Objective-CCSS ELA: To acquire a better knowledge of
understanding the ELA CCSS Strands. Reading Writing Speaking and
Listening Language
Slide 7
Balanced Literacy
Slide 8
Who is responsible for which portion of the Standards? A single
K5 section lists standards for reading, writing, speaking and
listening, and language across the curriculum, reflecting the fact
that most or all of the instruction students in these grades
receive comes from one teacher. Grades 6 12 are covered in two
content areaspecific sections, the first for the English Language
Arts teacher and the second for teachers of history/social studies,
science, and technical subjects. Each section uses the same CCR
anchor standards but also includes grade-specific standards tuned
to the literacy requirements of the particular discipline(s).
Slide 9
If someone ask you who is responsible for teaching the strands:
All Teachers.
Slide 10
These standards define the knowledge and skills students should
have within their K-12 education careers so that they will graduate
high school able to succeed in entry-level, credit-bearing academic
college courses and in workforce training programs. The standards:*
Are aligned with college and work expectations; * Are clear,
understandable and consistent; * Include rigorous content and
application of knowledge through high-order skills; * Build upon
strengths and lessons of current state standards; * Are informed by
other top performing countries, so that all students are prepared
to succeed in our global economy and society; and * Are
evidence-based. What is Common Core?
Slide 11
There are only two sets of Common Core State Standards: one for
Mathematics and one for English Language Arts and Literacy in the
Content Areas. Note that in the elementary grades, the same set of
standards apply to English Language Arts and the Content Areas,
whereas at the secondary level, a separate set of standards
specific to the Content Areas are included. The state-led effort to
create standards that will prepare students for college and the
workplace was coordinated by the National Governors Association
Center for Best Practices and the Council of Chief State School
Officers. It resulted in TWO sets of grade-specific standards: The
English Language Arts and Literacy standards are divided into an
elementary section and a secondary section, with three Appendices.
Youll notice that at the 6-12 level, Literacy in the Content Areas
is a separate section with separate standards for the Content
Areas. CCSS
Slide 12
Slide 13
Strands Domains Standard Statements by Grade Level Standards
Statements by Grade Level What students should know and be able to
do at each grade level and band. The main focus of the content
within each strand. The major areas or disciplines of study within
each content area. ELA Common Core Standards Framework
Slide 14
K12 standards Grade-specific end-of-year expectations
Developmentally appropriate, cumulative progression of skills and
understandings One-to-one correspondence with CCR standards K12
standards Subheadings Found in each of the strands K12 standards
The group of standards located under each of the domains Cluster
Domain Grade Specific Standards
Slide 15
What are they and how do I write them?
Slide 16
Slide 17
Slide 18
Reading Writing Speaking and Listening Language S S T R AN
D
Slide 19
These strands serve to unite all literacy components within
English Language Arts.
Slide 20
Each strand is represented in each grade level and builds on
itself as the child goes through school, increasing in complexity
towards the goal of college and career readiness.
Slide 21
A comprehensive K5 section with four strands Reading strand
(includes Foundational Skills) Writing strand Speaking and
Listening strand Language strand Two content area-specific sections
for grades 6-12 with four strands ELA Reading strand Writing strand
Speaking and Listening strand Language strand History/Social
Studies, Science, and Technical Subjects Reading strand Writing
strand
Slide 22
Slide 23
This view shows each of the four strands with their
corresponding domains.
