Common Core Learning Standards

CCLS Category Sub-Category State Standard
11-12.RST.6 Reading Science/Technical Craft and Structure Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
11-12.RST.7 Reading Science/Technical Integration of Knowledge and Ideas Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12.RST.8 Reading Science/Technical Integration of Knowledge and Ideas Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
11-12.RST.9 Reading Science/Technical Integration of Knowledge and Ideas Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
11-12.WHST.1 Writing HS/S/T Text Types and Purposes Write arguments focused on discipline-specific content.
11-12.WHST.1.a Writing HS/S/T Text Types and Purposes Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST.1.b Writing HS/S/T Text Types and Purposes Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
11-12.WHST.1.c Writing HS/S/T Text Types and Purposes Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
11-12.WHST.1.d Writing HS/S/T Text Types and Purposes Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
11-12.WHST.1.e Writing HS/S/T Text Types and Purposes Provide a concluding statement or section that follows from or supports the argument presented.

New York State P-12 Common Core Learning Standards

Students in classroom

New York State Standards Resources:

Common Core Learning Standards in New York State

The New York State P-12 Common Core Learning Standards (CCLS) are internationally-benchmarked and evidence-based standards. These standards serve as a consistent set of expectations for what students should learn and be able to do, so that we can ensure that every student across New YorkState is on track for college and career readiness. The New York State Education Department (NYSED) will continue to develop educator resources to support the successful implementation of the CCLS in classrooms across New York State over the next several years.

New York State Educator Expectations

In the 2012-13 school year, all teachers in grades Pre-K-8 are implementing CCLS-aligned instruction; all teachers in grades 9-12 should be in the process of implementing CCLS-aligned units and building content capacity.

Background and Context

  • When Were the CCLS Adopted?

    In January 2011, the NYS Board of Regents adopted the NYS P-12 CCLS, which include the Common Core State Standards and a small amount of additional standards uniquely added by New YorkState. The New York State P-12 CCLS were implemented in New York State schools at the beginning of the 2012-2013 school year. In December 2016, new P-12 Science Learning Standards were adopted.

  • Common Core State Standards Background

    The Common Core State Standards were created through a collaborative effort on behalf of the National Governor’s Association Center for Best Practices and the Council of Chief State School Officers. The standards were developed by key stakeholders in the field, including teachers, school administrators, and content experts. The final standards were released in June 2010. They have been adopted by forty-five states across the United States, and three territories.

  • Instructional Shifts Required by the Common Core

    In the summer of 2011, NYSED, in conjunction with Student Achievement Partners, developed 12 instructional shifts from the Common Core that educators should adhere to so that curriculum materials and classroom instruction are aligned with the CCLS. There are six shifts in English Language Arts/Literacy and six shifts in Mathematics, as follows:

Common Core Shifts in ELA/Literacy
Shift 1 Pre-K-5, Balancing Informational & Literary Texts
Shift 2 6-12, Knowledge in the Disciplines
Shift 3 Staircase of Complexity
Shift 4 Text-based Answers
Shift 5 Writing from Sources
Shift 6 Academic Vocabulary

 

Common Core Shifts in Mathematics
Shift 1 Focus
Shift 2 Coherence
Shift 3 Fluency
Shift 4 Deep Understanding
Shift 5 Application
Shift 6 Dual Intensity

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.