Table of Contents
Content Home- Welcome
Module Overview- Pre-Assessment
- Unit 1: Career and College Readiness in the Technical Subjects
- Unit 2: Content Literacy in the Technical Subjects, K-5
- Unit 3: Building Content Literacy in the Technical Subjects, 6–12 Reading
- 3.1 College and Career Readiness Anchor Standards for Reading
- 3.2 Reading Standard 1: Evidence, Inferences, and Conclusions
- 3.3 Reading Standard 2: Central Ideas and Summarizing
- 3.4 Reading Standard 3: Multistep Procedures
- 3.5 CCR Anchor Standards, Reading 4, 5, & 6
- 3.6 Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas
- 3.7 Reading Standard 10: Text Complexity
- 3.8 Unit Summary
- Unit 4: Building Content Literacy in the Technical Subjects, 6–12 Writing
- 4.1 College and Career Readiness Anchor Standards for Writing
- 4.2 Writing in the Technical Subjects in the 21st Century
- 4.3 Writing Standard 1: Arguments to Support Claims
- 4.4 Different Types and Purposes of Writing
- 4.5 Writing Standard 2: Informative/Explanatory Text
- 4.6 Writing Standards 4, 5, and 6: Production and Distribution of Writing
- 4.7 Writing Standards 7, 8, and 9: Research to Build and Present Knowledge
- 4.8 Writing Standard 10: Range of Writing
- 4.9 Unit Summary: Review
- Module Summary
Post Assessment
Certificate of Completion
Resources- Module Evaluation
2.4.1 Increasing Rigor through Close Reading
Let's revisit the Reading Standards for Informational Text that you first reviewed in section 2.1. In this activity, you will explore how the standards sequentially and progressively support students' literacy development as expectations increase across grade levels.
Refer to the grade-level Reading Standards for Informational Text K–5 (pages 14–16) and read across Standards 1, 2, and 3 for K–5.
Now, let’s connect CCR Anchor Standard 1 to the same grade-specific standard in the CA CCSS for ELA/Literacy. Notice how the standards increase in depth and rigor and how these skills develop through close reading of text:
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Take a few minutes to reflect on the increase in rigor that you observed across the grades:
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Sample responsesNow, take a look at the same progressions for Reading Standards 1–10 for Informational Text for Kindergarten and Grade 1, followed by an example of close reading through a visual arts activity.
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Kindergarten and Grade 1 Progressions for Reading Informational Text |
How might a Grade 3 multiple subject teacher and a specialist theatre teacher provide two types of text reading experiences for their students focused on the 5W's of theatre and the asking and answering Grade 3 reading skills found in Standard 1?
Content Literacy for Technical Subjects. Brought to you by the California Department of Education and the California Arts Project at California State University, San Bernardino.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