Slide 24
ReadingWriting Speaking & Listening Language
Slide 25
Reading Key Ideas and Details Craft and Structure Integration
of Knowledge and Ideas Range of Reading & Level of Text
Complexity Graphic Representation Strand Domains
Slide 26
Slide 27
English Language Arts Common Core Standards Reading Strand
Domains (4) Writing Strand Domains (4) Speaking and Listening
Domains (2) Language Strand Domains (3)
Slide 28
Reading Strand Key Ideas and Details Craft and Structure
Integration of Knowledge and Ideas Range of Reading and Level of
Text Complexity Writing Strand Text Types and Purposes Production
and Distribution of Writing Research to Build Knowledge Range of
Writing Speaking and Listening Strand Comprehension and
Collaboration Presentation of Knowledge and Ideas Language Strand
Conventions of Standard English Knowledge of Language Vocabulary
Acquisition and Use
Slide 29
Reading: Literature Key Ideas and Details Standard Statement 1
Standard Statement 2Standard Statement 3 Craft and Structure
Standard Statement 4Standard Statement 5Standard Statement 6
Integration of Knowledge and Ideas Standard Statement 7 Standard
Statement 8Standard Statement 9 Range of Reading and Level of Text
Complexity Standard Statement 10 Reading: Informational Text Key
Ideas and Details Standard Statement 1Standard Statement 2Standard
Statement 3 Craft and Structure Standard Statement 4Standard
Statement 5Standard Statement 6 Integration of Knowledge and Ideas
Standard Statement 7Standard Statement 8Standard Statement 9 Range
of Reading and Level of Text Complexity Standard Statement 10
Reading: Foundational Skills Print Concepts Standard Statement 1
Phonological Awareness Standard Statement 2 Phonics and Word
Recognition Standard Statement 3 Fluency Standard Statement 4
(Sub-Strand)
Slide 30
Text Types and Purposes Standard Statement 1 Standard Statement
2 Standard Statement 3 Standard Statement 4 Standard Statement 5
Standard Statement 6 Standard Statement 7 Standard Statement 8
Standard Statement 9 Standard Statement 10 Production and
Distribution of Writing Research to Build and Present Knowledge
Range of Writing
Slide 31
Comprehension and Collaboration Standard Statement 1 Standard
Statement 2 Standard Statement 3 Presentation of Knowledge and
Ideas Standard Statement 4 Standard Statement 5 Standard Statement
6
Slide 32
Conventions of Standard English Standard Statement 1 Standard
Statement 2 Knowledge of Language Standard Statement 3 Vocabulary
Acquisition and Use Standard Statement 4 Standard Statement 5
Standard Statement 6 (K-5)
Slide 33
Slide 34
As we already know The Common Core State Standards (CCSS)
divides English Language Arts into four strands K-12: Reading,
Writing, Speaking and Listening and Language.
Slide 35
There are 32 CCR anchor standards. This is what students should
be able to do by the end of Grade 12, so they should be the anchor
for what happens from PK to graduation. They are broken up as
follows:
Slide 36
The College and Career Readiness Anchor Standards define the
broad expectations across the contents and grade levels students
must meet to be prepared for college and/or the work place. There
are ten anchor standards in Reading; ten in Writing; six in
Speaking and Listening; and, six in Language that are consistent
across the grades and content areas. Anchor Standards
Slide 37
Each strand has a set of College and Career Readiness Anchor
Standards (CCR)
Slide 38
A CCR anchor standard is a skill that high school graduates
should have in order to be ready for entry into the world of work
or postsecondary education. An anchor standard is an answer to the
question, What should a 21st century diploma holder be able to do?
Whether you teach kindergarten or 12th grade, an anchor standard is
the target. The anchor standards are the fundamental skills that we
want students to have when they graduate from our public schools.
They are rigorous. They are also aligned with what colleges and
workplaces expect students to be able to do.
