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Implementing the California’s Common Core State Standards. English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Mathematics. Brief History of Common Core in California. June 2010

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implementing the california s common core state standards
Implementing the California’s Common Core State Standards

English Language Arts & Literacy in History/Social Studies, Science,

and Technical Subjects


brief history of common core in california
Brief History of Common Core in California

June 2010

National Governors Association and the Council of Chief State School Officers released the Common Core State Standards for grades K-12 in ELA and Mathematics.

June-July 2010

Academic Content Standards Commission met to review the CCSS for alignment to California standards and develop recommendations for standards to supplement the CCSS in California.

July 28, 2010

AB X4 2 suspended the process and procedures for adopting instructional materials, including framework revisions, until 2013-2014 school-year. Funding was also removed from Curriculum Commission.

  • Common Core released June 2010
  • CA Common Core State Standards adopted August 2, 2010.
key features of the ela standards
Key Features of the ELA Standards
  • Balance reading literature with reading informational text
  • Balance narrative writing with informational, expository writing
  • Focus on critical analysis of both fiction and non-fiction
  • Emphasize vocabulary acquisition across the four strands of English–language arts
  • Foster oral communication, collaboration, and listening skills
key features of the math standards
Key Features of the Math Standards
  • Kindergarten through Grade Eight Standards: Domains
  • High School Standards: Conceptual Categories
  • Focus on arithmetic and fluency with whole numbers at early grades (K-5)
  • Fluency with fractions and decimals
  • Real world applications using modeling
  • Algebra readiness by grade eight and established grade eight standards

Instructional Shifts of the Common Core

Shifts in ELA/Literacy

Shifts in Math

  • Balancing Informational and Literary Text
  • Building Knowledge in the Disciplines
  • Staircase of Complexity
  • Text-Based Answers
  • Writing From Sources
  • Vocabulary

1. Focus

2. Coherence

3. Fluency

4. Deep Understanding

5. Applications

6. Dual Intensity

Common Core Assessments

implementing the california s common core state standards1
Implementing the California’s Common Core State Standards

Legislative Updates and Available Resources

sb 140 lowenthal
SB 140 (Lowenthal)

Education Code Section 60605.86, created by Senate Bill 140 (Chapter 623 of the Statutes of 2011), requires the California Department of Education (CDE) to develop, and the State Board of Education (SBE) to approve, a list of supplemental instructional materials that are aligned with California’s common core academic content standards in mathematics and English-language arts. This new law requires that the SBE approve the evaluation criteria that will be used for the review of those supplemental materials.

criteria for the evaluation of supplemental instructional materials
Criteria for the Evaluation of Supplemental Instructional Materials

To be eligible for recommendation by the SSPI, submitted materials must meet all of the criteria listed below:

The materials must align to the California CCSS, as adopted by the SBE on August 2, 2010. The supplemental materials submitted, in conjunction with the existing adopted grade-level materials, must cover all of the California CCSS for a given grade level. In mathematics, “all of the California CCSS” includes the Mathematical Practices standards. In English-language arts, the standards for Literacy in History–Social Studies, Science, and Technical Subjects will not be part of the review in grades six through eight.

*Supplemental materials may be submitted for kindergarten through grade seven mathematics programs that were adopted by the SBE on November 8, 2007

criteria for the evaluation of supplemental instructional materials1
Criteria for the Evaluation ofSupplemental Instructional Materials

To be eligible for recommendation by the SSPI for approval by the SBE, submitted materials must meet all of the criteria listed by category type listed below.

Category 1: Supplements to Specific State-Adopted Programs

Category 2: General Supplements to Any Program

schedule of significant events supplemental curriculum review for currently adopted programs
Schedule of Significant Events Supplemental Curriculum Review for Currently-Adopted Programs
ab 140 brownley
AB 140 (Brownley)

This SSPI sponsored legislation establishes a process to begin implementation of the common core academic content standards through the development of curriculum frameworks and professional development aligned with the common core English-language arts and mathematics standards.

The bill requires the SBE to adopt a new Common Core State Standards (CCSS)-based mathematics framework by May 30, 2013, and a new framework in English-language arts by May 30, 2014.


Curriculum Framework

Development Timeline

English Language Learners

And the Common Core


AB 124 (Fuentes)- English Language Content Standards

This State Superintendent of Public Instruction (SSPI) co-sponsored legislation

establishes the English Language Development Standards Advisory Committee

responsible for updating, revising, and aligning the English Language Development(ELD) standards with the common core English-language arts academic content standards recently approved by the State Board of Education (SBE).

In addition, AB 124 requires the SBE to either adopt or reject the revised ELD standards by September 30, 2012, and include teachers and administrators with expertise in instructing English2012, and include teachers and administrators with expertise in instructing English learners in the membership of the committee.

AB 124 was signed by the Governor on October 8th (Chapter 605, 2011).

