al ela reading literature anchor standard 1 for ela...

AL ELA READING LITERATURE Anchor Standard 1 for ELA, History/Social Studies & Science, & Technical Subjects

Key Ideas & Details CCR Anchor Standard 1. "Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text."

ELA

K-5

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 51. With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending.

1. Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.[RL.5.1]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 121. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1]

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12]

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12]

His

tory

/ So

cial

Stu

dies Grades 6 - 8 Grades 9 - 10 Grades 11 - 12

RH.6-8. 1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH.9-10. 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.11-12. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Scie

nce/

Te

chni

cal

Subj

ects

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RST.6-8. 1. Cite specific textual evidence to support analysis of science and technical texts.

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Key Ideas & Details

Handout 1


CCR Anchor Standard 2. "Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas."

ELA

K-5

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 52. With prompting and support, retell familiar stories, including key details. [RL.K.2]

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [RL.2.2]

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

2. Determine a theme of a story, drama, or poem from details in the text, including how character in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 122. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]

2. Determine a theme or central ideas in a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]

His

tory

/ So

cial

Stu


RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.11-12. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Scie

nce/

Te

chni

cal S

ubje

cts Grades 6 - 8 Grades 9 - 10 Grades 11 - 12

RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Key Ideas & Details


CCR Anchor Standard 3. "Analyze how and why individuals, events, and ideas develop and interact over the course of a text."

ELA

K-5

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 53. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

3. Describe characters, settings, and major events in a story, using key details. [RL.1.3]

3. Describe how characters in a story respond to major events and challenges. [RL.2.3]

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). [RL.4.3]

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 123. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

His

tory

/ So

cial

Stu


RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Scie

nce/

Te

chni

cal

Subj

ects

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure


CCR Anchor Standard 4. "Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone."

ELA

K-5

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 54. Ask and answer questions about unknown words in a text. [RL.K.4]

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. [RL.2.4]

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4]

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). [RL.4.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. [RL.5.4]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 11-124. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]

H

isto

ry/

Soci

al

Stud

ies

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Sci

ence

/ Te

chni

cal

Subj

ects

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Craft and Structure


CCR Anchor Standard 5. "Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole."

ELA

K-5

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 55. Recognize common types of texts (e.g., storybooks, poems). [RL.K.5]

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [RL.1.5]

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

E

LA 6

-12

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 125. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]

5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. [RL.7.5]

5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. [RL.8.5]

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]

His

tory

/ So

cial

St

udie

s

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Sci

ence

/ Te

chni

cal

Subj

ects

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Craft and Structure


CCR Anchor Standard 6. "Assess how point of view or purpose shapes the content and style of a text." E

LA K

-5

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 56. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6]

6. Identify who is telling the story at various points in a text. [RL.1.6]

6. Acknowledge differences in the points of view or characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]

6. Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [RL.4.6]

6. Describe how a narrator’s or speaker’s point of view influences how events are described. [RL.5.6]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 126. Explain how an author develops the point of view of the narrator or speaker in a text. [RL 6.6]

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. [RL.7.6]

6. Analyze how differences in the points of view of the characters and the audience of reader (e.g., create through the use of dramatic irony) create such effects as suspense or humor. [RL.8.6]

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. [RL.9-10.6]

6. Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6]

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

His

tory

/ So

cial

St

udie

s

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Sci

ence

/ Te

chni

cal

Subj

ects

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

RST.11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas


CCR Anchor Standard 7. "Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*"

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

ELA

K-5

7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [RL.K.7]

7. Use illustrations and details in a story to describe its characters, setting, or events [RL.1.7]

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]

7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation or fiction, folktale, myth, poem). [RL.5.7]

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

ELA

6-1

2

7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. [RL.6.7]8. Differentiate among odes, ballads, epic poetry, and science fiction.

7. Compare and contrast a written 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). [RL.7.7]

7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. [RL.8.7]

7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). [RL.9-10.7]

7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). [RL.9-10.7]

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least on play by Shakespeare.) [RL. 11-12.7]

His

tory

/ So

cial

St

udie

s

Grades 6 - 8 Grades 9 - 10 Grades 11 - 12

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Sci

ence

/ Te

chni

cal

Subj

ects


RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

"*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources."



CCR Anchor Standard 8. "Delineate and evaluate the argument and specific claims in a text, includingthe validity of the reasoning as well as the relevance and sufficiency of the evidence."

