1. Transitioning to the Common Core State Standards
Alameda County Office of Education
Dr. Veronica Aguila
President of Aguila & Associates LLC 1

2. California and the Common Core State Standards
Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1):
established an Academic Content Standards Commission (ACSC) to develop standards in mathematics and English–language arts
stated that 85 percent of the standards were to consist of the CCSS with up to 15 percent additional material
directed the State Board of Education (SBE) to adopt or reject recommendations of the ACSC 2 2

3. Common Core State Standards
CCSS: The big picture
Common Core State Standards
K-12 Mathematics
K-12 ELA/Literacy
K-5
6-12
English Language Arts
History/ Social Studies
Science & Technical Subjects
Appendices A, B, C 3 3

4. Common Core State Standards
CCSS: The big picture
Common Core State Standards
K-12 Mathematics
K-12 ELA/Literacy
K-5
6-12
English Language Arts
History/ Social Studies
Science & Technical Subjects
Appendices A, B, C 4 4

5. CCR ELA/Literacy strands
College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands.
College & Career Readiness Anchor Standards
Reading
Writing
Speaking & Listening
Language 5 5

6. Subheadings divide the CCR strands.
The CCRs in each literacy strand are grouped into sections by subheadings. For example,
Reading
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading & Level of Text Complexity 6 6

7. Other CCR strands, subheadings
Writing
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use 7 7

8. Organization of the Standards
4 Domains
1997 CA Standards
4 Strands
2010 Common Core
Reading
(includes vocabulary)
Writing
Written and Oral Language Conventions
Language
Listening and Speaking
Speaking and Listening 8 8

9. Balanced Representation of Literary and Informational Text
2009 NAEP Reading Assessment:
Distribution of literary and informational passages
Grade
Literary
Informational 4
50% 8
45%
55% 12
30%
70%
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, 9 9

10. ELA/Literacy “Shifts”
Increase Reading of Informational Text
Shift #2
Text Complexity
Shift #3
Academic Vocabulary
Shift #4
Text Based Answers
Shift #5
Increased Writing from Sources
Shift #6
Literacy Instruction in all Content Areas

11. Grade-specific Standards
Describe what all students should know and be able to do at the end of each grade or grade band.
Grade level standards at each grade K - 8
Grade band standards at high school: 9-10 and 11-12
Using a “back-mapping” design, grade-specific K-12 CCSS translate the aims of the CCR anchor standards into age- and attainment-appropriate terms.
At the K-5 level only, an additional set of Foundational Skills are included in the Reading Standards. 11 11

12. ELA/Literacy CCSS Strands12 12

13. K-5 Foundational Skills13 13

14. CCRs provide a parallel “backbone” Reading strand example14 14

15. Example of “back mapping” design
Reading CCR #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text … relate to each other and the whole.
9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text ….
6-8.H.5: (History/Social Studies) Describe how a text presents information (e.g., sequentially, comparatively, causally).
4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
K.RI.5: Identify the front cover, back cover, and title page of a book. 15 15

16. ELA California additions
Formal presentations, Grades 1-12
Penmanship, Grades 2-4
Career and consumer documents for writing in Grade 8
Analysis of text features in informational text, Grades 6-12 16

17. Critical Analysis and Use of Evidence
Distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6)
Summarize the points a speaker or a media source makes and explain how each claim is supported by reason and evidence, and identify and analyze any logical fallacies. (5.SL.3)
Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11-12.W.1.b)

18. Increased Student Collaboration
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)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (9-10.SL.1)

19. Collaborative Conversations
Engage - Read Speaking and Listening Standard 1 for your grade level.
Discuss how implementation of this standard may affect teaching and learning.

