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(Note, this was not a “full” close reading experience, since the questions were generic about any standards,.What did you learn about reading closely by reading the standards closely?.Of increasing complexity in student thinking and student work) In particular how attention to the standards helps promote higher order literacy skills, and the broader idea How will unpacking the standards, as you just did, help you design better learning for students? (Consider.(click on ELA, student writing samples look for “in common”).(click on common core, then assessments).If possible, locate examples of this standard in action (in curriculum or assessment) (30 min) NOTE: This can be done as its own separate session What are the characteristics of texts that students need to read in order to master this standard? Ex: RI.5.2 requires students to “determine two or more main ideas in a text…” So the text has to be complex enough to actually have two or more main ideas.Ħ.RI.8.1 asks students to identify the strongest evidence, which is much harder, requiring students to be able to weigh evidence.ĥ.

Ex: RI.7.1 asks students to identify several pieces of evidence.

Based on word choice, what seems key about the grade-specific demands of this standard?.

Box the prepositions: what are the implications…?.

Draw an arrow from the adjective to the noun it modifies: what are the implications…?.

Circle the nouns: what are the implications…?.

Underline the verbs: what are the implications for instruction and assessment?.

Reread the standard(s) with a focus on specific word choice (5 min)

Share what strikes you about the standard thus far, using the bulleted prompts from step 3 or 4Ĥ.

What scaffolding would students need to get there?īASED ON NEEDS OF GROUP, PARTNER SHARE EITHER AFTER STEP 3 OR 4 (5).

What would mastery of this standard look and sound like?.

What is the thinking this standard requires of students?.

Read the standard(s) closely, annotating as needed (3-5 min)

(Hint: look at the same standard a grade level above and below look at the anchor standard.)ģ.

If you were to nick name this standard across grade levels (e.g.

For that grade level, choose between 2-3 specific grade-level standards to read closely (e.g.

For your selected strand, home in on just one grade level (or do a jigsaw across grade levels).

Focus on one of the following strands: reading, writing, speaking & listening, or language standards.

If your state has modified the CCSS, be sure you are looking at your most recent state-specific version.

Choose your focus: one strand, one grade level, and 2-3 standards (5 min) I can identify the “heart” of specific Common Core Standards (reasoning, skill, and implications for text selection) at a specific grade level.ġ.

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Read: Management in the Active Classroom.We Are Crew: A Teamwork Approach to School Culture.Videos Teaching techniques alive in real classrooms with EL experts.Books Best-selling publications from EL Education authors.PD Packs Designed for self-study, small-group or large-group PD.Collections Resources grouped by theme for deeper study.Student Work Models of high-quality student work and related tools for teachers.Curriculum Our standards-aligned Language Arts curriculum for grades K-5.Library Search by type, topic, grade or discipline.EL Students Outperform State & District.What if school served a higher purpose?.