COMMON CORE STANDARD

COMMON CORE STANDARD
Anitha
Annisa Rizqiana
Jannatul Ma’wa

Development of CCS
 Common Core State Standards was launched in
2009 by state leaders, including governors and state
commissioners of education from 48 states, two
territories and the District of Columbia, through their
membership in the National Governors Association
Center for Best Practices (NGA Center) and the
Council of Chief State School Officers (CCSSO)
 The Standards are informed by :
• The best standards already in existence
• The experience of teachers, content experts, states,
and leading thinkers
• Feedback from public

Development of CCS
• By the early 2000s, every state had developed and adopted its own
learning standards.
• It created the lack of standardization.
• In 2009 states decided to develop CCSS
• Common Core State Standards establish clear, consistent guidelines for
what every student should know and be able to do in math and English
language arts (ELA) from kindergarten through 12th grade.
• The Common Core State Standards for English Language Arts (ELA)
articulate rigorous grade-level expectations in the areas of reading,
writing, speaking, listening to prepare all students to be college and
career ready (every child a graduate)

Foundations of ELA
The Common Core State Standards break English language arts
into four distinct areas: Reading, Writing, Speaking/Listening,
and Language. However, certain foundations of the discipline
connect all standards across these four areas at a more
conceptual level.
• English language arts is an integrated disciplined
• English language arts instruction builds an understanding of
the human experience.
• Literacy is an evolving concept, and becoming literate is a
lifelong learning process
• Critical thinking and problem solving, communication,
collaboration, and creativity are aspects of effective English
language arts instruction and attributes of Wisconsin
graduates.
• Literacy, language and meaning are socially constructed and
are enhanced by multiple perspectives.

Reading Standards for Literature K–
5
Objectives Kindergarten Grade 1 Grade 2
Key Ideas
and Details
With
prompting and
support, ask
and answer
questions about
key details in a
text.
Ask and answer
questions about key
details in a
text.
Ask and answer such questions as
who, what,
where, when, why, and how to
demonstrate
understanding of key details in a text.

Reading Standards for Literature K–
5
Objectives Grade 3 Grade 4 Grade 5
Key Ideas and
Details
Ask and answer
questions to
demonstrate
understanding of a
text, referring
explicitly to the
text as the basis for the
answers.
Refer to details
and examples in a
text when
explaining what
the text says
explicitly and when
drawing inferences
from the text.
Quote accurately from a
text when explaining
what the text says
explicitly and when
drawing
inferences from the text.

Reading Standards for
Informational Text for K-5
Key Ideas
and Details
With
prompting and
support,
describe the
connection
between two
individuals,
events,
ideas, or pieces
of information in
a text.
Describe the
connection
between two
individuals,
events, ideas, or
pieces of
information
in a text.
Describe the connection
between a series of
historical events, scientific ideas or
concepts, or
steps in technical procedures in a
text.

Reading Standards for Informational
Text for K-5
Craft and
Structure
With prompting
and support, ask
and answer
questions about
unknown words in a
text.
Ask and answer
questions to
help determine
or
clarify the
meaning of words
and phrases in a
text.
Determine the
meaning of words and
phrases in a
text relevant to a grade 2
topic or subject area.

Writing Standards for K-5
Objectives Kindergarteners Grade 1 Grade 2
Text Types
and Purposes
Use a
combination of
drawing,
dictating, and
writing to
compose opinion
pieces in which
they
tell a reader the
topic or the name
of the book
they are writing
about and state
an opinion or
preference about
the topic or book
(e.g., My
favorite book is . . .)
Write opinion
pieces in which
they introduce the
topic or name the
book they are
writing about,
state an opinion,
supply a reason for
the opinion,
and provide some
sense of closure.
Write opinion pieces in which they
introduce the
topic or book they are writing about,
state an
opinion, supply reasons that support
the opinion,
use linking words (e.g., because, and,
also) to
connect opinion and reasons, and provide
a
concluding statement or section.

Writing Standards for K-5
Production and
Distribution of
Writing
With guidance and
support from
adults,
produce writing in
which the
development
and organization
are appropriate to
task and
purpose. (Grade-
specific expectations
for writing
types are defined in
standards 1–3 above.)
Produce clear and
coherent writing in
which the
development and
organization are
appropriate
to task, purpose,
and audience.
(Grade-specific
expectations for
writing types are
defined in
standards 1–3 above.)
Produce clear and
coherent writing
in which the
development and
organization are
appropriate
to task, purpose,
and audience.
(Grade-specific
expectations for
writing types are
defined in
standards 1–3
above.)

