CC Higher Education ELA Literacy

7/28/2019 CC Higher Education ELA Literacy

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The Path to College and Careers:

What prospective educators need to

know about the Common Core StateStandards for ELA/Literacy


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Desired Outcomes

Awareness of the origin and history ofdevelopment of the CCSS

Understanding the major design and organizationof the ELA/Literacy CCSS

Familiarity with the key features and instructionalshifts of the CCSS

Consideration of the impact of the key features

and shifts on instruction Determination of priorities in preparing

educators to teach in the Common Core era


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History and Development
http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5PA


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Common Core Standards Adopted

by State

Sta

tes in green have adopted CCSS, blue adopted ELA only, gray have not adopted

From ASCD http://www.ascd.org/common-core-state-standards/common-core-state-standards-

adoption-map.aspx
http://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspx


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Major Design Goals

Maintain focus on what matters most for

college- and career-readiness (evidence and

research base)

Build on the best state standards

Benchmark against our international peers

Include rigorous content and application ofknowledge through higher-order skills


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Design and Organization

College and Career Readiness (CCR) Anchor

Standards providefocus and coherence

Grade-specific end-of-year expectations

Cumulative progression of skills and

understandings

One-to-one correspondence with CCRstandards at each grade


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The Common Core Path to College

and Careers

Engage withComplex

Text

Extract andEmploy

Evidence

BuildKnowledge


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Key Features and Their Implications

1. Backmapping

2. Coordinated Structure

3. Challenging Text

4. Disciplinary Literacy

5. Informational Text

6. Close Reading

7. Multiple Texts

8. Writing About Texts


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1. Backmapping

Traditional standards start with kindergarten

and add each years goals on top of those

Common Core standards began with

college/career readiness standards and

backmapped from there

These standards target student success

beyond graduation (rather than replicatingpast goals)

Rigorous, but more honest standards


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1. Backmapping (Cont.)

Implications:

The CCSS are markedly harder than past

standards since they are designed to ensure

that students reach graduation target

Larger percentages of students likely to fail to

meet these standards


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2. Coordinated structure

Historically, standards are somewhat random lists of

skills, knowledge, and strategies

Common Core State Standards have very strong

progressions and an informative organization thatrequires attention

The progressions can be followed from grade level to

grade level and doing so helps to define the

standards

Strong connections across comprehension, oral

language, and writing


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2. Coordinated structure (cont.)

Implications:

Teachers need to study the progression of the standards

across grade levels rather than only concentrating only on

the grade they teach The standards should not be divided for instructional focus

(they need to be coordinatedtext is more important)

Power standards make less sense than in the past

Pacing guides and the like make less sense than in the past Teachers can really know these standards (and should)


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3. Challenging Text

Previous standards emphasized cognitive skills,

largely ignoring the role of text

In the Common Core text difficulty is central and all

cognitive skills have to be executed with texts of aspecified difficulty range

Item #10 focuses on text difficulty and indicates

specific readability ranges students must reach each

year (Lexiles, ATOS, Flesch-Kincaid; Degrees of

Reading Power; Reading Maturity; SourceRater)


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3. Challenging Text (Cont.)

Implications:

Students will be taught from texts that are more

challenging than those used in the past

Less emphasis on instructional level matching(except K-1)

Greater emphasis on stretching students to meet the

demands of reading harder text Greater need to scaffold (cognitive, motivational)

challenging reading (neither reading the texts to

students nor telling them what they say)


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4. Disciplinary literacy

Past standards have not made a big deal out ofreading in history/social studies or science

Past emphasis was on learning how to read (and the

idea was that students could apply these skills to

content area textbooks)

Research is revealing unique reading demands of the

various disciplines (reading history is not the same

thing as reading literature, etc.) The Common Core State Standards requires

specialized reading emphasis for history/social

studies and science/technical subjects


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4. Disciplinary literacy (cont.)

Implications

The ELA standards should be shared by the science, history,

vocational education departments

It is essential that science and history include the reading oftexts in their instructional routines

Content teachers must emphasize skills that they may not

have in the past

These are disciplinary standards, not content area readingstandardsthe idea is not how the application of

generalizable reading and study strategies to subject matter

but how to read in the specialized ways required for a

disciplinary reading


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5. Informational text

Past standards emphasized both literary andinformational texts

However, this inclusion left the distribution of this

emphasis up to the teachers which often led to serious

imbalances The common core standards require the teaching of

comprehension within both informational and literary

texts

These new standards emphasize informational textsequally with literary texts (in Grades K-5) and,

considering the overall curriculum, it drops even more

in the upper grades


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5. Informational text (Cont.)

