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A Comparison of the Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (June 2, 2010) to the American Diploma Project (ADP) Benchmarks for English (2004)

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Based on the release of the K-12 Common Core State Standards (CCSS) in Mathematics and English Language Arts on June 2, 2010, Achieve developed a set of materials to help states and others interested better understand the standards. The materials focus on the organization, content and evidence base used to support the standards. Achieve has created this side-by-side comparison on the alignment of the Common Core State Standards (CCSS) to the American Diploma Project (ADP) Benchmarks (2004) to help states better understand the draft standards. Visit www.achieve.org/achievingcommoncore for more information.
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    Produced by Achieve ‐www.achieve.orgJune 2010 Page 1 of 42 A Comparison of the Common Core State Standards (CCSS) for English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects (June 2, 2010) to theAmerican Diploma Project (ADP) Benchmarks for English (2004) The purpose of this side‐by‐side comparison is to provide information to the states regarding the alignment of the Common Core State Standards(CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (June 2, 2010) to the  American DiplomaProject (ADP) Benchmarks for English (2004). We hope this comparison proves helpful as the states begin their processes for adoption andimplementation. Finding: The Common Core State Standards are as rigorous as the American Diploma Project Benchmarks. There is an excellent alignment between the ADP Benchmarks in English and the CCSS. All of the ADP Benchmarks are matched by one or moreCCSS. Some of the matched CCSS were found at a grade level below high school, which is appropriate given the differences between thepurposes of the two documents. The ADP Benchmarks were developed to describe end‐of‐high‐school expectations for college and careerreadiness, while the CCSS specify grade level expectations and 9‐10 and 11‐12 grade spans leading to College and Career Ready (CCR) anchorstandards. Details on specific alignments and commentary can be found within the side‐by‐side chart that follows. Overlap between the CCSS and ADP All of the ADP Benchmarks in Englishare matched by a CCSS. Some of theCCSS are not included in the ADPBenchmarks.   CCSSADP    Produced by Achieve ‐www.achieve.orgJune 2010 Page 2 of 42 In many areas, the CCSS build on the ADP Benchmarks. For example, where ADP expects students to present written material using basicsoftware programs, the CCSS also expect students to make effective use of the Internet, to produce, publish, and collaborate on a shared writingproduct. In regards to the kinds and level of reading required of students, both the CCSS and the ADP Benchmarks are rigorous while takingdifferent approaches. For example, the ADP Benchmarks referenced some state sample reading lists in order to suggest how to select texts at anappropriate level of complexity for a grade, but the CCSS not only describe ways of using a variety of metrics and professional judgment to selecttexts, but also they provide an extensive set of texts with short excerpts that function as exemplars of appropriately complex texts for gradeskindergarten through 12. Additionally, while ADP provides explicit criteria for a variety of writing types, the CCSS provide such criteria as well asexamples of student writing with commentary that serve to explicate the expectations set in the CCSS. All of these additional materials serve tomore clearly guide teachers in their work with students. Background: The Common Core State Standards The Common Core State Standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4)internationally benchmarked. The CCSS set grade‐level English language arts (ELA) requirements for grades K‐8 and the grade bands of 9‐10 and11‐12. The expectations are organized into the strands of Reading, Writing, Speaking/Listening, and Language. The CCR standards anchor theCCSS and define general, cross‐disciplinary literacy expectations that must be met for students to be prepared to enter college and workforcetraining programs ready to succeed. The K–12 grade‐specific standards define end‐of‐year expectations and a cumulative progression designedto enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9–12) standards work in tandem to define the college and career readiness line—the former providing broad standards, the latter providingadditional specificity. The American Diploma Project Benchmarks The American Diploma Project Benchmarks describe the knowledge and skills that students need to acquire by the end of high school in order tobe college and career ready. In English, the Benchmarks reflect four years of grade‐level high school courses that emphasize logic, readinginformational text, writing, and research. The ADP Benchmarks are accompanied by sample tasks from postsecondary faculty and employersthat illustrate what students will encounter in college and on the job. They may be found atwww.achieve.org. About this Comparison In the side‐by‐side chart that follows, the high school CCSS were compared to the ADP end‐of‐high‐school benchmarks. In some cases, CCSS fromlower grades were used if relevant high school standards could not be found. The ADP Benchmarks are found in the first column, and the CCSSthat are aligned to these standards are found in the second column. The third column includes comments on how the CCSS meet the ADPBenchmarks. The CCSS for high school specify the ELA that all students should learn in order to be college and career ready. Two types of annotation are included within the match. First, the commentary notes whether the CCSS met  or  partially met  the ADP Benchmark. Second,    Produced by Achieve ‐www.achieve.orgJune 2010 Page 3 of 42 when relevant the commentary also notes how the CCSS build on and extend  the ADP Benchmark—in other words, how elements of the CCSSextend beyond the ADP Benchmark in one or more ways.The notation for the CCSS in this document is as follows:Example CCS.11‐12.RL.5 :CCS = Common Core State Standards (note that CCR is the shortened code for the College and Career Readiness Standards)11‐12 = grade spanRL = strand5= StandardAll standards that are used in the side‐by‐side chart are from the Common Core State Standards for English Language Arts and History/SocialStudies, Science, and Technical Subjects (released June 2, 2010). A complete list of standards that were not matched is included at the end of this document.We hope this side‐by‐side comparison will be helpful to you as you consider the Common Core State Standards (CCSS) for English Language Artsand History/Social Studies, Science, and Technical Subjects (June 2010) . Please let us know if you have any questions.Achieve contact: Laura Slover,lslover@achieve.orgor (202) 419‐1540     Produced by Achieve ‐www.achieve.orgJune 2010 Page 4 of 42  A Comparison of the Common Core State Standards (CCSS) to theAmerican Diploma Project (ADP) Benchmarks in English American Diploma Project (ADP) College and Career Readiness Standards (CCR) and the Common Core StateStandards (CCS)Commentary   A. LanguageADP A1. Demonstrate control of standard English through the useof grammar, punctuation,capitalization and spelling. CCR.K‐12.L.1 Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking. CCR.K‐12.L.2 Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing. CCR.K‐12.L.3 Apply knowledge of language to understand how languagefunctions in different contexts, to make effective choices for meaning or style,and to comprehend more fully when reading or listening. Students advancing through the grades are expected to meet each year’sgrade‐specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention inhigher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).CCSS: Observing the conventions of standard English are required at all gradelevels of the CCSS. A section of the Language strand is entitled “Conventions inWriting and Speaking,” placing a clear emphasis on these skills.Sample from grade span 9‐10: CCS.9‐10.L.1 Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking. a.   Use parallel structure.* b.   Use various types of phrases (noun, verb, adjectival, adverbial,participial, prepositional, absolute) and clauses (independent,dependent; noun, relative, adverbial) to convey specific meanings andadd variety and interest to writing or presentations. Meets ADP: Standards run from grades K‐12 detailingthe specifics of conventions related towriting and speaking. Builds on and extends ADP: The Standards that are likely to requireteaching over successive grades arenoted with an asterisk (*). Singapore usesa similar model.The Standards make explicit the need forstudents to demonstrate a command of formal English when speaking as well aswhen writing. The ADP Benchmark is notexplicit about whether it applies tospeaking. The CCSS are much morespecific in terms of which grammaticalmechanic, and usage skills are to beaddressed.
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