ELA

K-5


(Not applicable to literature) [RL.K.8].

(Not applicable to literature) [RL.1.8]

(Not applicable to literature) [RL.2.8.]




ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12(Not applicable to literature) [RL.6.8]



(Not applicable to literature) [RL.9-10.8]

(Not applicable to literature) [RL.11-12.8]

H

isto

ry/

Soci

al

Stud

ies


RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Sci

ence

/ Te

chni

cal

Subj

ects


RST.6-8 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.



CCR Anchor Standard 9. "Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take."

ELA

K-5


8. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [ RL.K.9]

8. Compare and contrast the adventures and experiences of characters in stories. [RL.1.9]

8. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [RL.2.9]

8. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [RL.3.9]

8. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

8. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 129. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. [RL.6.9]

8. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. [RL.7.9]

8. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. [RL.8.9]

8. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9]

8. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how early American authors draw upon the Bible for religious themes and issues). [RL.9-10.9]

8. Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9]

8. Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9]

H

isto

ry/

Soci

al

Stud

ies


RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Sci

ence

/ Te

chni

cal

Subj

ects


RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Range of Reading and Level of Text Complexity


CCR Anchor Standard 10. "Read and comprehend complex literary and informational texts independently and proficiently."

ELA

K-5


9. Actively engage in group reading activities with purpose and understanding. [RL.K.10]

9. With prompting and support, read prose and poetry of appropriate complexity for grade 1.[RL.1.10]

9. By the end of year, read and comprehend literature, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]

9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. [RL.3.10]

9. By the end of year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade 4-5 text complexity band independently and proficiently. [RL.5.10]

ELA

6-1

2

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 1110. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

9. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10]

9. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently independently and proficiently. [RL.8.10]

9. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.9-10.10]

9. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10-CCR text complexity band independently and proficiently. [RL.9-10.10]

9. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

9. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. [RL.11-12.10]

H

isto

ry/

Soci

al

Stud

ies

Grades 6 - 8 Grade 9-10 Grade 11-12RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-ccr text complexity band independently and proficiently.

Sci

ence

/Te

chni

cal

Subj

ects

Grades 6 - 8 Grades 9 – 10 Grades 11 - 12RST.6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

A Close Reading of Subcategories of Standards


Grade Specific Standards:

Anchor Standard:

LITE

RAL What does it say?

INTE

RPRE

TATI

ON

What does it mean?

REFL

ECTI

ON

What does it matter?What does it not say? What are skills that students need to know and be able to do in order to master this standard? What do I need to add to my current instruction? What does it matter – why is this standard important? How can the anchor standard add to my understanding? How does the unpacking contribute to my understanding?

Handout 2

Charlotte’s Web: Chapter OneRead the first chapter of Charlotte’s Web, by E.B. White.

Before Breakfast

“Where’s Papa going with that ax?” said Fern to her mother as they were setting the table for breakfast.

“Out to the hoghouse,” replied Mrs. Arable. “Some pigs were born last night.”

“I don’t’ see why he needs an ax,” continued Fern, who was only eight. “Well,” said her mother, “one of the pigs is a runt. It’s very small and weak, and it will never amount to anything. So your father has decided to do away with it.”

“Do away with it?” shrieked Fern. “You mean kill it? Just because it’s smaller than the others?”

Mrs. Arable put a pitcher of cream on the table. “Don’t yell, Fern!” she said. “Your father is right. The pig would probably die anyway.”

Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth smelled of springtime. Fern’s sneakers were sopping by the time she caught up with her father.

“Please don’t kill it!” she sobbed. “It’s unfair.”

Mr. Arable stopped walking.

“Fern,” he said gently, “you will have to learn to control yourself.”

“Control myself?” yelled Fern. “This is a matter of life and death, and you talk about controlling myself.” Tears ran down her cheeks, and she took hold of the ax and tried to pull it out of her father’s hand.

“Fern,” said Mr. Arable, “I know more about raising a litter of pigs than you do. A weakling makes trouble. Now run along!”

“But it’s unfair,” cried Fern. “The pig couldn’t help being born small, could it? If I had been very small at birth, would you have killed me?”

Mr. Arable smiled. “Certainly not,” he said, looking down at his daughter with love. “But this different. A little girl is one thing; a little runty pig is another.”

“I see no difference,” replied Fern, still hanging on to the ax. “This is the most terrible case of injustice I ever heard of.”

