There is a direct alignment between the DLS and the CCSS; mastery of the CCSS requires the DLS

to Common Core State Standards Crosswalk Data Tables Decision Rules The purpose of the crosswalk between the Common Core State Standards (CCSS) and the Deeper Learning Strategies (DLS) is to explore the full set of relationships that exist. In order to do this, a multi- dimensional coding scheme was employed that took into account the fact that the CCSS are organized around content knowledge mastery and the DLS reflect in many cases the ways that this knowledge will be taught and learned. The intent is not to prove that the CCSS and DLS are related because they clearly are and must be, but to think more deeply about the ways in which they are related. This is important as states and school districts, and the two consortia developing the common assessments, begin to think about how best to implement and assess the CCSS. If the relationships between CCSS and DLS are limited to content matches alone, the tendency will be to ignore or undervalue the importance of teaching and learning the CCSS at a deeper level, which will be critical both for retention of the content knowledge contained in the CCSS and for the application and use of that knowledge in more complex, authentic situations and contexts. Note that any particular cell can be coded with one or more than one of the tags below, depending on the relationship between CCSS and DLS expressed by the intersection of the two in that particular cell. ACR Aligned Content Relationship There is a direct alignment between the DLS and the CCSS; mastery of the CCSS requires the DLS content matter in the DLS is stated in the same or equivalent terms in the CCSS PACR Partially Aligned Content Relationship Prerequisite Content Relationship Consistent Teaching/Learning Relationship There is a partial direct match between the DLS and the CCSS; mastery of the CCSS requires the DLS, but the DLS alone is not sufficient for mastery of the CCSS Mastery on the CCSS does not require the DLS, although possessing the DLS is expected to significantly increase mastery of the CCSS The DLS would be expected to be found when the CCSS was taught or learned content matter in the CCSS is, as part of a larger description, included in the same or equivalent terms in the DLS or stated in a way that is related to the DLS (but not exactly the same) it is clear that the content required by the DLS would precede the content required by the CCSS, based on the general learning progression of the subject area this relationship would be expected to exist in the majority of instances in which this CCSS was taught ITLR Inconsistent Teaching/Learning Relationship The DLS may or may not be expected to be found when the CCSS was taught or learned this relationship would be expected to be found in less than a majority of instances in which this CCSS was taught 1

A. Key Content Knowledge B. Key Cognitive Strategies a. Students learn, remember, and recall facts relevant to a content area. b. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. c. Students learn and can apply theories relevant to a content area. d. Students know and are able to use the language specific to a content area. e. Students apply facts, processes, and theories to real world situations. a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Common Core ELA Anchor Standards for grades 6-12: Writing 2. Write 3. Write narratives to informative/explanatory develop real or imagined 4. Produce clear and texts to examine and experiences or events coherent writing in convey complex ideas using effective which the development, and information clearly techniques, well-chosen organization, and style and accurately through details, and wellstructured event purpose, and audience. are appropriate to task, the effective selection, organization, and sequences. analysis of content. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 7. Conduct short as well 6. Use technology, as more sustained including the Internet, to research projects based produce and publish on focused questions, writing and to interact demonstrating and collaborate with understanding of the others. subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ACR ACR ACR ACR PACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR PACR PACR ACR ACR ACR ACR PACR PACR PACR a. Students are familiar with and able to use effectively the tools and techniques specific to a ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR content area. b. Students formulate problems and generate hypotheses. ACR PACR PACR ACR PACR ACR c. Students identify the data and information needed to solve a problem. ACR ACR ACR ACR ACR ACR d. Students apply the tools and techniques specific to a content area to gather necessary ACR PACR PACR ACR ACR ACR data and information. e. Students evaluate, integrate, and critically analyze multiple sources of information. ACR ACR PACR PACR ACR ACR ACR f. Students monitor and refine the problem solving process based on available data as ACR PACR ACR ACR ACR needed. g. Students reason and construct justifiable arguments in support of a hypothesis. ACR ACR ACR PACR ACR ACR ACR h. Students persist to solve complex problems. PACR PACR ACR PACR a. Students structure information and data in a meaningful and useful way. b. Students listen to and incorporate feedback and ideas from others. c. Students provide constructive and appropriate peer feedback to others. d. Students understand that creating a quality final communication requires review and revision of multiple drafts. e. Students communicate complex concepts to others in both written and oral presentations. f. Students tailor their message for the intended audience. 1. Master core academic content 2. Engage in expanding the structure of knowledge 3. Think critically and solve complex problems 4. Communicate effectively ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR PACR PACR PACR PACR ACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR 2

