English - includes grade- level specific skills in capitalization, punctuation and grammar 2. Knowledge of Language – style and voice 3. Vocabulary

Packet of Resources 1. Grade-level specific documents 2. Cross-grade-level analysis of skills (6-8) and correlation to GLCEs

 Getting to know the CCSS/Alignment work  2010 MEAP/2011MME remain the same  State focus will be on technical assistance  Implementation of CCSS in classrooms  2011 MEAP/2012 MME remain the same  State focus will be on instruction/professional development  2012 MEAP minimally modified as necessary to reflect the CCSS  2013 MME remains the same  State focus will be on student learning  2013 MEAP based on 2012 model  2014 MME remains the same  State focus will prepare for new assessments from SMARTER Consortium  Full implementation - Instruction and assessment based on CCSS State assessments will not change until the school year, districts do not need to transition to Common Core Standards until 2013 – existing state standards remain in effect.