CCCS LA - Cheat Sheet

Cheryl Pieroni, David Schwartz, Gina Cush, Howard Freund

Core Curriculum Content Standards for

Language Arts:

The language arts core curriculum content standards aspire to promote students ability to construct meaning in any facet of life. Students learn to read, write, speak, listen and view critically, strategically and creatively. If students learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives.

The following is a list of the standards detailed in the language arts CCCS:

1.) READING- Students should be able to read a variety of material and understand what they read.

a. Concepts and print

b. Phonological awareness

c. Decoding and word recognition

d. Fluency

e. Reading strategies

f. Vocabulary

g. Comprehension skills and Response text

h. Inquiry and Research

2.) WRITING- Students should be able to write clearly for different readers they are addressing.

a. Writing process

b. Writing Product

c. Mechanics, spelling and handwriting

d. Writing forms, audiences and purposes

3.) SPEAKING- Students should be able to speak publicly with confidence and fluidity in a variety of situations.

a. Discussion

b. Questioning

c. Word choice

d. Oral presentation

4.) LISTENING- Students should be able to construct meaning from aural communication.

a. Active listening

b. Listening comprehension

5.) VIEWING AND MEDIA LITERACY- Students should be able to effectively view information from nonverbal resources.

a. Construct meaning from media

b. Visual and Verbal Messages

c. Living with Media

Big Idea Knowledge Skills Dispositions

Reading	3.1 Students will understand and apply the knowledge of sounds, letters and words in written English to become fluent readers	Read a Paragraph or story. Sound out words.	Patience Listening
Writing	3.2 Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes	Write a paragraph or story. Learn structure.	Creativity
Speaking	3.3 Students will speak in clear, concise and organized language that varies in content and form for different audiences and purposes.	Recite a story. Speak in front of an audience.	Bravery Courage Supportive Empathy
Listening	3.4 Students will listen actively to information from a variety of sources in a variety of situations	Listen to CDs, teachers and students. Hear different stories. Answer questions.	Attentive
Viewing and Media Literacy	3.5 Students will access, view evaluate and respond to print, nonprint, and electronic texts and resources	Conduct a search. Write reflective work about research material. Read online texts, newspapers and other sources.	Patience Inquisitive Reflective

Strengths:

1.) Open to interpretation and encourages differentiated instruction.

2.) Benchmarks build on past and current practices.

3.) Aligned to state tests.

4.) Allows for teachers to make instruction relevant to school culture.

5.) Enables teachers to make instruction multicultural and gender conscious.

Weaknesses:

1.) Broad themes of content are not specific enough for new teachers.

2.) Does not lend itself to electives.

3.) Difficult to make connections between each standard.

4.) Does not guide teachers as to what method to use to deliver instruction.

Readings:

Cusick, P., & Borman, J. (June 2002). Reform of and by the System: A Case Study of a

State’s Effort at Curricular and Systemic Reform. Teacher’s College Record, volume

104, number 4. 4/08, from Education Research Complete

Cziko, C. (Summer 2001). High School Literacy. Retrieved 4/08, From Brown

University. Web Site:http://www.alliance.brown.edu/pubs/voices/3qtr2001/adlit.shtml

McGhee, M. & Lew, C. (August 2007). Leadership and Writing: How Principals'

Knowledge, Beliefs, and Interventions Affect Writing Instruction in Elementary and

Secondary Schools. Educational Administration Quarterly, Volume 43, Issue 3.

Retrieved 4/08, from Education Research Complete.

Snow, C. (July/August 2005). From Literacy To Learning. Retrieved 4/08, From Harvard

Education Letter. Web Site: http://www.edletter.org/past/issues/2005-ja/snow.shtml

Wolk, R. (March 2007). One Size Fits Whom? Retrieved 3/08, from Teacher Magazine.

http://www.teachermagazine.org/tm/articles/2007/03/01/05pers.h18.html