an introduction to common core state standards for ela and literacy theresa gray
TRANSCRIPT
1. Information & Understanding2. Literary Response & Expression3. Critical Analysis & Evaluation4. Social Interaction
Read,write,listen,and speak for…
(4 standards, plus a few performance indicators)
… for example,
Grade 5 has…
31Core Performance Indicators
Literacy Competencies68
Grade Specific Performance Indicators102
201
Grade 4 has…
39Core Performance Indicators
Literacy Competencies61
Grade Specific Performance Indicators116
216
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.
With prompting and support, identify the reasons an author gives to support points in a text.
Kindergarten:
Explain how an author uses reasons and evidence to support particular points in a text.
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.
Grade 4:
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
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.
Grade 8:
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
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.
Grade 12:
Key Features of CCSS for ELA and Literacy
Reading Strand:
• Increasing complexity in what students must be able to read
• In grades K-5, the range of text types include literature (e.g., stories, folktales, drama, and poetry) and informational texts (e.g., literary nonfiction and historical, scientific, and technical)
Reading Foundational Skills in the K-5 section includes print concepts, phonological awareness, phonics and word recognition, and fluency
Reading Strand (con’t)
• In grades 6-12 students are expected to read literature and informational texts (e.g., literary nonfiction, including personal essays, speeches, biographies) both outside of and within the ELA classroom
Writing Strand:
• The CCSS Writing expectations focus on the following main writing capacities for K-12: • arguments; • informative/ explanatory texts; and • narratives that convey real or imagined
experience (similar to NAEP expectations)
• In addition to these three main types, students will be expected to perform research and create texts in various media forms
Speaking and Listening Strand:
• Students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking, as well as through media
Language Strand:
• Students increase their vocabularies through a mix of conversations, direct instruction, and reading. This strand also includes the conventions of standard English grammar
Overview of Appendices
Appendix A -Research Supporting Key Elements of the Standards; Glossary of Key Terms
Appendix B -Text Exemplars and Sample Performance Tasks
Appendix C -Examples of Student Writing