C. Key Learning Behaviors Common Core ELA Anchor Standards for grades 6-12: Writing (continued) 2. Write 8. Gather relevant 10. Write routinely over 3. Write narratives to 7. Conduct short as well 1. Write arguments to informative/explanatory information from extended time frames develop real or imagined 4. Produce clear and 5. Develop and 6. Use technology, as more sustained support claims in an texts to examine and multiple print and (time for research, experiences or events coherent writing in strengthen writing as including the Internet, to research projects based 9. Draw evidence from analysis of substantive convey complex ideas digital sources, assess reflection, and revision) using effective which the development, needed by planning, produce and publish on focused questions, literary or informational topics or texts, using and information clearly the credibility and and shorter time frames techniques, well-chosen organization, and style revising, editing, writing and to interact demonstrating texts to support analysis, valid reasoning and and accurately through accuracy of each source, (a single sitting or a day details, and wellstructured event purpose, and audience. new approach. others. subject under are appropriate to task, rewriting, or trying a and collaborate with understanding of the reflection, and research. relevant and sufficient the effective selection, and integrate the or two) for a range of evidence. organization, and information while tasks, purposes, and sequences. investigation. analysis of content. avoiding plagiarism. audiences. 5. Work collaboratively a. Students collaborate with others to complete tasks and solve problems successfully. ACR b. Students work as part of a group to identify group goals. ACR c. Students participate in a team to plan problem- solving steps and identify resources ACR necessary to meet group goals. d. Students communicate and incorporate multiple points of view to meet group goals. ACR 6. Learn how to learn a. Students know and can apply a variety of ACR ITLR PACR study skills and strategies. b. Students are aware of their strengths and weaknesses. ACR ITLR PACR c. Students identify and work towards lifelong learning and academic goals. d. Students evaluate the match between reality and what is needed to attain specific goals. ITLR e. Students recognize their weaknesses and anticipate needing to work harder in those ACR ITLR PACR areas. f. Students monitor their progress towards a goal, and adapt their approach as needed to PACR ACR ITLR PACR PACR PACR successfully complete a task or solve a problem. g. Students enjoy and seek out learning on their own. h. Students understand and are prepared to meet changing expectations in a variety of academic, professional and social environments. 3

Deeper Deeper Learning Learning Skills Skills y Cognitive Strategies B. Key Cognitive Strategies A. A. Key Key Content Knowledge 4 a. Students learn, remember, and recall facts relevant to a content area. b. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. c. Students learn and can apply theories relevant to a content area. d. Students know and are able to use the language specific to a content area. e. Students apply facts, processes, and theories to real world situations. a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. a. Students are familiar with and able to use effectively the tools and techniques specific to a content area. b. Students formulate problems and generate hypotheses. c. Students identify the data and information needed to solve a problem. d. Students apply the tools and techniques specific to a content area to gather necessary data and information. e. Students evaluate, integrate, and critically analyze multiple sources of information. f. Students monitor and refine the problem solving process based on available data as needed. g. Students reason and construct justifiable arguments in support of a hypothesis. h. Students persist to solve complex problems. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Common Core ELA Anchor Standards for grades 6-12: Reading 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 1. Master core academic content 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10. Read and comprehend complex literary and informational texts independently and proficiently. ACR ACR ACR PACR PACR ACR PACR ACR ACR ACR PACR ACR PACR ACR PACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR PACR PACR ACR PACR PACR ACR 2. Engage in expanding the structure of knowledge ACR ACR ACR PACR PACR PACR PACR PACR PACR 3. Think critically and solve complex problems ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR ACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR PACR PACR PACR ACR ACR ACR ACR ACR

