Guiding Questions for Grade-by-Grade Analysis of the Reading ...
Guiding Questions for Grade-by-Grade Analysis of the Reading ...
Guiding Questions for Grade-by-Grade Analysis of the Reading ...
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FIGURE 2.1<br />
<strong>Guiding</strong> <strong>Questions</strong> <strong>for</strong> <strong>Grade</strong>-<strong>by</strong>-<strong>Grade</strong><br />
<strong>Analysis</strong> <strong>of</strong> <strong>the</strong> <strong>Reading</strong> Standards<br />
<strong>Reading</strong> anchor standard five (R.CCR.5): Analyze <strong>the</strong> structure <strong>of</strong> texts, including how specific sentences, paragraphs,<br />
and larger portions <strong>of</strong> <strong>the</strong> text (a section, chapter, scene, or stanza) relate to each o<strong>the</strong>r and <strong>the</strong> whole.<br />
CCSS grade band: <strong>Grade</strong>s 9–12<br />
CCSS strand: <strong>Reading</strong> Standards <strong>for</strong> Literature (RL)<br />
Anchor standard domain: Craft and Structure<br />
<strong>Grade</strong>-Level<br />
Standard<br />
What Is Familiar?<br />
What Is New?<br />
What May Be<br />
Challenging <strong>for</strong><br />
Students?<br />
What May Be<br />
Challenging <strong>for</strong><br />
Teachers?<br />
<strong>Grade</strong>s 9–10<br />
RL.9–10.5: Analyze<br />
how an author’s choices<br />
concerning how to<br />
structure a text, order<br />
events within it (<strong>for</strong><br />
example, parallel plots),<br />
and manipulate time<br />
(<strong>for</strong> example, pacing<br />
or flashbacks) create<br />
such effects as mystery,<br />
tension, or surprise.<br />
<strong>Grade</strong>s 11–12<br />
RL.11–12.5: Analyze<br />
how an author’s choices<br />
concerning how to<br />
structure specific parts<br />
<strong>of</strong> a text (<strong>for</strong> example,<br />
<strong>the</strong> choice <strong>of</strong> where to<br />
begin or end a story or<br />
<strong>the</strong> choice to provide<br />
a comedic or tragic<br />
resolution) contribute to<br />
its overall structure and<br />
meaning as well as its<br />
aes<strong>the</strong>tic impact.<br />
Source: Adapted NGA & CCSSO, 2010a, p. 13<br />
page 1 <strong>of</strong> 2<br />
Common Core English Language Arts in a PLC at Work TM , <strong>Grade</strong>s 9–12 © 2013 Solution Tree Press<br />
solution-tree.com • Visit go.solution-tree.com/commoncore to download this page.
REPRODUCIBLE<br />
<strong>Guiding</strong> <strong>Questions</strong> <strong>for</strong> <strong>Grade</strong>-<strong>by</strong>-<strong>Grade</strong><br />
<strong>Analysis</strong> <strong>of</strong> <strong>the</strong> <strong>Reading</strong> Standards<br />
<strong>Reading</strong> anchor standard:<br />
CCSS grade band: <strong>Grade</strong>s 9–12<br />
CCSS strand:<br />
Anchor standard domain:<br />
<strong>Grade</strong>-Level<br />
Standard<br />
What Is Familiar?<br />
What Is New?<br />
What May Be<br />
Challenging <strong>for</strong><br />
Students?<br />
What May Be<br />
Challenging <strong>for</strong><br />
Teachers?<br />
<strong>Grade</strong>s 9–10<br />
<strong>Grade</strong>s 11–12<br />
page 2 <strong>of</strong> 2<br />
Common Core English Language Arts in a PLC at Work TM , <strong>Grade</strong>s 9–12 © 2013 Solution Tree Press<br />
solution-tree.com • Visit go.solution-tree.com/commoncore to download this page.
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