Common Core Standard For English Language Arts Page 10
ADVERTISEMENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
the standards’ Grade-specific text complexity Demands
As illustrated in figure 4, text complexity in the Standards is defined in grade bands: grades 2–3, 4–5, 6–8, 9–10, and
11–CCR.
Students in the first year(s) of a given band are expected by the end of the year to read and comprehend
5
proficiently within the band, with scaffolding as needed at the high end of the range. Students in the last year of a
band are expected by the end of the year to read and comprehend independently and proficiently within the band.
Figure 4: The Progression of Reading Standard 10
Grade(s)
Reading Standard 10 (individual text types omitted)
K
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read prose and poetry [informational texts] of appropriate complexity
1
for grade 1.
By the end of the year, read and comprehend literature [informational texts] in the grades 2–3 text
2
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literature [informational texts] at the high end of the
3
grades 2–3 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature [informational texts] in the grades 4–5 text
4
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literature [informational texts] at the high end of the
5
grades 4–5 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature [informational texts, history/social studies
6
texts, science/technical texts] in the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of the year, read and comprehend literature [informational texts, history/social studies
7
texts, science/technical texts] in the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of the year, read and comprehend literature [informational texts, history/social studies
8
texts, science/technical texts] at the high end of the grades 6–8 text complexity band independently
and proficiently.
By the end of grade 9, read and comprehend literature [informational texts, history/social studies
texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
9–10
By the end of grade 10, read and comprehend literature [informational texts, history/social studies
texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently
and proficiently.
By the end of grade 11, read and comprehend literature [informational texts, history/social studies
texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range.
11–12
By the end of grade 12, read and comprehend literature [informational texts, history/social studies
texts, science/technical texts] at the high end of the grades 11–CCR text complexity band indepen-
dently and proficiently.
As noted above in “Key Considerations in Implementing Text Complexity,” K–1 texts are not amenable to quantitative meas-
5
ure. Furthermore, students in those grades are acquiring the code at varied rates. Hence, the Standards’ text complexity
requirements begin formally with grade 2.
ADVERTISEMENT
0 votes
Related Articles
Related forms
3rd Grade English Language Arts Georgia Standards Of Excellence (elagse) Unit Plan Template
Education
7th Grade English Language Arts Georgia Standards Of Excellence (elagse) Lesson Plan Template
Education
Related Categories
Parent category: Education