Common Core State Standards for English Language Arts Literacy in History

1. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsKindergarten through Grade Five Welcome to Common Core State Standards for English Language Arts, kindergarten through grade five workshop. I am (presenter�s name and title). I am pleased to be here today and to have the opportunity to help you learn more about the Common Core State Standards (CCSS). The purpose of this workshop is to familiarize you with the structure, organization and content of the new English language arts standards. There will be several short activities during this workshop, all aimed at helping you navigate through the CCSS and giving you some initial insights into them. As you work with the standards, you will discover connections across strands and grade levels. It�s also important to know what this workshop is not intended to be. It�s not about how to implement the new standards�that is work that is best done with your teacher colleagues over a period of time. Welcome to Common Core State Standards for English Language Arts, kindergarten through grade five workshop. I am (presenter�s name and title). I am pleased to be here today and to have the opportunity to help you learn more about the Common Core State Standards (CCSS). The purpose of this workshop is to familiarize you with the structure, organization and content of the new English language arts standards. There will be several short activities during this workshop, all aimed at helping you navigate through the CCSS and giving you some initial insights into them. As you work with the standards, you will discover connections across strands and grade levels. It�s also important to know what this workshop is not intended to be. It�s not about how to implement the new standards�that is work that is best done with your teacher colleagues over a period of time.

2. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects a comprehensive K�5 section (including foundational skills and embedded literacy skills in history/social studies, science and technical subjects) 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. The Common Core State Standards for English language arts are organized into three sections. Our focus for this workshop will be on the first section, the standards for kindergarten through grade five, which include both English language arts standards and the embedded standards for literacy in history/social studies, science and technical subjects. Before we start, let�s get an idea of who is in the room. How many of you teach kindergarten through grade two? Grades three through five? Thank you. Let�s get started! The Common Core State Standards for English language arts are organized into three sections. Our focus for this workshop will be on the first section, the standards for kindergarten through grade five, which include both English language arts standards and the embedded standards for literacy in history/social studies, science and technical subjects. Before we start, let�s get an idea of who is in the room. How many of you teach kindergarten through grade two? Grades three through five? Thank you. Let�s get started!

3. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, Speaking and Listening, and Language. Each strand is headed by a set of CCR anchor standards that is identical across all grades and content areas. The Common Core State Standards for English-language arts also set requirements for reading and writing in the social and natural sciences and for technical subjects. This morning you heard an overview of the Common Core State Standards. And, you saw a slide just like this one. You learned about the College and Career Readiness anchor standards and the four strands of the English language arts standards. Now, we will go into more depth as we look at the kindergarten through grade five Common Core State Standards with California Additions�in your standards document the wording that is in boldface type and underlined are California additions to the Common Core State Standards. There are a small number of additions, and many of them will look very familiar as they are based on the 1997 California English-language arts standards.This morning you heard an overview of the Common Core State Standards. And, you saw a slide just like this one. You learned about the College and Career Readiness anchor standards and the four strands of the English language arts standards. Now, we will go into more depth as we look at the kindergarten through grade five Common Core State Standards with California Additions�in your standards document the wording that is in boldface type and underlined are California additions to the Common Core State Standards. There are a small number of additions, and many of them will look very familiar as they are based on the 1997 California English-language arts standards.

4. California Additions Formal presentations (grades 1-12) Penmanship (grades 2-4) Analysis of text features informational text (grades 6-12) Career documents (grade 8) During this morning�s presentation, you heard about the work of the Academic Content Standards Commission. Most of the additions made to the CCSS were in mathematics, however, there were several additions made in English language arts. Here are some examples of the additions that the ACSC recommended to maintain California�s rigorous expectations. These are now part of the CCSS in California.During this morning�s presentation, you heard about the work of the Academic Content Standards Commission. Most of the additions made to the CCSS were in mathematics, however, there were several additions made in English language arts. Here are some examples of the additions that the ACSC recommended to maintain California�s rigorous expectations. These are now part of the CCSS in California.

5. College and Career Readiness Anchor Standards The K�5 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 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 must demonstrate. How are the Career and College Readiness Anchor Standards related to the grade level standards? First, the anchor standards provide the organizational structure for the Common Core State Standards. There are 10 Career and College Readiness Anchor Standards for Reading�and 10 Common Core State Standards in the reading strand. This organizational structure is the same for writing�10 anchor standards and 10 grade level standards, speaking and listening�6 standards, and language�6 standards. The Career and College Readiness Anchor Standards provide the continuity through the grade levels and the broad view of what students should know and be able to do at the end of their high school education. The grade level standards are the specific skills and strategies students learn to be able to reach the goal of career and college readiness.How are the Career and College Readiness Anchor Standards related to the grade level standards? First, the anchor standards provide the organizational structure for the Common Core State Standards. There are 10 Career and College Readiness Anchor Standards for Reading�and 10 Common Core State Standards in the reading strand. This organizational structure is the same for writing�10 anchor standards and 10 grade level standards, speaking and listening�6 standards, and language�6 standards. The Career and College Readiness Anchor Standards provide the continuity through the grade levels and the broad view of what students should know and be able to do at the end of their high school education. The grade level standards are the specific skills and strategies students learn to be able to reach the goal of career and college readiness.