20. Increased Use of Multimedia and Technology
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.RL.7)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (11-12.SL.5)

21. Vocabulary Acquisition and Use
Use words and phrases acquired though conversations, reading and being read to, and responding to texts. (K.L.6)
Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d)
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)

22. The Three Priorities
Students will read sufficiently complex texts closely
Students will extract information and gain knowledge from these texts
Students will write clear arguments based on the information they have read

23. Text Dependent Questions and Tasks
Can be addressed only through careful scrutiny of the text and do not rely on outside information
Students draw evidence from the text and explain the evidence (orally and in writing)
Students demonstrate understanding of what is read before engaging opinions, evaluations, or interpretations

24. Knowledge of Language Vocabulary Acquisition and Use
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (AS.L.3)
Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (AS.L.6)

25. Language Standards
“…gain adequate mastery of the essential “rules” of standard written and spoken English.”
“…learn how to approach language as a matter of craft so they can communicate clearly and powerfully.”
“…support student mastery of the full range of grammar and conventions as they are applied to increasingly sophisticated contexts.” 25
Source: Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12, CCSSO 25

26. Conventions of Standard English26 26

27. Appendix A Glossary of Key Terms and Research on: Foundational Skills
Writing
Speaking and Listening
Language
Complexity of Texts 27 27

28. Appendix B: Text Exemplars
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 sample performance tasks 28 28

29. Appendix C: Samples of Student Writing
samples of student writing for each grade level with annotation describing what the writer did well. 29 29

30. 30 30 30 30

31. English Learner Resources
This is another resource in planning effective ELD from the CDE grade level curriculum publication
Highlights standards that may need additional focus and provide guidance to teachers
Important for teachers to teach structured ELA/ELD standards
The 1997 ELD standards are pathways to the 1997 CA standards
Chart highlights the CC standards that do not correlate completely with the 1997 CA standards – therefore the ELD standards may not address the new common core standards and ELD teachers will need to scaffold instruction
In grades 4-6 the complexity and expectations of some of the CCSS will require skillful presentation from the teacher in order to provide access and acceleration for students who may just be at the beginning levels of proficiency in learning English. However, the speaking and listening strand and the wording of the standards in the other strands actually built in some SDAIE strategies within the standard which should assist teachers in the transition
Provide an update on ELD standards (legislation) AB 124 and the consortium (if California is leading state) 31 31

32. 32 32 32

33. Common Core Standards & ELD Update
Translation of Common Core Standards
Linguistic Modifications
ELD Standards and Assessment aligned to the Common Core
Resources for Parents Translated 33

34. Common Core Transition Plan
SBE Agenda – March
CDE Integrated Action Teams
EL Integrated Action Team
Common Core Integrated Action Team
Activity: Move Fast …...Move Slow..
Share what your district is doing to transition to the Common Core. 34

35. Source: www.cde.ca.gov -JanSBECCstateplan

36. Common Core
Source: -MarchSBECCstateplan

37. Common Core State Plan Suggestions for LEAs
Source: -MarchSBECCstateplan

38. Implementation Update
Assembly Bill 124 (Fuentes)
ELD Standards
Senate Bill 140 (Lowenthal)
Supplemental Materials
Assembly Bill 250 (Brownley) 38 38

39. Assembly Bill 250 (Brownley)
Superintendent sponsored
Begins process for the development and adoption of curriculum frameworks aligned to the Common Core State Standards
Extends the operative date of the state’s assessment system by one year
Creates professional learning modules 39 39

40. Resources for Parents
Source:

41. 41 41

42. 42 42

43. Common Core State Standards Resources
ListServ
Join the ListServ to receive information and updates regarding the implementation of the Common Core State Standards.
To Subscribe
Send a "blank" message to:
California Learning Resources Network (CLRN)
Resource for supplemental electronic instructional materials
Currently reviewing instructional materials and online courses for alignment to the Common Core State Standards 43 43 43

44. Source: http://www.cde.ca.gov/re/mm/it/
CDE on iTunes U
Source: 44 44 44

45. Contact Information
Dr. Veronica Aguila, President,
Aguila & Associates LLC
(916)
Thanks to CFIR Division at CDE for granting permission to reproduce information available at 45 45 45