Fluent Essays

You will complete the T-cahrt including Harrisons IEP because he will be one of the students this lesson is taught to. we will use 6th grade standard for basic reading skills and comprehension, also using oral reading prob. Please include formal and informal assessments as well. Appendix C is Harrisons IEP Please read directions before attempting an lesson plan and it has to be on an activity with title and worksheets using the MS_CCRS Standards for 6th grade (RL 6.10). The below activities will help enhance your knowledge of HLP #6 and prepare you to create an engaging and inclusive lesson plan. 1.) Read the scenario. Then, select your grade sub-standard. Review the sub-standard ( Appendix A Lesson Plan.docx Actions) for your upcoming lesson. 2.) Make a table/t-chart of the knowledge and skills embedded in the reading standard (RL 6.10) and substandard you selected (T-Chart Sample-2.docx Actions ). You will use the MDE Scaffolding (Links to an external site.) document to complete the T-chart. a. What must students be able to know (Prerequisite/conceptual understanding) and do to be successful in this lesson? b. Identify any particular knowledge or skills that might need to be explicitly taught. c. Draft an end of lesson assessment for students to demonstrate their learning of the selected substandard. (Think about the 3 articles-assessment) Harrsions Progress Monitoring Data Review Harrison’s progress monitoring data that has been collected and note patterns and trends related to his fluency (Appendix B). Are there any data trends or patterns? What do the data points tell you about Harrison’s progress thus far? How does the data inform your initial thoughts regarding planning and instruction? You will complete the T-cahrt including Harrisons IEP because he will be one of the students this lesson is taught to. we will use 6th grade standard for basic reading skills and comprehension, also using oral reading prob. Please include formal and informal assessments as well. Appendix C is Harrisons IEP Please read directions before attempting an lesson plan and it has to be on an activity with name and all using the MS_CCRS Standards for 6th grade (RL 6.10). Appendices Appendix A: Full Scenario Background Information for Teacher: You are a middle school teacher collecting data to monitor progress of reading fluency. Harrison is one of the students in your class and has a specific learning disability in reading. You have been providing explicit small group reading instruction to Harrison according to his accommodations and modification set forth in his IEP. The data that you will collect will assist you in developing your next small group instruction lesson. HLP #6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes. Scenario Guide Synopsis Middle School Classroom Learner Challenge You are a middle school teacher preparing to teach a poetry fluency lesson plan to a diverse group of students in an inclusion classroom. Harrison is one of your students; he has a specific learning disability in reading. The lesson will focus on a literacy standard. Objective Teachers will integrate HLP #6 (assessment) into a lesson, they create. Then they will teach an explicit instruction lesson that incorporates evidence-based strategies that promote assessment data, analysis of instructional practices, and modifying instruction to improve student outcomes in the area of literacy. To hit this objective teacher candidate will: · Develop appropriate instructional goals based on existing student data. · Evaluate student data to adjust instruction. · Manage and engage ongoing data collection during the teaching of the lesson. · Utilize curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, and/or self-assessment of classroom instruction. · Facilitate discussions with key stakeholders (students, parents, etc.) · Set goals for own teaching based on valid hypotheses from instruction. Materials to submit to simulation and/or instructor · Teacher created lesson plans & accompanying documents (i.e., graphic organizers, PowerPoint, etc.) Scenario Overview Teacher candidate will teach one explicit instruction lesson in literacy to support the use of assessment data to improve student outcomes. Ideal Simulation Configuration: Avatars Middle School -OR- Elementary Learner Audience · Pre-service Teachers/ Teacher candidates · Non-credentialed Teachers · Novice Teachers You will use the information gained in the pre-work to design a lesson plan that is appropriate for the range of learners in your class. Specifically, you are integrating what you have learned about instructing students with disabilities and data collection/analysis into your planning. Your lesson should use the below format (I do, We do, You do) and embed evidence-based strategies to promote active engagement. In order to support this, you will plan a lesson using one of the below objectives: If you choose to be a Middle School Teacher, select one of the below sub-standards. Sample Standards for: 6th grade Reading (Speaking & Listening) 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. (Select one of the sub-standards below) a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. If you choose to be an Elementary Teacher, select one of the below sub-standards: Sample Standards for: 3rd Grade Reading (Speaking & Listening) 3.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics, texts, and issues, building on others ideas and expressing their own clearly. (Select one of the sub-standards below) a. Come to discussions prepared, having read or studied required material, explicitly draw on preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain own ideas and understanding in light of discussion Sample Layout Sally Student SPE 380 H001 CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively. MSCCRS: S.L 3.1a (then write here) Knowledge (Prerequisite Knowledge/Conceptual Understanding) Skill (Evidence of Knowledge-Mastery)       What end of lesson assessment will you use for students to demonstrate their learning of the selected standard? Think about the 3 articles on strategies to promote engagement. 