6. Anchor Standards 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. (R.8) Trace the progression of standard 8 for Reading Informational Text from kindergarten through grade 12. Let�s take a few minutes and see how the anchor standards help to organize the standards and provide a logical progression toward our shared objective�college and career readiness. Here is one of the ten anchor standards for reading. Take a few minutes and trace the progression of standard 8 for Reading Informational Text. (allow several minutes for examination and discussion) Do you see how the anchor standards provide coherence to the document? We�ve included the anchor standards for all four strands in your handouts. Again, you can see that there are ten for reading, ten for writing, six for speaking and listening and six for language. Let�s take a few minutes and see how the anchor standards help to organize the standards and provide a logical progression toward our shared objective�college and career readiness. Here is one of the ten anchor standards for reading. Take a few minutes and trace the progression of standard 8 for Reading Informational Text. (allow several minutes for examination and discussion) Do you see how the anchor standards provide coherence to the document? We�ve included the anchor standards for all four strands in your handouts. Again, you can see that there are ten for reading, ten for writing, six for speaking and listening and six for language.

7. Organization of the Standards There are many similarities between the CCSS and the 1997 California standards, but there are a few organizational differences. For instance, in the CCSS, the standards are organized into strands. The 1997 CA content standards are organized into domains. Some standards have been moved. For example, vocabulary standards are found in the Reading domain in the 1997 CA standards, but they are included in the Language strand of the CCSS. There are many similarities between the CCSS and the 1997 California standards, but there are a few organizational differences. For instance, in the CCSS, the standards are organized into strands. The 1997 CA content standards are organized into domains. Some standards have been moved. For example, vocabulary standards are found in the Reading domain in the 1997 CA standards, but they are included in the Language strand of the CCSS.

8. The Four Strands of the Common Core State Standards forEnglish Language Arts, K-5 Reading Reading Standards for Literature Reading Standards for Informational Text Reading Standards: Foundational Skills Writing Standards Speaking and Listening Standards Language Standards For kindergarten through grade five, the Reading strand is organized into three major components. One of these components is the Reading Standards: Foundational Skills. This foundational skills component is unique to the elementary grades, for kindergarten through grade five only. The other components of the Reading strand are Reading Standards for Literature and Reading Standards for Informational Text. These two components are included at every grade level, kindergarten through grade twelve.For kindergarten through grade five, the Reading strand is organized into three major components. One of these components is the Reading Standards: Foundational Skills. This foundational skills component is unique to the elementary grades, for kindergarten through grade five only. The other components of the Reading strand are Reading Standards for Literature and Reading Standards for Informational Text. These two components are included at every grade level, kindergarten through grade twelve.

9. Strand Activity As you quickly review the Common Core State Standards (CCSS) in the strand assigned to your table, think about how you currently teach skills and concepts in that strand. Find a CCSS that will require changes in the way you teach a skill or concept. Discuss the differences in your pair or triad. Report out: What standard did you select? How will your instruction be different? Explain in a few sentences. For your next activity, your table will be assigned one strand to review. You will have four minutes for this activity; then I�ll ask for volunteers to report out. Please do this work in pairs or triads with your neighbors. Look for a Common Core State Standard that is similar to a standard from the 1997 English-language arts standards, but has some aspect that is new or different. Consider how you teach the current standard and how your instruction will change to teach the Common Core State Standard. The standards you compare can be from any grade level in your strand. You might want to look for a standard similar to something you�ve taught recently. Your 2-3 person group will need to decide on one Common Core State Standard to discuss and report on. Select one person in your group to report out the standard you looked at and how instruction will change�in just a sentence or two. (Note to presenter: After you give the directions, assign each table one strand [Reading, Writing, Speaking and Listening, Language]. At 3 minutes, tell the participants they have 1 minute left. At 4 minutes, ask for groups to volunteer to report out. After 3 or 4 reports, summarize their comments in a few sentences.)For your next activity, your table will be assigned one strand to review. You will have four minutes for this activity; then I�ll ask for volunteers to report out. Please do this work in pairs or triads with your neighbors. Look for a Common Core State Standard that is similar to a standard from the 1997 English-language arts standards, but has some aspect that is new or different. Consider how you teach the current standard and how your instruction will change to teach the Common Core State Standard. The standards you compare can be from any grade level in your strand. You might want to look for a standard similar to something you�ve taught recently. Your 2-3 person group will need to decide on one Common Core State Standard to discuss and report on. Select one person in your group to report out the standard you looked at and how instruction will change�in just a sentence or two. (Note to presenter: After you give the directions, assign each table one strand [Reading, Writing, Speaking and Listening, Language]. At 3 minutes, tell the participants they have 1 minute left. At 4 minutes, ask for groups to volunteer to report out. After 3 or 4 reports, summarize their comments in a few sentences.)

