Reading and Literacy
The reading and literacy curriculum at CCCS has a strong focus on independent reading. Rather than focusing solely on the skills of reading and writing, language arts standards at CCCS highlight the growing complexity of the texts students need to read in order to be ready for the demands of high school, college, career, and life.
The reading standards also focus on students’ abilities to read carefully and grasp information, arguments, ideas, and details based on evidence in the text.
Students at CCCS will follow a 50-50 balance between informational and literary reading. Informational reading includes content-rich nonfiction in history, social studies, sciences, technical studies, and the arts. By immersing themselves in information about the world around them, students will be able to independently develop strong general knowledge and vocabulary.
The 200-Hour Reading Power Campaign
To ensure extensive, independent reading, every student in every grade is expected to engage in self-selected independent reading for at least one hour per day—30 minutes in school and 30 minutes at home—for a minimum of 200 hours per year. (In kindergarten and first grade, home reading includes listening to books read by a parent or other caretaker.) Typically, these hours of reading are recorded in 15-minute increments. These increments are logged by students on their reading logs in school and at home. In school, teachers sign the log for each increment affirming that the reading was accomplished. At home, the parent or guardian acts as reading coach and signs for each 15-minute increment.