2010 Arizona English Language Arts Standards

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Deconstruct the standards to gain a deeper knowledge of the embedded skills and rigor layers within and across grade level bands.

Use a deconstructed standard and knowledge of rigor to brainstorm a set of questioning strategies and/or activity ideas for use in the classroom.

EssEssential Questionsential Questions

Why is it essential to deconstruct the standards in order to build high quality instruction and achieve student understanding?

How do standards 1-9 contribute to standard 10 in RL and RI?

What do students need to know and be able to do?

How will I know if my students have achieved the desired trajectory to meet the College and Career Readiness Standards?04/20/23 2

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College and Career Readiness Anchor Standard for Reading

Cluster: Key Ideas and DetailsCode: R.CCR.1Standard: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. VERBS and Verb Phrases:Students will be able to . . .

NOUNS, ADJECTIVES, ADVERBS (Content and Skills):Students will know . . .

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text says explicitly logical inferences specific textual evidence conclusions drawn from text

read closely to determinecitewrite and speaksupport

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Cluster: Key Ideas and Details

Verbs and Verb PhrasesStudents will be able to…

Nouns and Noun PhrasesStudents will know…

R.CCR.1 read closely to determine cite write speak support

text says explicitly logical inferences specific textual evidence conclusions drawn from text

R.CCR.2

R.CCR.3

“Bottom Line” Message

Rotate and Review – Comments and Observations

At your table “deconstruct” your assigned CCR cluster.

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Rotate and Review:Questions to Ponder1.Are the clusters independent or intertwined as you move down the standards?2.Does the rigor increase?3. What are the implications for instruction?

As you review the charts write yourcomments/connections on a sticky note.

Place your note on the chart.04/20/23

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Grade Levels: 5 – 6 participants

Grade Levels: Divide into 2 Teams Reading Literature Strand (RL) and Reading Information Strand (RI)

Teams:1.Find assigned strand and grade level in your standards packet. 2.Highlight the verbs and verb phrases in standards 1-9.3.Highlight the nouns and noun phrases in standards 1-9.

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Your team will need 3 pieces of chart paper, one for each assigned cluster. Each chart should have the following components.

Grade Level □ – (RI) or (RL)

Cluster:

Verbs and Verb Phrases Nouns and Noun Phrases

Code Code

Code Code

Code Code

“Bottom Line”04/20/23

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Post your charts on the wall by Cluster, Strand, and Grade Level

Key Ideas and Details: RL - grade levels in ascending order

RI - grade levels in ascending order

Craft and Structure: RL - grade levels in ascending orderRI - grade levels in ascending order

Integration of Knowledge and Ideas: RL - grade levels in ascending orderRI - grade levels in ascending order

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Rotate and Review•Groups will rotate and review the charts by cluster. •Participants will review the grade level charts, noting smooth transitions and/or giant leaps.

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Putting it back together…

How do standards 1 through 9 contribute to standard 10?

What are the implications for students and teachers as we look across the grade levels?

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1. Select a cluster from RI or RL that you would like to use for this activity. Locate the Constructing Instruction handout behind the activities tab.

2. Brainstorm texts, strategies and learning activities teachers can use to frame instruction.

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3. Using the Cognitive Rigor Matrix, compare your list of activities to the 4 levels of DOK as a check for rigor.

4. Are your activities concentrating in less or more rigorous areas?

5. How will you use the Cognitive Rigor Matrix to increase the rigor in your instruction?

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Why is it essential to deconstruct the standards in order to build high quality instruction and achieve student understanding?

How do standards 1-9 contribute to 10 in RL and RI?

What do students need to know and be able to do?

How will I know if my students have achieved the desired trajectory to meet the College and Career Readiness Standards?

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When you return to your LEAs and schools consider the next steps in construction:

1.What have you learned that will help you show teachers how to gain deeper understanding of the standards?2.What other tools and resources will you need to get the job done?

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Got it Covered First Steps Next Steps Down the Road