10. Balance Between Informational and Literary Text 2009 NAEP Reading Assessment: Distribution of literary and informational passages This morning you learned about the content of the National Assessment of Educational Progress, which revealed the need to increase or balance reading instruction using informational text. The Common Core State Standards address this need by making informational text a focus of student learning. They include specific standards that develop literacy in history/social studies, science, and technical subjects.This morning you learned about the content of the National Assessment of Educational Progress, which revealed the need to increase or balance reading instruction using informational text. The Common Core State Standards address this need by making informational text a focus of student learning. They include specific standards that develop literacy in history/social studies, science, and technical subjects.

11. Reading Standards for Literature 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) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RL.1) Let�s take a close look at the first component of the Reading Strand, Reading Standards for Literature. There are many similarities between the 1997 California Content Standards and the new Common Core State Standards. The Common Core State Standards expand upon the 1997 standards by setting the expectation that students will use and analyze media and understand its contributions in different genres, as stated in the first standard in this slide. Another difference in the new standards is the expectation that students refer to text for evidence in support of their statements or answers, as we see in the second standard.Let�s take a close look at the first component of the Reading Strand, Reading Standards for Literature. There are many similarities between the 1997 California Content Standards and the new Common Core State Standards. The Common Core State Standards expand upon the 1997 standards by setting the expectation that students will use and analyze media and understand its contributions in different genres, as stated in the first standard in this slide. Another difference in the new standards is the expectation that students refer to text for evidence in support of their statements or answers, as we see in the second standard.

12. Reading Standards for Informational Text Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (4.RI.3) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4.RI.9) Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 for additional expectations.) (4.RI.4) Here are some selected standards for reading informational text in grade four. The CCSS expect students to integrate information from two texts on the same topic for discussions and writing assignments. The new standards also focus on academic and technical vocabulary specific to grade level topics and content areas as demonstrated in the last standard. This focus supports comprehension. As the boldface type indicates, the standards for vocabulary acquisition and use are found in the Language Strand.Here are some selected standards for reading informational text in grade four. The CCSS expect students to integrate information from two texts on the same topic for discussions and writing assignments. The new standards also focus on academic and technical vocabulary specific to grade level topics and content areas as demonstrated in the last standard. This focus supports comprehension. As the boldface type indicates, the standards for vocabulary acquisition and use are found in the Language Strand.

13. Components of Effective Literacy Instruction This table displays the key components and subcomponents of effective literacy instruction according to John Shefelbine. They are primarily addressed in the Reading Strand of the Common Core State Standards. The content and skills in the decoding section of the chart are found in the Foundational Skills standards. Explicit, systematic instruction is essential for developing phonological awareness, building knowledge of phonics and sound-symbol relationships, understanding print concepts, applying strategies for increasing fluency, and applying knowledge of morphology. Effective instruction in these subcomponents prepares students to read words accurately, fluently, and with comprehension. The skills and strategies of decoding and comprehension are taught simultaneously. Comprehension is a key focus of all of the Common Core State Standards and is addressed in an integrated manner in all the English language arts strands. This table displays the key components and subcomponents of effective literacy instruction according to John Shefelbine. They are primarily addressed in the Reading Strand of the Common Core State Standards. The content and skills in the decoding section of the chart are found in the Foundational Skills standards. Explicit, systematic instruction is essential for developing phonological awareness, building knowledge of phonics and sound-symbol relationships, understanding print concepts, applying strategies for increasing fluency, and applying knowledge of morphology. Effective instruction in these subcomponents prepares students to read words accurately, fluently, and with comprehension. The skills and strategies of decoding and comprehension are taught simultaneously. Comprehension is a key focus of all of the Common Core State Standards and is addressed in an integrated manner in all the English language arts strands.

14. Reading Standards: Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text � d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables (1.RF.3) Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (5.RF3) As noted in the table we viewed earlier, phonological knowledge is the foundation for learning to read. The foundational skills standards address print concepts, phonological awareness, phonics, word recognition, and fluency. These two standards exemplify the progression of foundational skills that students need to develop to read accurately, fluently, and with full comprehension. The Foundational skills are continued through grade five where the focus of instruction progresses from phonology (phonemic awareness and phonics) to morphology; the study of affixes and roots. As noted in the table we viewed earlier, phonological knowledge is the foundation for learning to read. The foundational skills standards address print concepts, phonological awareness, phonics, word recognition, and fluency. These two standards exemplify the progression of foundational skills that students need to develop to read accurately, fluently, and with full comprehension. The Foundational skills are continued through grade five where the focus of instruction progresses from phonology (phonemic awareness and phonics) to morphology; the study of affixes and roots.

