Common Core Corner

CCSS Implementation in FUESD

Welcome to Common Core Corner!

The Common Core State Standards (CCSS) have been the adopted standards in California since 2010. The Fallbrook Union Elementary School District has taken an intentionally measured approach in implementing the new standards. It is important that all of our teachers have the knowledge, skills and training to effectively implement the Common Core. This year the district began its initial implementation in Mathematics. Training and curriculum planning will begin in English Language Arts during the Spring, 2014, with implementation during the 2014-15 school year.

This is the second edition of the Common Core Corner; it will be updated every two weeks. It is intended to inform parents and the community about what the new standards are, the rationale for their development, and how they are being effectively implemented in our classrooms.

What Are the Instructional Shifts for English Language Arts and Literacy?

What Teaching and Learning in ELA Will Look Like in FUESD Classrooms

1. BUILD KNOWLEDGE THROUGH CONTENT-RICH NONFICTION: In Grades K-5, fulfilling the standards requires a 50/50 balance between informational (expository) and literary (narrative) reading. Students will read more content rich non-fiction in history/social studies, science and the arts. In Grades 6-12, ELA classes place greater attention to literary nonfiction than has been past practice. The standards for literacy in history/social studies, science, and technical subjects ensure that students can build knowledge in these disciplines through reading and writing independently.

2. READING, WRITING, AND SPEAKING GROUNDED IIN EVIDENCE FROM TEXT, BOTH LITERARY AND INFORMATIONAL: Rather than asking students questions students can answer solely from their prior knowledge or experience, the new standards expect students to answer questions that depend on having read the text or texts with care. The standards also focus on narrative writing throughout the grades, with increasing focus on effective argumentative and informational writing in the later grades.

3. REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE: The new standards build a staircase of text complexity so that all students are ready for the reading demands of college and career no later than the end of high school. There is increased attention on academic vocabulary, focusing on the words that appear in a variety of content areas (such as ignite and commit).


1. Read as much non-fiction information as fiction/stories.

2. Learn more about the world by reading.

3. Read more challenging material.

4. Talk about what you read using evidence from the text.

5. Write about texts using evidence.

5. Know more vocabulary words


1. Look for your child to have more reading assignments based on real-life events.

2. Look for your child to bring home more fact-based books about the world. For example, your first grader might read Clyde Robert Bull's A Tree is a Plant.

3. Your child will have reading and writing assignments that might ask them to retell or write about key parts of a story or book.

4. Look for written assignments that ask your child to draw on concrete examples from the text that serve as evidence. Evidence means citing examples from the book that your child will use to support a response or conclusion.

5. Look for writing assignments that ask your child to make arguments in writing using evidence.

6. Look for assignments that stretch your child's vocabulary, and to use new words in reading, writing and speaking.