Question Detail

Anchor standard 5.1

Sep 9, 2013 7:27pm

What are the different sub skills for Reading literature and informations for standard 5.1? I am trying to teach it to the best of my ability however the standard seems so broad. I need to break it down so
I can focus on each sub skill every few days so that I could analyze progress better.

Any ideas on analyze and teaching this standard because it seems like I could be on that standard for weeks.


  • 3-5
  • Common Core / English Language Learners


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    • Sep 10, 2013 7:49am

      You should be on that standard for weeks. Why wouldn't you have the student quote and cite the text when explaining their thinking on the text throughout the year? This is a skill that we should use for a lifetime of learning. The standards should be taken as whole because the intent is to meet them in whole. Teaching sub skills could unintentionally water down the standard. This is from the Publisher's Criteria for Math in the resource section of but applies to the standards as a whole.

      “Fragmenting the Standards into individual standards, or individual bits of standards, … produces a
      sum of parts that is decidedly less than the whole” (Appendix). Breaking down standards poses a
      threat to the focus and coherence of the Standards. It is sometimes helpful or necessary to isolate a
      part of a compound standard for instruction or assessment, but not always, and not at the expense of
      the Standards as a whole. A drive to break the Standards down into ‘microstandards’ risks making the
      checklist mentality even worse than it is today. Microstandards would also make it easier for
      microtasks and microlessons to drive out extended tasks and deep learning. Finally, microstandards
      could allow for micromanagement: Picture teachers and students being held accountable for ever
      more discrete performances. If it is bad today when principals force teachers to write the standard of
      the day on the board, think of how it would be if every single standard turns into three, six, or a
      dozen or more microstandards. If the Standards are like a tree, then microstandards are like twigs.
      You can’t build a tree out of twigs, but you can use twigs as kindling to burn down a tree.

      • Sep 11, 2013 11:16pm

        Hi Atara,
        You have highlighted a key standard indeed-- citing evidence is at the heart of the Common Core, as described as one of the three key instructional shifts:

        You could consider a broader perspective, as you grapple with the best instructional strategies. Read the anchor standard (here: 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.) as well as the grade level standards above and below.

        Ultimately, you will likely want to weave in 5.1 across all of your reading instruction-- asking students to cite evidence in reading, writing, speaking & listening. While you will likely need explicit instruction in how to quote, the concept of having students refer to the text to defend their thinking should be threaded throughout your instruction.

        And really, this speaks to the design of the standards-- that they be woven together (and frequently revisited) to help students gain a deep understanding of text. (The introduction to the standards is very useful in explaining the design considerations:

        Good luck!