By now, most English language arts teachers at the secondary level are aware that literature has not been eliminated or even drastically reduced by the Common Core State Standards (CCSS). By now, most ELA teachers understand that the 70/30 ratio of nonfiction-to-fiction reading prescribed by the CCSS refers to the “sum of student reading” across all disciplines, including science, mathematics, history and social sciences, health, physical education, foreign languages, arts, and technical subjects, leaving plenty of literature to be read in English class (see the footnotes on page 5 of the ELA and literacy standards).
In fact, the CCSS’s “Key Shifts in ELA” document states that literature remains “the core of the work of [grade] 6-12 ELA teachers,” and the introduction to the ELA and literacy standards notes that “[b]ecause the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.
But what still leaves many educators scratching their heads is where to find literary analysis in the CCSS. I know this because I was recently searching for it as my colleagues and I tried to figure out where it fit in the CCSS for ELA and Literacy’s three writing “types”: arguments, informative/explanatory texts, and narratives. Continue reading