I’m going to begin with the college and career readiness (CCR) anchor standards in reading because, in the “Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects” document, those standards come first. (By the way, I bet the length of that document title makes about half of all prospective readers of the standards freak out; that, or maybe the 66 pages worth of material.)
How are the Anchor Standards for Reading Organized?
The 10 anchor standards for reading are broken up into four groups.
- Key Ideas and Details (R.CCR.1-3)
- Craft and Structure (R.CCR.4-6)
- Integration of Knowledge and Ideas (R.CCR.7-9)
- Range and Level of Text Complexity (R.CCR.10)
Or, in everyday human terms, these anchor standards are dedicated to answering these questions:
- What does the text say? What does it not say? What does it mean? How can you prove it? (Kelly Gallagher clarifies these questions in Deeper Reading)
- How does the author use language to communicate? How is the text organized? Who wrote this and how/why does that matter?
- How does this connect with other sources? Does it measure up? Is it valid?
- Can kids read widely and deeply from a broad range of high-quality texts?
These are worthwhile questions for students to pursue, and I think they can generate a lot of interesting discussion in our classrooms. With that being said, I’ll admit that I fail at teaching most of them.
A colleague shared a quote with me today: Those who dare to teach must never cease to learn.
**The CCSS use the following format for notating anchor standards: [Strand, e.g., Reading or Writing or Speaking and Listening or Language].[College and Career Ready, i.e., this is what kids should be able to do when they graduate; see my post on anchor standards].[Number of the standard]. So, the fifth anchor standard in the Speaking and Listening strand would be SL.CCR.5, and the ninth anchor standard in the Writing strand would be W.CCR.9.