Common Core Standard For English Language Arts (Page 42 of 43) in pdf

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

Glossary of Key terms

Every effort has been made to ensure that the phrasing of the Standards is as clear and free of jargon as possible.

When used, specialized and discipline-specific terms (e.g., simile, stanza, declarative sentence) typically conform to

their standard definition, and readers are advised to consult high-quality dictionaries or standard resources in the

field for clarification. The terms defined below are limited to those words and phrases particularly important to the

Standards and that have a meaning unique to this document. CCSS refers to the main Common Core State Standards

document; the names of various sections (e.g., “Reading”) refer to parts of this appendix.

Definitions of many important terms associated with reading foundational skills appear in Reading Foundational Skills,

pages 17–22. Descriptions of the Standards’ three writing types (argument, informative/explanatory writing, and nar-

rative) can be found in Writing, pages 23–24.

Domain-specific words and phrases – Vocabulary specific to a particular field of study (domain), such as the human

body (CCSS, p. 33); in the Standards, domain-specific words and phrases are analogous to Tier Three words (Lan-

guage, p. 33).

editing – A part of writing and preparing presentations concerned chiefly with improving the clarity, organization,

concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale

activity often associated with surface aspects of a text; see also revising, rewriting

emergent reader texts – Texts consisting of short sentences comprised of learned sight words and CVC words; may

also include rebuses to represent words that cannot yet be decoded or recognized; see also rebus

evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims

or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely ac-

cepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and

experimental results in the study of science

Focused question – A query narrowly tailored to task, purpose, and audience, as in a research query that is sufficient-

ly precise to allow a student to achieve adequate specificity and depth within the time and format constraints

Formal english – See standard English

General academic words and phrases – Vocabulary common to written texts but not commonly a part of speech; in

the Standards, general academic words and phrases are analogous to Tier Two words and phrases (Language, p. 33)

Independent(ly) – A student performance done without scaffolding from a teacher, other adult, or peer; in the Stan-

dards, often paired with proficient(ly) to suggest a successful student performance done without scaffolding; in the

Reading standards, the act of reading a text without scaffolding, as in an assessment; see also proficient(ly), scaffold-

ing

more sustained research project – An investigation intended to address a relatively expansive query using several

sources over an extended period of time, as in a few weeks of instructional time

Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person narration); more broadly,

the position or perspective conveyed or represented by an author, narrator, speaker, or character

Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard is particularly likely

to be applied to electronic as well as traditional texts; the Standards are generally assumed to apply to both

Proficient(ly) – A student performance that meets the criterion established in the Standards as measured by a

teacher or assessment; in the Standards, often paired with independent(ly) to suggest a successful student perfor-

mance done without scaffolding; in the Reading standards, the act of reading a text with comprehension; see also

independent(ly), scaffolding

rebus – A mode of expressing words and phrases by using pictures of objects whose names resemble those words

revising – A part of writing and preparing presentations concerned chiefly with a reconsideration and reworking of

the content of a text relative to task, purpose, and audience; compared to editing, a larger-scale activity often associ-

ated with the overall content and structure of a text; see also editing, rewriting

rewriting – A part of writing and preparing presentations that involves largely or wholly replacing a previous, unsatis-

factory effort with a new effort, better aligned to task, purpose, and audience, on the same or a similar topic or theme;

compared to revising, a larger-scale activity more akin to replacement than refinement; see also editing, revising

Common Core Standard For English Language Arts Page 42

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