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Schools look for ways to extend reading, writing, and responding into content area instruction. Learning in math, science, social studies, and the arts is enhanced when teachers have students read and respond to expository texts. The content areas build topic-specific knowledge necessary for reading comprehension.
The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document. Each section is divided into strands.
Beginning in grade 6, the literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.
Reading in the content areas (e.g., social studies, science) is different from reading for enjoyment. It is a necessary step to the achievement of expected outcomes, such as: Building conceptual knowledge. Solving problems. Completing an academic task. Understanding a context or perspective.
To support the development of vocabulary in the content areas, teachers need to give their students time to read widely, intentionally select words worthy of instruction, model their own word solving strategies, and provide students with opportunities to engage in collaborative conversations.
Range of Reading and Level of Text Complexity: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Seven key topics are addressed: use of challenging texts; foundational skills; comprehension; vocabulary; writing; content area literacy; and diverse learners.