15. Text Complexity Explained Qualitative evaluation of the text Quantitative evaluation of the text Matching reader to text and task Text complexity is a term you will encounter at every grade level from grade one forward. Standard 10 of the Reading Standards for both Literature and Informational Text calls for students to read in their grade level text complexity band by the end of the school year. Factors that determine the complexity of a text include: Qualitative measures such as the text�s structure and knowledge demands Quantitative measures such as readability Matching reader variables such as motivation with the assigned text and the task Text complexity is complex! Detailed information on text complexity is contained in Appendix A of the Common Core State Standards which be found on the standards Web site. The Web site�s address is on the slide.Text complexity is a term you will encounter at every grade level from grade one forward. Standard 10 of the Reading Standards for both Literature and Informational Text calls for students to read in their grade level text complexity band by the end of the school year. Factors that determine the complexity of a text include: Qualitative measures such as the text�s structure and knowledge demands Quantitative measures such as readability Matching reader variables such as motivation with the assigned text and the task Text complexity is complex! Detailed information on text complexity is contained in Appendix A of the Common Core State Standards which be found on the standards Web site. The Web site�s address is on the slide.

16. Writing Strand Opinion pieces Informative/ explanatory texts Narratives The three types of writing that are required of students in kindergarten through grade 5 are displayed here. The complexity level demanded of students increases grade by grade, building on their previous years� knowledge and skills. Writing Standard 10 calls for students to write in a variety of genres in short sittings and over extended periods of time. The standards emphasize the application of writing to integrate other English language arts standards�comprehension, language conventions, academic language, and critical and evaluative thinking skills. Opinion and argument are explicitly taught as genres of writing beginning in kindergarten. California teachers will find the narrative writing standards to be familiar. This example is a narrative piece from a student in grade 1.The three types of writing that are required of students in kindergarten through grade 5 are displayed here. The complexity level demanded of students increases grade by grade, building on their previous years� knowledge and skills. Writing Standard 10 calls for students to write in a variety of genres in short sittings and over extended periods of time. The standards emphasize the application of writing to integrate other English language arts standards�comprehension, language conventions, academic language, and critical and evaluative thinking skills. Opinion and argument are explicitly taught as genres of writing beginning in kindergarten. California teachers will find the narrative writing standards to be familiar. This example is a narrative piece from a student in grade 1.

17. Standard 1: Opinion Pieces The purpose of this slide is to point out Writing Standard 1 and the difference between grade 3 and grade 5 expectations. Opinion piece objectives include specific expectations for students to use linking words, phrases and clauses; logical order of supporting facts and a clear conclusion of the opinion presented. The skills and strategies for writing an opinion piece need to be taught explicitly to prepare students to write the argument pieces required in later grades. Each academic year presupposes mastery of the previous years� writing standards and assumes more sophisticated use of language in subsequent writing tasks.The purpose of this slide is to point out Writing Standard 1 and the difference between grade 3 and grade 5 expectations. Opinion piece objectives include specific expectations for students to use linking words, phrases and clauses; logical order of supporting facts and a clear conclusion of the opinion presented. The skills and strategies for writing an opinion piece need to be taught explicitly to prepare students to write the argument pieces required in later grades. Each academic year presupposes mastery of the previous years� writing standards and assumes more sophisticated use of language in subsequent writing tasks.

18. Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., read a number of books on a single subject topic to produce a report; record science observations). (2.W.7) Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. (5.W.8) The standards under �Research to Build and Present Knowledge� prepare students to write informative/explanatory texts and opinion pieces. Students learn to gather information from a variety of sources, select relevant information, and convey information clearly and accurately. Instruction in research skills begins in kindergarten with students applying the skills in shared research and writing projects. Students write for a wide range of purposes and tasks, including recording science observations as shown in the first example on this slide. Students use print and digital sources in their research. In the upper elementary grades, students learn to �take notes� and to summarize and categorize information. The standards under �Research to Build and Present Knowledge� prepare students to write informative/explanatory texts and opinion pieces. Students learn to gather information from a variety of sources, select relevant information, and convey information clearly and accurately. Instruction in research skills begins in kindergarten with students applying the skills in shared research and writing projects. Students write for a wide range of purposes and tasks, including recording science observations as shown in the first example on this slide. Students use print and digital sources in their research. In the upper elementary grades, students learn to �take notes� and to summarize and categorize information.