Common Core ELA Anchor Standards for grades 6-12: Reading (Continued) 5 Deeper Deeper Learning Learning Skills Skills C. Key Learning Behaviors B. Key Cognitive Strategies B. Key C a. Students structure information and data in a meaningful and useful way. b. Students listen to and incorporate feedback and ideas from others. c. Students provide constructive and appropriate peer feedback to others. d. Students understand that creating a quality final communication requires review and revision of multiple drafts. e. Students communicate complex concepts to others in both written and oral presentations. f. Students tailor their message for the intended audience. a. Students collaborate with others to complete tasks and solve problems successfully. b. Students work as part of a group to identify group goals. c. Students participate in a team to plan problem- solving steps and identify resources necessary to meet group goals. d. Students communicate and incorporate multiple points of view to meet group goals. a. Students know and can apply a variety of study skills and strategies. b. Students are aware of their strengths and weaknesses. c. Students identify and work towards lifelong learning and academic goals. d. Students evaluate the match between reality and what is needed to attain specific goals. e. Students recognize their weaknesses and anticipate needing to work harder in those areas. f. Students monitor their progress towards a goal, and adapt their approach as needed to successfully complete a task or solve a problem. g. Students enjoy and seek out learning on their own. h. Students understand and are prepared to meet changing expectations in a variety of academic, professional and social environments. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 4. Communicate effectively ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR PACR ITLR PACR ITLR PACR ITLR 5. Work collaboratively 6. Assess how point of view or purpose shapes the content and style of a text. 6. Learn how to learn 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10. Read and comprehend complex literary and informational texts independently and proficiently.

Common Core ELA Anchor Standards for grades 6-12: Speaking & Listening Deeper Deeper Learning Learning Skills Skills 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. A. A. Key Content Knowledge a. Students learn, remember, and recall facts relevant to a content area. b. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. c. Students learn and can apply theories relevant to a content area. d. Students know and are able to use the language specific to a content area. e. Students apply facts, processes, and theories to real world situations. a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. 1. Master core academic content ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR PACR PACR PACR ACR ACR ACR 2. Engage in expanding the structure of knowledge ACR PACR ACR PACR PACR PACR ACR PACR PACR PACR ACR 6

Deeper Deeper Learning Learning Skills Skills ey Cognitive Strategies B. Key Cognitive Strategies a. Students are familiar with and able to use effectively the tools and techniques specific to a content area. b. Students formulate problems and generate hypotheses. c. Students identify the data and information needed to solve a problem. d. Students apply the tools and techniques specific to a content area to gather necessary data and information. e. Students evaluate, integrate, and critically analyze multiple sources of information. f. Students monitor and refine the problem solving process based on available data as needed. g. Students reason and construct justifiable arguments in support of a hypothesis. h. Students persist to solve complex problems. Common Core ELA Anchor Standards for grades 6-12: Speaking & Listening (continued) 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 4. Present information, findings, and supporting 6. Adapt speech to a 2. Integrate and evaluate 5. Make strategic use of evidence such that variety of contexts and information presented in 3. Evaluate a speaker s listeners can digital media follow the and visual communicative tasks, diverse media and point of view, reasoning, displays of data to line of reasoning and the demonstrating command formats, including and use of evidence and express information and organization, of formal English when visually, quantitatively, rhetoric. enhance understanding development, and style indicated or and orally. of presentations. are appropriate to task, appropriate. purpose, and audience. 3. Think critically and solve completx problems ACR ACR ACR ACR ACR ACR ACR PACR PACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR ACR ACR PACR PACR ACR ACR ACR ACR PACR PACR PACR PACR ACR ACR ACR ACR ACR ACR PACR PACR 7