Slide 39
10 Writing CCR Anchor Standards Text Types and Purposes
(W.CCR.1, W.CCR.2, W.CCR.3) Production and Distribution of Writing
(W.CCR.4, W.CCR.5, W.CCR.6) Research to Build and Present Knowledge
(W.CCR.7, W.CCR.8, W.CCR.9) Range of Writing (W.CCR.10) 10 Reading
CCR Anchor Standards Key Ideas and Details (R.CCR.1, R.CCR.2,
R.CCR.3) Craft and Structure (R.CCR.4, R.CCR.5, R.CCR.6)
Integration of Knowledge and Ideas (R.CCR.7, R.CCR.8, R.CCR.9)
Range and Level of Text Complexity (R.CCR.10)
Slide 40
6 Language CCR Anchor Standards Conventions of Standard English
(L.CCR.1, L.CCR.2) Knowledge of Language (L.CCR.3) Vocabulary
Acquisition and Use (L.CCR.4, L.CCR.5, L.CCR.6) 6 Speaking and CCR
Listening Anchor Standards Comprehension and Collaboration
(SL.CCR.1, SL.CCR.2, SL.CCR.3) Presentation of Knowledge and Ideas
(SL.CCR.4, SL. CCR.5, SL.CCR.6)
Slide 41
In Reading Informational Text the standards at each grade level
are the same. They describe what students need to know and be able
to do at each grade level in order to reach the College and Career
Readiness level by the end of 12th grade.
Slide 42
CCR READING Key Ideas & Details 1. 2. 3. Craft &
Structure 4. 5. 6. Integration of Knowledge & Ideas 7. 8. 9.
Range of Reading & Level of Text Complexity 10. K-5 ELA &
History/SS Science & Tech Key Ideas & Details 1. 2. 3.
Craft & Structure 4. 5. 6. Integration of Knowledge & Ideas
7. 8. 9. Range of Reading & Level of Text Complexity 10. 6-12
ELA Key Ideas & Details 1. 2. 3. Craft & Structure 4. 5. 6.
Integration of Knowledge & Ideas 7. 8. 9. Range of Reading
& Level of Text Complexity 10. 6-12 History/SS Key Ideas &
Details 1. 2. 3. Craft & Structure 4. 5. 6. Integration of
Knowledge & Ideas 7. 8. 9. Range of Reading & Level of Text
Complexity 10. 6-12 Science & Technical Subject Key Ideas &
Details 1. 2. 3. Craft & Structure 4. 5. 6. Integration of
Knowledge & Ideas 7. 8. 9. Range of Reading & Level of Text
Complexity 10. K-5 6-12
Slide 43
Key Features of the Standards Reading: Text complexity and the
growth of comprehension The Reading standards place equal emphasis
on the sophistication of what students read and the skill with
which they read. The standards increase in complexity from grade to
grade. Whatever they are reading, students will show the ability to
discern more from and make fuller use of text, including making an
increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more
sensitive to inconsistencies, ambiguities, and poor reasoning in
texts.
Slide 44
A three-part model for determining the difficulty of a
particular text
Slide 45
Slide 46
The CCSS has a specific Coding System for each strand. Knowing
this coding will be helpful when you are aligning your lesson plans
to the new standards. RL = Reading for Literature RI = Reading for
Information RF = Reading Foundations W = Writing SL = Speaking and
Listening L = Language Coding System
Slide 47
Slide 48
W.4.3 Writing, Grade 4, Standard 3 RF.2.4 Reading Foundations,
Grade 2, Standard 4 L.10.3a Language, Grade 10, Standard 3a W.4.3
Writing, Grade 4, Standard 3 RF.2.4 Reading Foundations, Grade 2,
Standard 4 L.10.3a Language, Grade 10, Standard 3a Note that there
are sub-standard statements for Language (3a). This is also the
case for Writing as well
Slide 49
Emphasize speaking and listening skills as an avenue to
evaluate, integrate and present information from many sources. Call
for increased use of technology/multi-media to gather and publish
information. Examples of What the Standards Require
Slide 50
Common Core State Standards do not provide A complete scope and
sequence A course outline All essential skills and knowledge
students could have Does not cover how teachers should teach
Slide 51
Slide 52
Slide 53
Slide 54
Slide 55
The Common Core State Standards define what all students are
expected to know and be able to do.
Slide 56
Slide 57
Slide 58
From one grade level to the next, each step up in the task
description is matched by a step up in the level of text
difficulty.
Slide 59
Slide 60
Slide 61
Special thanks is given to the National Governors Association
Center for Best Practices and the Council of Chief State School
Officers