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Anchoring Yourself in
Standards 1, 2, and 3
Presented by Brittany Cufaude

There is no such thing as a neutral educational

process. Education either functions as an instrument
which is used to facilitate the integration of the
younger generation into the logic of the present
system and bring about conformity to it, or it
becomes: "the practice of freedom", the means by
which men and women deal critically and creatively
with reality and discover how to participate in the
transformation of their world.
Richard Shaull
1970
foreword to Freires Pedagogy of the Oppressed

Reading
Key Ideas and Details:
INFERENCE AND TEXTUAL EVIDENCE: CCSS.ELA-Literacy.CCRA.R.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.
THEME, CENTRAL IDEA, SUPPORTING IDEAS AND SUMMARY:
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text
and analyze their development; summarize the key supporting details and
ideas.
INDIVIDUALS, EVENTS, IDEAS AND THEIR INTERACTIONS:
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or
ideas develop and interact over the course of a text.

Writing
Types and Purposes:
ARGUMENTATIVE WRITING: CCSS.ELA-Literacy.CCRA.W.1 Write
arguments to support claims in an analysis of substantive topics or texts
using valid reasoning and relevant and sufficient evidence.
INFORMATORY/EXPLANATORY WRITING: CCSS.ELA-Literacy.CCRA.
W.2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
NARRATIVE WRITING: CCSS.ELA-Literacy.CCRA.W.3 Write narratives to
develop real or imagined experiences or events using effective technique,
well-chosen details and well-structured event sequences.

Resources
CCSS Standards Unwrapped! Teacher Wiki
Online CCSS Anchor Standards Progression (Click Here)
EStandards App (Click Here)
Free Webquest Generator (Click Here)
Example Standards 1 and 2 Assessment (Click Here)
Example Standards 1 and 2 Teaching/Intervention
Assessment (Click Here)
Google Forms Tutorials (Click Here)

Possible Shifts
Reading
We must ask text dependent
questions
Students inferences must be
supported by evidence
Teach theme with fiction and
central idea with non-fiction
and
Teaching stories is about
tension and character
interaction rather than
teaching the plot formula
When reading informational
text, students should grasp the
interaction between events
and characters

Writing
Students need to
understand the purpose
behind the genre they
choose
Strong ideas and
evidence/support must be
emphasized before form
Students should be adept at
evaluating the quality and
validity of their
evidence/support
Teach writing using mentor
texts

Your Task:

Go on a webquest with your

group to form an idea based
on text, media, art, music and
more!
Click here to begin!

Possible Shifts
Reading
We must ask text dependent
questions
Students inferences must be
supported by evidence
Teach theme with fiction and
central idea with non-fiction
and
Teaching stories is about
tension and character
interaction rather than
teaching the plot formula
When reading informational
text, students should grasp the
interaction between events
and characters

Writing
Students need to
understand the purpose
behind the genre they
choose
Strong ideas and
evidence/support must be
emphasized before form
Students should be adept at
evaluating the quality and
validity of their
evidence/support
Teach writing using mentor
texts

Evaluation:

Please take the time to give

me some feedback about this
course.

Click here to begin!