English
Language
Arts
Shift 1
Balancing Informational &
Literary Texts
Content-rich nonfiction balance
50
Fiction
K-5
50
Nonfiction
Content-rich nonfiction balance
Content-rich nonfiction balance
Shift 2
Knowledge in the Disciplines
(6-12)
Shift 3
Staircase of Complexity
What is text complexity?
CCR (College and
Career Ready)
11-12
Text Complexity
Standards
9-10
6-8
Listed by grade “bands”
4-5
2-3
K-1
Shift 4
Text-based Answers
Shift 5
Writing from Sources
Shift 6
Academic Vocabulary
Structure of the Standards
Strand
Anchor
Standard
GradeSpecific
Standard
Reading
Strands
Writing
Speaking and
Listening
Language
Literature
Reading
Informational
Text
Foundational
Skills (K-5
only)
Reading
Writing
History/
Social
Studies
Science
Technical
Subjects
Structure of the Standards
Strand
Anchor
Standard
GradeSpecific
Standard
Anchor
Standards
10 - Reading
10 - Writing
6 - Speaking &
Listening
6 - Language
RI 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.
Reading for
Informational Text
Anchor 1:
Read closely
to determine
what the text
says
explicitly and
to make
logical
inferences…
RI.K.1
With prompting
and support, ask
and answer
questions about
key details in a
text.
Reading for
Informational Text
Anchor 1:
Read closely
to determine
what the text
says
explicitly and
to make
logical
inferences…
RI.6.1
Cite textual
evidence to
support analysis
of what the text
says explicitly
as well as
inferences
drawn from the
text.
Reading for
Informational Text
Anchor 1:
Read closely
to determine
what the text
says
explicitly and
to make
logical
inferences…
RI.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.
Common Core Standards and
Domain Abbreviations
Standard
English Language Arts
Grade
Level
RI
Reading for Information
All
RL
Reading for Literature
All
RST
Reading for Literacy in Science and Technical Subjects
All
RH
Reading for Literacy in History/Social Science
All
RF
Reading Foundations
K-5
SL
Speaking and Listening
All
L
Language
All
W
Writing
All
WHST
Writing for Literacy in History/Social Science, Science,
and Technical Subjects
All
Identify the Standard
RI . 4 . 2
Strand
Grade
Standard
Number
Identify the Standard
W. 11-12. 1b
Strand
Grades
Standard
Number
Now You Try
RL . 7 . 8
Common Core Standards and
Domain Abbreviations
Standard
English Language Arts
Grade
Level
RI
Reading for Information
All
RL
Reading for Literature
All
RST
Reading for Literacy in Science and Technical Subjects
All
RH
Reading for Literacy in History/Social Science
All
RF
Reading Foundations
K-5
SL
Speaking and Listening
All
L
Language
All
W
Writing
All
WHST
Writing for Literacy in History/Social Science, Science,
and Technical Subjects
All
Spiral Map
Activity
ANCHOR
STANDARD
CCR Language
Anchor Standard 1:
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking.
L.1.1
Grade 1
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We
hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone,
everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
e. Produce and expand complete simple and compound declarative, interrogative, imperative,
and exclamatory sentences in response to prompts.
L.K.1
Kindergarten
1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when,
why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of,
by, with).
f. Produce and expand complete sentences in shared language activities.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
As shown, place the
sample student products
in order on Bloom’s
Taxonomy
(with remembering at
the bottom of your chart
and creating at the top)
Creating
Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Analyzing
Make a jigsaw puzzle of children using bikes safely. What problems
are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel
and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your desk
into a form of transport.
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Creating
Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Analyzing
Make a jigsaw puzzle of children using bikes safely. What problems
are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel
and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your desk
into a form of transport.
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Creating
Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Analyzing
Make a jigsaw puzzle of children using bikes safely. What problems
are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel
and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your desk
into a form of transport.
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Creating
Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Analyzing
Make a jigsaw puzzle of children using bikes safely. What problems
are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel
and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your desk
into a form of transport.
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Creating
Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Analyzing
Make a jigsaw puzzle of children using bikes safely. What problems
are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel
and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your desk
into a form of transport.
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Creating
Invent a vehicle. Draw or construct it after careful planning. What
sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
different forms of transport.
Evaluating
What changes would you recommend to road rules to prevent traffic
accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Analyzing
Make a jigsaw puzzle of children using bikes safely. What problems
are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Understanding
How do you get from school to home? Explain the method of travel
and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your desk
into a form of transport.
Remembering
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
Depth of Knowledge
Your turn
Take a
lesson
you’re
teaching
this or next
week.
Consider
how you’ll
move it to a
deeper
level.