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Common
Common Core State Standards Draft
March 10, 2010
Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature.
They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and online.
They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.
They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic.
Research and media skills integrated into the Standards as a whole
To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, report on, and create a high volume and extensive range of print and nonprint texts in media forms old and new.
The need to research and to consume and produce media is embedded into every element of today’s curriculum; in like fashion, the associated skills and understandings are embedded throughout the Standards rather than treated in a separate section.
Attributes of The Student Who is College and Career Ready in Reading, Writing, Speaking, Listening, and Language:
They demonstrate independence.
They build strong content knowledge.
They respond to the varying demands of audience, task, purpose, and discipline.
They comprehend as well as critique.
They value evidence.
They use technology and digital media strategically and capably.
They come to understand other perspectives and cultures.
College and Career Readiness Standards for Reading
Key Ideas and Details

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 in detail where, when, why, and how events, ideas, and characters develop and interact over the course of a text.
Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and explain 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 or chapter) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas

7. Synthesize and apply information presented in diverse ways (e.g., through words, images, graphs, and video) in print and digital sources in order to answer questions, solve problems, or compare modes of presentation.
8. Delineate and evaluate the reasoning and rhetoric within a text, including assessing whether the evidence provided is relevant and sufficient to support the text’s claims.
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.
Range and Level of Text Complexity

10. Read complex texts independently, proficiently, and fluently, sustaining concentration, monitoring comprehension, and, when useful, rereading.
College and Career Readiness Standards for Writing
Text Types and Purposes

1. Write arguments to support a substantive claim with clear reasons and relevant and sufficient evidence.
2. Write informative/explanatory texts to convey complex information clearly and accurately through purposeful selection and organization of content.
3. Write narratives to convey real or imagined experiences, individuals, or events and how they develop over time.
Production and Distribution of Writing

4. Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.
5. Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce, publish, and interact with others about writing.
Research to Build Knowledge

7. Perform short, focused research projects as well as more sustained research in response to a focused research question, demonstrating understanding of the material under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate and cite the information while avoiding plagiarism.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.
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.
College and Career Readiness Standards for Speaking & Listening
Comprehension and Collaboration

1. Participate effectively in a range of interactions (one-on-one and in groups), exchanging information to advance a discussion and to build on the input of others.
2. Integrate and evaluate information from multiple oral, visual, or multimodal sources in order to answer questions, solve problems, or build knowledge.
3. Evaluate the speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas

4. Present information, evidence, and reasoning in a clear and well-structured way appropriate to purpose and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating a command of formal English when indicated or appropriate.
College and Career Readiness Standards for Language
Conventions in Writing and Speaking

1. Demonstrate a command of the conventions of standard English grammar and usage.
2. Demonstrate a command of the conventions of capitalization, punctuation, and spelling.
3. Make effective choices about language, punctuation, and sentence structure for meaning and style.
Vocabulary Acquisition and Use

4. Determine the meaning of words and phrases encountered through conversations, reading, and media use.
5. Understand the nuances of and relationships among words.
6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases purposefully acquired as well as gained through conversation and reading and responding to texts.
Alignment of the
Draft Common Core State
Standards for ELA with the
Standards for the 21st-Century Learner   
There are numerous correlations between the draft Common Core ELA Standards and the AASL Standards for the 21st-Century Learner. These are the ones I felt connected the closest, listed with the grade-specific standards for grades K-12:
Reading Standards for Informational Text:
Integration of Knowledge and Ideas
Kindergarten students:

7. Relate pictures or illustrations to the overall text in which they appear.
8. With prompting and support, recognize cause-and-effect relationships in a text.
9. With prompting and support, recognize basic similarities in and differences between two texts on the same topic (e.g., in illustrations or descriptions).

Grade 1 students:

7. Use pictures, illustrations, and details in a text to
describe the key ideas.
8. Identify cause-and-effect relationships in a text.
9. Identify similarities in and differences between two texts on the same topic (e.g., in illustrations or descriptions).

Grade 2 students:

7. Explain how images and illustrations contribute to and clarify a text.
8. Describe how specific causes link key events or ideas together in a text.
9. Describe similarities in and differences between two texts on the same topic.

