Common Core Standard For English Language Arts (Page 41 of 43) in pdf

Common Core Standard For English Language Arts Page 41

Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS

A Note on International Sources for the Standards

In the course of developing the Standards, the writing team consulted numerous international models, including those

from Ireland, Finland, New Zealand, Australia (by state), Canada (by province), Singapore, the United Kingdom, and

others. Several patterns emerging from international standards efforts influenced the design and content of the Stan-

dards:

(1) Other nations pay equal attention to what students read and how they read. Many countries set standards for

student reading by providing a reading list. The United Kingdom has standards for the “range and content” of student

reading. While lacking the mandate to set particular reading requirements, the Standards nonetheless follow the spirit

of international models by setting explicit expectations for the range, quality, and complexity of what students read

along with more conventional standards describing how well students must be able to read.

(2) Students are required to write in response to sources. In several international assessment programs, students are

confronted with a text or texts and asked to gather evidence, analyze readings, and synthesize content. The Stan-

dards likewise require students to “draw evidence from literary or informational texts to support analysis, reflection,

and research” (Writing CCR standard 9).

(3) Writing arguments and writing informational/explanatory texts are priorities. The Standards follow international

models by making writing arguments and writing informational/explanatory texts the dominant modes of writing in

high school to demonstrate readiness for college and career.

Common Core Standard For English Language Arts Page 41