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The Instructional Advances in ELA/LiteracyCCR Standards for Adult Education
Unit 1Connecting the College and Career
Readiness Standards to the Key Advances
Produced under U.S. Department of EducationContract No. ED-VAE-13-C-0066, with StandardsWork, Inc. and
Subcontractor, Reingold, Inc.
December 2014
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Structure of the Literacy Standards
Four Strands: Reading, Writing,
Speaking and Listening,
Language
Anchor Standards for Each
Strand: 10, 9, 6, and 6
Standards Listed by Level:
A (K-1), B (2-3), C (4-5),
D (6-8), and E (9-12)2
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Three Key Advances Prompted by the CCR Standards
1. Text Complexity: Regular Practice With Complex Text
(and Its Academic Language)
2. Evidence: Reading and Writing Grounded in Evidence
From Text
3. Building Knowledge: Building Knowledge Through
Content-Rich Nonfiction
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Key Advances Build Toward College and Career Readiness for All Students
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Unit 1 Objectives Connecting the CCR Standards to the
Key Advances
Become familiar with the CCR Standards for
ELA/Literacy and how the standards are organized.
Learn how tightly linked the standards are to one
another.
Understand in concrete terms how the standards are connected to the three key advances.
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Now let’s do some hands-on work naming the CCR Standards . . .
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Materials (Part One)
Directions for Participants
Worksheet: Naming the Standards
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Directions (Part One)
1. Circle keywords in each Anchor Standard on the Naming the Standards worksheet before arriving at a nickname.
2. Assign a one- to five-word nickname for each standard assigned to you. Go with your gut regarding the essential heart of each standard, and don’t overthink your answer.
3. Compare notes at your table and discuss how each nickname does or does not capture the essence of its standard.
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Discussion Questions
What are some of the nicknames created for the standards?
Are there any standards you struggled with?
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Now let’s do some hands-on work connecting the CCR Standards to the
key advances . . .
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Materials (Part Two)
Directions for Participants Resource: CCR Anchor Standards cards
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Directions (Part Two)
1. Read your Anchor Standards card. Look at the four categories posted around the room, and ask yourself, “Which key advance does this standard best illustrate or exemplify?”
2. When you have settled on which category your standard best fits, walk over to stand by that poster.
3. Read your standard aloud to the other participants and listen to their standard.
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Discussion Questions What do you notice about the colors of the cards in your key
advance? Can you figure out what the colors represent? What are some rationales that explain why you chose to
relate that standard to that key advance? Did anyone have a hard time deciding which group to pick? Did anybody wonder about being part of another group?
What key advances were the contenders? How about those of you in the “other” category? What
standard do you have? Why did you choose to stand under the “other” sign?
Does anyone from the other advances want to adopt them? If so, make a case for why that standard belongs there.
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Reflections
Each key advance depends on standards from the four
strands.
Standards from the four strands come together in
aligned instruction to realize the key advances.
Reading Standard 1 (text evidence) and Reading
Standard 10 (text complexity) play a special role
because they operate whenever students are reading or
researching, writing, or speaking about what they have
read.
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Next Steps
How has participating in this activity changed your thinking about the CCR Standards?
How will you use the information and understanding you have acquired to improve your teaching practice and student learning?
What additional training and tools would strengthen your ability to do so?