Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text.

Learn About Claim 1

• What is the rationale for Claim 1?
  At the heart of the Common Core State standards is a focus on literacy instruction that centers on careful examination of texts – reading closely and drawing evidence from the text to support inferences and judgments made (Coleman & Pimentel, 2011). The ability to read a variety of text types, including increasingly complex texts, is a key cornerstone of being college and career ready. Read more.
  

• What does sufficient evidence looks like for Claim 1?
  At each grade level, students will engage with a variety of literary and informational texts, including literary nonfiction and texts covering science, social studies, and technical topics. Students are expected to answer questions that range from demonstrating the ability to locate key details and summarize central ideas to using textual evidence to analyze and support judgements made about the ideas presented. Read more.
  
  

• What are the assessment targets for Claim 1?
  The targets that are provided are for grades 4, 8, and 11, serving as elementary, middle, and high school examples of the targets that the Consortium will be developed for grades 3-11. Each assessment target is accompanied by the related standard(s) in the CCSS from which it is drawn, and by the intended cognitive rigor/depth-of-knowledge (DOK) required by the assessment target. Read more.

Unit/Lesson Planning

Tools

• Understanding the Standards
• Study the Standards at Your Grade - ELA & Literacy    
  Explore the CCSS ELA concept organizers and unpacked content for your grade or subject developed by other CCSS states.
• California's eStandards for CCSS    
  Search the CCSS for ELA & Literacy and Math by keyword
• Literacy Implementation Guidance for the CCSS ELA    
  This guidance from the International Reading Association zeroes in on specific language in the Standards, including new meanings of key terms and major shifts in instructional focus, and given bulleted recommendations that address the identified challenge by offering practical strategies for moving forward.
• Expanded Definitions for CCSS in ELA & Literacy    
  This document, created by the Rhode Island Department of Education provides additional information to help expand understanding of the Critical Areas of Focus for ELA & Literacy.

• Text Complexity
• CCSS Text Complexity Tools (PowerPoint)   06/04/2012 (2.09 MB)
  This PowerPoint, part of a webinar hosted by CCSSO, summarizes the components of text complexity and describes several tools that teachers can use to help select texts with an appropriate level of rigor.
• Text Complexity: Informational Text Qualitative Rubric    
  The rubric for informational text allows educators to evaluate the important elements of informational text.
• Text Complexity: Literary Text Qualitative Rubric    
  The rubric for literary text allows educators to evaluate the important elements of literary text.
• Suggested Considerations for Reader and Task    
  The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

• Planning Templates
• Scope and Sequence Documents (Louisiana)    
  Teachers across Louisiana have collaborated to create year-long scope and sequences for ELA and math. These tools should be adapted to meet the needs of teachers and the specific students they teach. NOTE: When the login/password prompt comes up, click CANCEL and the document you selected will open.
• CCSS Student Report Templates (K-5)    
  These templates, designed by Corvallis SD TOSA Chris Caster, include the standards for each grade K-5 and are designed to be used to track CCSS related assignments and assessments. Scroll down to "Standards Report" to find the templates.
• Quality Review Rubric for Units and Lessons    
  The Tri-State Collaborative (composed of educational leaders from Massachusetts, New York, and Rhode Island and facilitated by Achieve) has developed criterion-based rubrics and review processes to evaluate the quality of lessons and units intended to address the Common Core State Standards for ELA & Literacy.

Teaching & Learning

Tools

• CCSS Evidence Guides: Aligned Practice Made Clear    
  These tools provide specific guidance for what the CCSS for ELA / literacy and math looks like in planning and practice. They are designed as developmental tools for teachers and those who support teachers.

• Videos of instruction
• Guided Reading with Jenna (Grade 5)    
  Demonstration of the important components of Guided Reading in a 5th grade classroom.
• Text Graffiti: Previewing Challenging Text (Grade 8)    
  Preview a topic and make predictions based on textual evidence
• Analyze Literature Critically Using the SIFT Method (Grade 8)    
  In this 8th grade lesson students use the SIFT method to critically analyze two poems.
• Pre-Reading for Challenging Texts (9-12)    
  Students make predictions from quotes to prepare for a challenging text.

