The CCSS ELA standards are, as you may remember, heavily (though certainly not exclusively) skills driven. The choice to focus on skills rather than content was deliberate and the standards authors themselves acknowledged that states would likely want to enhance these skills-driven standards with additional content. In fact, adoption states were told that the existing CCSS standards could comprise 85 percent of the total standards, giving the states the flexibility to add ?15 percent? atop of the final standards.
To date, it doesn't seem like too many states have taken seriously the charge of fleshing out this additional ?15 percent.? It's no wonder, then, that folks are looking to curriculum to provide teachers with more specific details about what content students should learn.
I've already argued against making curriculum decisions at the state or national level. I remain convinced that it would be a mistake to do so for lots of reasons. Among them, in this debate over curriculum, one thing that we shouldn't lose sight of is the important distinction between standards and curriculum. Done right, standards define the outcomes?the knowledge and skills that students must master. Curriculum, on the other hand, helps shape the process through which students will learn that content. In other words, curriculum helps shape (among other things) how the content should be organized, how it should be taught, etc. (Pedagogy gets at this as well, of course.)
We all know how long it takes for states to change...