CCSELA General Overview

Another
shift
is
a
more
overt
emphasis
on
shared
responsibility
for
students’
literacy
development.
This
was
already
part
of
California’s
ELA
and
subject
frameworks.
These
standards
make
the
shared
responsibility
more
overt.
Our
current
History
and
Science
frameworks
already
include
many
of
the
standards
–
so
it
is
not
really
new
to
teach
reading
and
writing
in
the
subject
areas.
In
fact,
History
and
Science
materials
were
recently
adopted,
so
many
districts
have
instructional
materials
in
these
content
areas
that
do
a
good
job
of
teaching
and
incorporating
reading
and
writing.
Instructor
Note:
Paraphrase
the
following
paragraphs
from
the
Introduction
p.
2.
The
Standards
insist
that
instruction
in
reading,
writing,
speaking,
listening,
and
language
be
a
shared
responsibility
within
the
school.
The
K–5
standards
include
expectations
for
reading,
writing,
speaking,
listening,
and
language
applicable
to
a
range
of
subjects,
including
but
not
limited
to
ELA.
The
grades
6–
12
standards
are
divided
into
two
sections,
one
for
ELA
and
the
other
for
history/social
studies,
science,
and 
 technical 
 subjects. 
 This 
 division 
 reflects 
 the 
 unique, 
 time‐honored 
 place 
 of 
 ELA 
 teachers 
 in
developing
students’
literacy
skills
while
at
the
same
time
recognizing
that
teachers
in
other
areas
must
have
a
role
in
this
development
as
well.
Part
of
the
motivation
behind
the
interdisciplinary
approach
to
literacy
promulgated
by
the
Standards
is
extensive
research
establishing
the
need
for
college
and
career
ready
students
to
be
proficient
in
reading
complex
informational
text
independently
in
a
variety
of
content
areas.
Most
of
the
required
reading
in
college
and
workforce
training
programs
is
informational
in
structure
and
challenging
in
content;
postsecondary
education
programs
typically
provide
students
with
both
a
higher
volume
of
such
reading
than
is
generally
required
in
K–12
schools
and
comparatively
little
scaffolding.
Let’s
take
a
look
at
who
is
responsible
for
which
portion
of
the
Standards.
• In
K‐5,
since
most
of
the
instruction
students
receive
comes
from
one
teacher,
there
is
a
single
set
of
grade‐specific
standards
for
which
the
classroom
teacher
is
responsible.
• In
grades
6‐12,
there
is
one
set
of
standards
for
which
ELA
teachers
are
responsible.
• Another
set
of
literacy
standards
for
history/social
studies,
science,
and
technical
subjects
includes
standards
for
which
responsibility
must
be
shared
between
ELA
teachers
and
teachers
in
other
content
areas.
• The
literacy
standards
in
history/social
studies,
science,
and
technical
subjects
are
meant
to
complement
rather
than
supplant
content
standards
in
those
disciplines;
the
point
is
that
there
are
discipline‐specific
literacy
skills
that
should
be
addressed
in
other
content
areas.
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