19. Speaking and Listening Strand Comprehension and Collaboration Participate in collaborative conversations with diverse partners about [grade level] topics and texts � (K-2.SL.1) Engage effectively in a range of collaborative discussions � with diverse partners on [grade level] topics and texts �(3-5.SL.1) Comprehension and Collaboration is one of the areas addressed in the Speaking and Listening Strand. These standards reflect a focus on academic discussion in one-on-one, small-group, and whole-class settings. The discussions are centered around grade level texts and topics�in all grade level subject areas. Students are asked to monitor their understanding of grade level topics and text and to seek clarification within a collaborative discussion. From kindergarten on, students are taught norms and expectations for participating in collaborative discussions which will build their academic vocabulary, oral proficiency, and comprehension. Comprehension and Collaboration is one of the areas addressed in the Speaking and Listening Strand. These standards reflect a focus on academic discussion in one-on-one, small-group, and whole-class settings. The discussions are centered around grade level texts and topics�in all grade level subject areas. Students are asked to monitor their understanding of grade level topics and text and to seek clarification within a collaborative discussion. From kindergarten on, students are taught norms and expectations for participating in collaborative discussions which will build their academic vocabulary, oral proficiency, and comprehension.

20. Speaking and Listening Strand Presentation of Knowledge and Ideas Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts of details. (3.SL.5) Include multimedia components (e.g., graphics, sound) and visual displays in presentation when appropriate to enhance the development of main ideas or themes. (5.SL.5) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (5.SL.6) One of the important highlights of this strand is the use of technology through the inclusion of multimedia in oral presentations. Another highlight is the attention to adapting language to fit a particular audience and setting. In the lower elementary grades, Standard 6 calls for students to use complete sentences. By grade five, students differentiate between contexts that call for formal and those that allow for informal English. They adapt their speech to a variety of situations and tasks.One of the important highlights of this strand is the use of technology through the inclusion of multimedia in oral presentations. Another highlight is the attention to adapting language to fit a particular audience and setting. In the lower elementary grades, Standard 6 calls for students to use complete sentences. By grade five, students differentiate between contexts that call for formal and those that allow for informal English. They adapt their speech to a variety of situations and tasks.

21. Collaborative Conversations & Discussions Across the Grades Gather at the chart paper labeled with the grade level you teach. Read Standard 1 for your grade level and one grade level below and discuss the differences between the two grade levels. (5 minutes) Write down the differences and what they might mean for instruction. (1-2 sentences, 2 minutes) Report your group�s insights. (Pick a volunteer to give a 1-2 sentence summary.) The purpose of the next activity is to examine the Speaking and Listening Standard 1 to see how expectations build on the previous year�s learning�the standards �staircase� approach to developing students� knowledge and skills. In just a moment, you will be asked to go to the area of the room in which the chart paper with the grade level you currently teach is posted. In your grade-level group, review Standard 1 for your grade level and the grade level below. Discuss the differences from one year to the next and the implications for instruction for your grade level. You will have 5 minutes for this part of the activity. On the chart paper for your grade level, briefly describe the differences in 1-2 sentences and what those differences might mean for instruction. You will have 2 minutes for this part of the activity. Before you return to your seats, a volunteer from each group will have about a minute to report on the groups� insights. (Note to Presenter: Post chart paper around the room. Label chart paper with the following grades: K-1, 2, 3, 4, and 5. Circulate to monitor discussion, give a 1 minute warning at 4 minutes for the first part of the activity, and give a 30 second warning for the second part.)The purpose of the next activity is to examine the Speaking and Listening Standard 1 to see how expectations build on the previous year�s learning�the standards �staircase� approach to developing students� knowledge and skills. In just a moment, you will be asked to go to the area of the room in which the chart paper with the grade level you currently teach is posted. In your grade-level group, review Standard 1 for your grade level and the grade level below. Discuss the differences from one year to the next and the implications for instruction for your grade level. You will have 5 minutes for this part of the activity. On the chart paper for your grade level, briefly describe the differences in 1-2 sentences and what those differences might mean for instruction. You will have 2 minutes for this part of the activity. Before you return to your seats, a volunteer from each group will have about a minute to report on the groups� insights. (Note to Presenter: Post chart paper around the room. Label chart paper with the following grades: K-1, 2, 3, 4, and 5. Circulate to monitor discussion, give a 1 minute warning at 4 minutes for the first part of the activity, and give a 30 second warning for the second part.)

