itself outwardly. But unless attention is also provided for these words, readers of complex texts are not able to comprehend at a deeper level. Similarly, students will not use sophisticated terms in their expressive language.
Therefore, an important shift in the Common Core standards concerns the importance of using academic language and vocabulary throughout the school day. Special attention should be given to the types of academic language students require in order to express themselves and to understand the writings of others. Furthermore, the rush to profile domain-specific words and phrases can overshadow the importance of general academic vocabulary that students encounter in many kinds of texts. The investment in academic vocabulary and language is well worth it, as it is a form, tool, and mediator of thought (Marzano, 2003).
Purposes and Organization of the CCSS ELA
In the previous sections, we highlighted five major shifts in the way we look at the literacy development of students in grades 9–12 across the school day. As noted, a primary purpose of the CCSS is to prepare students for college or career choices. Insufficient literacy skills limit one’s choices in employment, careers, and postsecondary education. By spotlighting the importance of literacy development across grades K–12, we hope to collectively consider how 21st century instruction factors into students’ lives long after they have left our classrooms.
The CCSS spotlight college and career readiness with anchor standards. Anchor standards are the threads that tie the grade-level standards together, whether they are kindergarten standards or grade 12 standards. Anchor standards frame each language arts strand: Reading, Writing, Speaking and Listening, and Language. Figure 1.3 explains the different elements of the Common Core State Standards for English language arts.
Source: Adapted from NGA & CCSSO, 2010a, p. 20.
Figure 1.3: How to read the CCSS ELA.
In the next three chapters, we utilize the anchor standards as a means for fostering the work of collaborative planning teams. The following principles for college and career readiness shape these anchor standards and describe the growing capabilities of learners as they progress through school. To be college and career ready, students must do the following (NGA & CCSSO, 2010a).
• Demonstrate independence: Students must comprehend complex texts in all content areas, participate as speakers and listeners in academic discussions and presentations, direct their own learning, and utilize resources.
• Build strong content knowledge across all subjects and disciplines: Cross-discipline knowledge is important for students’ writing and discussions. In addition, students should engage in the research and study skills needed to build their content knowledge.
• Respond to the varying demands of audience, task, purpose, and discipline: College-and career-ready students communicate through speaking and writing with a range of audiences and are knowledgeable about the variances of discipline-specific evidence.
• Comprehend as well as critique: Students learn this skill as they read and listen to others. They are able to ask questions, evaluate information, and discern reasonableness.
• Value evidence: Students should provide evidence in their own oral and written discourse and expect others to furnish evidence.
• Use technology and digital media strategically and capably: As they integrate online and offline resources, students should use critical-thinking and communication skills within their digital lives.
• Understand other perspectives and cultures: In order to better communicate with and learn from and alongside people, students should understand a wide range of cultural and experiential backgrounds.
The principles and assumptions that guided development of the anchor standards provide a framework for understanding them and their function in girding the grade-level standards. While the CCSS map the territory for literacy development, they do not pretend to describe every aspect of teaching and learning.
What Is Not Covered in the Standards
Keep in mind that the standards themselves are end-point results. It has been left to educators, instructional leaders, collaborative planning teams, and curriculum developers to design the ways to get there. The CCSS state, “The Standards define what all students are expected to know and be able to do, not how teachers should teach” (NGA & CCSSO, 2010a, p. 6). This is intentional, as it is essential for educators at the local, state, and national levels to engage in dialogue about essential topics related to content and scope, intervention, methods and materials, and supports and expectations for English learners, students with special needs, and students who struggle.
The Content and Scope
The Common Core ELA standards describe essential outcomes, but do not address all aspects of learning, or even disciplines, that are important for learners. Even within the scope of the English language arts, not all aspects are featured. Consequently, some states have supplemented the standards with additional content. For example, California added 15 percent of content to the CCSS, such as career development documents to the domain Text Types and Purposes in W.8.2 (California Department of Education, n.d.; Sacramento County Office of Education, 2012). The Common Core State Standards are intended to guide the development of formative and summative assessments. It is important for states to cap their additions to ensure they do not undermine this design and make it impossible to develop meaningful assessments that can be used across states. This process will ensure that assessment results based on the CCSS will allow for comparisons of student performance across states. PARCC and SBAC, the two consortia developing standards-based assessments, consist of representatives from states that provide additional opportunities for collaboration among states. Teachers should check their state’s department of education website to determine any content that’s been added to the CCSS.
Intervention Methods and Materials
The standards should be viewed as end-of-grade expectations, but they do not in any way describe either the approaches for intervention or the materials used to accompany them. In every school, some students perform well below grade-level expectations, and some currently benefit from a response to intervention (RTI) approach to learning. RTI involves identifying whether, and to what extent, a struggling student is responding positively to intervention that has been designed to meet the individual learner’s needs. His or her responsiveness (or unresponsiveness) to intervention is determined through dynamic, ongoing assessment that monitors student progress and shapes modifications to the assessment plan. The CCSS ELA do not discuss RTI; however, we will explore this topic in chapter 5.
Supports and Expectations for English Learners
The NGA and CCSSO include people knowledgeable about issues related to English learners. NGA and CCSSO acknowledge that students acquiring English require supports and that these supports should be carefully designed to meet the needs of these students (see “Application of Common Core State Standards for English Language Learners,” www.corestandards.org/assets/application-for-english-learners.pdf). They caution, however, that accommodations should not result in a reduction of expectations, which could severely compromise students’ educational progress. The limited information about supports and expectations for ELs in the CCSS implies that
