Comon Core Standards 2013-14 by RALLY! Education

THE

COMMON CORE STANDARDS 2

H OWA R D I . B E R R E N T, P H . D .

H OWA R D @ B E R R E N T. C O M

WHAT IS THE ESSENCE OF THE COMMON CORE STANDARDS DO YOU HAVE ALL YOUR MARBLES?

•  You have 3 bags of blue and white marbles. Each bag has the same number of marbles in it. •  One of the bags has all White marbles. One has all Blue marbles. One has half Blue and half White marbles. •  The bags are labeled

Blue,

White,

Both.

•  Each bag is labeled incorrectly. •  You can reach into any bag, take out one marble, and look at it. •  What is the fewest number of bags you have to open to be able to put the labels on correctly?

DO YOU HAVE ALL YOUR MARBLES? The Answer is ONE bag. This is a task that asks you to think logically, use the information given, discard the extraneous info, and draw conclusions. These are the focal points of the Common Core State Standards. 1.  2.  3.

Remember that each of the bags are labeled incorrectly. Reach into the BOTH bag. Take out a marble. Let s say it is WHITE. What do you know? A. The bag does NOT have BOTH B & W marbles (it s labeled incorrectly). B. Therefore this bag must have only WHITE marbles. Put the WHITE label on the BOTH bag. The former WHITE bag now has no label. So what about the other 2 bags? A. • You now have a bag that has the original label BLUE. You know that this is incorrect. It cannot contain just BLUE marbles. The labels are all incorrect. • It also cannot contain WHITE marbles because you just put the white label on the bag you took the first marble from (the BOTH bag). • So the BLUE bag must be the BOTH bag. B.  The last bag must be the BLUE bag.

WHAT CHARACTERIZES THE CCSS ? Focus Fewer “topics” in much greater depth “Teaching less, learning more” Coherence Better coordination of standards across grades, topics, and strands Balance Between conceptual understanding and procedural skill Application Focus on application of the skills – in practical and “unique” situations 4

www.CORESTANDARDS.org

www.engageNY.org

NEW YORK STATE

What’s in a name? Common Core State Standards § Each state can add up to 15% additional standards

NYS has added standards to the CCSS and has renamed the CCSS:

Common Core Learning Standards

READING: 4 CATEGORIES NYS: 5 CATEGORIES

1.  2.  3.  4.  5.

Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity NYS: Responding to Literature

READING: 2 GENRES 1.  Literary 1.  2.  3.  4.

[gr 3: 50%, gr 8: 45%, gr 12: 30%]

Stories Poetry Drama Fiction

2.  Informational 1.  2.  3.  4.  5.

Gr 3 Literary 50% Informational 50%

gr 8 45% 55%

gr 12 30% 70%

[gr 3: 50%, gr 8: 55%, gr 12: 70%]

Social Studies & Science Persuasive Letters Everyday Nonfiction

GRADE-SPECIFIC STANDARDS

Started at College: College & Career Readiness Anchor Standards

2.  3.  4.  5.

Move DOWN thru the grades Categories 1, 2, & 3 each have 3 standards Category 4 has 1 standard. NYS Category 5 has 1 standard

RALLY! Education

ADDRESSING THE COMMON CORE STANDARDS

COMMON CORE ANCHOR STANDARDS Key Ideas and Details 1.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 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.

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.

Integration of Knowledge and Ideas 7.

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.

NY CCLS Responding to Literature Range of Reading and Level of Text Complexity

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and

10. Read and comprehend complex literary and informational texts proficiently. comprehend, reflect upon, and interpret literary texts from a variety of independently genres and a wideand spectrum of American and world cultures.

CCS: RDG STANDARDS FOR K-8 INFORMATIONAL TEXT

KEY IDEAS AND DETAILS #1

ANCHOR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

•  Kindergartners: With prompting and support, ask and answer questions about key details in a text. •  1st Grade: Ask and answer questions about key details in a text. •  2nd Grade: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. •  3rd Grade: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. •  4th Grade: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. •  5th Grade: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. •  6th Grade: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. •  7th Grade: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. •  8th Grade: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCS: RDG STANDARDS FOR K-8 INFORMATIONAL TEXT

CRAFT AND STRUCTURE #6

ANCHOR: ASSESS HOW POINT OF VIEW OR PURPOSE SHAPES THE CONTENT AND STYLE OF A TEXT.