22. Language Strand Demonstrate command of the conventions of standard English grammar and usage when writing or speaking� e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). i. Use frequently occurring prepositions (e.g., during, beyond, toward).(1.L.1) Use knowledge of language and it conventions when writing, speaking, reading, or listening� c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).(4.L.3) Let�s take a glance at the Language Strand. The 1997 California Content Standards and the Common Core State Standards share the expectation that students will master written and oral English language conventions and both have a strong focus on vocabulary development. The first standard exemplifies some of the grammatical structures and conventions students will learn. The focus on language conventions and functions is particularly significant for English learners. Students not only learn the conventions of formal English, they also learn when it is appropriate to use informal discourse and when it is necessary to use formal English. Let�s take a glance at the Language Strand. The 1997 California Content Standards and the Common Core State Standards share the expectation that students will master written and oral English language conventions and both have a strong focus on vocabulary development. The first standard exemplifies some of the grammatical structures and conventions students will learn. The focus on language conventions and functions is particularly significant for English learners. Students not only learn the conventions of formal English, they also learn when it is appropriate to use informal discourse and when it is necessary to use formal English.

23. Language Strand With guidance and support from adults � d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) ... (1.L.5) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (4.L.6) Developing a broad vocabulary in the context of reading, writing, and speaking and listening is the focus of the vocabulary acquisition and use standards in the language strand. The standards introduce the concept of shades of meaning in the lower elementary grades�as the grade one standard shows. At the upper elementary grades, shades of meaning instruction continues as students learn to use precise language in the writing and speaking. The standards emphasize both general academic language and domain-specific vocabulary beginning in grade three. This grade four standard provides an example of domain-specific vocabulary that might be used in a discussion during science or social science instruction.Developing a broad vocabulary in the context of reading, writing, and speaking and listening is the focus of the vocabulary acquisition and use standards in the language strand. The standards introduce the concept of shades of meaning in the lower elementary grades�as the grade one standard shows. At the upper elementary grades, shades of meaning instruction continues as students learn to use precise language in the writing and speaking. The standards emphasize both general academic language and domain-specific vocabulary beginning in grade three. This grade four standard provides an example of domain-specific vocabulary that might be used in a discussion during science or social science instruction.

24. Strategies to Acquire Vocabulary The new standards underscore the importance of teaching a variety of strategies that allow students to independently determine the meaning of unknown words. Students acquire vocabulary in a variety of ways�explicit instruction, collaborative conversations about grade level topics and texts, wide reading of literature and informational text, being read to, informal discussions, and various media. Their knowledge of words and language helps them understand what they read and communicate more effectively in their writing and speaking. In Standard 4, you can see some of the vocabulary-acquisition strategies of the new standards. For example: Using knowledge of root words to determine the meaning of unknown words formed from the same root word Using context clues Using common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words Consulting reference materials�digital and text�to clarify the precise meaning of words. Appendix A provides an overview of the current research on vocabulary acquisition and a concise explanation of Tier One, Two, and Three words. Students acquire vocabulary in a variety of ways�explicit instruction, collaborative conversations about grade level topics and texts, wide reading of literature and informational text, being read to, informal discussions, and various media. Their knowledge of words and language helps them understand what they read and communicate more effectively in their writing and speaking. In Standard 4, you can see some of the vocabulary-acquisition strategies of the new standards. For example: Using knowledge of root words to determine the meaning of unknown words formed from the same root word Using context clues Using common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words Consulting reference materials�digital and text�to clarify the precise meaning of words. Appendix A provides an overview of the current research on vocabulary acquisition and a concise explanation of Tier One, Two, and Three words.

25. English Learner Considerations Approximately 25% of California students are English learners Many CCSS support English language development The CCSS set rigorous grade-level expectations They assert that all students should be held to the same high expectations As you may already know, about a quarter of California students are English learners. And the very good news is that the new CCSS support ELD through the basic design of the standards both in structure and content. The CCSS set rigorous grade-level expectations for all students.As you may already know, about a quarter of California students are English learners. And the very good news is that the new CCSS support ELD through the basic design of the standards both in structure and content. The CCSS set rigorous grade-level expectations for all students.

