The Standards define what students should know and be able to do but do not mandate this (pg.4).
What are instructional practices?
100
The CCR Anchor Standards can be identified by their strand, CCR status, and _________ (pg.8).
What is number?
100
The texts listed on page 58 illustrate __________.
What is complexity, quality, and range of student reading?
200
Students who are college and career ready are expected to cite _____________ (pg.7).
What is evidence?
200
Standard nine stresses the importance of what connection by requiring students to draw upon and write about evidence (pg.8).
What is reading-writing?
200
The Skills referenced on page 15 are a part of a comprehensive literacy program.
What is Foundational?
300
While the Standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for _________________ (pg.5).
What is instruction and assessment?
300
This group of Standards precedes each set of grade-specific Standards across all grades and content areas (pg.8).
What are CCR Anchor Standards?
300
These Skills on pages 30 and 56 indicate that any Language Standard with an asterisk in the document requires continuous attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
What are Language Progressive Skills?
400
One of the Key Design Considerations of the CCSS is a focus on results rather than ___________ (pg.4).
What is means?
400
The grade-specific Standards translate the broader CCR statement into ______________ expectations (pg.8).
What is end-of-year?
400
To become career and college ready, students must have ample opportunities to take part in a variety of rich, structured _______________________ - as part of a whole class, in small groups, and with a partner (pg. 48).
What are conversations?
500
The ten Anchor Standards for Reading apply to both literary and ______________texts (pg.5).