Common Core State Standards Overview
Welcome to Connecticuts Common Core State Standards Library.
IMPORTANT NOTICE: The national Common Core State Standards website, CoreStandards.org, is offline. CCSSO, which manages CoreStandards.org, has updated the web location for the Common Core standards. Please access the standards at Common Core State Standards . The standards are temporarily located there while CCSSO works to address technical challenges with CoreStandards.org. Links to the national standards on CSDE’s Connecticut Core Standards web pages may not work while CCSSO fixes the issue.
An Introduction to Common Core
The Common Core State Standards are a set of academic standards in mathematics and English language arts/literacy that are grounded in evidence and designed to ensure that all students have the academic knowledge and skills they need in these core subjects to succeed after high school. The CCSS were developed in a state-led process under the leadership of governors and chief state school officers with participation from 48 states. The process included the involvement of state departments of education, districts, teachers, community leaders, experts in a wide array of fields, and professional educator organizations.
English Language Arts/Literacy
English Language Arts & Literacy Standards
In September 2017, the Board of Regents approved the New York State Next Generation Learning Standards for English Language Arts, which will become effective at the beginning of the 2022-2023 school year for grades PK-8. The 2010 P-12 Learning Standards for English Language Arts & Literacy will remain effective for grades 9-12. Please refer to the Implementation Timeline for more information regarding the standards alignment schedule. The following are available resources related to the standards.
New York State Next Generation Learning Standards for English Language Arts
Spotlight On Equity Resources
Educational equity means that every student has access to the resources, opportunities, and educational rigor they need at the right moment in their education, whatever their race, gender/identity, sexual orientation, ethnicity, religion, language, ability, family background, or family income may be. The Spotlight on Equity Resource below provides a list of considerations and resources for the purpose of supporting equity and access while emphasizing high-quality and culturally sustaining learning opportunities for all students.
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English Language Arts Standards Review
The Minnesota Department of Education began the review by forming the 2019-20 Minnesota K-12 ELA Education Standards Committee. This committee has met during the 2019-20 school year to review the current standards, examine research, solicit feedback, and propose needed revisions. The review process has included two drafts which were made available to the public for comment. The 2020 Minnesota K-12 English Language Arts Standards is now available.
Whats Happening In Your State
Find out if your state has adopted the standards by looking at the map on the CCSS website. Just click your state name on the interactive map and youll link to your state’s department of education for detailed information about implementation, support for instruction, professional development resources, assessment guidelines, and much more.
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Menu Of Best Practices & Strategies
The ELA menu targets two groups: LAP students in grades K12 and all students in grades K4. At the heart of the menu is a focus on accelerating student ELA performance. This menu highlights when a strategy is for K4 ELA core instruction and when it is for ELA LAP. The practices align to Washington State K12 Learning Standards for English Language Arts . For additional resources and references that expand upon the content in the menu, review the Menu of Best Practices and Strategies Resources and References Guide.
Structure Of The Njsls For English Language Arts
The NJSLS-ELA feature the following elements:
- AnchorStandards: general expectations consistent across grades that must be met for students to be preparedto enter college and workforce training programs ready to succeed.
- Strands: Broad ideas nested within each of the anchor standards that describe the areas of focus for the NJSLS-ELA.
- Progress Indicators: define grade-specific expectations and frame a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.
- Companion Standards: Grades 6-12 feature content area-specific guidance in history/social studies, science, and technical subjects based on anchor standards, and include expectations refined by the unique literacy requirements of the particular discipline.
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Understanding Culturally Responsive Literacy Specific Concepts
In their report, The Power Of Culturally Responsive Literacy Instruction, Achieve3000 outlined practical tips to help you navigate challenging issues and ensure youre addressing the needs of all students while accelerating literacy growth. Achieve3000 brought together these best practices from three respected educators, Dr. Pedro Noguera, Dr. Gholnecsar Muhammad, and Dwayne Reed.
