Tracing a Literature Standard

ANCHOR STANDARD CCSS.ELA-Literacy.CCRA.R.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.
GRADE	CCSS	INSTRUCTIONAL SHIFT 2) Reading, writing, and speaking grounded in evidence from texts, both literary and informational.
Grade 1	CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. Children in first grade should be able to use what they have read in a particular text to ask and answer questions. Questions should be rooted in the text, or text-dependent.	In first grade, students are working towards using what they have read in a particular text to ask and answer questions. They are moving away from random questions unrelated to the text to questions rooted in the text. This can be taught by moving away from questions such as, “When is one time you displayed an act of kindness? And more towards questions like, “What was the result of *character’s name* act of kindness?”
Grade 2	CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Children in second grade should be able to use what they have read in a particular text to ask and answer more specific questions. This is more challenging than in first grade because the questions are more specific. Again, the questions should be rooted in the text/text-dependent.	In second grade, students are moving into more specific text-dependent questions. Questions asked about the text will most likely begin with who, what where, when, why or how. Just like in first grade, this can be taught by moving away from those questions that ask how a situation relates to a student’s life or that require an opinionated answer. The answers to questions should be found in the text.
Grade 5	CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Children in fifth grade should be able to specifically cite information from the text when asking and answering questions from the text. They should be able to use direct quotes from the text to support their questions/answers.	In fifth grade, students are now using the text to cite specific sentences or passages in which answers to questions are found. They are making logical inferences and citing specific textual evidence, which moves them even closer to achieving the goals of the anchor standard. To teach this, teachers should show students how to back up their answers with specific textual evidence by going back in their text and finding the specific sentence/passage on the specific page in which the answer is explicitly stated.

For this assignment, we were instructed to trace a literature standard from the Common Core State Standards. I focused on anchor standard R.1, which says, "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." I chose grades 1, 2, and 5 because those are three of the grades that I want to teach in the future. In the chart above, I wrote and explained the literacy standard in reading for each of the three grades. Then, I explained how the differences in the standards for each grade are affected by the second instructional shift, and how this can be taught addressing the second instructional shift. For me, the part dealing with the instructional shift was the most difficult. It was hard to relate the shift to the literacy standards, and I felt as if I didn't really know what I was doing, which I think is because this was one of my first encounters with the Common Core.