•  Kindergartners: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. •  1st Grade: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. •  2nd Grade: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. •  3rd Grade: Distinguish their own point of view from that of the author of a text. •  4th Grade: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. •  5th Grade: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. •  6th Grade: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. •  7th Grade: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. •  8th Grade: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints

CCS: RDG STANDARDS FOR K-8 INFORMATIONAL TEXT

INTEGRATION OF KNOWLEDGE & IDEAS #8

ANCHOR: 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.

Kindergartners: With prompting and support, identify the reasons an author gives to support points in a text. 1st Grade: Identify the reasons an author gives to support points in a text. 2nd Grade: Describe how reasons support specific points the author makes in a text. 3rd Grade: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 4th Grade: Explain how an author uses reasons and evidence to support particular points in a text. 5th Grade: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 6th Grade: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 7th Grade: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. 8th Grade: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

ANCHOR STANDARDS VS 4 GRADE STANDARDS TH

CCS: Anchor Reading Standards Cluster 1: Key Ideas and Details

1-1 Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1-2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 1-3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCS 4th Grade Standards

Cluster 1: Key Ideas & Details

4.1-1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ……………………

4.1-2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. ……………………

4.1-3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CCS: MATH STANDARDS K-8 Math Standards K-2 Domains: 1.  Operations & Algebraic Thinking 2.  Number & Operations: Base Ten 3.  Measurement & Data

Math Standards 6-7 Domains: 1.  Ratios & Proportional Relationships 2.  The Number System

4.  Geometry

3.  Expressions & Equations 4.  Geometry

Math Standards 3-5

5.  Statistics &Probability

Domains: 1.  Operations & Algebraic Thinking 2.  Number & Operations: Base Ten 3.  Number & Operations: Fractions 4.  Measurement & Data 5.  Geometry

Math Standards 8 Domains: 1.  The Number System 2.  Expressions & Equations 3.  Functions 4.  Geometry 5.  Statistics &Probability

COMMON CORE STANDARDS Specific Standards

Strategies & Implications

ELA

ELA •  •  •  •  •  •  •  •

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Reading *

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Writing

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Listening

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Speaking

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Content Areas for ELA: History, Science, Mathematics

This chart has significant implications for instruction. It’s about the skills & strategies needed to reach the standards. MATH ¢  4 or 5 Domains ¢  Clusters ¢  Standards

Complex Reading Longer Selections Multiple Selections Close & Careful Reading Rereading Passage-Dependent Questions Evidence-Based Responses Different Genres •  Informational Texts •  Literary Texts •  Stories •  Poetry •  Drama •  Persuasive Texts •  Writing •  Argumentative Writing •  Summarizing

MATH •  Open-Ended Problems •  Complex Math Problems •  Multi-Step Problems •  Real World Math Problems

THE ISSUE OF TEXT COMPLEXITY Why is there an emphasis on increased text complexity for reading instruction? ¢

¢

Complexity of texts students are expected to read is below what is required to achieve college and career readiness: 

High school textbooks have declined in all subject areas over several decades



Average length of sentences in K-8 textbooks has declined from 20 to 14 words

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Vocabulary demands have declined, • 8th grade textbooks = former 5th grade texts; • 12th grade anthologies = former 7th grade texts

Complexity of college and careers texts has remained steady or increased, resulting in a huge gap.

MEASURING TEXT COMPLEXITY: THREE FACTORS

¢  Qualitative

evaluation of the text:

Levels of meaning, structure, language conventionality and clarity, and knowledge demands

¢  Quantitative

evaluation of the text:

Readability

measures and other scores of text complexity ¢  Matching

reader to text and task:

Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

Think Hemmingway

QUANTITATIVE: READABILITY FORMULAE Validation of the quantitative measures of text complexity Assessed the capabilities of six quantitative metrics to predict text difficulty for students on standardized tests: ¢

ATOS - ATOS® (Renaissance Learning)

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DRP - Degrees of Reading Power ®(Questar)

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FK - Flesch Kincaid ®

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Lexile - Lexile Framework® (MetaMetrics)

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SR - Source Rater ©(Educational Testing Service)

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RM- Pearson Reading Maturity Metric© (Pearson Education)

RESULTS OF THE READABILITY STUDY ¢

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All the metrics were reliably, and often highly, correlated with how students perform with texts on tests (No measure was better than any other in predicting text difficulty for students) All measures were equally good when situating informational texts on the scale (less so with respect to narrative fiction) No measure can yet rate drama and poetry.