Grade 3 students:

7. Integrate information from illustrations and other visual elements (e.g., maps, photographs) in print and digital texts as an aid to understanding where, when, why, and how key events occur.
8. Describe the logical connection between paragraphs and between sentences in a text (e.g., comparison, sequence, example).
9. Compare and contrast information drawn from two texts on the same subject.

Grade 4 students:

7. Interpret factual information presented graphically or visually (e.g., in charts, diagrams, time lines, animations, and interactive elements) and explain how the information contributes to understanding a print or digital text.
8. Explain how an author uses evidence to support his or her claims in a text.
9. Describe how two or more texts on the same subject build on one another; provide a coherent picture of the information they convey.

Grade 5 students:

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
8. Explain how an author uses evidence to support his or her claims in a text, identifying what evidence supports which claim(s).
9. Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably.

Grade 6 students:

7. Compare and contrast the accounts of a subject in different mediums (e.g., a person’s life story told in print, video, or multimedia), analyzing which details are emphasized and how the account unfolds in each version.
8. Distinguish among fact, opinion, and reasoned judgment presented in a text.
9. Assess the similarities and differences between two or more texts on the same subject and apply the knowledge gained to inform reading of additional texts.

Grade 7 students:

7. Compare and contrast the impression conveyed by a printed text to that conveyed when listening to or viewing a video or multimedia presentation of it (e.g., analyzing how the delivery of a speech affects its impact).
8. Identify the stated and unstated premises of an argument and explain how they contribute to the conclusions reached.
9. Analyze where two or more texts provide conflicting information on the same subject and determine whether the texts disagree on matters of fact or on matters of interpretation.

Grade 8 students:

7. Evaluate the advantages and disadvantages of using different mediums (e.g., text, video, multimedia) to present a particular topic or idea.
8. Evaluate an argument’s claims and reasoning as well as the degree to which evidence supports each claim.
9. Compare and contrast how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Grades 9-10 students:

7. Synthesize information presented in different formats (e.g., text, video, mutimedia) to generate a coherent understanding of an issue.
8. Assess the truth of an argument’s explicit and implicit premises by determining whether the evidence presented in the text justifies the conclusions.
9. Analyze how authors argue with or otherwise respond to one another’s ideas or accounts of key events, evaluating the strength of each author’s interpretation.

Grades 11-12 students:

7. Synthesize and apply multiple sources of information presented in different formats in order to address a question or solve a problem, including resolving conflicting information.
8. Evaluate the reasoning and rhetoric that support an argument or explanation, including assessing the relevance and sufficiency of evidence and identifying false statements or fallacious reasoning.
9. Synthesize explanations and arguments from diverse sources to provide a coherent account of events or ideas, including resolving conflicting information.

Writing Standards:
Research to Build Knowledge
Kindergarten students:

7. (Begins in grade 1)
8. Gather information from experiences or provided text sources to answer a specific question.
9. (Begins in grade 4)

Grade 1 students:

7. Participate in shared research and writing projects (e.g., exploring a number of books on a given topic).
8. Gather information from experiences or provided text sources to answer a specific question.
9. (Begins in grade 4)

Grade 2 students:

7. Participate in shared research and writing projects (e.g., exploring a number of books on a given topic).
8. Gather information from experiences or provided text sources to answer a specific question.
9. (Begins in grade 4)

Grade 3 students:

7. Perform short, focused research tasks that build knowledge about a topic.
8. Gather information from experience as well as print and digital resources, take simple notes on sources, and sort evidence into provided categories.
9. (Begins in grade 4)

Grade 4 students:

7. Perform short, focused research tasks that build knowledge through investigation of different aspects of a single topic.
8. Gather relevant information from experience as well as print and digital sources, take notes and categorize evidence, restate information in written text, and provide basic bibliographic information.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Grade 5 students:

7. Perform short, focused research tasks that build knowledge through investigation of different aspects of a topic using several sources.
8. Gather relevant information from experience as well as print and digital sources; summarize or paraphrase information in notes and finished work, and provide basic bibliographic information.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Grade 6 students:

7. Perform short, focused research projects in response to a question and refocus the inquiry in response to further research and investigation.
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 documenting sources.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Grade 7 students:

7. Perform short, focused research projects in response to a question and generate additional related and focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others, avoiding plagiarism and following a standard format for citation.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Grade 8 students:

