Similarly, the standards highlight the importance of grammatical structures and usage. In
particular, understanding the purposes for using specific grammatical features in particular disciplines
and text types and knowing how to use knowledge of grammar to comprehend complex academic
texts are emphasized (NGA/CCSSO 2010c, Appendix A). Students gain proficiency with academic
language as they read, write, and discuss complex ideas and information and as they use precise
language to communicate with one another in the course of engaging learning experiences, including
concrete hands-on experiences.
Nature of the CA CCSS for ELA/Literacy
The College and Career Readiness (CCR) Anchor Standards in the strands of Reading, Writing,
Speaking and Listening, and Language form the backbone or central structure of the standards.
“Grade-specific K–12 standards [CCSS] in reading, writing, speaking, listening, and language translate
the broad (and, for the earliest grades, seemingly distant)
aims of the CCR [Anchor] Standards into age- and attainment-
appropriate terms” (CDE 2013a, 2). The CCR Anchor Standards
define the threshold for readiness as students pursue their
postsecondary goals for college and careers. (See figure 1.1 on
the next page.)
The standards set expectations not only for English
language arts (ELA) but also for literacy in history/social
studies, science, and technical subjects. Just as students learn
to read, write, speak, listen, and use language effectively in
ELA, so too do they learn the literacy skills and understandings
required for college and career readiness in multiple disciplines.
Literacy standards for grade six and above are predicated on
teachers of ELA, history/social studies, science, and technical
subjects using their content area expertise to help students
meet the particular challenges of reading, writing, speaking,
listening, and language in their respective fields. It is important to note that the literacy standards in
history/social studies, science, and technical subjects are not meant to replace content standards in
those areas but rather to supplement them (CDE 2013a, 2).
The cross-disciplinary nature of the standards, exemplified by the specific standards for literacy in
history/social studies, science, and technical subjects for grades six through twelve, and the emphasis
on informational text across all grades, are unique in the history of standards development. Teachers
and school leaders need to engage in an unprecedented level of collaboration and coordination in
order to achieve their intent.
The cross-disciplinary nature
of the standards, exemplified
by the specific standards
for literacy in history/
social studies, science, and
technical subjects for grades
six through twelve, and the
emphasis on informational
text across all grades, are
unique in the history of
standards development.20 | Chapter 1 Overview of Standards