Six measures now share a common scale of text complexity that aligns to college and career readiness ¢  Don't forget the Qualitative and the Reader/Task measures of complexity. ¢

QUANTITATIVE EVALUATION

Test and validate quantitative measures of text complexity and difficulty (led by Chuck Perfetti, U of Pitt). Assessed the capabilities of six quantitative metrics to predict text difficulty for students on standardized tests: •  ATOS - ATOS® (Renaissance Learning) •  DRP - Degrees of Reading Power® (Questar) •  FK - Flesch Kincaid® •  Lexile - Lexile Framework® (MetaMetrics) •  SR - Source Rater® (Educational Testing Service) •  RM- Pearson Reading Maturity Metric® (Pearson Education)

Common Core Reading Standards ¢  The

Common Core Standards are the goals that students need to reach by the end of the school year.

¢  There

is no statement about instructional process. There are no statements about how to teach or what materials to use or what theoretical design you will use.

¢  The

Standards are the instructional goals. “By the end of the year the student should have achieved…”

CCLS: 6 SHIFTS IN ELA INSTRUCTION

SHIFTS IN MATHEMATICS INSTRUCTION Shift 1 Focus

Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence

Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency

Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application

Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity

Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

HOWARD’S CONNECTIONS -- CCS WITH READING SKILLS CCS: Reading Standards Cluster 1: Key Ideas and Details ¢  Facts

and Details, Conclusions, Inferences, Sequence, Main Idea, Compare/Contrast, Predictions, Analysis, Character, Plot, Setting, Cause/Effect, Summary

Cluster 2: Craft & Structure ¢  Vocabulary/Language

in Context, Tone, Author’s Purpose, Compare & Contrast, Author’s Point of View, Literary Forms, Firsthand vs Secondhand Accounts

Cluster 3: Integration ¢  Compare/Contrast,

Evaluation, Analysis, Conclusions, Different Genres, Main Idea & Relevant Details, Compare/Contrast, Fact/Opinion, Cause/Effect, Author’s Point of View, Interpretation END

TEACHING SUGGESTIONS/IDEAS FOR KEY IDEAS & DETAILS INTEGRATED INSTRUCTION

¢  Step

One: Identify the Skills

Cluster 1: Key Ideas and Details — Informational Text 

Facts and Details, Conclusions, Inferences, Main Idea, Compare/Contrast, Cause/Effect, Summary

¢  Step

Two: Group the Skills

Group 1: … Facts & Details … Main Idea … Supporting Facts & Details … Summary … Inferences

TEACHING SUGGESTIONS/IDEAS FOR KEY IDEAS & DETAILS INTEGRATED INSTRUCTION

¢ Step

Three: Read the entire passage

  Then

REREAD parts of the passage.

TEACHING SUGGESTIONS FOR KEY IDEAS & DETAILS Group 1 Instruction

A. List the details:

detail

TEACHING SUGGESTIONS FOR KEY IDEAS & DETAILS Group 1 Instruction

B. List the main idea:

detail

Main idea

detail

TEACHING SUGGESTIONS FOR KEY IDEAS & DETAILS Group 1 Instruction

C. Select the details that support the main idea:

supporting detail

detail

Main ideas

supporting detail

detail

supporting detail

TEACHING SUGGESTIONS FOR KEY IDEAS & DETAILS Group 1 Instruction

D. Using the main idea and the supporting details, write a summary: SUMMARY supporting detail

supporting detail

Main idea

supporting detail

TEACHING SUGGESTIONS FOR KEY IDEAS & DETAILS Group 1 Instruction

D. Using the main idea and the supporting details, what inferences can you make? SUMMARY supporting detail

supporting detail

Main idea

supporting detail

What Inferences Can You Make?