7. Perform short, focused research projects in response to a question and generate additional related questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources using advanced search features; assess the credibility and accuracy of each source; and quote or paraphrase the evidence, avoiding plagiarism and following a standard format for citation.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Grades 9-10 students:

7. Perform short, focused research projects and more sustained research; synthesize multiple sources on a subject to answer a question or solve a problem.
8. Assemble evidence gathered from authoritative print and digital sources; assess the credibility and accuracy of the information and its strengths and limitations in terms of answering the research question; and integrate selected information into the text, avoiding overreliance on any one source and following a standard format for citation.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Grades 11-12 students:

7. Perform short, focused research projects and more sustained research; synthesize multiple authoritative sources on a subject to answer a question or solve a problem.
8. Analyze evidence gathered from multiple authoritative print and digital sources; assess the credibility and accuracy of the information and its usefulness and relevance for the specific task, purpose, and audience; and integrate selected information into the text, following a standard format for citation.
9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

Speaking & Listening Standards:
Comprehension & Collaboration
Kindergarten students:

1. Participate in conversations with peers and adults about kindergarten topics and texts being studied in class.
a. Listen to others and take turns speaking.
b. Continue a conversation through several  exchanges.
2. Confirm understanding of information presented orally or through media by asking and answering questions about key details.
3. Ask questions to get information, seek help, or clarify something that is not understood.

Grade 1 students:

1. Initiate and participate in conversations with peers and adults about grade 1 topics and texts being studied in class.
a. Follow agreed-upon rules for discussions, such as listening to others, speaking one at a time, and gaining the floor in respectful ways.
b. Respond to the comments of others through multiple exchanges.
c. Ask questions to clear up confusion about a topic.
2. Confirm understanding of information presented orally or through media by restating key elements and asking and answering questions about key details.
3. Ask questions to get information, clarify something that is not understood, or gather additional information.

Grade 2 students:

1. Engage in group discussions on grade 2 topics and texts being studied in class.
a. Follow agreed-upon rules for discussions, such as listening to others, speaking one at a time, and gaining the floor in respectful ways.
b. Stay on topic by linking their own additions to the conversation to the previous remarks of others.
c. Ask for clarification and further explanation as needed.
d. Extend their ideas and understanding in light of the discussions.
2. Retell key details or ideas presented orally or through media.
3. Ask and answer questions about information presented orally or visually in order to deepen their understanding or clarify comprehension.

Grade 3 students:

1. Initiate and engage in group discussions on grade 3 topics and texts being studied in class.
a. Follow agreed-upon rules for discussions and carry out assigned roles in small-group discussions.
b. Pose relevant questions and link their own additions to the conversation to the previous remarks of others.
c. Extend their ideas and understanding in light of the discussions.
2. Identify the main ideas and supporting details of information presented graphically, visually, orally, or multimodally.
3. Ask and answer questions about presentations, offering appropriate elaboration and detail.

Grade 4 students:

1. Initiate and engage in group discussions on grade 4 topics and texts being studied in class.
a. Come to discussions prepared, having read required material; in discussions, explicitly draw on that material and other information known about the topic.
b. Pose and respond to questions as well as build on the ideas of previous speakers.
c. Acknowledge new information provided by others and incorporate it into their own thinking as appropriate.
2. Paraphrase the key information or ideas presented graphically, visually, orally, or multimodally.
3. Identify the claims and supporting evidence used by a speaker or a presenter.

Grade 5 students:

1. Initiate and engage in group discussions on grade 5 topics and texts being studied in class.
a. Come to discussions prepared, having read the required material; in discussions, explicitly draw on that material and other information known about the topic.
b. Respond to questions with elaboration, make comments that contribute to the topic, and build on the ideas of previous speakers.
c. Ask questions to clarify or follow up on ideas or information presented orally or through media.
d. Draw conclusions based on the ideas of others and incorporate them into their own thinking as appropriate.
2. Summarize the key ideas and supporting details presented graphically, visually, orally, or multimodally.
3. Summarize the claims made by a speaker or presenter and explain how each claim is supported with evidence.

