The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document. When discussing something they have read or written, students are also demonstrating their speaking and listening skills.
The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.
This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms. Rather, 70 percent of student reading across the grade should be informational.
Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. This work should provide the next logical step up from the college and career readiness baseline established here.
Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.
For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology.
However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students. Each grade will include students who are still acquiring English.
Kindergarten-Grade At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school lives.