SCS is transitioning to the Common Core State Standards for English Language Arts.

As of August, 2013, Grades 1-3 and Middle/High School are actively implementing the new standards. ECE and grades 4-6 are working toward CCSS alignment in Math and will begin implementing the CCSS in Language Arts during the 2014-2015 academic year.

The CCSS for Language Arts advances a program of study that is coherently aimed at college-and-career readiness. Its increased emphasis on the reading of informational texts and its systematic process of exposing students to a wide range of English text types along with its focus on reading comprehension are highly compatible with SCS's own educational aims. Furthermore, the adoption of the CCSS eases transfer of credit for our transnational student population.

The primary integrated language arts program grows both native and second-language students gradually through the use of both leveled and basal readers. Text complexity increases steadily, guiding young readers from "learning to read" to "reading to learn" and preparing students for the rigors of secondary school. The secondary program features courses in American literature, British literature (with honors), and world literature (with honors option), as well as language arts electives. Strong emphases are maintained throughout on the critical encounter with authentic texts within the context of a Christian worldview.

Key Points from the Common Core State Standards in English Language Arts

Click here to read this document on the CCSS website.

Reading

The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-and-career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research—is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Language

The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and technology

Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
 

Pre-2013 Standards

The following standards support those grade levels targeting a 2014 CCSS implementation.