**Common Core State Standards Initiative. (2010, June 2). Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: Author. (Excerpted from P. 7, 10, 18, 22, and 25 of complete document). Available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
This excerpt of the English/Language Arts (ELA) standards denotes what students should understand and be able to do by the end of high school in reading, writing, speaking and listening, and language to be college- and career-ready. These anchor standards serve as the basis for how the grade-specific standards were developed.
**Common Core State Standards Initiative. (2010, June 2). Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: Author. Available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
This document contains the final version of the Common Core State Standards for ELA and for Literacy in History/Social Studies, Science, and Technical Subjects, introduced June 2nd after review and consideration of public comment on the draft standards. The piece lays out the content that students must demonstrate to read, write, speak, listen, and use language effectively to prepare themselves for college and career. The standards are presented and explained in detail separately for grades K-5 and 6-12. The piece also discusses design considerations that occurred in the preparation of the standards as well as concepts not covered by the standards.
**California Department of Education. (2009). English-Language Arts Content Standards for California Public Schools: Kindergarten through Grade Twelve, Adopted by the California State Board of Education December, 1997. Sacramento, CA: Author. Available at http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf
This document contains California’s current ELA content standards, adopted in 1997, specifically outlining the reading, writing, listening and speaking skills students should learn in each grade from kindergarten through grade twelve. The piece also addresses the delivery of curriculum to certain types of students such as English learners and students with disabilities.
**Long Beach Unified School District. (n.d.). Common Core Standards of English Language Arts. Long Beach, CA: Author. Not available online.
This document, prepared by staff of Long Beach Unified School District, presents a side-by-side comparison of California’s current ELA standards to the draft Common Core State Standards for each ELA strand—reading, writing, speaking and listening, and language. The document outlines commonalities and differences of the standards for grade K-5, 6-8, and 9-12, indicating possible gaps in the draft Common Core ELA standards. The piece also provides considerations for California if it were to adopt the Common Core, such as being aware that different alignment of grammar skills has implications for annual state assessments. (Note: This document was produced before the final standards were released in June, so some of the comparisons may not be current.)
Achieve. (2010, June). Understanding the Common Core Standards for ELA. PowerPoint Presentation. Washington, DC: Author. Not available online.
This excerpt from a general presentation on the Common Core State Standards provides an overview of how the standards are structured specifically for ELA. These slides give an overview of various subject strands, examples of grade levels at which certain texts and concepts should be introduced, and the progression of standards across grade levels.
Carmichael, S. B. (2010). Review of the Draft K-12 Common Core Standards for ELA. Washington, D.C.: The Thomas B. Fordham Foundation. Available at http://www.edexcellencemedia.net/publications/2010/201003_reviewofthecommondraft/20100323_CommonCoreReview.pdf
This document provides a brief overview of the college and career-ready ELA standards, specifically evaluating the standards for grades K-4, 5-8, and 9-12 in the areas of reading, writing, listening and speaking, and language. The author grades the standards on the basis of clarity and specificity, content and rigor, and strengths and weaknesses and finds that the Common Core standards define clear and rigorous expectations for what students should know and be able to do, but fail to provide an entirely clear roadmap for rigorous instruction. (Note: This document was produced before the final standards were released in June, so some of the findings may not be current.)
**This document is considered a priority reading.