Crosswalk: English Language Arts and Reading (ELAR) Common Core State Standards (CCSS, 2010) and North Carolina Standard Course of Study (NCSCOS, 2004) Overview North Carolina students have the opportunity to benefit from standards that were developed using the most effective academic standards from across the country and around the world. These standards are aligned with college and work ready expectations, include rigorous content and application of knowledge through higher order thinking skills, are internationally benchmarked, and are evidence and/or research-based. Rooted in the criteria of fewer, clearer, higher, the Common Core State Standards (CCSS, 2010) reflect a strong belief that fewer core standards allow a deeper focus on essential knowledge and skills, that clearer standards can be implemented with rigor and instructional creativity, and that higher standards help all students to learn deeper content knowledge and acquire meaningful authentic skills needed to achieve in a 21 st century global society. The College and Career Readiness (CCR) standards anchor the CCSS and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K 12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCSS set grade-level English Language Arts (ELA) requirements for grades K-8 and grade bands for 9-10 and 11-12. The expectations are organized into the strands of Reading, Writing, Speaking/Listening, and Language. The Reading standards establish a staircase of increasing complexity in what students must be able to read and comprehend in order to meet the demands of college and career level texts. The Writing standards promote writing throughout the grade levels by fostering the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. The Speaking and Listening standards require that students be able to gain, evaluate, and present increasingly complex information, ideas, and evidence. The Language standards include vocabulary and convention standards. Although Language standards are identified in a separate 1
strand, they should not be taught, learned, and implemented in isolation but should be used and developed throughout reading, writing, speaking, and listening. The emphasis that the Common Core State Standards (CCSS) place on informational texts is directed toward the sum of student reading not just the reading in ELA setting. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. Literacy in (not mastery of) subjects other than English is expected of students studying under the teaching and learning expectations of the Common Core State Standards (CCSS, 2010). Competency in this expanded view of literacy enriches the student s communication skills and the audience s knowledge and appreciation. It is expected that teachers in all subjects will understand and accept that teaching literacy is a shared responsibility. This crosswalk reflects a comparison between the Common Core State Standards (CCSS, 2010) for English Language Arts (ELA) and the North Carolina Standard Course of Study (NCSCOS, 2004) for English/Language Arts (ELA). It is designed as a resource to inform educators about how the current North Carolina ELA standards align with the CCSS ELAR standards. www.corestandards.org http://www.gatesfoundation.org/learning/pages/2010-fewer-clearer-standards.aspx http://www.achieve.org/files/achievingccss-elafinal.pdf 2
Reading Standards for Literature Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1.02 Respond to expressive materials that are read, heard, and/or viewed by: drawing inferences and/or conclusions. The Common Core State Standard (CCSS) expects students to communicate explicit findings from texts and be able to communicate inferences from texts. 3.01 Explore and analyze argumentative works that are read, heard, and/or viewed by: drawing inferences. exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. CCSS does not specify types of text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 1.02 Respond to expressive materials that are read, heard, and/or viewed by: determining the main idea and/or significance of events. 3.01 Explore argumentative works that are read, heard and/or viewed by: analyzing the characteristics of argumentative works 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: recognizing underlying messages in order to identify theme(s) within and across works. CCSS does not specify types of text. CCSS stresses objective summary. CCSS identifies the theme or central idea of the overall text. 3
3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: exploring relationships between and among characters, ideas, concepts, and/or experiences. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: interpreting what impact genre-specific characteristics have on the meaning of the work. exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution. CCSS does not specify types of text. CCSS emphasizes how elements interact within a text 4
Reading Standards for Literature Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6. Explain how an author develops the point of view of the narrator or speaker in a text. 4.01 Determine the purpose of the author or creator by: analyzing the effects of author s craft on the reader/viewer/listener. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback, and sarcasm. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: exploring how the author s choice and use of a genre shapes the meaning of the literary work. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: interpreting what impact genre-specific characteristics have on the meaning of the work. exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution. 1.01 Narrate an expressive account (fictional or autobiographical) which: tells a story or establishes the significance of an event or events uses remembered feelings and specific details uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions). 5 CCSS emphasizes both figurative and connotative meanings CCSS does not specify types of text.
