Transcript Organization of the Academic Content Standards

How Are California’s
Academic Content
Standards Organized?
English-Language Arts
The Language Arts Content Standards are
organized into four DOMAINS, which are the
general categories.
Domain
Reading
Writing
Listening and Speaking
Written and Oral EnglishLanguage Conventions
Each Domain is divided into smaller groupings called
"strands." Strands are the topical categories that span all
grade levels.
Domain
Strand
Reading
1.0 Word Analysis, Fluency, and Systematic
Vocabulary Development
2.0 Reading Comprehension
3.0 Literary Response and Analysis
Strands have “themes” which are grouped
by the following grade spans:
 K,
 1st-4th
 5th-8th
 9th-12th
Example of a Strand “Theme”
1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
GRADES 1-4 : Students understand the basic features of
reading. They select letter patterns and know how to translate
them into spoken language by using phonics, syllabication,
and word parts. They apply this knowledge to achieve fluent
oral and silent reading.
GRADES 5-8: Students use their knowledge of word origins
and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized
vocabulary and to understand the precise meaning of gradelevel-appropriate words.
Each strand is further divided into substrands, which may
span several, but not all grade levels.
Domain
Reading
Strand
Substrand
1.0 Word Analysis,
Fluency, Systematic
Vocabulary Development
Concepts About Print
Phonemic Awareness
Decoding and Word
Recognition
Vocabulary and
Concept Development
Each substrand has specific standards. The standards are
grade-level specific skills.
Domain
Reading
Strands
1.0 Word Analysis,
Fluency, Systematic
Vocabulary
Development
Substrand
Concepts
About Print
Standards
1.1 Match oral
words to printed
words.
1.2 Identify the
title and author of
a reading
selection.
1.3 Identify
letters, words, and
sentences
Please Note
“The standards within substrands and strands
serve as benchmarks by which to gauge what
students should learn at designated points in time
and over time. The strands are not intended to
suggest that each standard is to be given equal
weight in a given year. Instead the weight and
emphasis of a particular strand must be
determined by (1) the role of the standards within
the strand to developing competence within a
specific domain, such as reading or writing; and
(2) the performance of the learners.” From page
6: Reading/Language Arts Framework for
California Public Schools
And also,
“The standards are mastery standards, meaning that
students should master or be proficient in the knowledge,
skills, and strategies specified in a particular standard, at
least by the end of the designated grade. Instruction to
develop such proficiency is not, however, restricted to a
specific grade. … For example, Reading Standard 1.9
specifies that students will be able to divide singlesyllable words into their components (e.g., /c/ /a/ /t/ =
cat). This standard does not propose that students wait
until the first grade to begin sequential segmentation but
that they master the skill at least by the end of the first
grade.” From pages 6/7: Reading/Language Arts
Framework for California Public Schools
Mathematics
Grades K-7
Organized by
Grade Level
Grades 8-12
Organized by
Course
STRANDS
Number Sense
Algebra and Functions
Measurement and Geometry
Statistics, Data Analysis, and
Probability
Mathematical Reasoning
COURSES
Standards
Each
strand has
it’s own
standards.
Algebra
Geometry
Algebra II
Trigonometry,Calculus, Etc….
Each
course has
it’s own
standards.
“Key standards” and topical areas of emphasis are noted and described.
Key standards “are the most important ones to be covered within a
grade level”
(p. 107, California Mathematics Framework)