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Copy of Common Core
Transcript of Copy of Common Core
and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language possess the following qualities:
They become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They build strong content knowledge Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.
They respond to the varying demands of audience, task, purpose, and discipline
They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning.
They comprehend as well as critique Students are engaged and open-minded—but discerning—readers and listeners.
They value evidence Students cite specific evidence when offering an oral or written interpretation of a text.
They use technology and digital media strategically and capably Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.
They come to understand other perspectives and cultures Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.
Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. Focused and Realistic Rigorous Shared Responsibility Take time into consideration Ensures that teachers have enough time in the year to teach the required material Emphasis on focused instruction--learning the most important concepts in depth The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Increased emphasis on Nonfiction and Informational Texts Although more students are graduating from high school, they lack the skills for career and college readiness. At some universities, the majority of students end up in remedial courses. These students' graduation rates are much lower than students who are ready for the rigors of college. New standards help bridge the gap between what students learn in public education and what they need for college and career readiness. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes . Grade 4 Literary 50%
Grade 8 Literary 45%
Grade 12 Literary 30%
Informational 70% Research shows that up to 80 percent of writing at the high school level is narrative whereas the majority of college and career level writing is persuasive or informative Writing
Grade 4 To Persuade 30%
To Explain 35%
To Convey Experience 35% Writing
Grade 8 To Persuade 35%
To Explain 35%
To Convey Experience 30% Writing
Grade 12 To Persuade 40%
To Explain 40%
To Convey Experience 20% Literacy standards in other areas, such as mathematics and health education, modeled on those in this document are strongly encouraged to facilitate a comprehensive, schoolwide literacy program.