TEACHING SUGGESTIONS/IDEAS FOR COMPREHENDING

Comprehension questions go beyond what happened and why. …………………………………………………………………………………………………………………………………………………….

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How does Abigail first visiting the gym affect the events on the story? Which sentence describes what is shown in the illustration at the end of the story? At the beginning of the story the members of her family repeat the phrase, "Abigail's enough." What is the effect of this repetition? How does it show Abigail's problem? Use details from the story to support your answer. Read these sentences from paragraph 6. ¢  Sfjk cx,m sdklfj wioeu pio sljk sodjo sld czxxvc. Sdklfj wioeu pio sljk sodjo sld. Wioeu pio sljk sodjo sld czxxvc. Sdklfj wioeu pio sljk sodjo How does the author's language emphasize how Abigail needs to keep moving? Give three examples of phrases used in the paragraph in your answer. …………………………………………………………………………………………………………………………………………………….

TEACHING SUGGESTIONS/IDEAS FOR COMPREHENDING

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One idea the scientists tested is whether meerkats look for the closest hole. Explain how the scientists tested this and what their results showed. Use details from the article to support your answer. In paragraph 12, the article explains that Jerry O'Connor "decided to ride the streetcar rails to avoid the unsafe roads." Was this a good decision? Explain why or why not. Use details from the article to support your answer. Duryea won the fifty-four mile race in a time of ten hours and twentythree minutes, which would not be an impressive time today. Explain why this was an impressive achievement at the time? Use information from the article when responding to this question.

TEACHING SUGGESTIONS FOR CRAFT & STRUCTURE Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Passage 1 Firsthand Account

Passage 1 Key Details Passage 1 Firsthand Account Comments/Focus Compare Passages 1 & 2

Passage 2 Secondhand Account

Passage 2 Key Details Passage 2 Secondhand Account Comments/Focus Contrast Passages 1 & 2

Why are the firsthand and second accounts different? What are the different points of view for each account? What are the benefits of each account?

ACADEMIC VOCABULARY ¢  Tier 

Researchers Isabel Beck, Margaret McKowen, Linda Kucan

¢  Tier   

I, Tier II, Tier III words I: Most basic words

Rarely require instruction in school Examples: clock, baby, happy

¢  Tier

Two: Words that are of high frequency for mature language users and are found across a variety of domains   

Instruction adds productivity to an individual’s ability Examples: coincidence, absurd, industrious

¢  Tier

Three: Words whose frequency of use is quite low and is often limited to specific domains   

Best learned when needed in a content area Examples: isotope, lathe, peninsula

TEACHING SUGGESTIONS/IDEAS FOR ACADEMIC VOCABULARY ¢  The

focus on instruction is on VOCABULARY in CONTEXT   

It is not learning lists of words. It is learning how the word is being used in the context of a passage or the context of a content area.

…………………….. The questions being asked are of two basic types: 1.  2.

What does xxxx mean as used in the passage (phrase, sentence)? What effect does xxxx have on the passage (tone, style, purpose, conclusion, main idea, etc.)?

TEACHING SUGGESTIONS/IDEAS FOR ACADEMIC VOCABULARY CLOZE What's the meaning of the missing word? ¢  What is the missing word? Woodrow Wilson, a Princeton lecturer who rose overnight from academia to the White house, led America and its allies to __1__ in World War I. He is remembered most today for an arguably noble failure–fumbling away the chance for an ___2___ peace by marshaling insufficient support for his proposed League of Nations. ¢

1. Triumph 2. Enduring From book review of WILSON by A. Scott Berg in The Week, Oct 4, 2013

TEACHING SUGGESTIONS/IDEAS FOR ACADEMIC VOCABULARY

Possible instructional model ¢  Step 1: Before reading a passage 

Do you know the word?

¢  Step 



2: After reading a passage

A. What does the word mean? How do you know? What clues (evidence) in the passage leads you to believe that is the meaning of the word? B. What is the effect of the use of this word on the passage?

