Update on the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science,

1. Update on the Common Core State Standards for English Language Artsand Literacy in History/Social Studies, Science, and Technical Subjects Tom Adams June 20, 2012 CSU, Long Beach

2. College and Career Readiness Standards • In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career. • In September 2009, College and Career Readiness standards were released. • This work became the foundation for the Common Core. Developed by SCFIRD

3. The Common Core State Standards Benefits: • Internationally benchmarked • Evidence and research-based • Consistent expectations – no matter where you live • Opportunity for shared resources and reduced costs

4. California and the Common Core State Standards Senate Bill 1 from the Fifth Extraordinary Session (SBX5 1): • established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and English language arts • stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material • directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC

5. Source: http://www.corestandards.org/in-the-states 5

6. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The Standards comprise three main sections: • a comprehensive K–5 section • includes standards for foundational skills • two content area-specific sections for grades 6–12 • one for English-language arts • one for literacy in history/social studies, science and technical subjects

7. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Design Considerations • Organized around the College and Career Readiness (CCR) Anchor Standards that are identical across all grades and content area and define cross-discipline literacy expectations to prepare students for career/college • Integrated model of literacy, with shared responsibility for students’ literacy, including expectations for reading and writing in the social and natural sciences • Research and media skills blended into standards

8. Organization of the Standards

9. Strand Organization

10. Common Core“Shifts” in Instruction Expectations for instruction embedded in the standards: • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language What does that look like? Source: Student Achievement Partners www.achievetehcore.org 10

11. Reading Shifts instruction to focus on: • Questions and tasks that are text dependent, where use of supporting evidence is text-based • Careful selection of texts, meeting the complexity requirements at each grade • Increased use of informational text • Connections between reading and writing across the curriculum 11

12. Writing Shifts focus of student writing to: • Argumentative and informative writing, using evidence from sources as support • Short, focused research projects - Three types and purposes: • Opinions/Arguments • Informative/Explanatory • Narratives 12 Source: NAEP 2011 Writing Framework

13. Speaking and Listening Shifts in instruction asks students to: Engage in collaborative conversations - Come prepared, drawing on preparation or other information known about the topic/ideas under discussion Pose and respond to questions to clarify, contribute, link and/or elaborate on remarks of others Identify the reasons and evidence or summarize the reasons and evidence a speaker or media source provides to support points 13

14. Language Shifts focus on vocabulary acquisition and use Engage in the study of vocabulary needed to access grade level complex texts (i.e. both academic and domain-specific words and phrases) Learn a variety of strategies to discern meaning of words in the context they are used Understand figurative language, word relationships and nuances Conventions of Language Use knowledge of language and conventions of standard English grammar when writing, speaking, listening, and reading 14

15. Literacy in History/Social Studies, Science, and Technical Subjects “Meeting the demands of the Literacy Standards requires substantially expanding the literacy requirements in history/social studies as well as in science and technical subjects. The adoption of the Literacy Standards in History/Social Studies, Science and Technical Subjects therefore requires several significant shifts in these curricula.” Source: Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12

16. Literacy in History/Social Studies, Science, and Technical Subjects • Built upon the same anchor standards for reading and writing • A focus on discipline-specific vocabulary • An acknowledgement of unique text structures found in informational text • The expectation that students will develop informational/technical writing skills

17. Integration of Technology and Multimedia Use as sources of information and tools for communication: • Create audio recordings of stories or poems; add drawing or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2.SL.5) • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (5.RL.7) • Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (8.W.6)

18. California Additions • Connect vocabulary standards included in language strand to vocabulary standards in reading strand (grades K–12) • Plan and deliver formal presentations (grades 2–12) • Activate prior knowledge and use illustrations/context to make predictions (grades K–1) • Penmanship (grades 2–4) • Analysis of text features in informational text (grades 6–12) • Create career documents (grade 8)

19. Support for English Learners Speaking & Listening and the Language standards support focus of English language development Focus on language conventions in both writing and speaking Continued use of the California English Language Development Standards in tandem with the CCSS

20. Appendices • Appendix A: Research Supporting Key Elements of the Standards • Appendix B: Text Exemplars and Sample Performance Tasks • Appendix C: Samples of Student Writing Appendices are available at http://www.corestandards.org.

21. Appendix A Research Supporting Key Elements of the ELA Standards Including: • Complexity of Texts • Foundational Skills • Writing • Speaking and Listening • Language • Glossary of Key Terms

22. Appendix B: Text Exemplars andSample Performance Tasks • Text Exemplars by Grade Level • Includes examples by grade level with sample performance tasks • Stories, poetry, drama, and informational text • Gives teachers an idea of achievement expectations for each grade level • Includes examples for History/Social Studies, Science, and Technical Subjects

23. Appendix C: Samples of Student Writing

24. Common Core State Standards: Implementation Plan http://www.cde.ca.gov/ci/cc/documents/ccssimpsysplanforca.doc

25. Common Core State Standards: Implementation Plan

26. Common Core State Standards: Implementation Plan http://www.cde.ca.gov/be/ag/ag/yr12/agenda201203.asp

27. Transitioning to the Common Core System

28. CCSS Implementation:Critical Dates for Frameworks and Instructional Materials The SBE adopted the CCSS on 2010 Last SBE mathematics adoption in 2007 Last SBE English language arts adoption in 2008 Scheduled adoption of Math Framework in 2013, ELA in 2014 New assessments scheduled for Spring 2015 Next likely SBE adoption of materials in 2016 (Mathematics) and 2018 (ELA)

