Reading Strand
Reading: Literature
Ke
y Id
eas
and
Det
ails
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Cra
ft a
nd
Str
uct
ure
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men
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men
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Inte
grat
ion
of
Kn
ow
led
ge
an
d Id
eas
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men
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Stan
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tate
men
t 8
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dar
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tate
men
t 9
Ran
ge o
f R
ead
ing
and
Le
vel o
f Te
xt C
om
ple
xity
St
and
ard
Sta
tem
ent
10
Reading: Informational Text
Ke
y Id
eas
and
Det
ails
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men
t 1
Stan
dar
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tate
men
t 2
Stan
dar
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tate
men
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Cra
ft a
nd
Str
uct
ure
Stan
dar
d S
tate
men
t 4
Stan
dar
d S
tate
men
t 5
Stan
dar
d S
tate
men
t 6
Inte
grat
ion
of
Kn
ow
led
ge
an
d Id
eas
Stan
dar
d S
tate
men
t 7
Stan
dar
d S
tate
men
t 8
Stan
dar
d S
tate
men
t 9
Ran
ge o
f R
ead
ing
and
Le
vel o
f Te
xt C
om
ple
xity
St
and
ard
Sta
tem
ent
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Reading: Foundational
Skills
Pri
nt
Co
nce
pts
St
and
ard
Sta
tem
ent
1
Ph
on
olo
gica
l Aw
aren
ess
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dar
d S
tate
men
t 2
Ph
on
ics
and
Wo
rd
Re
cogn
itio
n
Stan
dar
d S
tate
men
t 3
Flu
ency
St
and
ard
Sta
tem
ent
4
1
Close Reading: How?
• Don’t summarize what the text is about; allow students the luxury of discovering this for themselves. (Make them think!)
• Allow the text to reveal itself to them as readers/detectives.
• Lavish time and attention on text that deserves it.
• Remember: the teacher is not the expert; the text is.
2
Close Reading: How?
1. Allow them to read text to themselves.
2. Read text aloud to them so they can hear the language as it is meant to be heard.
3.Analyze text by using text-dependent discussion questions.
4. Discuss author’s use of academic vocabulary.
3
making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level
engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals
modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument
engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible
immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge
introducing background knowledge
4
Literary Nonfiction: NAEP’S Definition
• May include elements of narration and exposition and is often referred to as mixed text
• Includes essays; speeches; opinion pieces,
biographies; journalism; and historical scientific or other documents written for a broad audience
• It uses literary techniques usually associated with fiction or poetry and also presents information or factual material
5
Writing Strand
Text Types and
Purposes
Standard Statement
1
Standard Statement
2
Standard Statement
3
Production and Distribution of
Writing
Standard Statement
4
Standard Statement
5
Standard Statement
6
Research and Presentation of
Knowledge
Standard Statement
7
Standard Statement
8
Standard Statement
9
Range of
Writing
Standard Statement
10
6
Writing Shifts
• An increase in writing to sources
• Emphasis on writing that marshals arguments (using evidence, evidence, evidence)
• A significant increase in the amount of research writing (short and frequent projects)
7
What does it look like in grade 3?
Text Dependent Non-Text Dependent
Ask and answer questions
regarding the plot of Patricia
MacLachlan’s Sarah, Plain and
Tall, explicitly referring to the
book to form the basis for
their answers. [RL.3.1]
One of the themes in the
book, Sarah, Plain and Tall, is
loss. Write about a time when
you or someone you know
experienced the loss of a
loved one.
8
What does it look like in grade 6?
Text Dependent Non-Text Dependent
Analyze in detail how the early years
of Harriet Tubman (as related by
author Ann Petry) contributed to her
later becoming a conductor on the
Underground Railroad, attending to
how the author introduces,
illustrates, and elaborates upon the
events in Tubman’s life. [RI.6.3]
Create a story in which the
main character is on the
underground railroad. What
would life be like for this
character?
9
What does it look like in grades 9-10?
Text Dependent Non-Text Dependent
Analyze in detail the theme of
relationships between mothers and
daughters and how that theme
develops over the course of Amy
Tan’s The Joy Luck Club. Students
search the text for specific details
that show how the theme emerges
and how it is shaped and refined
over the course of the novel. [RL.9–
10.2]
Explore the ways that both
Chinese and American
superstitions drive thoughts
and choices. Does superstition
help generations connect, or
does it separate them?
10
Three practices for strengthening reading through writing:
1. Have students write about the text they read (taking notes, answering questions, learning logs, summaries, or extended response)
2. Teach students the writing skills and processes that go into creating text
3. Increase the amount of time students write.
Writing to Sources: How?
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Persuasion Argument Appeals to the credibility,
character, or authority of the
writer (speaker)
Appeals to the audience’s self-
interest and sense of identity
Relies on emotional appeals
Evokes emotions
Convinces the audience because
of the perceived merit and
reasonableness of the claims and
proofs offered rather than
evoking emotions.
Requires evidence
Argument vs. Persuasion in the Common Core
12
Marshaling Arguments: Why?
When students consider two or more
perspectives on a topic or issue, something far beyond surface knowledge is required . They must
– Think critically and deeply
– Assess the validity of their own thinking
– Anticipate counterclaims in opposition to their own assertions
13
Marshaling Arguments: How?
• Students must be able to effectively arrange their thoughts to support their reasoning.
• Writing must reflect evidence of close analytic reading of complex text.
• Writing must show evidence of either advancing an argument or explaining an idea.
14
Research: How?
• Students should have multiple opportunities for research (short, as well as sustained projects).
• Students should utilize multiple forms of technology to produce, publish, and collaborate with others.
15
Language Strand
Conventions of Standard English
Standard Statement
1
Standard Statement
2
Knowledge of
Language
Standard Statement
3
Vocabulary Acquisition and Use
Standard Statement
4
Standard Statement
5
Standard Statement
6
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