Implications

Teachers will have to get more comfortable

working with informational text (especially

primary grade teachers and English teachers) Need to guard against informational text being

taken over by literary treatments of factual

information (such as biography)

Also, need to protect the role of literature in the

curriculum


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6. Close Reading

Past standards have been based largely upon

theories of reading comprehension drawn from

cognitive science, emphasizing strategies or mental

moves that readers make (e.g., summarization,questioning, monitoring, visualizing)

The Common Core standards are based more on

literary theory (New Criticism)

Great emphasis on the information in the text (and in

the use of such information as evidence)

Great emphasis on analyzing how text works


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6. Close Reading (cont.)

Implications Students will need to engage to a greater extent in deep

analysis of the text and its meaning and implications

Less time on background information, comprehension

strategies, picture walks, etc. (though these still can bebrought in by teachers in appropriate ways)

Greater emphasis on careful reading of a text, weighing

of authors diction, grammar, and organization to make

sense of the text (more attention to how text works,tone, author perspective)

Rereading will play a greater role in teaching reading

Greater emphasis on text-dependent questions


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7. Multiple texts

Past standards emphasized the comprehensionmainly of single texts

CCSS emphasize the interpretation of multiple texts

throughout (at all grade levels, and in reading,

writing, and oral language; 12-15% of the ELA

standards mention multiple texts explicitly)

Most of this emphasis is on comparisons of

information and features across texts (synthesis playsbig role too, especially as one moves up the grades)

The common core is not promoting 1990s style

(multidisciplinary thematic units)


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7. Multiple Texts (cont.)

Implications There will be a greater need for combinations of texts

that can be used together

Need for greater emphasis on text synthesis (how to

combine the information from multiple sources intoones own text or presentation)

Need for greater emphasis on comparative evaluation

and analysis (the majority of the multiple text items

emphasize some kind of comparison)

Need for a consideration of non-text sources (e.g.,

video, experiments)


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8. Writing about text

Past standards have emphasized writing as a free-

standing subject or skill

Students have been expected to write texts requiring

low information (or only the use of widely availablebackground knowledge)

The Common Core puts greater emphasis on the use

of evidence in writing

Thus, the major emphasis shifts from writing

personal stories or opinion pieces to writing about

the ideas in text


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8. Writing about Text (cont.)

Implications

Writing will need to be more closely integrated with

reading comprehension instruction (rethink

organizational plans) The amount of writing about what students read will

need to increase

Greater emphasis on: (1) writing summaries of texts,

(2) writing based on text models, (3) writing analyses

and critiques of texts, (4) writing syntheses of text


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Three Minute Pause:

Processing Through Speaking and Listening

1. Summarize Key Points So Far

2. Add Your Own Thoughts

3. Pose Clarifying Questions

Adapted from Jay McTighe


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Where are we?


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6 Shifts in ELA Literacy:

Impact on Assessments and Instruction

Common Core Implementation Common Core Assessments

1. Balancing Informational and Literary Text2. Building Knowledge in the Disciplines3. Staircase of Complexity4. Text-based Answers5.

Writing from Sources6. Academic Vocabulary

1 & 2: Non-fiction Texts

Authentic Texts

3: Higher Level of Text Complexity

Paired Passages

4&5: Focus on command of evidence

from text: rubrics and prompts

6: Academic Vocabulary

ELA/Literacy Instructional Shifts: Regular practice with complex textand its academic language

Building knowledge through content-rich nonfiction

Reading, writing and speaking grounded in evidence from text, both literary

and informational

From achievethecore.org


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Descriptions: Shifts in ELA/ Literacy

Shift

1Balancing

Informational

& Literary TextStudents read a true balance of informational and literary texts.

Shift

2 Knowledge inthe Disciplines Students build knowledge about the world (domains/ content areas)through TEXT rather than the teacher or activitiesShift

3Staircase of

ComplexityStudents read the central, grade appropriate text around which

instruction is centered. Teachers are patient, create more time andspace and support in the curriculum for close reading.

Shift

4 Text-basedAnswers Students engage in rich and rigorous evidence based conversationsabout text.Shift

5 Writing from

Sources Writing emphasizes use of evidence from sources to inform or make

an argument.

Shift

6 AcademicVocabulary Students constantly build the transferable vocabulary they need toaccess grade level complex texts. This can be done effectively byspiraling like content in increasingly complex texts.

From http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdfhttp://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf


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COMPLEXITYShift:Regular practice with complex text and its academic language

Reading Anchor Standard #10 requires that students read

and comprehend complex literary and informational texts

independently and proficiently

Language Standard #4 requires use of word parts, context

and resource materials to determine word meaning

Staircase of complexity to close the gap that currently exists

between college/career level texts and texts currently used

in high schools

Shift in Lexile bands at the upper end of elementary and

throughout middle and high school

A focus on academic vocabulary words that appear across

content areas (Tier 2 Words Isabel Beck)


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The Complexity ShiftConsistent with this shift: Inconsistent with this shift:

Selects texts that are of high value

and worth spending time to re-read

Provides students with text that

steps up in complexity to beyond

their reading level and allows them to

grapple with difficult words,concepts, and themes

Takes into consideration the

qualitative and quantitative measures

of complexity, and also considers the

reader and task

Spends time having students re-readthe same text to develop a deeper

understanding (purposely slows

instruction to provide close reading)

Uses scaffolds to support students

through difficult text

Spends extended time on a text that

does not have high academic value or

is not worth the investment of time

Provides only texts on or below grade

level so students feel comfortable

with text and can read it

independently

Offers no instruction on how to read

difficult text

Spends an inordinate amount of time

doing pre-reading activities to the

point of providing students with so

much information that reading the

text becomes irrelevant


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EVIDENCEShift:Reading, writing and speaking grounded in evidence from text,

both literary and informational(Reflected in Reading Standard 1; Writing Standards 1-3, 9):

Writing to sources using evidence from text to analyze,

defend claims and present clear information

Questions are asked that require students to have readthe text (text-dependent questions); the questions

cannot be answered using solely prior knowledge or

experience and require careful attention to the text

Narrative writing throughout all levels

Later levels add argumentative and informational

writing


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The Evidence Shift

Consistent with this shift: Inconsistent with this shift: Chooses text(s) that lends itself to a

deeper understanding using TDQs

Asks questions that are answered

through a close reading of a complex

and worthy text

Asks questions that require students tocarefully consider the information

presented in the text and provide

evidence from the text in their

responses

Asks text-independent questions (e.g.

What would you have done) only

after text-dependent questions have

built students a strong conceptual

foundation so these types of questions

can be answered using critical thinking

Asks questions that are interesting

and generate a lot of discussion, but

questions are text-independent and

do not ensure that students

understand what theyve read Asks questions that do not require

the student to have read the text in

order to answer a question (i.e.

opinion questions like If you were,

or What would you have done if) Asks TDQs of texts that dont require

or lend themselves to a deeper

understanding


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KNOWLEDGEShift:Building knowledge through content-rich nonfiction

Content rich non-fiction in history/social studies, science and the arts

Recommendation is that students build coherent general content knowledge

both within each year and across years In 6-12 much more attention on literary non-fiction than has been

traditional

Focus of literary standards in social studies, science and career/technical is

on gaining content knowledge through reading and writing

Distribution of Texts Across Grades (NAEP framework)

Elementary: 50% informational 50% literary

Middle: 55% informational 45% literary

High: 70% informational 30% literaryFrom Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects


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The Knowledge Shift

Consistent with this shift: Inconsistent with this shift:

Uses appropriate balance of

literary and informational text

Students are expected to learn

content from what they read

A range of text types are usedthroughout the curriculum

including:

Literature stories, drama,

poetry

Informational text literarynonfiction, and historical,

scientific and technical texts

Heavy focus on one type of text to

the exclusion of the other

Time is spent referring to text

rather than reading text

Narrow exposure to text types;one class/teacher is considered

responsible for literacy learning

(typically ELA teachers)


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Three Minute Pause:

Processing Through Speaking and Listening

1. Summarize Key Points So Far

2. Add Your Own Thoughts

3. Pose Clarifying Questions

Adapted from Jay McTighe


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Where are we going?


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Reflections

Were you able to answer these questionswithout rereading parts of the text?

How did it feel to have to answer them

independently? How did it feel when you were encouraged to

collaborate prior to formulating an answer?

What implications does this have forinstructional practice as it relates to literacy(reading, writing, speaking, listening)?


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Text-Dependent Questions...

Can onlybe answered with evidence from the text. Can be literal (checking for understanding) but must

also involve analysis, synthesis, evaluation.

Focus on word, sentence, and paragraph, as well aslarger ideas, themes, or events.

Focus on difficult portions of text in order to

enhance reading proficiency.

Can also include prompts for writing and discussion

questions.

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Non-Examples and Examples

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In Casey at the Bat, Casey strikes out.

Describe a time when you failed at

something.

In Letter from a Birmingham Jail, Dr.

King discusses nonviolent protest.

Discuss, in writing, a time when you

wanted to fight against something that

you felt was unfair.

In The Gettysburg Address Lincoln

says the nation is dedicated to the

proposition that all men are created

equal. Why is equality an important

value to promote?

What makes Caseys experiences at bat

humorous?

What can you infer from Kings letter

about the letter that he received?

The Gettysburg Address mentions theyear 1776. According to Lincolns

speech, why is this year significant to

the events described in the speech?