ELL Business Unit Training


English Language Development

Standards Timeline

State Superintendent of Public Instruction (SSPI) is recruiting educators to serve on four focus groups to provide input on the revision of the English Language Development standards.


ELD Focus Group Meetings

  • The focus group meetings will be open to the public, and comments made by both focus group members and members of the public at each meeting will be used by the CDE to inform the standards development project.
  • Focus group meetings are currently planned for the following dates and locations:
  • • February 14, 2012​ California Department of Education, Sacramento
  • • February 16, 2012​ Ventura County Office of Education, Camarillo
  • February 21, 2012​ Alameda County Office of Education, Hayward
  • February 22, 2012 Los Angeles County Office of Education, Downey
  • • February 23, 2012​ San Diego County Office of Education, San Diego


The SBAC System

English Language Arts and Mathematics, Grades 3–8 and High School



Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.



Computer Adaptive

Assessment and

Performance Tasks

Computer Adaptive

Assessment and

Performance Tasks

    • Reading
    • Writing
    • Math



Scope, sequence, number, and timing of interim assessments locally determined

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

ela content specifications
ELA Content Specifications


Content Specifications with Content Mapping for the

Summative Assessment of the Common Core State

Standards for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects

and Appendices A-C

REVIEW DRAFT – Second Round

Final release early November

ela content specifications1
ELA Content Specifications

Claim #1 - Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.

Claim #2 - Students can produce effective writing for a range of purposes and audiences.

Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 - Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

Claim #5 - Students can skillfully use and interpret written language across a range of literacy tasks.

m math content specifications
MMath Content Specifications


Available for Consortium and Stakeholder Review and Feedback

August 29, 2011

Developed with input from content experts and SMARTER Balanced Assessment Consortium Staff, Work Group Members, and Technical Advisory Committee

Round Two Review 10/10/11

Final release late November

m math content specifications1
MMath Content Specifications

Claim #1 - Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Claim #2 - Students can frame and solve a range of complex problems in pure and applied mathematics.

Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4 - Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.


Appendix F: Annotated Examples to

Illustrate Assessment Types

Appendix C: The SMARTER Balanced Assessment Consortium Grade 8 Assessment Sampler

grade level curriculum
Grade-level Curriculum

This publication contains grade-level chapters with short descriptive narratives and the content standards for the CCSS in English language arts and mathematics.

california department of education resources1
California Department of Education Resources

Compilation of subject-matter curriculum, including information

about the Common Core State Standards, organized by individual grade levels.


grade level curriculum1
Grade-level Curriculum
  • Overview
  • What students should know at each grade level
  • What students should learn at each grade level
  • Support for English Learners
  • Support for Struggling Readers
  • Standards for all subjects (including information about Common Core standards)

SCOE Resources

Database developed by the Sacramento County Office of Education to search the CCSS by subject, grade, and subject category


apps in itunes
Apps in iTunes

Designed to facilitate searching,integrating,

planning, and decision making.


California County Superintendents Educational Services Association

Each grade level provides:

A content overview and a summary of skills developed at that level.

*Additional information about grades 9-12 will be provided at a later date.


parents guide to student success
Parents’ Guide to Student Success
  • The Guide includes:
  • Key items that children should be learning in English language arts and mathematics in each grade, once the standards are fully implemented. 
  • Activities that parents can do at home to support their child's learning. 
  • Methods for helping parents build stronger relationships with their child's teacher.  
  • Tips for planning for college and career (high school only).

hunt institute videos
Hunt Institute Videos

pearson covers the common core
Pearson Covers the Common Core



Shift #2: 6-12, Building Knowledge in the Disciplines

Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

Shift #4: Students have rich and rigorous conversations which are dependent on a common text.

Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

Shift #6 Academic Vocabulary

Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.


Guiding Questions

1.       What does Lincoln mean by “four score and seven years ago”?

Who are “our fathers”?

2.       What is he saying is significant about America? Is he saying that

no one has been free or equal before?

3.       Summarize three ways the nation is new.

4.       What important thing happened in 1776?

5.       What does Lincoln tell us in this first sentence about what

happened 87 years ago?  What is the impact of Lincoln

referring to such a famous date?

6.       Write a translation of paragraph one.


Erroneous Guiding Questions

1. Lincoln says that the nation is dedicated to the

proposition that “all men are created equal.” Why is

equality an important value to promote?

2. Why did the North fight the civil war?

3. Did Lincoln think that the North was going to “pass

the test” that the civil war posed?


Performance Assessment

How did Lincoln see the Civil War as an opportunity for the nation to bring forth a "new birth of freedom" (or liberty for all), and why was this necessary for the survival of American self-government?


Tier two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

  • Tier three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary)

4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade level reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning

of a word or phrase.


Civil War               


















*In Vain


Addressing Shared Responsibility

What are the content needs for teachers?

What are the pedagogical needs for teachers?

What do teachers need to know about assessment practices?

How will the equity issue be addressed? How will teachers support various subgroups?

IsYourDistrict Ready

to Implement the

Common Core?