ELA CCSS Alignment


1	Any of the PBL Challenges can be used to address the following English Language Arts standards
2		Standards highlighted in green can be addressed with appropriate implementation, such as establishing criteria for sources used in background research, or requiring a final presentation. See below for a note regarding grade level and text selection.
3		Standards highlighted in blue are intrinsically addressed by the PBL process.
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5		SPEAKING & LISTENING
6		Comprehension and Collaboration
7			ELA-LITERACY.SL.11-12.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
8			ELA-LITERACY.SL.11-12.1a	Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
9			ELA-LITERACY.SL.11-12.1b	Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
10			ELA-LITERACY.SL.11-12.1c	Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
11			ELA-LITERACY.SL.11-12.1d	Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
12			ELA-LITERACY.SL.11-12.2	Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
13			ELA-LITERACY.SL.11-12.3	Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
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15		Presentation of Knowledge and Ideas
16			ELA-LITERACY.SL.11-12.4	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.
17			ELA-LITERACY.SL.11-12.5	Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
18			ELA-LITERACY.SL.11-12.6	Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)
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21		A note on grade level:
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23		The language in this table is from the 11-12th grade ELA standards; the corresponding standards from lower grade levels would be addressed to the same extent.
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25		A note on selection of Informational Texts:
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27		To meet standards involving informational texts, teachers should require their students to seek out a certain caliber of sources in their research, and have students document their references.
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29		For grades 6-12, the ELA standards offer the following definition of “Informational Text: Literary Nonfiction and Historical, Scientific, and Technical Texts”
30		Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.
31		http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/range-of-text-types-for-612)
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33		Samples of Scientific and Technical Texts for 11-12th grade include articles from Scientific American and The New Yorker, chapters from nonfiction books (including a how-to/procedural book), a governmental energy bill, and an academic journal article. See pages 179-183 for sample texts:
34		http://www.corestandards.org/assets/Appendix_B.pdf
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36	Mathematics and ELA standards are on separate sheets - use tabs at the bottom to navigate between them.
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1	Any of the PBL Challenges can be used to address the following English Language Arts standards
2		Standards highlighted in green can be addressed with appropriate implementation, such as establishing criteria for sources used in background research, or requiring a final presentation. See below for a note regarding grade level and text selection.
3		Standards highlighted in blue are intrinsically addressed by the PBL process.
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5		LITERACY IN SCIENCE & TECHNICAL SUBJECTS
6		Key Ideas and Details
7		ELA-LITERACY.RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
8		ELA-LITERACY.RST.11-12.2	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
9		ELA-LITERACY.RST.11-12.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
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11		Craft and Structure
12		ELA-LITERACY.RST.11-12.4	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
13		ELA-LITERACY.RST.11-12.5	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
14		ELA-LITERACY.RST.11-12.6	Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
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16		Integration of Knowledge and Ideas
17		ELA-LITERACY.RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
18		ELA-LITERACY.RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
19		ELA-LITERACY.RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
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21		Range of Reading and Level of Text Complexity
22		ELA-LITERACY.RST.11-12.10	By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
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25		A note on grade level:
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27		The language in this table is from the 11-12th grade ELA standards; the corresponding standards from lower grade levels would be addressed to the same extent.
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29		A note on selection of Informational Texts:
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31		To meet standards involving informational texts, teachers should require their students to seek out a certain caliber of sources in their research, and have students document their references.
32
33		For grades 6-12, the ELA standards offer the following definition of “Informational Text: Literary Nonfiction and Historical, Scientific, and Technical Texts”
34		Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.
35		http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/range-of-text-types-for-612)
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37		Samples of Scientific and Technical Texts for 11-12th grade include articles from Scientific American and The New Yorker, chapters from nonfiction books (including a how-to/procedural book), a governmental energy bill, and an academic journal article. See pages 179-183 for sample texts:
38		http://www.corestandards.org/assets/Appendix_B.pdf
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40	Mathematics and ELA standards are on separate sheets - use tabs at the bottom to navigate between them.
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1	Any of the PBL Challenges can be used to address the following English Language Arts standards
2		Standards highlighted in green can be addressed with appropriate implementation, such as establishing criteria for sources used in background research, and requiring a final paper or presentation. See below for a note regarding grade level and text selection.
3		Standards highlighted in blue are intrinsically addressed by the PBL process.
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5		WRITING IN SCIENCE & TECHNICAL SUBJECTS
6		Text Types and Purposes
7			ELA-LITERACY.WHST.11-12.1	Write arguments focused on discipline-specific content.
8			ELA-LITERACY.WHST.11-12.1.a	Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
9			ELA-LITERACY.WHST.11-12.1.b	Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
10			ELA-LITERACY.WHST.11-12.1.c	Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
11			ELA-LITERACY.WHST.11-12.1.d	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
12			ELA-LITERACY.WHST.11-12.1.e	Provide a concluding statement or section that follows from or supports the argument presented.
13			ELA-LITERACY.WHST.11-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
14			ELA-LITERACY.WHST.11-12.2.a	Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
15			ELA-LITERACY.WHST.11-12.2.b	Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
16			ELA-LITERACY.WHST.11-12.2.c	Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
17			ELA-LITERACY.WHST.11-12.2.d	Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
18			ELA-LITERACY.WHST.11-12.2.e	Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
19			ELA-LITERACY.WHST.11-12.3	Write precise enough descriptions of the step-by-step procedures used in investigations or technical work that others can replicate them and (possibly) reach the same results.
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21		Production and Distribution of Writing
22			ELA-LITERACY.WHST.11-12.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
23			ELA-LITERACY.WHST.11-12.5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
24			ELA-LITERACY.WHST.11-12.6	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.
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26		Research to Build and Present Knowledge
27			ELA-LITERACY.WHST.11-12.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
28			ELA-LITERACY.WHST.11-12.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
29			ELA-LITERACY.WHST.11-12.9	Draw evidence from informational texts to support analysis, reflection, and research.
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31		Range of Writing
32			ELA-LITERACY.WHST.11-12.10	Write routinely over extended time frames (time for 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.
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35		A note on grade level:
36
37		The language in this table is from the 11-12th grade ELA standards; the corresponding standards from lower grade levels would be addressed to the same extent.
38
39		A note on selection of Informational Texts:
40
41		To meet standards involving informational texts, teachers should require their students to seek out a certain caliber of sources in their research, and have students document their references.
42
43		For grades 6-12, the ELA standards offer the following definition of “Informational Text: Literary Nonfiction and Historical, Scientific, and Technical Texts”
44		Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.
45		http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-complexity/range-of-text-types-for-612)
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47		Samples of Scientific and Technical Texts for 11-12th grade include articles from Scientific American and The New Yorker, chapters from nonfiction books (including a how-to/procedural book), a governmental energy bill, and an academic journal article. See pages 179-183 for sample texts:
48		http://www.corestandards.org/assets/Appendix_B.pdf
49
50	Mathematics and ELA standards are on separate sheets - use tabs at the bottom to navigate between them.
51