29. Assembly Bill 250 (Brownley) • Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards • ELD Standards in ELA Framework • Creates professional learning modules

30. Curriculum FrameworksTimeline: English Language Arts

31. What are Curriculum Frameworks? Curriculum Frameworks provide: • Support for teachers and guidelines for educational programs • Guidance to school districts in the development of local curriculum • Direction to publishers for the development of instructional materials • Guidance reflecting current and confirmed research • Strategies to address the needs of English language learners and students with disabilities

32. CALIFORNIA DEPARTMENT OF EDUCATION English Language Arts/English Language Development Framework Development Process This chart shows the major steps of the curriculum framework development process. All meetings are open to the public.

33. Focus Groups Pursuant to the California Code of Regulations, Title 5, Education, Section 9511(c), the CDE convenes four focus groups across California. The focus groups are held to solicit input on the new framework. Members of the focus group must be educators at the time of appointment. California Education Code Section 44013(a) defines an educator: "Educator" means a certificated person holding a valid California teaching credential or a valid California services credential issued by the California Commission on Teacher Credentialing who is employed by a local education agency or by a special education local planning area and who is not employed as an independent contractor or consultant.

34. ELA/ELD Framework Focus Group Recommended Guidance • Guide the field in implementing the CCSS with a focus on the content shifts and possible links to models and examples of instruction and best practices • An up-to-date and skillful use of technology and multimedia, by both teachers and students • Make framework a “living” document with the ability to link to new resources and references • Guidance for support of effective student assessment, include connection to direction provided by national assessment consortiums (e.g., SBACand PARCC)

35. ELA/ELD Framework Focus Group Recommended Guidance (cont.) • Examples of differentiated instruction for all students • Effective integration of the literacy standards for History/Social Studies, Science, and Technical Subjects and collaboration opportunities between ELA and content teachers (especially at secondary level) • Emphasize the shift to integration of ELA strands, project-based learning, and 21st century skills • Inclusion of the ELD Standards and their relationship to the ELA standards

36. The Curriculum Framework and Evaluation Criteria Committee (CFCC) • Members are recruited and recommended by the Instructional Quality Commission, and appointed by the SBE • CFCCs have 9-20 members • A majority are credentialed K-12 teachers • At least 1 Content Review Expert • At least 1 experienced with English learners • At least 1 experienced with students with disabilities

37. The CFCC • Advises the Instructional Quality Commission and the SBE • Develops a draft framework based on guidance from the IQC and the SBE • Provides multiple opportunities for interested and concerned members of the public to provide written and oral comments throughout the framework development process

38. http://www.cde.ca.gov/ci/rl/cf/

39. Assembly Bill 250 (Brownley) • Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards • ELD Standards in ELA Framework • Creates professional learning modules

40. Assembly Bill 124 (Fuentes) • Establishes the English Language Development Standards Advisory Committee to update, revise and align the English Language Development (ELD) standards with the Common Core State Standards • Committee must include teachers and administrators with expertise in instructing English learners in the membership of the committee • Adoption of the revised ELD standards expected in the fall of 2012

41. Timeline

42. http://www.cde.ca.gov/sp/el/er/eldstandards.asp

43. Assembly Bill 250 (Brownley) • Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards • ELD Standards in ELA Framework • Creates professional learning modules

44. The Purpose of the Professional Learning Modules • Create and sustain professional development training opportunities that support teachers and administrators in delivering to all pupils curriculum and instruction that are aligned to the CCSS.

45. Professional Learning Module Timeline: 2012 Activities Feb 15-16: On-site meeting with statewide Task Force Feb 24: California Department of Education (CDE) confirms providers and develops contracts May 1: Module development begins June 30: Four (or more) draft modules to the CDE for review and approval July 1-15: CDE and State Board of Education (SBE) review and submit edits and announce upcoming availability of modules to field July 15-31: Providers revise modules August 1: Final modules to CDE for approval September 1: Posting to CDE Common Core Web site and announcement

46. Module Development The criteria for the modules shall be based on: The California Standards for the Teaching Profession The Standards for Professional Learning (Learning Forward, 2011) Use and build on existing professional development programs

47. Develop model PLMs to deepen the understanding of the following: • The CCSS • Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils • Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas • The integration of subject content knowledge • Instructional leadership and coaching

48. Module Topics for Completionby September 2012 • Overview of the Professional Learning Modules, CCSS for math and ELA • Math: K-12 Standards for Mathematical Practice • Math: K-12 Learning Progression • ELA: Non-fiction Reading • ELA: Non-fiction Writing

49. Additional Future Topics • Assessments • CCSS, New ELD Standards and English Learners • Literacy in History/Social Studies • Literacy in Science • Literacy in Technical Subjects • Facilitation of Collaborative Discussions

50. http://www.cde.ca.gov/pd/cc/