1. Prepare for and participate effectively in a range of conversations and collaborations with 2. Integrate and evaluate information presented in 4. Present information, findings, and supporting evidence such that 5. Make strategic use of digital media and visual 6. Adapt speech to a variety of contexts and 3. Evaluate a speaker s listeners can follow the communicative tasks, diverse media and point of view, reasoning, displays of data to Deeper Deeper Learning Learning Skills Skills diverse partners, line of reasoning and the demonstrating command formats, including and use of evidence and express information and building on others ideas organization, of formal English when visually, quantitatively, rhetoric. enhance understanding and expressing their development, and style indicated or and orally. of presentations. own clearly and are appropriate to task, appropriate. persuasively. purpose, and audience. B. Key Cognitive Strategies B. Ke gies C. Key Learning Behaviors a. Students structure information and data in a meaningful and useful way. b. Students listen to and incorporate feedback and ideas from others. c. Students provide constructive and appropriate peer feedback to others. d. Students understand that creating a quality final communication requires review and revision of multiple drafts. e. Students communicate complex concepts to others in both written and oral presentations. f. Students tailor their message for the intended audience. a. Students collaborate with others to complete tasks and solve problems successfully. b. Students work as part of a group to identify group goals. c. Students participate in a team to plan problem- solving steps and identify resources necessary to meet group goals. d. Students communicate and incorporate multiple points of view to meet group goals. Common Core ELA Anchor Standards for grades 6-12: Speaking & Listening (continued) 4. Commumnicate effectively ACR ACR ACR ACR ACR ACR ACR ACR PACR ACR PACR PACR ACR PACR ACR PACR PACR ACR PACR PACR PACR ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR 5. Work collaboratively ACR PACR PACR ACR PACR PACR ACR ACR PACR PACR 8

C. Key Learning C. Key Behaviors Learning Strategi Deeper Deeper Learning Learning Skills Skills d. Students communicate and incorporate multiple points of view to meet group goals. a. Students know and can apply a variety of study skills and strategies. b. Students are aware of their strengths and weaknesses. c. Students identify and work towards lifelong learning and academic goals. d. Students evaluate the match between reality and what is needed to attain specific goals. e. Students recognize their weaknesses and anticipate needing to work harder in those areas. f. Students monitor their progress towards a goal, and adapt their approach as needed to successfully complete a task or solve a problem. g. Students enjoy and seek out learning on their own. h. Students understand and are prepared to meet changing expectations in a variety of academic, professional and social environments. Common Core ELA Anchor Standards for grades 6-12: Speaking & Listening (continued) 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 4. Present information, findings, and supporting 6. Adapt speech to a 2. Integrate and evaluate 5. Make strategic use of information evidence such that presented in 3. Evaluate a speaker s variety of contexts and digital media and visual listeners can follow the communicative tasks, diverse media and point of view, reasoning, displays of data to line of reasoning and the demonstrating command formats, including and use of evidence and express information and rhetoric. organization, of formal English when visually, quantitatively, and orally. enhance understanding of presentations. development, and style indicated or are appropriate to task, appropriate. purpose, and audience. 6. Learn how to learn PACR PACR PACR PACR PACR PACR PACR PACR PACR ACR PACR PACR PACR ACR 9

A. Key Content Knowledge B. Key Cognitive Strategies 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Key Key Ideas & Details Craft & Structure Integration of of Knowledge & Ideas & Ideas Complexity Level of Complexity 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10. Read and comprehend complex literary and informational texts independently and proficiently. a. Students learn, remember, and recall facts relevant to a content area. ACR ACR ACR ACR PACR PACR ACR ACR ACR PACR b. Students extend core knowledge to novel tasks and situations in a variety of academic ACR ACR ACR ACR PACR ACR ACR ACR PACR subjects. c. Students learn and can apply theories relevant to a content area. ACR PACR PACR PACR PACR d. Students know and are able to use the language specific to a content area. ACR PACR ACR ACR PACR ACR e. Students apply facts, processes, and theories to real world situations. PACR PACR PACR PACR ITLR a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. English Language Arts Standards for Literacy in History/Social Studies (Grades 11-12) 1. Master core academic content 2. Engage in expanding the structure of knowledge 3. Think critically and solve complex problems a. Students are familiar with and able to use effectively the tools and techniques specific to a PACR PACR PACR PACR PACR PACR PACR PACR PACR PACR content area. b. Students formulate problems and generate hypotheses. PACR PACR ACR ACR PACR c. Students identify the data and information needed to solve a problem. PACR PACR ACR PACR ACR d. Students apply the tools and techniques specific to a content area to gather necessary PACR PACR PACR PACR PACR ACR ACR PACR ACR data and information. e. Students evaluate, integrate, and critically analyze multiple sources of information. ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR f. Students monitor and refine the problem solving process based on available data as ACR PACR PACR needed. g. Students reason and construct justifiable arguments in support of a hypothesis. PACR ACR PACR ACR PACR ACR h. Students persist to solve complex problems. PACR PACR PACR 10