• Differentiating for individual student needs
• Meeting the Needs of English Language Learners    
  The documents on this page provide all educators with resources that focus on the needs of English learners. Educators should continue to reference the resources available on other CCSS pages for content-specific information.
• ELP Development Framework Webinar Series    
  This four part webinar series by CCSSO on the English Language Proficiency Development (ELPD) Framework outlines the underlying English language practices found in the CCSS and the Next Generation Science Standards (NGSS) and communicates to ELL stakeholders the language that all ELLs must acquire in order to successfully engage the CCSS and NGSS.
• Oregon Response to Intervention (OrRTI) Videos    
  The Oregon Response to Intervention Project, an initiative sponsored by ODE since 2005, provides intensive training and support to 48 Oregon school districts. Training is focused on multi-tiered instruction, systems requirements, teaming, data analysis, and using the RTI approach to identify learning disabilities.
• Meeting the Needs of Students with Disabilities and Diverse Learners    
  The documents on these pages provide all educators with resources that focus on the differentiated instruction of students with special needs. Educators should continue to reference the resources available on other CCSS pages for content-specific information.
• Differentiation Training Module    
  This site contains 10 training modules on differentiation, developed as part of the Oregon DATA Project. GET PASSWORD

• Instructional Strategies
• Cross-content Instructional Strategies    
  The instructional strategies on this page can be used to support the CCSS for Literacy across all content areas.
• Practical Strategies to Improve Academic Discussions in Mixed Ability Secondary Content Area Classrooms   07/25/2012 (129.30 KB)
  This article by Kevin Feldman and Kate Kinsella outlines 5 key principles to structuring academic discussions so that all students are productively engaged.
• Structuring Active Learning   07/25/2012 (101.41 KB)
  Thie one page document offers suggestions from Kevin Feldman on structuring active learning to increase student engagement.
• Partnering Recommendations   07/25/2012 (81.96 KB)
  This one page document from Kinsella and Feldman offers pragmatic suggestions for partnering.
• Content Literacy Strategies    
  This website, from the St. Clair County Regional Education Service Agency, contains one page summaries of a wide variety of instructional strategies.
• Sample Questions Reflecting the CCSS for Reading    
  This document from the Delaware Department of Education offers suggestions for the types of questions that might be asked for each of the reading standards for literature and informational text for grades 2- 10.
• Strategy Bank (West Virginia Department of Education)    
  The Teach 21 Strategy Bank from the West Virginia DOE provides templates and examples of research-based strategies including: Activiating Prior Knowledge, Vocabulary Development, Comprehension, Summarization Techniques, Writing Across the Curriculum, and others.

• Lessons
  Note: The inclusion of links to these sites does not constitute an endorsement by ODE.
• Wiki-Teacher    
  The lesson plans, unit plans, centers, textbook supplements, and other resources found on Wiki-Teacher are created and shared by educators. Resources contributed to the site are reviewed by content experts and peer-rated by all of the members of Wiki-Teacher. Users can create an account free of charge.
• LearnZillion    
  LearnZillion offers K-5 lessons, including videos with author's voiceover, and assessments aligned to the CCSS for ELA and Math. Teachers can register for a free password.
• EduCore: Literacy Tools    
  Understand the Literacy Design Collaborative (LDC) framework, learn how to use the templates to create reading/writing assignments, and view sample modules for ELA, social studies and science developed by teachers.
• Open Education Resources (OER) Commons    
  A collection of open education resources (OER) including Common Core implementation plans, transition guides, assessment tasks, exemplars and curriculum.
• Sample Lessons (Inspiration)    
  A series of lesson plans which integrate the visual thinking and learning tools in Inspiration® and are aligned with the Common Core State Standards. NOTE: These lessons are written to be used with Inspiration software.

Assessment

Tools

• Smarter Balanced Sample Summative Items for Teachers
  Covering all possible item types (selected response, constructed response, extended response, technology enhanced, and performance tasks), these samples include student items, as well as sample student responses and evaluation rubrics where appropriate. Educators can use these items to get an idea of how to design classroom tasks that will prepare students for the Smarter Balanced Assessment.
• Grades 3-5    
• Grades 6-8    
• Grades 9-11    
  
• Sample Items and Tasks for Students    
  The items on these sites include a combination of computer adaptive items (selected response, constructed response, extended response) and performance tasks. Items can be scored using sample student responses and their accompanying scores as reference for reviewing your answer.
• Guide to Creating Questions for Close Analytic Reading (CCSS)    
  Educators can start by learning how to distinguish between text dependent and non-text dependent, between quality and trivial questions, and by crafting their own text dependent questions.

• Nicole Dalton     (503) 947-5603
  Teaching & Learning Team - Education Program Specialist