Table of Contents

3.5 CCR Anchor Standards, Reading 4, 5, & 6

Examine CCR Anchor Standards 4, 5, and 6 below. Then note how they align with Reading Standards 4, 5, and 6 for Literacy in Science and Technical Subjects as shown in the chart that follows. Notice in particular how the standards scaffold student reading expectations within the technical subject content areas to prepare them for college and career.

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
 

 

CA CCSS Reading Standards for Literacy in Science and Technical Subjects 612 CCR Anchor Standards for Reading
Grades 68 Grades 910

Grades 11–12
 

Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 6. Assess how point of view or purpose shapes the content and style of a text.

Reading Standards 4, 5, and 6 are grouped together into the sub-strand of Craft and Structure, which supports students’ abilities in understanding how word choices, text structure, and the authors’ purposes influence the meaning of the text. Students are asked to interpret words or phrases in their text to determine domain-specific meanings. Students are also expected to analyze how text structure, organization, and relationships among ideas influence the understanding of the text. Additionally, students are asked to analyze the author’s purpose for the explanation, description, or experiment.

Time to Reflect

After reading the chart for Reading Standards 4, 5, and 6, reflect upon the following questions:

 

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