B. Key Cognitive Strategies C. Key Learning Behaviors Key Key Ideas & Details Craft & Structure Integration of of Knowledge & Ideas & Ideas Complexity Level of Complexity a. Students structure information and data in a meaningful and useful way. ACR ACR ACR ACR ACR ACR ACR ACR ACR b. Students listen to and incorporate feedback and ideas from others. ITLR c. Students provide constructive and appropriate peer feedback to others. ITLR d. Students understand that creating a quality final communication requires review and ITLR ITLR revision of multiple drafts. e. Students communicate complex concepts to others in both written and oral presentations. ITLR ITLR ITLR f. Students tailor their message for the intended audience. ITLR ITLR ITLR a. Students collaborate with others to complete tasks and solve problems successfully. ITLR b. Students work as part of a group to identify group goals. ITLR c. Students participate in a team to plan problem- solving steps and identify resources ITLR necessary to meet group goals. d. Students communicate and incorporate multiple points of view to meet group goals. ITLR a. Students know and can apply a variety of study skills and strategies. b. Students are aware of their strengths and weaknesses. c. Students identify and work towards lifelong learning and academic goals. d. Students evaluate the match between reality and what is needed to attain specific goals. e. Students recognize their weaknesses and anticipate needing to work harder in those areas. f. Students monitor their progress towards a goal, and adapt their approach as needed to successfully complete a task or solve a problem. g. Students enjoy and seek out learning on their own. h. Students understand and are prepared to meet changing expectations in a variety of academic, professional and social environments. English Language Arts Standards for Literacy in History/Social Studies (Grades 11-12) (Continued) 1. Read closely to 4. Interpret words and 5. Analyze the structure of determine what the text 8. Delineate and evaluate 2. Determine central ideas phrases as they are used in texts, including how 7. Integrate and evaluate 9. Analyze how two or says explicitly and to make the argument and specific 10. Read and comprehend or themes of a text and 3. Analyze how and why a text, including specific sentences, content presented in more texts address similar logical inferences from it; 6. Assess how point of view claims in a text, including complex literary and analyze their development; individuals, events, and determining technical, paragraphs, and larger diverse formats and media, themes or topics in order cite specific textual or purpose shapes the the validity of the informational texts summarize the key ideas develop and interact connotative, and figurative portions of the text (e.g., a including visually and to build knowledge or to evidence when writing or content and style of a text. reasoning as well as the independently and supporting details and over the course of a text. meanings, and analyze how section, chapter, scene, or quantitatively, as well as in compare the approaches speaking to support relevance and sufficiency proficiently. ideas. specific word choices shape stanza) relate to each other words. the authors take. conclusions drawn from of the evidence. meaning or tone. and the whole. the text. 4. Communicate effectively 5. Work collaboratively 6. Learn how to learn PACR ITLR ITLR 11