7 Miss. Admin. Code, Part 134 2016 Mississippi College- and Career- Readiness Standards for English Language Arts Effective Date: 2016-2017 School Year 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 2 Carey M. Wright, Ed.D. State Superintendent of Education Kim S. Benton, Ed.D. Chief Academic Officer Jean Massey, Executive Director, Office of Secondary Education Nathan Oakley, Ph.D., Executive Director, Office of Elementary Education and Reading Trecina Green, Executive Director, Office of Professional Development Wendy Clemmons, Bureau Director, Office of Secondary Education Victoria Johnson, Office Director, English/Language Arts 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 3 Mississippi Department of Education Post Office Box 771 Jackson, Mississippi 39205-0771 Office of Elementary Education and Reading Office of Secondary Education www.mde.k12.ms.us/ese The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above mentioned entities: Director, Office of Human Resources Mississippi Department of Education http://www.mde.k12.ms.us/ese 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 4 Table of Contents Introduction .................................................................................................................................... 8 Mississippi College- and Career-Readiness Standards (MS CCRS) for English Language Arts ...... 10 College- and Career-Readiness Anchor Standards ....................................................................... 20 Overview of the MS CCRS Scaffolding Document ........................................................................ 26 MS CCRS for English Language Arts Grades K-2 ............................................................................ 27 Kindergarten ............................................................................................................................. 28 Grade 1 ...................................................................................................................................... 36 Grade 2 ...................................................................................................................................... 44 MS CCRS for English Language Arts Grades 3-5 ............................................................................ 51 Grade 3 ...................................................................................................................................... 52 Grade 4 ...................................................................................................................................... 60 Grade 5 ...................................................................................................................................... 68 MS CCRS for English Language Arts Grades 6-8 ............................................................................ 76 Grade 6 ...................................................................................................................................... 77 Grade 7 ...................................................................................................................................... 86 Grade 8 ...................................................................................................................................... 94 Literacy in History/Social Studies - Grades 6-8 ....................................................................... 102 Literacy in Science and Technical Subjects - Grades 6-8 ........................................................ 103 Writing in History/Social Studies, Science, and Technical Subjects - Grades 6-8 ................... 104 MS CCRS for English Language Arts Grades 9 - 12 ...................................................................... 106 English I ................................................................................................................................... 107 English II .................................................................................................................................. 116 Literacy in History/Social Studies - Grades 9-10 ..................................................................... 126 Literacy in Science and Technical Subjects - Grades 9-10 ...................................................... 127 Writing in History/SS, Science, and Technical Subjects - Grades 9-10 .................................. 128 English III ................................................................................................................................. 131 English IV ................................................................................................................................. 141 Literacy in History/Social Studies - Grades 11-12 ................................................................... 151 Literacy in Science and Technical Subjects - Grades 11-12 .................................................... 152 Writing in History/Social Studies, Science and Technical Subjects - Grades 11-12 ................ 153 High School English Electives ...................................................................................................... 156 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 5 Creative Writing ...................................................................................................................... 157 Debate ..................................................................................................................................... 160 Foundations of Journalism ...................................................................................................... 164 Broadcast Journalism .............................................................................................................. 167 Print Journalism ...................................................................................................................... 169 Mississippi Writers .................................................................................................................. 171 Oral Communication ............................................................................................................... 175 SREB Literacy Ready Course .................................................................................................... 179 Survey of African American Writing ....................................................................................... 182 Survey of Twentieth Century Writing ..................................................................................... 186 Technical and Workplace Writing ........................................................................................... 