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 College and Career Readiness Anchor Standards for Reading

The grades 6–12 standards on the following pages 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 standards below by number. 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.
 
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.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.
5.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.
6. 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 formats and media, including visually and quantitatively, as well as in words.*
8.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.
9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 
Range of Reading and Level of Text Complexity
10.Read and comprehend complex literary and informational texts independently and proficiently.
 
 
College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages 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 standards below by number. 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.
 
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
 
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
 
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 
For more information about the Common Core Standards, please visit: http://www.corestandards.org/
 
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Paige Schmidt
Nationally Board Certified Teacher
Co-Language Arts Coordinator: Writing

720-886-7676
Megan Zitek            
Co-Language Arts Coordinator: Reading
 
720-886-7634
 

Language Arts - Reading

“Reading to learn” is the emphasis in the reading classroom.  Literary studies provide opportunities for students to engage in active questioning, analysis, and discussion.  Non-fiction and technical reading emphasizes strategies for constructing knowledge from text.

The curriculum topics for each grade level are aligned with the CCSD middle school curriculum and the National Common Core Standards.  The anchor standards are:

                                                  

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.

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

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

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.

5.   Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

6.   Assess how point of view or purpose shapes the content and style of a text.

7.   Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8.   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.

9.   Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.


Language Arts - Writing

Writing continues to be a way for students to discover and interact with their surrounding world.  In the writing classroom, the middle school student participates in writing activities that encourage this discovery and provide skills for expression.  Students use the writing process to help them identify ideas, organize information, and draft writing pieces and revise them.  Holding high standards for the writing product make students accountable for clear and appropriate language usage.  Vocabulary enrichment and the use of correct grammar and spelling are integral parts of the writing curriculum.

The curriculum topics for each grade level are aligned with the CCSD middle school curriculum and the National Common Core Standards.  The anchor standards are:

 

1.   Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2.   Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3.   Write narratives to develop real or imagined experiences or events using effective technique, well-chose details, and well-structured event sequences.

4.   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5.   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

6.   Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

7.   Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8.   Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9.   Draw evidence from literary or informational texts to support analysis, reflection, and research.

10. Write routinely over extended time frames for a range of tasks, purposes, and audiences.​

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Cherry Creek School District No. 5 does not discriminate on the basis of race, color, national origin, sex, age or disability in admission to its programs, services or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The lack of English language skills shall not be a barrier to admission or participation in the district’s activities and programs. The Cherry Creek School District No. 5 also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance officer: District Compliance Officer or directly to the U.S. Department of Education, Office for Civil Rights, Region VIII, Federal Office Building 1244 North Speer Blvd., Suite #310, Denver, CO 80204.

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