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Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the workplace.  \nBecause skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials.  \nIncorporating a Unique Design  \nThe College and Career Readiness (CCR) Anchor Standards, the “backbone” of the Standards, describe the literacy skills which all students need when they graduate. The grade-specific standards describe the literacy skills, corresponding to the CCR Anchor Standards by number, which all students need when they finish each grade. Keeping the college and career focus atthe forefront of kindergarten through grade 11/12 implementation is critical; that is why the CCRs are placed before the grade-specific standards. It is this unique design that supports the preparation of all students to be successful in school, from the beginning of school, and proficient in the Essential Skills of Reading, Writing, and Speaking and Listening required for an Oregon Diploma.  \nUsing an Integrated Model of Literacy  \n􀁸 The Standards are cross-referenced across all four strands—Reading, Writing, Language, and Speaking and Listening—so they can be clustered for instruction.  \n􀁸 Language Standards apply to the other three strands—Reading, Writing, and Speaking and Listening.  \nFocusing on Key Features  \n􀁸 Reading: Text complexity and the growth of comprehension  \n􀁸 Writing: Text types, responding to reading, and research  \n􀁸 Speaking and Listening: Flexible communication and collaboration  \n􀁸 Language: Conventions, effective use, and vocabulary  \n􀁸 Appendices  \no Appendix A: Supplementary material on the four strands; glossary of key terms included  \no Appendix B: Text exemplars and sample performance tasks illustrating the complexity, quality, and range of reading appropriate for various grade levels  \no Appendix C: Annotated examples of student writing demonstrating at least adequate performance at various levels  \nReading this Document  \nOnly in the grade-level versions for K-5 do the Reading Foundational Skills Standards, which have no CCR Anchor Standards, precede the CCR Anchor Standards for Reading.  \nBecause the CCR Anchor Standards are the backbone of the Standards, with the exception of the Foundational Reading Skills Standards as noted above, the CCRs for each strand are featured on a separate page before the grade-specific standards for that strand; this placement underscores the importance of the CCR connection to every standard. Reading down the columns, the order is as follows:  \n􀁸 Foundational Reading Skills Standards  \n\n| Reading CCRs\u003Cbr>􀁸 Literature Standards\u003Cbr>􀁸 Informational Standards | Language CCRs\u003Cbr>􀁸 Language Standards |\n| --- | --- |\n| Writing CCRs\u003Cbr>􀁸 Writing Standards | Speaking and Listening CCRs\u003Cbr>􀁸 Speaking and Listening Standards |\n\nNotation for grade-specific standards: Individual grade-specific standards are identified by grade, strand, and number (or number and letter, where applicable); for example, 2.RL.1, means grade 2, Reading Literature, standard 1.  \nGrade  \nLiterature (K.RL)  \nKey Ideas and Details   \n2.RL.1 Ask and answer such questions as who, what, where, when, why, and  how to demonstrate understanding of key details in a text.   \nStandard number Strand  \nGrade-level Standard  \nReading Standards: Fou","cbCaih8CCLGHz7aJ","https://ap.wps.com/l/cbCaih8CCLGHz7aJ","pdf",993532,22,"English","# Introduction to the Oregon Standards for English Language Arts and Literacy\n## Preparing Oregon’s Students\n## Incorporating a Unique Design\n## Using an Integrated Model of Literacy\n## Focusing on Key Features\n## Reading this Document\n# Notation for Grade-Specific Standards\n## Grade 3 Reading Foundational Skills (3.RF)\n### Print Concepts\n### Phonological Awareness\n### Phonics and Word Recognition\n### Fluency","[{\"question\":\"What is the role of the College and Career Readiness (CCR) Anchor Standards in this document?\",\"answer\":\"The CCR Anchor Standards are described as the backbone of the standards. They outline literacy skills all students need when they graduate, and they are positioned before grade-specific standards to keep the college and career focus prominent.\"},{\"question\":\"How are the four strands of literacy organized in the Oregon model?\",\"answer\":\"The standards are cross-referenced across Reading, Writing, Language, and Speaking and Listening so they can be clustered for instruction. Language standards also apply to the other three strands.\"},{\"question\":\"How are Grade 3 Reading Foundational Skills (3.RF) described in the document?\",\"answer\":\"Grade 3 Reading Foundational Skills include goals related to print concepts, phonological awareness, phonics and word recognition, and fluency. The document references when earlier-grade standards should be applied if grade-level understanding is not demonstrated.\"}]","Oregon English Language Arts and Literacy Standards - Grade 3 Standards June 2019 | PDF",1790866208,55]