26. Common Core: Particularly Important Skills for English Learners Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to comprehend more fully when reading or listening. Knowledge of language should include: *Pragmatic knowledge--knowledge of language use in context (status/purpose of speaker, genre structures) *Linguistic knowledge--knowledge of the functional demands of writing and speaking (e.g., formulate questions, compare/contrast, summarize, draw conclusions Recognize variations from standard English in their own and others� writing and speaking and identify and use strategies to improve expression in conventional language The CCSS strands of speaking and listening and language are more closely aligned to the California ELD standards than the 1997 California content standards. The speaking and listening strand emphasizes students collaborating and engaging in group activities where they listen and speak, not just front-of-the-room public speaking. The language strand focuses on applying language to understand how language functions in different contexts. English language development, as you know, emphasizes the notions and functions of language. A "notion" is a particular context in which people communicate. A "function" is a specific purpose for a speaker in a given context. For example, the "notion," of shopping requires numerous language "functions," such as asking about prices or features of a product and bargaining. This knowledge of, and ability with, notions and functions is something English-only students may come to school with but English learners need to develop. The CCSS language standards focus on functions supports the needs of English learners. In addition, the demands of the reading and listening comprehension as well as writing and speaking in the CCSS are more rigorous than in the 1997 standards. Teachers will need to spend time defining the challenges and enhancements presented by the CCSS and backwards map so that students are able to attain the standards. The CCSS strands of speaking and listening and language are more closely aligned to the California ELD standards than the 1997 California content standards. The speaking and listening strand emphasizes students collaborating and engaging in group activities where they listen and speak, not just front-of-the-room public speaking. The language strand focuses on applying language to understand how language functions in different contexts. English language development, as you know, emphasizes the notions and functions of language. A "notion" is a particular context in which people communicate. A "function" is a specific purpose for a speaker in a given context. For example, the "notion," of shopping requires numerous language "functions," such as asking about prices or features of a product and bargaining. This knowledge of, and ability with, notions and functions is something English-only students may come to school with but English learners need to develop. The CCSS language standards focus on functions supports the needs of English learners. In addition, the demands of the reading and listening comprehension as well as writing and speaking in the CCSS are more rigorous than in the 1997 standards. Teachers will need to spend time defining the challenges and enhancements presented by the CCSS and backwards map so that students are able to attain the standards.

27. Literacy in History/Social Studies, Science, and Technical Subjects Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text. (5.RI.3) Participate in shared research and writing projects (e.g., explore a number of �how �to� books on a given topic and use them to write a sequence of instructions). (1.W.7) Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. (3.SL.4.a.) As you have seen, the Common Core State Standards emphasize literacy in grade level subject areas other than English language arts. There are standards that support reading, writing, and speaking and listening in the social sciences, natural sciences, and technical subjects throughout the grade levels. In kindergarten through grade five these standards are embedded in the four strands. Here are a couple of examples. (Note to Presenter: If short of time, leave out the following:) Grade five, Reading Informational Texts, Standard 3: In this example, you can clearly see that students will read, analyze, and comprehend informational texts in grade-level subject areas at a fairly sophisticated level. Grade one, Writing, Standard 7: This standard is a good example of how technical subjects and technical writing are introduced early in the lower elementary grades. Grade three, Speaking and Listening, Standard 4.a.: In third grade, students begin to make formal oral reports that inform the listeners about a topic. As you have seen, the Common Core State Standards emphasize literacy in grade level subject areas other than English language arts. There are standards that support reading, writing, and speaking and listening in the social sciences, natural sciences, and technical subjects throughout the grade levels. In kindergarten through grade five these standards are embedded in the four strands. Here are a couple of examples. (Note to Presenter: If short of time, leave out the following:) Grade five, Reading Informational Texts, Standard 3: In this example, you can clearly see that students will read, analyze, and comprehend informational texts in grade-level subject areas at a fairly sophisticated level. Grade one, Writing, Standard 7: This standard is a good example of how technical subjects and technical writing are introduced early in the lower elementary grades. Grade three, Speaking and Listening, Standard 4.a.: In third grade, students begin to make formal oral reports that inform the listeners about a topic.

28. Technology: Sources of Information and Tools for Communication Use information gained from illustrations and word in print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7) With some guidance and support from adults, 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 one page in a single sitting. (4.W.6) Technology is an important component of the Common Core State Standards. Students use technology to produce and publish writing, collaborate with others, find information, and enhance their presentations. Here are just a couple of examples of how technology is infused throughout the four strands, one shows how students might use digital text in grade two and the other delineates the use of technology as a tool for communication and collaboration. (Note to Presenter: If short of time, leave out the following:) Standards in the Speaking and Listening strand, starting in grade two, incorporate technology into oral presentations. In grade two, students create audio recordings of stories and poems. By grade five, students are using multimedia components and visual displays in their presentations�when appropriate to enhance the development of their main ideas or themes. Standards in the Language strand call for students to use digital reference materials to determine the precise meanings and correct pronunciation of words.Technology is an important component of the Common Core State Standards. Students use technology to produce and publish writing, collaborate with others, find information, and enhance their presentations. Here are just a couple of examples of how technology is infused throughout the four strands, one shows how students might use digital text in grade two and the other delineates the use of technology as a tool for communication and collaboration. (Note to Presenter: If short of time, leave out the following:) Standards in the Speaking and Listening strand, starting in grade two, incorporate technology into oral presentations. In grade two, students create audio recordings of stories and poems. By grade five, students are using multimedia components and visual displays in their presentations�when appropriate to enhance the development of their main ideas or themes. Standards in the Language strand call for students to use digital reference materials to determine the precise meanings and correct pronunciation of words.

