California Transcribers and Educators of the Blind and Visually Impaired
April 4, 2014
College and Career Readiness Standards
In 2009, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) committed to developing a set of standards that would help prepare students for success in college and career.
In September 2009, College and Career Readiness standards were released.
This work became the foundation for the Common Core.
The Common Core State Standards
Feedback and review from national organizations, including:
TOM TORLAKSON State Superintendent of Public Instruction
Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
The CCSS for English-Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are organized around the College and Career Readiness (CCR) Standards for Reading, Writing, and Speaking and Listening.
Each strand is headed by a set of CCR Anchor Standards that is identical across all grades and content areas.
The anchor standards lend coherence to the document both across the content areas and across the grades.
Balanced Representation of Literary and Informational Text
Kindergarten through grade 5
10 Reading standards for literature
10 Reading standards for informational text
Writing standards that explicitly call for opinion pieces, narratives, and informative/explanatory texts
An additional set of standards for reading and writing in history/social studies, science and technical subjects
Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
Source: page 33 of the CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects
Literacy in History/Social Studies, Science, and Technical Subjects: Grades 6–12
Set the expectation that students will read and write in non-ELA classrooms and develop informational/technical writing skills
Provide an acknowledgement of unique text structures found in informational text
Maintain the focus on discipline-specific vocabulary, critical analysis, and evidence across the curriculum
Technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music
Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects: Appendix A
Critical Analysis/Use of Evidence
Describe how reasons support specific points the author makes in a text. (2.RI.8)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (8.SL.3)
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. (11-12.WHST.1.b)
Focus on Text Complexity
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. (5.RL.10)
Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Increased Student Collaboration
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (3.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)
Use precise language and domain-specific vocabulary to inform about or explain the topic. (7.W.2.d)
Determine the meaning of word and phrase 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)
Increased Use of Multimedia and Technology
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas and themes. (4.SL.5)
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)
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (11-12.RST.7)
Transitioning to the CCSS
Building knowledge through content-rich nonfiction
Standards necessary to prepare for advanced courses in mathematics are indicated by a (+) symbol.
Model Course Pathways for Mathematics
Traditional in U.S.
Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses.
International Integrated approach
(typical outside of U.S.)
Standards for Mathematical Practice
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Describe ways students engage with the subject matter throughout the elementary, middle and high school years