190 World Literature ..................................................................................................................... 194 Advanced Placement .................................................................................................................. 197 Advanced Placement: English Language and Composition .................................................... 198 Advanced Placement: English Literature and Composition ................................................... 202 Compensatory English ................................................................................................................ 206 Compensatory English I .......................................................................................................... 207 Compensatory English II ......................................................................................................... 208 Compensatory English III ........................................................................................................ 209 Compensatory English IV ........................................................................................................ 210 Glossary ..................................................................................................................................... .212 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 6 Acknowledgements COMMITTEE MEMBERS (2013) The Mississippi Department of Education gratefully acknowledges the following individuals who provided feedback in developing the 2015 Mississippi College- and Career Readiness Standards for English Language Arts. Dr. Gloria Bunnell Mississippi University for Women Joelle Bunnell Lamar County School District Patty Cooper Gulfport School District Jason Frazier Lincoln County School District Dr. Joan Haynes Mississippi Community College Board April Holifield-Scott DeSoto County School District Dr. Susan Lee Mississippi Institute of Higher Learning Virginia Leonard East Mississippi Community College Candy Mize Oxford School District Genevieve Roman Lamar County School District Dr. Angela Rutherford University of Mississippi Cheryl Thomas Lauderdale County School District Rashunda Young Clarksdale School District 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 7 Acknowledgments COMMITTEE MEMBERS (2015) The Mississippi Department of Education gratefully acknowledges the hard work of the following individuals for their involvement in developing the 2016 Mississippi College- and Career-Readiness Standards for English Language Arts and the supporting documents. Shamethria Beamon Sunflower Consolidated School District Kelsey Bush Harrison County School District Ashely Chism Pearl Public School District Christine Davidson Rankin County School District Kalea Derrick Rankin County School District Shannon Eldridge Desoto County School District Amy Fleming Pearl River County School District Lakeesha Getter Senatobia School District Leslie Holloway Pearl Public School District Ashley Kazery Hinds County School District Miranda Kincaid Louisville Municipal School District Ginny Leonard East Mississippi Community College Lisa McDonald Petal School District Kelleigh McLeod Clinton Public School District Joyce Parker (Community Representative) Greenville Public School District Kelleigh Reynolds Biloxi Public School District Tricia Stoll Gulfport School District Melissa Sundberg Ocean Springs School District Penny Temples Lumberton Public School District Jennifer Valentine Jones County School District Tammy Whitney Neshoba County School District Trudy Cook, Lead PDC University of Mississippi/MDE Dana Danis, PDC University of Mississippi/MDE Jill Hoda MDE/Office of Elementary Education and Reading Felicia Jackson-Stewart University of Mississippi/MDE Victoria Johnson MDE/Office of Secondary Education 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 8 Introduction Mission Statement The Mississippi Department of Education is dedicated to student success including the improvement of student achievement in English Language Arts in order to produce citizens who are capable of making complex decisions, solving complex problems, and communicating fluently in a global society. The Mississippi College- and Career-Readiness Standards provide a consistent, clear understanding of what students are expected to know and be able to do by the end of each grade level or course. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers and to compete in the global economy. Purpose The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards is to provide a basis for curriculum development for Grades K-12 English Language Arts teachers in Mississippi. This document provides an outline of what students should know and be able to do by the end of each grade level in preparation for college and career. The primary purpose of this document is to provide a basis for curriculum development for K-12 English Language Arts teachers, outlining what students should know and be able to do by the end of each grade level and course. Mississippi-specific courses that were revised to align with the Mississippi College- and Career-Readiness Standards include Survey of African American Writing, Creative Writing, Debate, Foundations of Journalism, Broadcast Journalism, Print Journalism, Mississippi Writers, Oral Communication, Technical and Workplace Writing, Survey of Twentieth Century Writing, and World Literature. The new Southern Regional Education Board (SREB) Literacy Ready course is included as a transition to college English course. Organization of the 2016 Mississippi College- and Career-Readiness Standards The 2016 Mississippi College- and Career-Readiness Standards are divided into 6 sections. The first section includes an introduction to the document, an overview of the Mississippi College- and Career-Readiness Standards for English Language Arts. The second section includes the MS CCRS for ELA for kindergarten through second grade. The third section includes the MS CCRS for ELA for grades 3-5. The fourth section includes the MS CCRS for ELA, including Literacy in Social Studies, Science, and Technical Subjects. The final section includes the Mississippi Specific High School ELA electives, Advanced Placement courses, and the SREB Bridge Course. Implementation The required year for the implementation of the 2016 Mississippi College- and Career-Readiness Standards is school year 2016-2017. 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 9 Mississippi College- and Career-Readiness Standards (MS CCRS) for English Language Arts Overview 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 10 Mississippi College- and Career-Readiness Standards (MS CCRS) for English Language Arts OVERVIEW The Mississippi College- and Career-Readiness Standards (MS CCRS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge to create next generation K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 11 Key Design Considerations Mississippi College- and Career-Readiness and Grade-Specific Standards The Mississippi College- and Career-Readiness (MS CCRS) standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade- specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The MS CCRS and high school (grades 9–12) standards work in tandem to define the college and career readiness line—the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments. Students advancing through the grades are expected to meet each year’s grade specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the MS CCRS standards. Grade Levels for K–8; Grade Bands for 9–10 and 11–12 The Standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the Standards use two-year bands in grades 9–12 to allow flexibility in high school course design. A Focus on Results Rather than Means By emphasizing required achievements, the Standards leave room for school districts to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards. An Integrated Model of Literacy Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research. Research and Media Skills Blended into the Standards as a Whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 12 conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. Research, media skills, and understandings are embedded throughout the Standards rather than treated in a separate section. Shared Responsibility for Students’ Literacy Development The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. The Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades. Strategies for Content Area Reading Though strategies utilized in reading and language arts classes provide the framework that students need to comprehend content-specific texts, students must also be equipped with transferable skills and strategies that can be used across grade levels and curricula. The following are suggestions for content area reading that can be incorporated in all classrooms. Suggestions for Teaching Content-Specific Vocabulary and Facilitating Comprehension • Establish goals and purposes for reading. • Plan pre-reading activities that allow students to develop prerequisite knowledge and vocabulary about content-specific topics. Activities may include reading materials, videos, websites, and field trips. • Plan post-reading activities that allow students to demonstrate mastery of skills and concepts through visual, kinesthetic, oral, and/or written products. Comprehension is often aided when linked to the creation of a product. • Create mental or visual images associated with technical vocabulary words. • Link new vocabulary with background knowledge. 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 13 • Focus on the semantic relationships of new and familiar words. • Use synonyms, antonyms, and dictionary definitions to understand the meaning of specialized and technical vocabulary. • Analyze the structure of new words (affixes, compound words, etc.) to determine word meaning. • Maintain word banks and word walls for new words (Note: Word banks and word walls should be interactive; students must regularly interact with words banks and word walls to fully expand their vocabulary and analyze how words and concepts aid in reading comprehension). • Use semantic gradients (vocabulary continuums) to illustrate a continuum of words by degree. Semantic gradients often feature antonyms or opposites on each end of the continuum. This strategy broadens students’ knowledge of related and opposite words. • Develop activities that allow students to work collaboratively to figure out the meaning of new words. • Encourage students to generate and ask questions of texts. • Design activities that allow students to make inferences, predict, summarize, and visualize concepts. • Examine physical features of texts, such as different kinds of text features, including typeface, headings, and subheadings. Many of the suggested strategies (e.g., prediction, summarizing, analyzing text features) must be directly taught (explicit instruction) and practiced, while other strategies (e.g., creating visual or mental images) can be components of incidental (implicit) instruction. Additionally, students must engage in reading, writing, speaking, and listening activities that are authentic and content-specific. Textbooks and discipline-specific texts, such as primary and secondary source documents, articles, tables, and graphs, must be cornerstones in social studies, science, and technical subjects to aid students in using reading strategies that are discipline-specific. (Adapted from Research-Based Content Area Reading Instruction, Texas Reading Initiative, Guidance for Literacy in the Content Areas, Engage NY, and Vocabulary Filters: A Framework for Choosing Which Words to Teach) Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework Grade Literary Informational 4 50\% 50\% 8 45\% 55\% 12 30\% 70\% Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 14 The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K–5, the Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.1 To measure students’ growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework Grade To Persuade To Explain To Convey Experience 4 30\% 35\% 35\% 8 35\% 35\% 30\% 12 40\% 40\% 20\% Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre- publication edition. Iowa City, IA: ACT, Inc. NAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.2 It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. Focus and Coherence in Instruction and Assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, 1The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational. 2 As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings. 2016 Mississippi College- and Career-Readiness Standards for English Language Arts 15 …