(CCR) Cluster Statements


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(L) Conventions of Standard English

LanguageStrand Cluster Anchor Statement

Language ELA Standards Logo

Conventions of Standard English

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(L) Knowledge of Language

LanguageStrand Cluster Anchor Statement

Language ELA Standards Logo

Knowledge of Language

  • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(L) Vocabulary Acquisition and Use

LanguageStrand Cluster Anchor Statement

Language ELA Standards Logo

Vocabulary Acquisition and Use

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
  • Demonstrate understanding of word relationships and nuances in word meanings.
  • Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RF) Fluency

Speaking ListeningStrand Cluster Anchor Statement

Reading Foundations ELA Standards Logo

Fluency

  • Students must be able to read and comprehend text on-level accurately, at the appropriate rate, and with the correct expression. This is best accomplished by repeated readings of text passages of increasing complexity while reporting the reading rate and accuracy.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RF) Phonics and Word Recognition

Speaking ListeningStrand Cluster Anchor Statement

Reading Foundations ELA Standards Logo

Phonics and Word Recognition

  • Students must match a unit of sound (a phoneme) to the letter or letters that make the sound. Separating the written word into its individual sounds and blending the individual sounds of letters to make words are the foundation of reading.
  • Students must be able to recognize and read a collection of high-frequency words — many of which cannot be decoded by sight — and be able to do so with increasing automaticity.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RF) Phonological Awareness

Speaking ListeningStrand Cluster Anchor Statement

Reading Foundations ELA Standards Logo

Phonological Awareness

  • This foundational skill is about recognizing the sounds of language. It begins with word awareness and the ability to recognize, for example, the number of words that make up a spoken sentence. Secondary mastery of these skills includes recognizing rhyme and syllables. At the most detailed level, the phoneme level, students can discern the sounds that make up a word. They can segment the sounds within a word, blend sounds together to make a word, and substitute sounds to make new words.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RF) Print Concepts

Speaking ListeningStrand Cluster Anchor Statement

Reading Foundations ELA Standards Logo

Print Concepts

  • When teachers introduce students to written language, students must understand the basic organization and concepts of print: Words have meaning, left-to-right and top-to-bottom hierarchy; letters create words and words create sentences; words are separated by spaces, and punctuation controls the pace and expression of print. Children frequently come to understand these concepts through owning their first books.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RI) Craft and Structure

Reading InformationStrand Cluster Anchor Statement

Reading Information ELA Standards Logo

Craft and Structure

  • 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.
  • 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.
  • Assess how point of view or purpose shapes the content and style of a text.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RI) Integration of Knowledge and Ideas

Reading InformationStrand Cluster Anchor Statement

Reading Information ELA Standards Logo

Integration of Knowledge and Ideas

  • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

(RI) Key Ideas and Details

Reading InformationStrand Cluster Anchor Statement

Reading Information ELA Standards Logo

Key Ideas and Details

  • Read closely to determine what the text says explicitly and to make logical inferences from it.
  • Summarize the key supporting details and ideas.
  • Determine central ideas or themes of a text and analyze their development.
  • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.


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