29. 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. The original standards document includes many helpful resources that support and clarify the standards themselves. Although the material in the appendices was not adopted by the SBE, you may want to refer to them to learn more. Visit corestandards.org for more information.The original standards document includes many helpful resources that support and clarify the standards themselves. Although the material in the appendices was not adopted by the SBE, you may want to refer to them to learn more. Visit corestandards.org for more information.

30. 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 Appendix A contains research that supports the CCSS ELA standards. Here you can find a wealth of information that addresses each of the topics listed on this slide.Appendix A contains research that supports the CCSS ELA standards. Here you can find a wealth of information that addresses each of the topics listed on this slide.

31. 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 Appendix B includes a number of text exemplars that provide clarification about the types of texts students should encounter at each grade.Appendix B includes a number of text exemplars that provide clarification about the types of texts students should encounter at each grade.

32. Appendix C: Samples of Student Writing This appendix includes student samples of writing for each grade level with annotation describing what the writer did well. Appendix C provides samples of student writing along with a brief analysis of the writing. Remember, all of the appendices are available at corestandards.org.Appendix C provides samples of student writing along with a brief analysis of the writing. Remember, all of the appendices are available at corestandards.org.

33. As mentioned this morning, another rich source of information is the CDE CCSS Resources Web page.As mentioned this morning, another rich source of information is the CDE CCSS Resources Web page.

34. CDE on iTunes U Source: http://www.cde.ca.gov/re/mm/it/ All the Common Core materials on the Web page, as well as some additional videos, are also available on iTunes U. The CDE recently launched this site which includes a wealth or presentations (in different formats) on a wide variety of topics, provided by individuals, county offices, and other organizations. The link to the iTunes U site is at the top of this slide.All the Common Core materials on the Web page, as well as some additional videos, are also available on iTunes U. The CDE recently launched this site which includes a wealth or presentations (in different formats) on a wide variety of topics, provided by individuals, county offices, and other organizations. The link to the iTunes U site is at the top of this slide.

35. Your Questions What are your questions? As you�ve looked at the standards during this workshop, you probably have more questions about the Common Core State Standards in English languages than answers. We�ll get to some of them in a moment. You have a packet of post-it notes on your table. Please write down questions you have that could be included in the CDE�s frequently asked questions document on the CDE�s Web site. At the end of the workshop, you can place your question on the Questions sheet by the door as you leave. I�ll take some questions now�with the caveat that I may not be able to answer some of your questions about the implementation of the new standards. (Note to Presenter: The last slide can be shown without comment as people leave the workshop. Just be sure to thank the participants before they leave. BEFORE the workshop begins, post a chart paper with the caption Questions near the exit door.)As you�ve looked at the standards during this workshop, you probably have more questions about the Common Core State Standards in English languages than answers. We�ll get to some of them in a moment. You have a packet of post-it notes on your table. Please write down questions you have that could be included in the CDE�s frequently asked questions document on the CDE�s Web site. At the end of the workshop, you can place your question on the Questions sheet by the door as you leave. I�ll take some questions now�with the caveat that I may not be able to answer some of your questions about the implementation of the new standards. (Note to Presenter: The last slide can be shown without comment as people leave the workshop. Just be sure to thank the participants before they leave. BEFORE the workshop begins, post a chart paper with the caption Questions near the exit door.)

36. Resources For more information, visit the California Department of Education�s Common Core State Standards Web page at: http://www.cde.ca.gov/ci/cc For additional information, contact: Standards, Curriculum Frameworks, and Instructional Resources Division Curriculum, Learning and Accountability Branch California Department of Education 1430 N Street, Sacramento, CA 95814 916-319-0881 The CDE Web site has information about the Common Core State Standards, including frequently asked questions, informational flyers, and links to additional resources. The Web site will be updated as new information is available. Visit the California Department of Education�s Common Core State Standards Web page at: http://www.cde.ca.gov/ci/cc. Thank you for attending this workshop. I hope that you leave the workshop excited to learn more about the new standards as they are implemented in your school and across the state. The CDE Web site has information about the Common Core State Standards, including frequently asked questions, informational flyers, and links to additional resources. The Web site will be updated as new information is available. Visit the California Department of Education�s Common Core State Standards Web page at: http://www.cde.ca.gov/ci/cc. Thank you for attending this workshop. I hope that you leave the workshop excited to learn more about the new standards as they are implemented in your school and across the state.

37. Contact Us Deborah Franklin Standards, Curriculum Frameworks & Instructional Resources Division dfrankli@cde.ca.gov 916-319-0442 Lillian Perez Standards, Curriculum Frameworks & Instructional Resources Division lperez@cde.ca.gov 916-319-0703