Common Core Learning Standards

CCLS Category Sub-Category State Standard
11-12.WHST.10 Writing HS/S/T Range of Writing Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
11-12.WHST.2 Writing HS/S/T Text Types and Purposes Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
11-12.WHST.2.a Writing HS/S/T Text Types and Purposes Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12.WHST.2.b Writing HS/S/T Text Types and Purposes Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
11-12.WHST.2.c Writing HS/S/T Text Types and Purposes Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
11-12.WHST.2.d Writing HS/S/T Text Types and Purposes Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12.WHST.2.e Writing HS/S/T Text Types and Purposes Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
11-12.WHST.3 Writing HS/S/T Text Types and Purposes (See note; not applicable as a separate requirement)
11-12.WHST.4 Writing HS/S/T Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.WHST.5 Writing HS/S/T Production and Distribution of Writing Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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.