Grade 6 students:

1. Initiate and engage actively in group discussions on grade 6 topics, texts, and issues being studied in class.
a. Prepare for discussions by completing reading or conducting research and explicitly draw on that material in discussions.
b. Cooperate with peers to set clear goals and deadlines.
c. Build on the ideas of others by asking relevant questions and contributing appropriate and essential information.
d. Review the key ideas expressed and extend their own thinking in light of new information learned.
2. Interpret information presented in visual or multimodal formats and explain how the information clarifies and contributes to a topic or issue under study.
3. Delineate the claims made by a speaker or presenter and detail what evidence supports which claims.

Grade 7 students:

1. Initiate and engage actively in group discussions on grade 7 topics, texts, and issues being studied in class.
a. Prepare for discussions by completing reading or conducting research and explicitly draw on that material in discussions.
b. Cooperate with peers to set clear goals and deadlines.
c. Advance a discussion by asking questions, responding precisely, and sharing factual knowledge and observations.
d. Ensure a hearing for the range of positions on an issue.
e. Take the views of others into account and, when warranted, modify their own views in light of the evidence presented.
2. Determine the main ideas and supporting elements presented in oral, visual, or multimodal formats and explain how the information clarifies and contributes to an understanding of a topic or issue under study.
3. Evaluate a speaker’s or presenter’s reasoning and claims as well as the degree to which each claim is logically supported by the evidence provided.

Grade 8 students:

1. Initiate and engage actively in group discussions on grade 8 topics, texts, and issues being studied in class.
a. Prepare for discussions by completing reading or conducting research and explicitly draw on that material in discussions.
b. Cooperate with peers to set clear goals and deadlines.
c. Advance a discussion by asking questions, responding precisely, and sharing factual knowledge and observations supported by credible evidence.
d. Ensure a hearing for the range of positions on an issue.
e. Qualify or justify, when warranted, their own thinking after listening to others’ questions or accounts of the evidence.
2. Determine the purpose of and perspectives represented in oral, visual, or multimodal formats and evaluate whether the information is laden with social, commercial, or political motives.
3. Assess the truth of a speaker’s or presenter’s premises and the validity of his or her conclusions.

Grades 9-10 students:

1. Initiate and participate effectively in group discussions on grades 9–10 topics, texts, and issues being studied in class.
a. Prepare for discussions by reading and researching material under study and explicitly draw on that preparation in discussions.
b. Cooperate with peers to set clear goals and deadlines and to establish roles.
c. Build on essential information from others’ input by asking questions and sharing comments that enrich discussions.
d. Acknowledge the ideas and contributions of others in the group, reach decisions about the information and ideas under discussion, and complete the task.
e. Evaluate whether the team has met its goals.
2. Synthesize information presented visually or multimodally with other information presented orally, noting any discrepancies between the data that emerge as a result.
3. Determine a speaker’s or presenter’s position or point of view by assessing the evidence, word choice, points of emphasis, and tone used.

Grades 11-12 students:

1. Initiate and participate effectively in group discussions on grades 11–12 topics, texts, and issues being studied in class.
a. Prepare for discussions by distilling the evidence or information about the material under study and explicitly draw on that preparation in discussions.
b. Cooperate with peers to set clear goals and deadlines, establish roles, and determine ground rules for decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views).
c. Propel conversations forward by asking questions that test the evidence and by sharing findings that clarify, verify, or challenge ideas and conclusions.
d. Summarize accurately the comments and claims made on all sides of an issue and determine what additional information, research, and tasks are required for the team to complete the task.
e. Evaluate whether the team has met its goals.
2. Integrate multiple streams of data presented through various mediums, evaluating the reliability and credibility of each source of information in order to  answer questions, solve problems, or build knowledge.
3. Evaluate the information conveyed and rhetoric used by a speaker or presenter, identifying logical errors in reasoning and exaggerated or distorted evidence.

For more information on the Common Core Standards Initiative, visit:
http://www.corestandards.org/
A 21st-Century Skills Perspective
Prepared by Eric Bateman
Canandaigua Academy Library
http://calibrary.edublogs.org
The College and Career Readiness Standards in ELA are organized into 4 strands: Reading, Writing, Speaking & Listening, and Language. Each strand includes multiple standards, which serve as the framework for the Common Core Standards document.
"As part of the Common Core State Standards Initiative (CCSSI), the draft K-12 standards are now available for public comment. These draft standards, developed in collaboration with teachers, school administrators, and experts, seek to provide a clear and consistent framework to prepare our children for college and the workforce."
http://www.corestandards.org/