TEACHING SUGGESTIONS/IDEAS FOR ACADEMIC VOCABULARY STEP 1 Before Rdg plasma

I know this word ______

I think I know this word ______

I donâ&#x20AC;&#x2122;t know this word ______

______

I think this means:

opposition I think this means:

transfusion I think this means:

type I think this means:

TEACHING SUGGESTIONS/IDEAS FOR ACADEMIC VOCABULARY STEP 2: After Reading 1. The article states that â&#x20AC;&#x153;the other part was plasma.â&#x20AC;? According to the article what is plasma? 2. Which sentence from the story tells what someone who is in opposition might do? 3. The following sentence includes the word transfusion: Still, during his short life, Dr. Charles Drew laid the foundation for continued advancement in blood transfusion and replacement.

What other word does the sentence include that might help you understand what the word transfusion means? 4. The word type is used many times in the article about Dr. Drew. From reading the article what do you think the word type means as it is used in this article?

TEACHING SUGGESTIONS/IDEAS FOR THEMED READING

WHY "Themed Reading" ¢  COMPLEXITY: Two or more passages written around a single theme. ¢  Comprehension questions based on all of the passages. ¢  Students must support their responses with evidence from the passages read. …………………………………………………………………………………………………………………………………………………………………………….

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Each passage you read shares the central theme, “What Makes You the Person You Are?” What might another central theme be for all three passages? Using evidence from each of the passages, explain how each supports your new central theme. The dictionary says that a friend is “a person whom one knows, likes, and trusts.” In what ways do the friendships in the passages you read support this definition.? In what ways do they not? Provide specific examples from the passages to support your explanation. What is the relationship between adversity and change? Explain how even changes that are for the best are sometimes accompanied by personal hardships. Use examples from two of the three passages you read to support your explanation.

TWO 3-12 ASSESSMENT CONSORTIA: SMARTER BALANCED & PARCC ¢  Each

has at least member states ¢  Each “represents” ∽ 50% of nation’s kids ¢  Each was funded > $175,000,000 ¢  There are also SE & ELL consortia working on standards and assessments ¢  Both are developing summative (accountability) tests that will be effective in the 2014-15 school year.

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HOW WILL THE CCSS TESTS LOOK? ¢  English •  •  •  •  •  •

Language Arts:

Focus on Reading Comprehension More-complex texts, esp. Gr. 5 & higher Paired/clustered passages – by theme Heavy use of “informational” texts More complex questions Some (ever-shrinking) constructedresponse items 4 5

HOW WILL THE CCSS TESTS LOOK?

Ø  Mathematics •  •  •  •  •  •

Much more-rigorous content Most items grounded in “realistic,” “real-life” contexts Assume higher-level High School skills Some constructed-response items Much more reading required. Items require understanding of concepts.

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TESTING THE CCLS: PARCC WHAT ARE THE SHIFTS AT THE HEART OF PARCC DESIGN (AND THE STANDARDS)?

Complexity: Regular practice with complex text and its academic language.

Evidence: Reading and writing grounded in evidence from text, literary and informational.

Knowledge: Building knowledge through content rich nonfiction.

PARCC: THE CCSS SHIFTS BUILD TOWARD COLLEGE AND CAREER READINESS FOR ALL STUDENTS

WHAT IS THE PROMISE? Have 50 sets of standards (and tests) ever really made sense? ¢  Efficiencies / clearer direction ¢  Sets the goals for each grade for all schools ¢  Focus on deeper thinking ¢

    ¢

ELA – “beyond reading” coverage, analytic comprehension Mathematics – application

Focus on “essentials”   

Reading for understanding Conceptual understandings in Mathematics 4 9

CCS SUMMARY • The Common Core Standards state, “students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. “ • The ELA/Reading Common Core Standards include 4 clusters: Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, and Range of Reading & Level of Text Complexity. • Within the clusters there are 10 reading standards that students are required to meet by the end of the school year. Each of these standards point to specific reading skills and the Common Core Standards point to specific strategies. • Reading should increase in complexity and should include different selections on a similar theme. • A key focus of the Common Core Standards is that instruction uses different genres: literary and informational texts. • Instruction should look to integrate the skills.

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