A. Key Content Knowledge B. Key Cognitive Strategies 12 a. Students learn, remember, and recall facts relevant to a content area. b. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. c. Students learn and can apply theories relevant to a content area. d. Students know and are able to use the language specific to a content area. e. Students apply facts, processes, and theories to real world situations. a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. a. Students are familiar with and able to use effectively the tools and techniques specific to a content area. b. Students formulate problems and generate hypotheses. c. Students identify the data and information needed to solve a problem. d. Students apply the tools and techniques specific to a content area to gather necessary data and information. e. Students evaluate, integrate, and critically analyze multiple sources of information. f. Students monitor and refine the problem solving process based on available data as needed. g. Students reason and construct justifiable arguments in support of a hypothesis. h. Students persist to solve complex problems. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. English Language Arts Standards for Literacy in Science & Technical Subject Key Ideas & Details Craft & Structure Integration of Knowledge && Ideas Level of of Complexity 4. Interpret words and 5. Analyze the 8. Delineate and phrases as they are 9. Analyze how two or 2. Determine central structure of texts, 7. Integrate and evaluate the argument 3. Analyze how and used in a text, more texts address 10. Read and ideas or themes of a including how specific evaluate content and specific claims in a why individuals, including determining 6. Assess how point of similar themes or comprehend complex text and analyze their sentences, paragraphs, presented in diverse text, including the events, and ideas technical, connotative, view or purpose topics in order to build literary and development; and larger portions of formats and media, validity of the develop and interact and figurative shapes the content and knowledge or to informational texts summarize the key the text (e.g., a section, including visually and reasoning as well as over the course of a meanings, and analyze style of a text. compare the independently and supporting details and chapter, scene, or quantitatively, as well the relevance and text. how specific word approaches the proficiently. ideas. stanza) relate to each as in words. sufficiency of the choices shape meaning authors take. other and the whole. evidence. or tone. 1. Master core academic content ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR PACR PACR ACR ACR PACR PACR ACR PACR ACR PACR ACR PACR ACR PACR PACR PACR ACR ACR ACR PACR ACR ACR PACR ACR ACR ACR ACR ACR ACR ACR PACR ACR PACR 2. Engage in expanding the structure of knowledge 3. Think critically and solve complex problems PACR PACR PACR PACR PACR PACR PACR ACR PACR PACR PACR PACR ACR ACR PACR ACR ACR ACR PACR ACR ACR ACR ACR ACR ACR PACR ACR ACR ACR ACR ACR PACR PACR ACR ACR ACR ACR PACR ACR ACR ACR

B. Key Cognitive Strategies C. Key Learning Behaviors h. Students persist to solve complex problems. a. Students structure information and data in a meaningful and useful way. b. Students listen to and incorporate feedback and ideas from others. c. Students provide constructive and appropriate peer feedback to others. d. Students understand that creating a quality final communication requires review and revision of multiple drafts. e. Students communicate complex concepts to others in both written and oral presentations. f. Students tailor their message for the intended audience. a. Students collaborate with others to complete tasks and solve problems successfully. b. Students work as part of a group to identify group goals. c. Students participate in a team to plan problem- solving steps and identify resources necessary to meet group goals. d. Students communicate and incorporate multiple points of view to meet group goals. English Language Arts Standards for Literacy in Science & Technical Subject (Continued) Key Ideas & Details Craft & Structure Integration of Knowledge && Ideas Level of of Complexity 1. Read closely to 4. Interpret words and 5. Analyze the 8. Delineate and determine what the phrases as they are 9. Analyze how two or 2. Determine central structure of texts, 7. Integrate and evaluate the argument text says explicitly and 3. Analyze how and used in a text, more texts address 10. Read and ideas or themes of a including how specific evaluate content and specific claims in a to make logical why individuals, including determining 6. Assess how point of similar themes or comprehend complex text and analyze their sentences, paragraphs, presented in diverse text, including the inferences from it; cite development; events, and ideas technical, connotative, and larger view or purpose topics in order to build literary and portions of formats and media, validity of the specific textual develop and interact and figurative shapes the content and knowledge or to informational texts summarize the key the text (e.g., a section, including visually and reasoning as well as evidence when writing over the course of a meanings, and analyze style of a text. compare the independently and supporting details and chapter, scene, or quantitatively, as well the relevance and or speaking to support ideas. text. how specific word stanza) relate to each approaches the proficiently. as in words. sufficiency of the conclusions drawn choices shape meaning authors take. other and the whole. evidence. from the text. or tone. 4. Communicate effectively ACR ACR ACR ACR ACR ACR ACR ACR ACR PACR PACR ITLR 5. Work collaboratively ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR 13

