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1. Regular practice with complex tests and their academic language
2. Reading, writing, and speaking grounded in evidence from texts, both literary andinformational
3. Building knowledge through content-rich nonfiction.

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- Academic vocabulary is firmly attached to reading comprehension and text complexity
- Standards leave things like reading lists up to the teachers and LEAs

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- Asking questions that depend on careful reading of text, rather than prior knowledge and experience
- Narrative writing is common in curriculum which does not prepare students for college or careers alone

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- 50/50 split between informational and literary reading in K-5
- Instructional shift to focusing on specific categories of literary nonfiction

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The standards call for students to grow their vocabularies through a mix of conversation, direct instruction, and reading

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Does not specify particular literature and resources but rather a suggestion of possible instructional resources so that plans can be utilized district to district for those students who move

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Unit Planning

BEGIN WITH:
- a text you teach. Then think of a topic related to that text, identify standards for reading and writing, and create a culminating performance task.  Then develop the formative assessment tasks.

OR

BEGIN WITH:
- Reading and Writing Standards for the quarter.  Then identify a topic that those standards could be used to teach (e.g., opinion writing - "should there be uniforms in schools").  Then develop a culminating performance task that weds the standards with the topic and a text.  Then develop the formative assessment tasks.