The Science Of Reading
The Science of Reading is a vast, interdisciplinary body of scientifically-based* research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop why some have difficulty and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.
The evidence is clear, explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension with a foundation of oral language, ensure students will excel in their literacy development. . Explicit skill development along with exposure to great literature and read alouds , ensures that students will be able to access any type of reading, independently.
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Summary Of The Anchor Standards
Reading : Text complexity and the growth of comprehension
The Reading anchor standards place equal emphasis on the sophistication of what students read and the skill with which they read. NJSLA.R defines a grade-by-grade staircase of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
Writing : Text types, responding to reading, and research
The Writing anchor standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. NJSLA.W stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.
Speaking and Listening : Flexible communication and collaboration
Learning Standards And Best Practices For Instruction
In 2011, Washington formally adopted the Learning Standards for English Language Arts and Mathematics. The Washington Learning Standards for ELA provide a rich depth of knowledge and skills that young people will need to succeed in technical school, college, careers, and life. The standards are vital to ensuring our students can be successful in their communities and global society.
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Washington State Ela Learning Standards
At the core of the Washington Learning Standards for ELA, four shifts in practice were identified:
- Range, Quality, and Complexity of Text
- Regular practice with complex texts and academic vocabulary
- Reading and writing and speaking grounded in evidence from the text both literary and informational
- Building knowledge through content-rich nonfiction
Notes On Range And Content Of Anchor Standards
Range and Content in Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential.
Range and Content in Writing
Range and Content in Speaking and Listening
Range and Content in Language
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Overview Of The Common Core
The Common Core State Standards are an effort by states to define a common core of knowledge and skills that students should develop in K12 education so they will graduate from high school prepared for college or careers. The standards were first released in 2010 as of 2022, 41 states plus the District of Columbia have adopted the standards.
- Visit the official website: Common Core State Standards Initiative
The CCSS initiative has been led by the states, with coordination by the National Governors Association and the Council of Chief State School Officers . To write the standards, the NGA Center and CCSSO brought together content experts, teachers, researchers, and others. The public was invited to comment on the drafts, and more than 10,000 comments were received. Learn more about how the standards were developed.
Smarter Balanced Assessment Consortium
The SMARTER Balanced Assessment Consortium is a state-led consortium working to develop next-generation assessments that are aligned to the Common Core State Standards and that accurately measure student progress toward college and career readiness. Learn more >
See also Topics A-Z: Common Core Standards
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New York State Next Generation English Language Arts Learning Standards
In 2015, New York State began a process of review and revision of its current English Language Arts Learning Standards adopted in January 2011. The New York State Next Generation English Language Arts Learning Standards were developed through numerous phases of public comment as well as virtual and face-to-face meetings with committees consisting of NYS educators, teachers of English Language Learners/Multilingual Learners and Students with Disabilities, parents, curriculum specialists, school administrators, college professors, and experts in cognitive research. These revised standards reflect the collaborative efforts and expertise among all constituents involved.
The New York State Next Generation English Language Arts Learning Standards consist of revisions, additions, deletions, vertical movement, and clarifications of the current English Language Arts Standards. They are defined as the knowledge, skills, and understanding that individuals can and do habitually demonstrate over time when exposed to high-quality instructional environments and learning experiences.
To compare the changes between the 2011 New York State P-12 Common Core Learning Standards and the 2017 Next Generation Learning Standards view the ELA Learning Standards Crosswalks.
The Academic Baseline For Success In College Careers And Life
The Common Core State Standards ensure that all students have greater opportunities and access to the careers of their choice. We need a K-12 education system that imparts the knowledge and skills most valued by employers and higher education.
The Common Core State Standards focus on fewer concepts in mathematics and English language arts/literacy so that students can learn at greater depth and mastery. The standards depart from the practice of going “a mile wide and an inch deep.
The Common Core State Standards build on the curricular improvements already achieved in Stamford Public Schools over the last several years. Our district is well-positioned for this next level of work.
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