Speaking and Listening Standards K-5
Objectives Kindergarte
ners
Grade 1 Grade 2
Comprehensio
n and
Collaboration
Ask and
answer
questions in
order to seek
help,
get
information,
or clarify
something
that is not
understood.
Ask and answer
questions about
what a speaker
says in order to
gather
additional
information or
clarify something
that is not
understood.
Ask and answer questions about
what a speaker
says in order to clarify
comprehension, gather
additional information, or
deepen understanding
of a topic or issue.

Speaking and Listening Standards K-5
Presentation of
Knowledge and
Ideas
Ask and answer
questions about
information from a
speaker, offering
appropriate
elaboration and detail.
Identify the
reasons and
evidence a speaker
provides to support
particular points.
Summarize the
point a speaker
makes and
explain how each
claim is
supported by
reasons and
evidence.

Language Standards K-5
Conventions
of Standard
English
Demonstrate command
of the conventions of
standard English
grammar and usage
when
writing or speaking.
For example : Print
many upper- and
lowercase letters.
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
For example :
Print all upper-
and lowercase
letters.
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing
or speaking.
For example : Use
collective nouns
(e.g., group).

Language Standards K-5
Knowledge
of Language
Use knowledge of
language and its
conventions
when writing, speaking,
reading, or listening.
For example : Choose
words and phrases for
effect
Use knowledge of
language and its
conventions
when writing,
speaking, reading, or
listening.
For example
Choose words
and phrases to
convey ideas
precisely.
Use knowledge of
language and its
conventions
when writing, speaking,
reading, or listening.
For example : Expand,
combine, and reduce
sentences for
meaning,
reader/listener
interest, and style.

Range of Text Types for K–5
Literature Informational Text
Stories Dramas Poetry Literary Nonfiction and
Historical, Scientific, and
Technical Texts
Includes
children’s
adventure
stories,
folktales,
legends,
fables, fantasy,
realistic fiction,
and myth
Includes staged
dialogue and
brief familiar
scenes
Includes
nursery rhymes
and
the subgenres
of the narrative
poem, limerick,
and free verse
poem
Includes biographies and
autobiographies; books about
history, social
studies, science, and the arts;
technical texts, including
directions,
forms, and information
displayed in graphs, charts, or
maps; and digital
sources on a range of topics

Texts Illustrating the Complexity, Quality,
and Range of Student Reading K–5
KINDERGARTEN
LITERATURE : Story, Drama, Poetry Informational Texts: Literary Nonfiction and
Historical, Scientific, and Technical Texts

GRADE 1

GRADE 2-3

GRADE 4-5

Reading Standards for Literature 6-
8
Objective Grade 6 Grade 7 Grade 8
Key Ideas and
Details
Cite textual
evidence to support
analysis of what
the text says explicitly
as well as inferences
drawn
from the text.
Cite several pieces
of textual evidence to
support
analysis of what the
text says explicitly as
well as
inferences drawn
from the text.
Cite the textual evidence
that most strongly
supports an analysis of
what the text says
explicitly
as well as inferences
drawn from the text.

Reading Standards for Literature 9-
12
Objectives Grade 9-10 Grade 11-12
Craft and
Structure
Analyze how an author’s
choices concerning how to
structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing,
flashbacks) create such
effects as mystery, tension,
or surprise.
Analyze how an author’s choices
concerning how to structure
specific parts of
a text (e.g., the choice of where to
begin or end a story, the choice to
provide a
comedic or tragic resolution)
contribute to its overall
structure and meaning as
well as its aesthetic impact.

Informational Text 6–8
Integration
of
Knowledge
and Ideas
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.
Compare and
contrast a text to
an audio, video,
or multimedia
version of the text,
analyzing each
medium’s
portrayal of the
subject (e.g., how
the
delivery of a speech
affects the impact
of the
words).
Evaluate the advantages
and disadvantages of
using
different mediums (e.g.,
print or digital text,
video,
multimedia) to present a
particular topic or idea.

Informational Text 9-12
Key and Details Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the text.
Cite strong and thorough textual
evidence to support analysis of
what the text
says explicitly as well as inferences
drawn from the text, including
determining
where the text leaves matters
uncertain.

Writing Standards 6-8
Text
Types and
Purposes
Write arguments
to support claims
with clear
reasons and
relevant evidence.
a. Introduce
claim(s) and
organize the
reasons
and evidence
clearly.
Write arguments to support
claims with clear
reasons and relevant
evidence.
a. Introduce claim(s),
acknowledge alternate
or
opposing claims, and
organize the reasons and
evidence logically.
Write arguments to support
claims with clear
reasons and relevant
evidence.
a. Introduce claim(s),
acknowledge and
distinguish the claim(s)
from alternate or
opposing claims, and
organize the reasons and
evidence logically.

Writing Standards 9-12
Production and
Distribution of
Writing
Use technology, including the
Internet, to produce, publish,
and update
individual or shared writing
products, taking advantage of
technology’s
capacity to link to other information
and to display information flexibly
and
dynamically.
Use technology, including the
Internet, to produce, publish,
and update
individual or shared writing
products in response to
ongoing feedback,
including new arguments
or information.

