Session 1: Understanding the Organization
Audience: 6-12 ELA & Content Teachers

Understand that the College and Career Readiness
(CCR) Anchor Standards
◦ Define cross-disciplinary literacy expectations needed for
students to enter college and workforce training programs;
◦ Provide the organizational “backbone” of the grade-specific
Common Core State Standards (CCSS) for English Language
Arts (ELA) and Literacy in History/Social Studies, Science, and
Technical Subjects, except for the Foundational Skills;
◦ Are organized into four strands with subheadings under each;
◦ Depict an integrated model of literacy.

Understand that grade specific CCSS
◦ Describe what all students should know and be able to do at
the end of each grade or grade band.
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K-12
Mathematics
K-5
English Language
Arts
K-12
ELA/Literacy
6-12
History/
Social Studies
Appendices
A, B, C
Science &
Technical
Subjects
Common Core
State Standards
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Most reading in college & workforce training is
informational in structure and challenging in content, with
a higher volume expected and little scaffolding provided.
At the secondary level, many reading and writing demands
on students are specific to the disciplines, and are best
understood and addressed by experts in the fields. E.g.,
◦ Understanding hierarchical structures; analyzing primary and
secondary sources; following precisely multistep procedures, etc.
◦ Understanding the different types of evidence (e.g., documentary,
experimental) called for academic writing in different disciplines

Students can develop mutually reinforcing skills for reading
and writing across a range of texts and disciplines.
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
College and Career Readiness (CCR) Anchor Standards
are divided into four interrelated literacy strands.
College & Career Readiness
Anchor Standards
Reading
Writing
Speaking
& Listening
Language
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
The CCRs in each literacy strand are grouped into
sections by subheadings. For example,
Reading
Key Ideas and
Details
Craft and
Structure
Integration of
Knowledge
and Ideas
Range of
Reading &
Level of Text
Complexity
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

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Read through the CCR standards for READING under
each subheading.
In groups, discuss how the standards under each
subheading are related. How are they distinct from
those under other subheadings?
Jot down phrases to describe the relationships or
distinctions.
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
Writing
◦
◦
◦
◦

Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and Listening
◦ Comprehension and Collaboration
◦ Presentation of Knowledge and Ideas

Language
◦ Conventions of Standard English
◦ Knowledge of Language
◦ Vocabulary Acquisition and Use
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

Take a minute to read through the CCR anchor
standards of the Writing, Speaking and Listening, and
Language strands.
In groups, highlight or mark the CCR anchor standards
in Writing, Speaking and Listening, and Language that
are closely connected to the Reading CCRs.
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

What interrelationships did you notice with the
Language strand? Others?
Research and media skills are blended into the
Standards as a whole. Find examples throughout the
strands.
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
Describe what all students should know and be able to
do at the end of each grade or grade band.
◦ Grade level standards at each grade K - 8
◦ Grade band standards at high school: 9-10 and 11-12

Using a “back-mapping” design, grade-specific K-12
CCSS translate the aims of the CCR anchor standards
into age- and attainment-appropriate terms.
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English Language
Arts
Reading
Literacy in Content
Areas
Reading
Literature
Literary Nonfiction
Informational Text
Writing
Writing
Speaking & Listening
Language
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CCR
READING
K-5 ELA
& History/SS
Science & Tech
6-12 ELA
6-12 History/SS
6-12 Science
& Technical Subj
Key Ideas & Details
1.
2.
3.
Key Ideas & Details
1.
2.
3.
Key Ideas & Details
1.
2.
3.
Key Ideas & Details
1.
2.
3.
Key Ideas & Details
1.
2.
3.
Craft & Structure
4.
5.
6.
Craft & Structure
4.
5.
6.
Craft & Structure
4.
5.
6.
Craft & Structure
4.
5.
6.
Craft & Structure
4.
5.
6.
Integration of
Knowledge & Ideas
7.
8.
9.
Integration of
Knowledge & Ideas
7.
8.
9.
Integration of
Knowledge & Ideas
7.
8.
9.
Integration of
Knowledge & Ideas
7.
8.
9.
Integration of
Knowledge & Ideas
7.
8.
9.
Range of Reading &
Level of Text
Complexity
10.
Range of Reading &
Level of Text
Complexity
10.
Range of Reading &
Level of Text
Complexity
10.
Range of Reading &
Level of Text
Complexity
10.
Range of Reading &
Level of Text
Complexity
10.
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Reading CCR #5: Analyze the structure of texts, including how
specific sentences, paragraphs, and larger portions of the text …
relate to each other and the whole.
9-10.RI.5: Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text ….
6-8.H.5: (History/Social Studies) Describe how a text presents
information (e.g., sequentially, comparatively, causally).
4.RI.5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
K.RI.5: Identify the front cover, back cover, and title page of a book.
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9-10.RL.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.
9-10.RI.3
Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are
drawn between them.
9-10.RH.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply
preceded them.
9-10.RST.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.
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
Examine the Common Core State Standards at your
own grade level
◦ Find connections among the Reading standards and those in
Writing (and for ELA, among the additional two strands).

How might teachers at your level integrate standards
from two or more strands into small units or complex
tasks?
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
Decode the alphabet soup.
◦ ELA, RL/RI/RST/RH, CCSS, CCR

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
How are the CCR and the grade-specific Common Core
State Standards related? Different?
Recall the four strands in the Common Core State
Standards for English Language Arts & Literacy in the
content areas.
(ELA) Briefly explain how one Language standard could
be integrated into a reading, writing, or speaking/
listening task.
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The Common Core State Standards define what all
students are expected to know and be able to do.
The Oregon Literacy Plan addresses in detail how
comprehensive reading programs can support student
success.
◦ Subsequent sessions will address instructional implications of
the CCSS for Oregon teachers and highlight resources in K-12
Teachers: Building Comprehension in the Common Core.
◦ Sneak a peek: “Using an Integrated Model of Literacy”
classroom snapshots, p R-39 to R-46
http://www.ode.state.or.us/teachlearn/subjects/elarts/readin
g/literacy/have-you-ever.pdf
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