CCSS Toolkit: ELA & Literacy - Introduction to the CCSS

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CCSS Toolkit: ELA & Literacy - Introduction to the CCSS

CCSS Toolkit - ELA & Literacy Teachers: Transition
Introduction to the CCSS
Shift 1: Informational Text
Shift 2: Text Complexity
Shift 3: Academic Vocabulary
Shift 4: Text-based Answers
Shift 5: Writing from Sources
Shift 6: Content-area Literacy
Implementation
Evaluate & Refine
Resources
ELA & Literacy Toolkit
Toolkit Home

CCSS Introduction

The CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects represent a broader view of literacy than the English language arts standards adopted in 2003. In the CCSS, literacy is a shared responsibility within the school, across all subjects.

The K–5 standards include expectations that students need to apply reading, writing, speaking, listening, and language skills in a range of subjects, including but not limited to English language arts.
The 6–12 standards include two sections, one for English language arts and the other for history/social studies, science, and technical subjects. English teachers develop students’ literacy skills; all other teachers contribute.

The CCSS were designed with the end goal in mind—all students college and career ready. The College and Career Readiness (CCR) standards were written first and describe expectations for end of high school. The CCSS were back-mapped from the CCR level down to kindergarten to ensure that students would be on track early to meet rigorous end of high school literacy goals. Conversely, Oregon’s English language arts standards were designed starting at the kindergarten level.

The CCSS includes standards written at grade levels 9/10 and 11/12. Oregon’s current standards are designated as “high school” and are not broken out by grade level. The 11/12 standards will facilitate course alignment, awarding of proficiency-based credit, and preparing all students to be college and career ready by the end of grade 12.