Not Text-Dependent Text-Dependent


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Bands

11-CCR

9-10

6-8

4-5

2-3

K-1 Increased

AbilitytoUs

eTextEviden

ce

Standards Two through Nine

Bands

11-CCR

9-10

6-8

4-5

2-3

K-1

Standard One Standard Ten

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IncreasingRangeandComplexity


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Culminating Tasks

Should relate to core understanding and key ideas.

A coherent sequence of text dependent questions

will scaffold students toward successfully completing

the culminating task.

Example:

The title of this selection is Because of Winn-Dixie.' Using your answers from

the questions above and class discussion, explain why this is an appropriate title

for the selection. Be sure to clearly cite evidence from the text for each part of

your answer.

Officer Buckles final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he

and Gloria each learn this lesson for themselves throughout the story?

41


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Implications for Practice

There is no one right way to have students work with textdependent questions.

Providing for the differing needs of students means providing

and scaffolding supports differentially - not asking easier

questions or substituting simpler text.

Listening and speaking should be built into any sequence of

activities along with reading and writing:

Re-read it, think it, talk it, write it

The CCSS require ALL students to read and engage with grade

appropriate complex text regularly. This requires new ways of

working in our classrooms.

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The Reading-Writing Connection

After years of separation, reading and writinghave reconciled.

Close reading of complex text, with text-

dependent questions focusing students ongathering evidence to gain understanding

Writing tasks requiring analysis of text,gathering and citing of evidence and synthesisof evidence or writing to sources is a majorfocus of Common Core State Standards


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Next steps

Align teacher education and training efforts in

the area of English/language arts to Common

Core State Standards priorities for:

Reading

Writing

Speaking and Listening

Language


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Reading Priorities

New grounding in informational texts

Spotlight on what students read: Staircase

of growing text complexity across the grades is

outlined

Samples of high-quality literature and

informational texts in a range of genres and

subgenres offered

Fostering independent, close reading of texts


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Writing Priorities

Writing logical arguments based on substantive

claims, sound reasoning, and relevant evidence

(80:20)

Writing about sources (drawing evidence from texts)

Researchboth short, focused (such as those

commonly required in the college) and more

sustained projects

Ability to adapt writing to a variety of contexts,

communicative tasks, and timeframes


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Speaking and Listening Priorities

Day to day purposeful academic talk in

collaborative groups

Formal sharing of findings and information,

including the use of various forms of media


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Language Priorities

Building general academic and domain-

specific vocabulary

Using standard English in formal writing and

speaking

Acquiring grammar and usage in the service of

communication and comprehension


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At the core

By themselves, the Common Core State

Standards will not significantly affect student

learning. They need to be part of a

comprehensive approach to raising expectationsand increasing rigor throughout the K12

system, and classroomteachers are the most

important group in turning the Common CoreState Standards from mere words into high-

quality instruction.


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Resources http://www.ascd.org/common-core-state-standards/common-

core-state-standards-adoption-map.aspx

www.ascd.org/commoncore

http://www.wiche.edu/info/commonCoreStateStandards/piment

el.pdf

www.readingquest.org http://www.smarterbalanced.org/wordpress/wp-

content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf

http://www.achievethecore.org/steal-these-tools

www.shanahanonliteracy.com

http://www.corestandards.org/

http://www.parcconline.org/mcf/ela/parcc-model-content-

frameworks-browser
http://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/commoncorehttp://www.wiche.edu/info/commonCoreStateStandards/pimentel.pdfhttp://www.wiche.edu/info/commonCoreStateStandards/pimentel.pdfhttp://www.readingquest.org/http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.achievethecore.org/steal-these-toolshttp://www.shanahanonliteracy.com/http://www.corestandards.org/http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/The-Common-Core-Ate-My-Baby-and-Other-Urban-Legends.aspxhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browserhttp://www.corestandards.org/http://www.corestandards.org/http://www.shanahanonliteracy.com/http://www.achievethecore.org/steal-these-toolshttp://www.achievethecore.org/steal-these-toolshttp://www.achievethecore.org/steal-these-toolshttp://www.achievethecore.org/steal-these-toolshttp://www.achievethecore.org/steal-these-toolshttp://www.achievethecore.org/steal-these-toolshttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdfhttp://www.readingquest.org/http://www.wiche.edu/info/commonCoreStateStandards/pimentel.pdfhttp://www.wiche.edu/info/commonCoreStateStandards/pimentel.pdfhttp://www.wiche.edu/info/commonCoreStateStandards/pimentel.pdfhttp://www.ascd.org/commoncorehttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspxhttp://www.ascd.org/common-core-state-standards/common-core-state-standards-adoption-map.aspx

Documents

CC Higher Education ELA Literacy