Reading Standards for Literature Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. 4.01 Determine the purpose of the author or creator by: Monitoring comprehension for understanding of what is read, heard and/or viewed 8. (Not applicable to literature) 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: interpreting what impact genre-specific characteristics have on the meaning of the work. CCSS is specific on comparing themes and topics in different forms and genres. 6
Reading Standards for Literature Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry). CCSS refers to the 6-8 text complexity band as well as scaffolding. Standard 10 defines a staircase of increasing text complexity throughout grades which requires increasing sophistication in students reading comprehension ability. 7
Reading Standards for Informational Text Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.01 Explore informational materials that are read, heard, and/or viewed by: drawing inferences and/or conclusions 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 2.01 Explore informational materials that are read, heard, and/or viewed by: restating and summarizing information. determining the importance and accuracy of information. CCSS focuses on central idea developments throughout text. CCSS emphasizes objective summaries 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 2.01 Explore informational materials that are read, heard, and/or viewed by: studying the characteristics of informational text. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: exploring relationships between and among characters, ideas, concepts, and/or experiences. CCSS focuses analysis on characters, setting, and ideas within a text. 8
Reading Standards for Informational Text Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: discussing and analyzing the effects on texts of such literary devices as figurative language dialogue, flashback and sarcasm. 2.01 Explore informational materials that are read, heard, and/or viewed by: studying the characteristics of informational works. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: exploring how the author s choice and use of a genre shapes the meaning of the literary work. CCSS emphasizes text as a whole 6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style CCSS extends the interpretation to include an explanation 9
Reading Standards for Informational Text Integration of Knowledge and Ideas 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 2.01 Explore informational materials that are read, heard, and/or viewed by: making connections between works, self and related topics/information. CCSS is more specific with the use of web 2.0 tools. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: recognizing underlying messages in order to identify theme(s) within and across works. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 3.02 Explore the problem solution process by: studying examples (in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the solution, and show awareness of audience. 3.03 Study argument that evaluate through: exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. 2.01 Explore informational materials that are read, heard, and/or viewed by: comparing and/or contrasting information. 10
Reading Standards for Informational Text Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry). CCSS refers to the 6-8 text complexity band as well as scaffolding. Standard 10 defines a staircase of increasing text complexity throughout grades which requires increasing sophistication in students reading comprehension ability. 11
Writing Standards Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 3.02 Explore the problem solution process by: preparing individual and/or group essays and presentation that focus on the diagnosis of a problem and possible solutions. 3.03 Study arguments that evaluate through: preparing individual and/or group essays and presentations that use evaluate techniques 2.02 Use multiple sources or print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) CCSS provides specific writing procedures in developing an argumentative text (beginning, middle, and end) CCSS provides specific writing procedures in developing an informational text (beginning, middle, and end) 12
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant 1.01 Narrate an expressive account (e.g., fictional or autobiographical) which: tells a story or establishes the significance of an event or events. uses remembered feelings and specific details. uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions). 13 CCSS provides specific writing procedures in developing a narrative text (beginning, middle, and end)
descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. 14
Writing Standards Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. 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 three pages in a single sitting. 1.01 Narrate an expressive account (e.g., fictional or autobiographical) which: uses a coherent organizing structure appropriate to purpose, audience, and context. 5.01 Increases fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: extending understanding by creating products for different purposes, different audiences and within various contexts. 2.02 Use multiple sources or print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). New expectation in CCSS emphasizes strengthening writing through implementing a writing process 15
Writing Standards Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics ). 2.02 Use multiple sources or print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). distinguishing between primary and secondary sources. 2.02 Use multiple sources or print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). distinguishing between primary and secondary sources. 2.01 Explore informational materials that are read, heard, and/or viewed by: comparing and/or comparing information 3.03 Study arguments that evaluate through: exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. 16 CCSS provides research procedures. CCSS provides research procedures CCSS specifies using evidence from texts to support analysis, reflection, and research.
b. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). 17
Writing Standards 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 discipline-specific tasks, purposes, and audiences. New expectation in CCSS write extensively (short periods of time and extended periods of time) 18
Speaking and Listening Standards Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 1.03 Interact appropriately in group settings by: contributing relevant comments connecting personal experiences to content. monitoring own understanding of the discussion and seeking clarification as needed. 1.04 Reflect on learning experiences by: describing personal learning growth and changes in perspective. CCSS is specific with regards to effective group discussions. 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: extending understanding by creating products for 19
study. different purposes, different audiences and within various contexts. 3. Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 3.01 Explore argumentative works that are read, heard, and/or viewed by: analyzing the characteristics of argumentative works. 3.02 Explore the problem solution process by: studying examples that present problems coherently, describes the solution clearly, sequence reasons to support the solution, and show awareness of audience. 3.03 Study arguments that evaluate through: exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. 20
Speaking and Listening Standards Presentation of Knowledge and Ideas 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 3.03 Study arguments that evaluate through: exploring examples that show a affirm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 2.02 Use multiple sources of print and non-print information in designing and developing informational materials. CCSS specifies elements to include in presentations to clarify information 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 6.01 Demonstrate an understanding of conventional written and spoken expression by: exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts. 21
Language Standards Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly. 6.01 Demonstrate an understanding of conventional written and spoken expression by: using pronouns correctly, including clear antecedents and correct case exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts. 6.01 Demonstrate an understanding of conventional written and spoken expression by: developing an awareness of language conventions and usage during oral presentations. 6.02 Identify and edit errors in spoken and written English by: reviewing and suing common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled. CCSS stresses the correct usage of conventions when writing and speaking. CCSS stresses the correct usage of conventions when writing. 22
Language Standards Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.* 6.01 Demonstrate an understanding of conventional written and spoken expression by: using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons. demonstrating the different roles of the parts of speech in sentence construction. 23
Language Standards Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 6.01 Demonstrate an understanding of conventional written and spoken expression by: determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and /or structural analysis (roots, prefixes, suffixes) of words. extending vocabulary knowledge by learning and using new words. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., 6.01 Demonstrate an understanding of conventional written and spoken expression by: demonstrating the different roles of the parts of speech in sentence construction 24
personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. New expectation in CCSS. 25