C. Key Learning Behaviors d. Students communicate and incorporate multiple points of view to meet group goals. a. Students know and can apply a variety of study skills and strategies. b. Students are aware of their strengths and weaknesses. c. Students identify and work towards lifelong learning and academic goals. d. Students evaluate the match between reality and what is needed to attain specific goals. e. Students recognize their weaknesses and anticipate needing to work harder in those areas. f. Students monitor their progress towards a goal, and adapt their approach as needed to successfully complete a task or solve a problem. g. Students enjoy and seek out learning on their own. h. Students understand and are prepared to meet changing expectations in a variety of academic, professional and social environments. English Language Arts Standards for Literacy in Science & Technical Subject (Continued) Key Ideas & Details Craft & Structure Integration of Knowledge && Ideas Level of of Complexity 1. Read closely to 4. Interpret words and 5. Analyze the 8. Delineate and determine what the phrases as they are 9. Analyze how two or 2. Determine central structure of texts, 7. Integrate and evaluate the argument text says explicitly and 3. Analyze how and used in a text, more texts address 10. Read and ideas or themes of a including how specific evaluate content and specific claims in a to make logical why individuals, including determining 6. Assess how point of similar themes or comprehend complex text and analyze their sentences, paragraphs, presented in diverse text, including the inferences from it; cite events, and ideas technical, connotative, view or purpose topics in order to build literary and development; and larger portions of formats and media, validity of the specific textual develop and interact and figurative shapes the content and knowledge or to informational texts summarize the key the text (e.g., a section, including visually and reasoning as well as evidence when writing over the course of a meanings, and analyze style of a text. compare the independently and supporting details and chapter, scene, or quantitatively, as well the relevance and or speaking to support text. how specific word approaches the proficiently. ideas. stanza) relate to each as in words. sufficiency of the conclusions drawn choices shape meaning authors take. other and the whole. evidence. from the text. or tone. ITLR 6. Learn how to learn ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR 14

A. Key Content Knowledge B. Key Cognitive Strategies a. Students learn, remember, and recall facts relevant to a content area. b. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. c. Students learn and can apply theories relevant to a content area. d. Students know and are able to use the language specific to a content area. e. Students apply facts, processes, and theories to real world situations. a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. 2. Write informative/explanatory 1. Write arguments to texts to examine and support claims in an convey complex ideas and analysis of substantive information clearly and topics or texts, using valid accurately through the reasoning and relevant and effective selection, sufficient evidence. organization, and analysis of content. Writing in History, Social Studies, Science, and the Technical Subjects Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge 3. Write narratives to develop real or imagined experiences or events using effective techniques, wellchosen details, and wellstructured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 1. Master core academic content 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, 9. Draw evidence from assess the credibility and literary or informational accuracy of each source, texts to support analysis, and integrate the reflection, and research. information while avoiding plagiarism. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. PACR PACR PACR PACR PACR PACR PACR PACR PACR PACR PACR ACR PACR PACR ACR ACR ACR ACR ACR ACR PACR PACR PACR ACR PACR ACR PACR PACR 2. Engage in expanding the structure of knowledge PACR PACR PACR PACR 3. Think critically and solve complex problems a. Students are familiar with and able to use effectively the tools and techniques specific to a content area. PACR PACR PACR ACR PACR ACR ACR ACR b. Students formulate problems and generate hypotheses. ACR ACR PACR PACR PACR c. Students identify the data and information needed to solve a problem. ACR PACR ACR PACR ACR ACR ACR PACR d. Students apply the tools and techniques specific to a content area to gather necessary data and information. PACR PACR ACR PACR ACR ACR ACR PACR e. Students evaluate, integrate, and critically analyze multiple sources of information. ACR ACR ACR ACR ACR ACR PACR f. Students monitor and refine the problem solving process based on available data as needed. ACR ACR ACR ACR ACR g. Students reason and construct justifiable arguments in support of a hypothesis. ACR ACR ACR PACR ACR ACR ACR h. Students persist to solve complex problems. PACR PACR PACR ACR 4. Communicate effectively a. Students structure information and data in a meaningful and useful way. ACR ACR ACR PACR ACR ACR ACR ACR ACR ACR b. Students listen to and incorporate feedback and ideas from others. ACR c. Students provide constructive and appropriate peer feedback to others. ACR d. Students understand that creating a quality final communication requires review and revision of multiple PACR PACR PACR ACR ACR PACR PACR PACR ACR drafts. e. Students communicate complex concepts to others in both written and oral presentations. ACR ACR ACR ACR ACR ACR ACR ACR ACR ACR f. Students tailor their message for the intended audience. ACR ACR ACR ACR ACR ACR ACR PACR PACR ACR 15