A queer look came over John Arable’s face. He seemed almost ready to cry himself.

“All right,” he said. “You go back to the house, and I will bring the runt when I come in. I’ll let you start it on a bottle, like a baby. Then you’ll see what trouble a pig can be.”

When Mr. Arable returned to the house half an hour later, he carried a carton under his arm. Fern was upstairs changing her sneakers. The kitchen table was set for breakfast, and the room smelled of coffee, bacon, damp plaster, and wood smoke from the stove.

“Put it on her chair!” said Mrs. Arable. Mr. Arable set the carton down at Fern’s place. Then he walked to the sink and washed his hands and dried them on the roller towel.

Fern came slowly down the stairs. Her eyes were red from crying. As she approached her chair, the carton wobbled, and there was a scratching noise. Fern looked at her father. Then she lifted the lid of the carton. There,

Handout 3

inside, looking up at her, was the newborn pig. It was a white one. The morning light shone through its ears, turning them pink.

“He’s yours,” said Mr. Arable. “Saved from an untimely death. And may the good Lord forgive me for this foolishness.”

Fern couldn’t take her eyes off the tiny pig. “Oh,” she whispered. “Oh, look at him! He’s absolutely perfect.”

She closed the carton carefully. First she kissed her father, then she kissed her mother. The she opened the lid again, lifted the pig out, and held it against her cheek. At this moment her brother Avery came into the room. Avery was ten. He was heavily armed –an air rifle in one hand, a wooden dagger in the other.

“What’s that?” he demanded. “What’s Fern got?”

“She’s got a guest for breakfast, Avery!” said his mother. “Wash your hands and face, Avery.”

“Let’s see it!” said Avery, setting his gun down. “You call that miserable thing a pig? That’s a fine specimen of a pig – it’s no bigger than a white rat.”

“Wash up and eat your breakfast, Avery!” said his mother. “The school bus will be along in half an hour.”

“Can I have a pig, too, Pop?” asked Avery.

“No, I only distribute pigs to early risers,” said Mr. Arable. “Fern was up at daylight, trying to rid the world of injustice. As a result, she now has a pig. A small one, to be sure, but nevertheless a pig. It just shows what can happen if a person gets out of bed promptly. Let’s eat!”

But Fern couldn’t eat until her pig had had a drink of milk. Mrs. Arable found a baby’s nursing bottle and a rubber nipple. She poured warm milk into the bottle, fitted the nipple over the top, and handed it to Fern. “Give him his breakfast!” she said.

A minute later, Fern was seated on the floor in the corner of the kitchen with her infant between her knees, teaching it to suck from the bottle. The pig, although tiny, had a good appetite and caught on quickly.

The school bus honked from the road.

“Run!” commanded Mrs. Arable, taking the pig from Fern and slipping a doughnut into her hand. Avery grabbed his gun and another doughnut.

The children ran out to the road and climbed into the bus. Fern took no notice of the others in the bus. She just sat and stared out of the window, thinking what a blissful world it was and how lucky she was to have entire charge of a pig. By the time the bus reached school, Fern had named her pet, selecting the most beautiful name she could think of.

“Its name is Wilbur,” she whispered to herself.

She was still thinking about the pig when the teacher said, “Fern, what is the capital of Pennsylvania?”

“Wilbur,” said Fern, dreamily. The pupils giggled. Fern blushed.

End of Chapter One.

This excerpt has been reprinted by permission of the HarperCollins Children’s Publishers

Read more on FamilyEducation:http://school.familyeducation.com/reading/fiction/34343.html#ixzz2JJM4fGM5

http://school.familyeducation.com/reading/fiction/34343.html#ixzz2JJM4fGM5

CCRS Standard Evidence of Student Attainment Teacher Vocabulary Knowledge Skills Understanding

1[RL.3.1] Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Students use writing and/or speaking to:

ask and answer questions that refer explicitly to the text for an answer

ask and answer questions

demonstrate understanding

text

referring explicitly to the text

Students know:

techniques for identifying important details

techniques for explaining important details

how to ask a variety of meaningful questions

to refer explicitly to text to support answers

vocabulary: explicitly

Students are able to:

ask and answer questions to comprehend and monitor understanding

identify key details

ask questions about key details

use original language to answer question about key details

make explicit references to text in answers

Students understand that referring to the text when asking and answering questions helps a reader comprehend a text explicitly and implicitly.

