Literacy/English Language Arts
||Literacy/English Language Arts in Connecticut at the early grades focus on providing high-quality instruction to ensure the prevention of potential reading difficulties. Competencies include word identification skills, including fluent and accurate word identification while reading in context, comprehension, spelling and writing. From grades 4-12, literacy focuses on student aptitude with reading, writing, listening, speaking, viewing, and presenting within English language arts and across all content areas.|
CSDE CURRICULUM, INSTRUCTION AND ASSESSMENT PUBLICATIONS
Curriculum and Instruction
- Common Core State Standards - Effective July 7, 2010, the Connecticut State Board of Education adopted the Common Core State Standards (CCSS) in English language arts and mathematics (Common Core State Standards). These standards establish what Connecticut’s students should know and be able to do as they progress through Grades K-12. CSDE will provide support for local education agencies as they transition from the 2006 English Language Arts Curriculum Framework and the 2007 PK-8 Curriculum Standards, commonly referred to as the GLEs. Currently, documents that are intended to assist districts in CCSS-based curriculum revision and development are available. English Language Arts CCSS
- Grades K-8 Sample Lesson Plans aligned with the curriculum standards:
Updated December 3, 2012: Developmental Reading Assessment - second edition (DRA2)
The Developmental Reading Assessment (Second Edition) DRA 2 is mandated for all Connecticut Priority School Districts. The DRA 2 Questions and Answers document is updated annually to provide districts with administration and scoring guidance and protocols. The document also contains supporting materials such as: the Individual Reading Plan (IRP), LAS Links Proficiency Level Descriptors Grades 1-5, and Sample Parent/Guardian Letters in English and Spanish. If you have questions, contact Joanne White at firstname.lastname@example.org or 860-713-6751.
Updated: Keys to Success: Connecticut's Birth to Grade 12 Literacy Plan
The need for a dramatically more skilled and highly literate workforce in a global economy combined with profound changes in students’ and families’ life circumstances have created unprecedented demands on education. To meet such demands it is increasingly clear that our educational system must change fundamentally, not just incrementally. Thus, the time to implement a comprehensive and progressive literacy plan is upon us. Connecticut’s birth-Grade 12 literacy plan serves to guide the strategic development for systematic and sustainable change.
Teachers & Administrators
Parents & Community
Joanne R. White, Consultant
Content Last Modified on 7/1/2013 2:02:43 PM