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The Standards

Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.
Teachers, parents and community leaders have all weighed in to help create the Common Core State Standards. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them.
With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in college and in a modern workforce.
To appropriately cite the Common Core State Standards, use the following:

Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Copyright Date: 2010

English Language Arts Standards » Home » English Language Arts Standards

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.
The present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education standards. The Standards also draw on the most important international models as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numerous rounds of feedback, the Standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work.
As specified by CCSSO and NGA, the Standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.
The Standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language as well as in mathematics. The CCR Reading, Writing, and Speaking and Listening Standards, released in draft form in September 2009, serve, in revised form, as the backbone for the present document. Grade-specific K–12 standards in reading, writing, speaking, listening, and language translate the broad (and, for the earliest grades, seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms.
The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards.
As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

nglish Language Arts Standards » History/Social Studies » Introduction

The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

English Language Arts Standards » Reading: Foundational Skills » Grade 1

Standards in this strand:

• CCSS.ELA-Literacy.RF.1.1
• CCSS.ELA-Literacy.RF.1.2
• CCSS.ELA-Literacy.RF.1.3
• CCSS.ELA-Literacy.RF.1.4

Print Concepts

• CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.
• CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

• CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
• CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

• CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
• CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
• CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
• CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
• CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Fluency

• CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

English Language Arts Standards » Reading: Foundational Skills » Grade 2

Standards in this strand:

• CCSS.ELA-Literacy.RF.2.3
• CCSS.ELA-Literacy.RF.2.4

Phonics and Word Recognition

• CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
• CCSS.ELA-Literacy.RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
• CCSS.ELA-Literacy.RF.2.3c Decode regularly spelled two-syllable words with long vowels.
• CCSS.ELA-Literacy.RF.2.3d Decode words with common prefixes and suffixes.
• CCSS.ELA-Literacy.RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.
• CCSS.ELA-Literacy.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Fluency

• CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

English Language Arts Standards » Reading: Foundational Skills » Grade 3

Standards in this strand:

• CCSS.ELA-Literacy.RF.3.3
• CCSS.ELA-Literacy.RF.3.4

Phonics and Word Recognition

• CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
• CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes.
• CCSS.ELA-Literacy.RF.3.3c Decode multisyllable words.
• CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.

Fluency

• CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

English Language Arts Standards » Reading: Foundational Skills » Grade 4

Standards in this strand:

• CCSS.ELA-Literacy.RF.4.3
• CCSS.ELA-Literacy.RF.4.4

Phonics and Word Recognition

• CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency

• CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.  

• English Language Arts Standards » Reading: Foundational Skills » Grade 5

  Standards in this strand:

  • CCSS.ELA-Literacy.RF.5.3
  • CCSS.ELA-Literacy.RF.5.4

  Phonics and Word Recognition

  • CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
  • CCSS.ELA-Literacy.RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

  Fluency

  • CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
  • CCSS.ELA-Literacy.RF.5.4a Read grade-level text with purpose and understanding.
  • CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  • CCSS.ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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    English Language Arts Standards » History/Social Studies » Grade 6-8

    Standards in this strand:

    • CCSS.ELA-Literacy.RH.6-8.1
    • CCSS.ELA-Literacy.RH.6-8.2
    • CCSS.ELA-Literacy.RH.6-8.3
    • CCSS.ELA-Literacy.RH.6-8.4
    • CCSS.ELA-Literacy.RH.6-8.5
    • CCSS.ELA-Literacy.RH.6-8.6
    • CCSS.ELA-Literacy.RH.6-8.7
    • CCSS.ELA-Literacy.RH.6-8.8
    • CCSS.ELA-Literacy.RH.6-8.9
    • CCSS.ELA-Literacy.RH.6-8.10

    Key Ideas and Details

    • CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
    • CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
    • CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

    Craft and Structure

    • CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
    • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
    • CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

    Integration of Knowledge and Ideas

    • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    • CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
    • CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

    Range of Reading and Level of Text Complexity

    • CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.