ccss reading anchor website links
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A N C H O R S T A N D A R D K E Y I D E A S A N D
D E T A I L S ( 9 - 1 0 ) S T A N D A R D 1
CCSS.ELA-Literacy.RI.9-10.1 & CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence tosupport analysis of what the text says explicitly as well as inferences drawn from the text.
FOCUS: EXPLICIT/IMPLICIT MEANINGS
Thinking Skills: Making Inferences:
Socratic Seminar, Say Something, Say/Mean, Vocab Inferring, Inferring Info Text
Thinking Skills: Make connections toprior knowledge
Anticipation Guide (formative), Clustering (reading info), Discussion Webs , GiveOne Get One, Socratic seminar , Graffiti Conversation, Say Something, DoubleEntry Diary
Thinking Skills: DeterminingImportance
AVID, Most Valuable Idea, Let’s Compare Notes (formative) Discussion Mystery Envelopes (reading info), Reciprocal Teaching, Socraticseminar , Graffiti Conversation, Say Something, Say/Mean, Double Entry Diary
Thinking Organizers: AVID, MVI, Intra-Act, Discussion Webs, Mystery Envelope, Say Mean Chart, S-O-S Summary, Socratic Seminar
A N C H O R S T A N D A R D K E Y I D E A S A N D D E T A I L S ( 9 - 1
0 ) S T A N D A R D 2
I 1 ( 9 - 1 2 )
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze 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.
FOCUS: MAIN IDEAS
Thinking Skills: Generate Questions
Generating questions (before, during and after reading) (reading info) Reciprocal Teaching Socratic seminar Say Something Say/Mean Questioning the Author (analyze text)
Thinking Skills: Determining Importance
Concept Map (reading strategies) Let’s Compare Notes (formative) Concept Map Discussion Mystery Envelopes (reading info) GIST (graphic organizers) Reciprocal Teaching Say/Mean Socratic seminar Graffiti Conversation Say Something Double Entry Diary
Thinking Skills:
Synthesize Let’s Compare Notes (formative) Socratic seminar Graffiti Conversation Say Something Say/Mean Thinking Diagram (analyze) Changes in the Wind (analyze)
Thinking Organizers:
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A N C H
O R S T A N D A R D K E Y I D E A S & D E T A I L S ( 9 - 1 2 )
S T A N D A R D 3
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order inwhich the points are made, how they are introduced and developed, and the connections that are drawn between them.
FOCUS: TEXT RELATIONSHIPS
Thinking Skills:
Make connections to priorknowledge
Socratic seminar Graffiti Conversation Say Something
Thinking Skills:
Generate questions Socratic seminar Say Something Questioning the Author
Thinking Skills:
Make Inferences Socratic seminar Say Something
Thinking Skills:
Create Mental Images
Socratic seminar Say Something
Thinking Organizers:
A N C H O R S T A N D A R D C R A F T A N
D S T R U C T U R E ( 9 -
1 2 ) S T A N D A R D 4
CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., howthe language of a court opinion differs from that of a newspaper).
FOCUS: VOCABULARY
Thinking Skills:
Make inferences Reciprocal Teaching Background knowledge +text clues= inference organizer voc. organizer
Thinking Skills:
Make connections to priorknowledge Thinking Skills:
Create Mental Images Thinking Organizers:
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A N C H O R S T A N D A R D
C R A F T A N D
S T R U C T U R E ( 9 - 1 2 ) S T A N D A R D 5
CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particularsentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
FOCUS: TEXT STRUCTURE
Thinking Skills:
Generate questions Questioning the Author
Thinking Skills:
Determine Importance Graffiti Conversation
Thinking Skills:
Synthesize Let’ Compare Notes (form ass) Graffiti Conversation
Thinking Organizers:
A N C H O R S T A N D A R D C R A F T A N D
S T R U C T U
R E ( 9 - 1 2 ) S T A N D A R D 6
CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author usesrhetoric to advance that point of view or purpose.
FOCUS: AUTHOR PURPOSE PERSPECTIVE
Thinking Skills:
Generate questions Socratic seminar Questioning the Author
Thinking Skills:
Make Inferences Socratic seminar
Thinking Skills:
Thinking Organizers:
A N C H O R S T A N D A R
D
I N T E G R A T I O N O F K
N O W L E D G E &
I D E A S
9 - 1 2
S T A N D
A R D 7
CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story inboth print and multimedia), determining which details are emphasized in each account.
FOCUS: VISUAL LITERACY & TECHNOLOGY
Thinking Skills:
Generate questions Socratic seminar
Thinking Skills:
Create Mental Images Thinking Skills:
Synthesize Socratic seminar Graffiti Conversation
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Thinking Organizers:
A N C H O R S T A
N D A R D I N T E G R A T I O N O F
K N O W L E D G E
& I D E A S ( 9 - 1 2 ) S T A N D A R D 8
CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
FOCUS: ARGUMENT & SUPPORT
Thinking Skills:
Generate questions Reciprocal Teaching Socratic seminar Say Something
Thinking Skills:
Determine importance Intra-Act Socratic seminar Say Something
Thinking Skills:
Synthesize Socratic Seminar Say Something
Thinking Organizers:
A N C H O R S T
A N D A R D I N T E G R A T I O N O F
K N O W L E D G
E & I D E A S ( 9 - 1 2 ) S T A N D A R D 9
CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s
Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”),including how they address related themes and concepts.
FOCUS: MULTIPLE TEXTS
Thinking Skills:
Make connections to priorknowledge Socratic seminar
Thinking Skills:
Generate questions Socratic seminar
Thinking Skills:
Determine importance Socratic seminar
Graffiti Conversation
Thinking Organizers:
Synthesize Socratic seminar Graffiti Conversation
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R A N G E O F R E A D I N G L E V E L & T E X T C O M P L E X I T Y ( 9 - 1 2 ) S T A N D A R D 1 0
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 textcomplexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity bandindependently and proficiently. FOCUS: TEXT COMPLEXITY
Thinking Skills:
Make connections to priorknowledge Generate questions Determine importance Synthesize Create Mental Images Make Inferences
Thinking Skills:
Thinking Skills:
Thinking Organizers: