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Standards Alignment

This PLM addresses national standards for students and professional learners. Read the information below to learn about the standards alignment. 

Common Core Standards Alignment

This PLM addresses the national standards for reading instruction in both literature and informational texts. Please see the alignment below for the Common Core standards addressed in this module. For more information on the Common Core, please visit corestandards.org.  

6th Grade

RL.6.10 By the end of grade 6, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

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RI.6.10 By the end of grade 6, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

7th Grade

RL.7.10 By the end of grade 7, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

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RI.7.10 By the end of grade 7, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

8th Grade 

RL.8.10 By the end of grade 8, read and understand literature at the high end of the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

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RI.8.10 By the end of grade 8, read and understand informational texts at the high end of the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

9th-10th 

RL.9-10.10 By the end of grade 9, read and understand literature within the 9-10 text complexity band proficiently and independently for sustained periods of time.  Connect prior knowledge and experiences to text. By the end of grade 10, read and understand literature at the high end of the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. 

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RI.9-10.10 By the end of grade 9, read and understand informational texts within the 9-10 text complexity band proficiently and independently for sustained periods of time.  Connect prior knowledge and experiences to text. By the end of grade 10, read and understand informational texts at the high end of the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. 

11th-12th 

RL.11-12.10 By the end of grade 11, read and understand literature within the 11-12 text complexity band proficiently and independently for sustained periods of time.  Connect prior knowledge and experiences to text. By the end of grade 12, read and understand literature at the high end of the 11-12 text complexity band proficiently and independently for sustained periods of time.  Connect prior knowledge and experiences to text. 

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RI.11-12.10 By the end of grade 11, read and understand informational texts within the 11-12 text complexity band proficiently and independently for sustained periods of time.  Connect prior knowledge and experiences to text. By the end of grade 12, read and understand informational texts at the high end of the 11-12 text complexity band proficiently and independently for sustained periods of time.  Connect prior knowledge and experiences to text. 

Standards for Professional Learning Alignment

This PLM addresses the Standards for Professional Learning. Please see the alignment below for the specific Standards for Professional Learning addressed in this PLM. For more information, please visit learningforward.org. 

Rigorous Content for Each Learner

Equity Practices

  • Educators understand students’ historical, cultural, and societal contexts

  • Educators embrace student assets through instruction

Curriculum, Assessment, and Instruction

  • Educators prioritize high-quality curriculum and instructional materials for students

  •  Educators assess student learning

  • Educators understand the curriculum and implement it through instruction

Professional Expertise

  • Educators apply standards and research to their work

  • Educators develop the expertise essential to their roles

  • Educators prioritize coherence and alignment in their learning

Transformational Processes 

Equity Drivers

  • Educators prioritize equity in professional learning practices

  • Educators identify and address their own biases and beliefs

Evidence

  • Educators create expectations and build capacity for use of evidence

  • Educators leverage evidence, data, and research from multiple sources to plan educator learning

Learning Designs

  • Educators set relevant and contextualized learning goals

  • Educators ground their work in research and theories about learning

  • Educators implement evidence-based learning designs

Implementation

  • Educators understand and apply research on change management

  • Educators implement and sustain professional learning

Conditions for Success

Equity Foundations

  • Educators create structures to ensure equitable access to learning

Culture of Collaborative Inquiry

  • Educators engage in continuous improvement

  • Educators share responsibility for improving learning for all students

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