2[RL.3.2] Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.


recount stories, including fables, folktales, and myths from diverse cultures

determine the central message, lesson, or moral

explain how the central message, lesson or moral is conveyed through key details in the text.

recount

stories

fables

folktales

myths

diverse cultures

central message, lesson, or moral

conveyed through details in the text

Students know:

difference between retell and recount

qualities of fables, folktales, and myths

stories have a central message, lesson, or moral

central message of a story is conveyed through key details

techniques for recounting a story

techniques for identifying key details

vocabulary: retell, recount, fable, folktale, myth, culture, central message, lesson, moral, key details


recount stories

determine central message, lesson, or moral

explain relationship between key details and central message, lesson, or moral

apply these concepts to fables, folktales, and myths

apply these concepts to stories from diverse cultures

Students understand that key details that develop a story’s central message, lesson, or moral lead to a better understanding of other perspectives and cultures.

3[RL.3.3] Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.


describe characters in a story and explain how their actions move the story forward

characters

contribute to sequence of events

story

Students know:

actions of characters influence the events of a story

characters can be described by their traits, motivations, or feelings

vocabulary: characters, traits, motivations, sequence of events, contribute


describe characters

explain relationship between actions of characters and a story’s sequence of events (cause and effect)

Students understand that characters’ actions contribute to the events of the story and lead to a better understanding of other perspectives and cultures.

Grade 3?? ? ? ?

Handout 4

http://www.alsde.edu/

CCRS Standard Evidence of Student Attainment Teacher Vocabulary Knowledge Skills Understanding

1[RL.9.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


analyze the meaning of a variety of types of texts by explaining explicit ideas

draw inferences

provide strong and thorough pieces of textual evidence to support analysis

strong and thorough

textual evidence

support analysis

explicit

inference

Students know:

techniques for analyzing the meaning of a text

explicit details are used to support a textual analysis

inferences are used to support a textual analysis

the strength of an analysis depends upon relevance and thoroughness of supporting evidence

vocabulary: explicit, analysis, relevance


analyze the meaning of a text

support analysis with explicit ideas from a text

support analysis with inferences about a text

prioritize quality of textual evidence to select strong supporting examples

thoroughly explain textual evidence to support analysis

apply these strategies to a variety of types of texts

Students understand that an analysis of a text includes explicit understanding of and inferences about a text supported by several pieces of strong and thorough textual evidence.

2[RL.9.2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


objectively summarize a text including

analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement

determine

theme

central idea

text

analyze in detail

development over the course of the text

emerges

shaped and refined

specific details

objective summary

Students know:

qualities of an objective summary

themes or central ideas are developed over the course of a text

texts use particular details including to develop, shape, and refine meaning


objectively summarize a text objectively

analyze the development of a theme or central idea over the course of a text including its initial emergence and how details further the theme

Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspective and cultures.

3[RL.9.3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


analyze how complex characters develop

how characters interact to further the plot and develop the theme

analyze

complex characters

motivation

develop

interact

advance the plot

develop the them4

Students know:

authors use specific characters purposefully

how characters can help develop theme

how characters can have conflicting motivations

techniques for analyzing elements of a story or drama


identify complex characters

analyze the motivations of complex characters

analyze how characters further a theme

Students understand that plot and character development and motivation in a story are dynamic and lead to a better understanding of other perspectives and cultures.

?? ? ? ?

Handout 4

Grade 9

http://www.alsde.edu/

“It is not about just giving students harder text. It is about consistently getting them out of their comfort zones.”

Sarah Brown Wessley, The TeachingChannel

How It Will Be How It Has Been Implications for You

Handout 5

Take It Back

CCRS IT QM3

February 2013

1. Share your learning from today with your district team in order to plan collaboratively for the turn-around of information to your system.

2. Share your new learning with the teachers at your school.

3. Plan a Reading Literature lesson using the CCRS to guide your planning.

4. Spend some time reflecting on your lesson with a peer. Use these questions to guide your thinking:

What were my students able to do? What did I learn?

5. Explore the resources on the CCRS website. (www.alex.state.al.us/ccrs )Include information that you found helpful in your reflections.

6. Bring a copy of your lesson and your reflections to the next CCRS meeting.

7. Complete the online survey.

Handout 6

http://www.alex.state.al.us/ccrs

al ela reading literature anchor standard 1 for ela...

Documents