C. Key Learning Behaviors Writing in History, Social Studies, Science, and the Technical Subjects (Continued) Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge 2. Write 8. Gather relevant 10. Write routinely over informative/explanatory 3. Write narratives to 7. Conduct short as well as 1. Write arguments to 4. Produce clear and information from multiple extended time frames texts to examine and develop real or imagined 5. Develop and strengthen 6. Use technology, more sustained research support claims in an coherent writing in which print and digital sources, 9. Draw evidence from (time for research, convey complex ideas and experiences or events using writing as needed by including the Internet, to projects based on focused analysis of substantive the development, assess the credibility and literary or informational reflection, and revision) information clearly and effective techniques, wellchosen details, and well- rewriting, or trying a new writing and to interact and understanding of the planning, revising, editing, produce and publish questions, demonstrating topics or texts, using valid organization, and style are accuracy of each source, texts to support analysis, and shorter time frames (a accurately through the reasoning and relevant and appropriate to task, and integrate the reflection, and research. single sitting or a day or effective selection, structured event approach. collaborate with others. subject under sufficient evidence. purpose, and audience. information while avoiding two) for a range of tasks, organization, and analysis sequences. investigation. plagiarism. purposes, and audiences. of content. 5. Work collaboratively f. Students tailor their message for the intended audience. ACR ACR ACR ACR ACR ACR ACR PACR PACR ACR a. Students collaborate with others to complete tasks and solve problems successfully. ACR b. Students work as part of a group to identify group goals. ACR c. Students participate in a team to plan problem- solving steps and identify resources necessary to meet group ACR goals. d. Students communicate and incorporate multiple points of view to meet group goals. ACR 6. Learn how to learn a. Students know and can apply a variety of study skills PACR PACR and strategies. b. Students are aware of their strengths and weaknesses. PACR c. Students identify and work towards lifelong learning and academic goals. ITLR ITLR ITLR d. Students evaluate the match between reality and what is needed to attain specific goals. PACR ACR ACR e. Students recognize their weaknesses and anticipate needing to work harder in those areas. ACR ACR f. Students monitor their progress towards a goal, and adapt their approach as needed to successfully complete a ACR ACR PACR ACR ACR ACR task or solve a problem. g. Students enjoy and seek out learning on their own. ITLR h. Students understand and are prepared to meet changing expectations in a variety of academic, professional and social environments. Range of Writing 16

A. Key Content Knowledge a. Students learn, remember, and recall facts relevant to a content area. b. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. c. Students learn and can apply theories relevant to a content area. d. Students know and are able to use the language specific to a content area. e. Students apply facts, processes, and theories to real world situations. a. Students perceive the inherent value of content knowledge. b. Students know that future learning will build upon what they know and learn today. c. Students are motivated to put in the time and effort needed to build a solid knowledge base. d. Students enjoy and are able to rise to challenges requiring them to apply knowledge in non- routine ways. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. Mathematical Practices 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 1. Master core academic content 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ACR ACR PACR PACR PACR PACR PACR PACR PACR PACR PACR ACR ACR ACR ACR ACR PACR PACR PACR ACR PACR PACR PACR ACR PACR PACR ACR ACR PACR ACR PACR ITLR ITLR 2. Engage in expanding the structure of knowledge ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ITLR ACR ITLR ACR 17