Pennsylvania Common Core English Language Arts Standards Raise the Bar
Pennsylvania adopted the Common Core State Standards in English Language Arts and Math in 2010.
Aimed at ensuring that graduates of Pennsylvania high schools are fully prepared for college and a
career, these standards are more rigorous for students than most states’ past standards. Common Core
State Standards are targeted at the most important skills and knowledge that students need to know, so
they are streamlined and clearer. Because there are fewer standards teachers can get to the heart of what
matters for students to be successful.
Whether in college or at work, you have to be able to communicate effectively. In addition to reading
great works of literature, the Common Core English Language Arts standards emphasize reading
informational text (a biology textbook) and literary non-fiction (e.g. Harriet Tubman: Conductor on the
Underground Railroad by Ann Petry). It is critical for both college and the workplace that students be
able to deeply understand what they’ve read and write and speak about it clearly. But these standards
also ensure that students read stories and great works of literature. A key difference between the old
state standards and Common Core is that students are expected to read high quality and more
challenging books in earlier grades than before.
Just as important, the literacy standards aren’t just for ELA classes—they are designed to make reading
comprehension and effective writing a part of history, social studies, science, career-technical education
and other content areas.
The ultimate goal is for students to apply these skills to increasingly challenging texts as they progress
through K-12 and into colleges, universities and the workplace. Below are a few examples of how the
Pennsylvania Common Core ELA standards raise the bar for Pennsylvania students.
Comparison of Pennsylvania Standards to Pennsylvania Common Core ELA/Literacy Standards
THEN - The past
NOW - The Pennsylvania Common
Communication for the General Public
Pennsylvania
Core Standards
standards
In 2nd grade, students are expected to:
The past standards expect students to use
Elementary In 2nd grade, students
are expected to use
text organization to understand the text
Reading Standards for Literature
text organization and
using criteria. There is no information
 Use information gained from the
content to derive
illustrations and words in a print or about the type of text, text organization, or
meaning from text
criteria to use to demonstrate this standard.
digital text to demonstrate
using criteria.
understanding of its characters,
The Common Core standards are specific
setting, or plot.
Reading Standards for Informational and more rigorous. Students are expected
to use information from illustrations and
Text
words in print or digital text to
 Explain how specific images (e.g.,
a diagram showing how a machine demonstrate understanding of its
characters, setting, or plot. Students are
works) contribute to and clarify a
Grade
Level
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text.
Middle
School
High
In 4th grade, students
are expected to
demonstrate fluency
in oral reading of
grade level texts;
demonstrate an
appropriate rate of
silent reading based
upon grade level texts.
In 4th grade, students are expected to
read with sufficient accuracy and
fluency to support comprehension.
 Read on-level text with purpose
and understanding.
 Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on successive
readings.
In 6th grade, students
are expected to use
media and technology
resources for selfdirected learning,
group collaboration,
and learning
throughout the
curriculum.
In 6th grade, students are expected to
use technology, including the Internet,
to produce and publish writing as well
as to interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills to type
a minimum of three pages in a single
sitting.
In 7th grade, students
are expected to read,
understand, and
respond to works from
various genres of
literature.
In 7th grade, students are expected to:
Reading Standards for Literature:
 Compare and contrast a story,
drama, or poem to its audio,
filmed, staged, or multimedia
version, analyzing the effects of
techniques unique to each medium
(e.g., lighting, sound, color, or
camera focus and angles in a film).
Reading Standards for Informational
Text:
 Compare and contrast a text to an
audio, video, or multimedia
version of the text, analyzing each
medium’s portrayal of the subject
(e.g., how the delivery of a speech
affects the impact of the words).
In grades 9-10,
In grades 9-10, students are expected
also expected to explain how specific
images (e.g., a diagram showing how a
machine works) contribute to and clarify
an informational text (e.g., science
textbook).
The past standard expects students to
demonstrate fluency (reading words
correctly, at a good pace, and with
expression) when reading grade level text
out loud and silently.
The Common Core standards expect
students to read grade 4 text fluently (read
the words correctly, at a good pace, and
with expression) to support
comprehension—the purpose for reading.
4th graders are also expected to read grade
level prose and poetry fluently.
The past standard is general and it is not
clear how students would demonstrate
mastery. The past standard expects
students to use technology and media for
self-directed learning, group collaboration,
and learning throughout the curriculum.
The Common Core standard is specific and
includes those skills needed in college and
the work place. Students are expected to
use technology, including the Internet, to
produce and publish writing, interact and
collaborate with others, and demonstrate
command of keyboarding skills (type three
pages in one sitting).
The past standards are general and expect
students to read, understand, and respond
to works from various genre of literature.
Important information such as specific
genres (e.g., films), how students are to
respond, and informational text are not
included.
The Common Core standards are specific
and rigorous. Students are expected to
compare and contrast a story, drama, or
poem to its audio, filmed, staged, or
multimedia version, analyzing the effects
of techniques used in each (e.g., lighting,
sound, camera focus). Students are also
expected to compare and contrast
informational text to an audio, video, or
multimedia version of the text, analyzing
how the topic is described in each version.
The past standards are vague and expect
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School
students are expected
to:
 Listen critically
and respond to
others in small
and large group
situation.
 Respond with
grade level
appropriate
questions, ideas,
information, or
opinions.
to:
 Initiate and participate effectively
in a range of collaborative
discussions (one-on-one, in groups,
and teacher-led) with diverse
partners on grades 9–10 topics,
texts, and issues, building on
others’ ideas and expressing their
own clearly and persuasively.
 Come to discussions prepared
having read and researched
material under study; explicitly
draw on that preparation by
referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
 Work with peers to set rules for
collegial discussions and decisionmaking (e.g., informal consensus,
taking votes on key issues,
presentation of alternate views),
clear goals and deadlines, and
individual roles as needed.
 Propel conversations by posing
and responding to questions that
relate the current discussion to
broader themes or larger ideas;
actively incorporate others into the
discussion; and clarify, verify, or
challenge ideas and conclusions.
 Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify
their own views and understanding
and make new connections in light
of the evidence and reasoning
presented.
students to listen critically and respond to
others in small and large group situations.
Students are also expected to respond with
grade level appropriate questions, ideas,
information, or opinions.
The Common Core standards are specific,
more rigorous, and expect students to
demonstrate speaking and listening skills
that are essential for college and the work
place. Students are expected to initiate and
participate effectively in a range of
collaborative discussions with diverse
partners on grades 9-10 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and
persuasively. Students are expected to
come to discussions having read and
researched the material; refer to specific
evidence from texts on the topic; work
with peers to set rules for collegial
discussions; set goals, deadlines, and
individual roles as needed; pose and
respond to questions to move the
conversation forward; respond to diverse
perspectives; summarize points of
agreement and disagreement; justify own
views; and make new connections based
on evidence and reasoning presented.
The Common Core ELA standards have increased expectations of students through the type of texts that
are expected to be read at particular grade levels. The table below presents a few examples of the
increased expectations on the types of texts that students should be able to read at each grade level.
More Difficult Text Reading
Sarah, Plain and Tall is a story that was typically read at the fourth grade level; the Common Core expect
second and third grade students to be able to read this story with deep understanding.
Casey at the Bat, a popular children’s poem, is typically read in middle school, but will now be read in upper
elementary levels.
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The “Letter on Thomas Jefferson”, typically read at the high school level, will now be read at the middle
school level.
A Doll’s House is a play that was typically read in eleventh or twelfth grade, will be read in ninth or tenth.
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