Speaking and Listening 6-8
Comprehension
and
Collaboration
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 study.
Analyze the main
ideas and
supporting
details
presented in diverse
media and formats
(e.g.,
visually,
quantitatively,
orally) and explain
how the
ideas clarify a
topic, text, or issue
under study.
Analyze the
purpose of
information
presented
in diverse media and
formats (e.g.,
visually,
quantitatively,
orally) and
evaluate the
motives
(e.g., social,
commercial,
political) behind its
presentation.

Speaking and Listening 9-12
Presentation of
Knowledge and
Ideas
Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that
listeners can follow the line of
reasoning and the
organization,
development, substance,
and style are appropriate
to purpose,
audience, and task.
Present information, findings, and
supporting evidence, conveying a
clear
and distinct perspective, such
that listeners can follow the line of
reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style
are appropriate to purpose,
audience, and a
range of formal and informal
tasks.

Language Standards 6-8
Conventions of
Standards English
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
a. Use punctuation
(commas,
parentheses,
dashes) to set off
nonrestrictive/parent
hetical
elements.*
b. Spell correctly.
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
a. Use a comma to
separate
coordinate
adjectives (e.g., It
was a fascinating,
enjoyable
movie but not He
wore an old[,] green
shirt).
b. Spell correctly.
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
a. Use punctuation
(comma, ellipsis,
dash) to
indicate a pause or
break.
b. Use an ellipsis to
indicate an
omission.
c. Spell correctly.

Language Standards 9-12
Knowledge
of Language
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.
a. Write and edit work so that it
conforms to the guidelines in a
style manual
(e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the
discipline and writing type.
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.
a. Vary syntax for effect,
consulting references (e.g.,
Tufte’s Artful Sentences)
for guidance as needed; apply
an understanding of syntax to
the study of
complex texts when reading.

Language Progressive Skills, by Grade

Texts Illustrating the Complexity, Quality, and Range
of Student Reading 6-8
Literature: Stories, Dramas, Poetry Informational Texts: Literary Nonfiction

of Student Reading 9-10

of Student Reading 11-CCR

Range of Text Type
Text type For K-5 6-12
Stories children’s adventure
stories, folktales, legends,
fables, fantasy, myth.
subgenres of adventure stories, historical fiction,
mysteries, myths, science fiction, realistic fiction,
allegories, parodies, satire, graphic novels.
Drama staged dialogue and brief
familiar scenes.
one-act & multi-act plays, in written form & on
film.
Poetry narrative poem, limerick,
verse poem.
subgenre of narrative poems, lyrical poems, free
verses poems, sonnets, odes, ballads, epics.
Literary
nonfiction
biographies,
autobiographies, historical
book, social studies,
informational displayed in
graphs, digital source on a
range of topics.
Subgenres of exposition, argument, & functional
text in the form of personal essays, speeches,
opinion pieces, essays about art/literature,
biographies, memoirs, journalism, and historical,
scientific, technical, or economic accounts
(including digital sources) written for a broad
audience.

ASSESSMENT
Assessment is an integral part of teaching and learning.
Purposeful assessment practices help teachers and
students understand where they have been, where
they are, and where they might go next. No one
assessment can provide sufficient information to plan
teaching and learning.

ASSESSMENT
Used by
teachers and
students during
instruction.
-Traditional
-Authentic
Assessing
academic
progress at the
end of a specific
time period.

Formative assessment
 It has been shown to increase learning for both low-
performing and high-performing students.
 It provides students with information on gaps between
their current knowledge and the stated learning goals
(Ramaprasad, 1983).
 Feedback helps students understand that their low
performance can be improved and is not a result of lack
ability (Vispoel & Austin, 1995)

Authentic assessment
 It requires students to “use prior knowledge, recent
learning, and relevant skills to solve realistic, complex
problems” (DiMartino & Castaneda, 2007, p. 39)
 Portfolios, project-based assessment, use of rubrics,
teacher observation, and student demonstration.
 it can be used to collect both formative and summative
data.

 SMARTER Balanced Assessment Consortium (SBAC)
 Partnership for Assessment of Readiness of College
and Careers (PARCC)

 Computer based assessment;
 They test students’ ability in reading, writing,
listening, speaking, reasoning, procedure,
problem solving;
 Every student might get different questions
based on their capability;
 Standard scale: low-near/at-above standards.

Toolkit for Evaluating Alignment of
Instructional and Assessment Materials to
the Common Core State Standards
Instructional Materials
Evaluation Tool (IMET)
EQuIP Tools
Assessment Evaluation Tool
(AET)
Assessment Passage & Item
Quality Criteria Checklists
Do the instructions
and materials align
to CCSS?

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