1. 2010 Arizona English Language Arts Standards 10/18/20151

2. Deconstruct the standards to gain a deeper knowledge of the embedded skills and rigor layers within and across grade level bands. Use a deconstructed standard and knowledge of rigor to brainstorm a set of questioning strategies and/or activity ideas for use in the classroom. Essential Questions Why is it essential to deconstruct the standards in order to build high quality instruction and achieve student understanding? How do standards 1-9 contribute to standard 10 in RL and RI? What do students need to know and be able to do? How will I know if my students have achieved the desired trajectory to meet the College and Career Readiness Standards? 10/18/20152

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5. College and Career Readiness Anchor Standard for Reading Cluster: Key Ideas and Details Code: R.CCR.1 Standard: 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. VERBS and Verb Phrases: Students will be able to... NOUNS, ADJECTIVES, ADVERBS (Content and Skills): Students will know... 5  text says explicitly  logical inferences  specific textual evidence  conclusions drawn from text  read closely to determine  cite  write and speak  support 10/18/2015

6. 6 Cluster: Key Ideas and Details Verbs and Verb Phrases Students will be able to… Nouns and Noun Phrases Students will know… R.CCR.1  read closely to determine  cite  write  speak  support  text says explicitly  logical inferences  specific textual evidence  conclusions drawn from text R.CCR.2 R.CCR.3 “Bottom Line” Message Rotate and Review – Comments and Observations At your table “deconstruct” your assigned CCR cluster. 10/18/2015

7. 7 Rotate and Review: Questions to Ponder 1.Are the clusters independent or intertwined as you move down the standards? 2.Does the rigor increase? 3. What are the implications for instruction? As you review the charts write your comments/connections on a sticky note. Place your note on the chart. 10/18/2015

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9. 9 Grade Levels: 5 – 6 participants Grade Levels: Divide into 2 Teams Reading Literature Strand (RL) and Reading Information Strand (RI) Teams: 1.Find assigned strand and grade level in your standards packet. 2.Highlight the verbs and verb phrases in standards 1-9. 3.Highlight the nouns and noun phrases in standards 1-9. 10/18/2015

10. 10 Your team will need 3 pieces of chart paper, one for each assigned cluster. Each chart should have the following components. Grade Level □ – (RI) or (RL) Cluster: Verbs and Verb Phrases Nouns and Noun Phrases Code “Bottom Line” 10/18/2015

11. 11 Post your charts on the wall by Cluster, Strand, and Grade Level Key Ideas and Details: RL - grade levels in ascending order RI - grade levels in ascending order Craft and Structure:RL - grade levels in ascending order RI - grade levels in ascending order Integration of Knowledge and Ideas: RL - grade levels in ascending order RI - grade levels in ascending order 10/18/2015

12. 12 Rotate and Review Groups will rotate and review the charts by cluster. Participants will review the grade level charts, noting smooth transitions and/or giant leaps. 10/18/2015

13. 13 Putting it back together… How do standards 1 through 9 contribute to standard 10? What are the implications for students and teachers as we look across the grade levels? 10/18/2015

14. 14 1.Select a cluster from RI or RL that you would like to use for this activity. Locate the Constructing Instruction handout behind the activities tab. 2.Brainstorm texts, strategies and learning activities teachers can use to frame instruction. 10/18/2015

15. 15 3.Using the Cognitive Rigor Matrix, compare your list of activities to the 4 levels of DOK as a check for rigor. 4.Are your activities concentrating in less or more rigorous areas? 5.How will you use the Cognitive Rigor Matrix to increase the rigor in your instruction? 10/18/2015

16. Why is it essential to deconstruct the standards in order to build high quality instruction and achieve student understanding? How do standards 1-9 contribute to 10 in RL and RI? What do students need to know and be able to do? How will I know if my students have achieved the desired trajectory to meet the College and Career Readiness Standards? 10/18/201516

17. 17 When you return to your LEAs and schools consider the next steps in construction: 1.What have you learned that will help you show teachers how to gain deeper understanding of the standards? 2.What other tools and resources will you need to get the job done? 10/18/2015

18. 18 Got it CoveredFirst StepsNext StepsDown the Road