Delaware English Language Arts/Literacy Standards
The Delaware State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) provide consistent, shared end-of-year learning targets for each grade across districts and schools. The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. (It is important to note that the 6–12 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.)
As students advance through the grades and master the State Standards for Literacy, they are able to exhibit with increasing fullness and regularity the capacities of a literate individual. They build strong content knowledge, value evidence, and adapt their communication in relation to audience, task, purpose and discipline. They independently read text and convey information with increasing degrees of complexity. They use technology and digital media strategically and capably. And finally, they are engaged and open-minded - but discerning - readers and listeners as they come to understand other perspectives and cultures.
Delaware English Language Arts/Literacy Standards (ELA)
The K–12 grade-specific State Standards define and clarify end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached over the course of the year and therefore are limited in their ability to provide a clear roadmap for teachers to guide rigorous instruction. As a consequence, the State Standards must be complemented by a well-developed, content-rich curriculum consistent with the articulated expectations to provide this instructional roadmap.
The Reading Standards for Foundational Skills (K-5) are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.
The appendices of the State Standards provide teachers as well as curriculum and assessment writers the kind of guidance needed to ensure that the level of rigor of reading and writing instruction and quality of reading content remains high and therefore careful study of them is required to be well-versed in meeting the instructional demands of the ELA/Literacy State Standards. (Note: These appendices appear at the end of the full document as well as the links provided below.)
Appendix A This appendix provides research demonstrating that while complexity of reading demands for college and careers have risen over the past 50 years, the complexity of the texts students are exposed to has decreased.
Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity: This supplement provides new research on text complexity along with explanations of how to measure using the three parts of the text complexity triangle.
Appendix B consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels and disciplines with accompanying sample performance tasks. The text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range.
Appendix C includes annotated samples demonstrating at least adequate performance in to illustrate the criteria required to meet the State Standards for particular types of student writing- argument, informative/explanatory, and narrative - in a given grade.
ANET Vertical progressions - These ELA vertical progressions for reading and writing arranges the K-12 standards in an ascending format by grade level This format allows one to view the progression of these strands to develop an understanding of the standards for each year lay the foundation for instruction in the next.
Unpacked Standards - This collection of documents was created by literacy leaders across the state in an attempt to articulate what educators could expect to see from students throughout the year on their way to achieving the ELA/Literacy Standards. These guides are not empirically-based learning progressions, but merely reflect one group’s understanding of the sub skills and knowledge inherent in each standard.
Delaware Standards-Aligned Writing Rubrics - These rubrics can be used with on-demand writing prompts. They are fully aligned to the Delaware Writing Standards by grade-level and discourse.
For more information on ELA Standards in Delaware, contact Curriculum, Instruction and Professional Development at 302-735-4180.