SUGGESTED

INSTRUCTIONAL
PLANNING GUIDE
for the Mississippi College- and Career-Readiness Standards

qLiteracy/English
Language Arts
Grades 11-12

January 2021-FINAL
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,
359 North West Street, P.O. Box 771, Jackson, MS 39205-0771, (601) 359-3513.

Mississippi Department of Education

359 North West Street
P. O. Box 771
Jackson, Mississippi 39205-0771
(601) 359-3513
www.mdek12.org

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January 2021-FINAL
 MISSISSIPPI DEPARTMENT OF EDUCATION

Carey M. Wright, Ed.D.

State Superintendent of Education

Nathan Oakley, Ph.D

Chief Academic Officer

Tenette Smith, Ed.D.

Wendy Clemons
Executive Director, Office of Elementary
Executive Director, Offices of Secondary
Education and Reading
Education/Dropout Prevention and Professional Development

Marla Davis, Ph.D

Kristen Wynn
State Director of Curriculum and Instruction
State Literacy Director (K-12)

Natalie Crowder Jill Hoda Lori Stringer

English Language Arts Content Director Assistant State Literacy Assistant State Literacy
Coordinator Coordinator

Melissa Beck LeighAnne Cheeseman

Assessment Coordinator (K-3) Assistant State Literacy/English
Learner Coordinator (K-3)

Special Acknowledgements
Bailey Education Group
Barksdale Reading Institute
The Kirkland Group

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January 2021-FINAL
INTRODUCTION
The unprecedented, nationwide school closures in the spring of 2020 due to the COVID-19 pandemic have created a shift in how
districts plan for school re-entry. Instead of the traditional brick-and-mortar planning, administrators are now identifying models that
will support a variety of instructional delivery scenarios as they plan for school reopening. The traditional methods of planning and
delivery are nearly impossible to implement as a stand-alone model; instead, innovative educators are developing and identifying
strategies and resources to support a variety of distance learning scenarios as part of their plans. When using new models of delivery,
it is important to recognize that the traditional approach to remediation—providing work better suited for earlier grades—may be
insufficient. Instead, the conventional approach to remediation will likely compound the problem educators are trying to correct.
According to a 2018 study, The Opportunity Myth1,, the approach of “meeting students where they are”, while often well-intended, only
widens the achievement gap. Instead of remediation, teachers and administrators are encouraged to look toward acceleration methods
to support student growth and close the gaps.

PURPOSE
This document is intended to provide guidance to schools and districts as they develop instructional plans to address unfinished learning. It
includes recommendations to assist educators as they diagnose learning loss and create an instructional plan to put every student on track to
mastering grade-level standards. In addition, this guide is intended to compliment resources released by various organizations, including Student
Achievement Partners (SAP), EdReports, The New Teacher Project (TNTP), and the Council of Chief State School Officers, that also address the
challenges of prioritizing instruction, addressing unfinished learning, and meeting the social-emotional and mental health needs of students.

1
https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf
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January 2021-FINAL
 GRADES 11-12 } ENGLISH LANGUAGE ARTS

Recommendations for Addressing Unfinished Learning and Acceleration in ELA/Literacy

Focus on grade-level content and learning through the use of

RECOMMENDATION 1 u
High-Quality Instructional Materials (HQIM)

Since time is a scarce commodity in classrooms—made more #MATERIALSMATTER

limited by anticipated closures and distance or hybrid learning
models in the fall of 2020—strategic instructional choices about When teachers don’t have access to great
which content to prioritize must be made. More importantly, materials, they spend valuable time2 searching for them online
educators must make deliberate instructional choices that allow all or create content themselves. A 2017 RAND analysis3 found
students to effectively engage with grade-level work. that 96 percent of teachers use Google and 75 percent of
teachers use Pinterest to find lessons and materials. These
For students to develop the integrated, holistic, and flexible materials are mostly unvetted and of varying quality4.
literacy skills necessary to participate in the world around them, Inconsistent access to aligned materials impacts student
they need and deserve regular access to grade-level complex texts. learning in schools across the country, but particularly hits
They also need lots of time to independently explore particular schools that have a higher proportion of low income and
topics, suited to students’ varied interests, through reading students of color the most5, perpetuating inequities and
multiple texts that are at a range of complexity levels. Focusing opportunity gaps.
solely on simple, below-level texts won’t teach readers how to
deal with complicated concepts, syntax, or subtle cohesive links in
texts.

Simple texts lack the critical rich vocabulary knowledge only

available to students reading complex on-grade-level texts. In the
words of Professor Alfred Tatum, Dean of the College of Education
of the University of Illinois, “Leveled texts lead to leveled lives”
(Fisher & Frey, 2014).

2
https://mdreducation.com/reports/classroom-trends-teachers-buyers-instructional-materials-users-technology/
3
https://www.rand.org/pubs/research_reports/RR1529-1.html
4
https://fordhaminstitute.org/national/research/supplemental-curriculum-bazaar
5
https://journals.sagepub.com/doi/pdf/10.3102/0013189X15603982

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RECOMMENDATION 2 u Prioritize content and learning

Focus Instruction LOOK CLOSELY AT THE STANDARDS

Focus on Standards That Represent the Major Work of ELA/literacy
Review the MS CCRS Scaffolding Document6, the ELA
Instruction: Learning to Read, Close Reading of Complex Texts, and
Volume of Reading to Build Knowledge Vertical Progression Document7, and the MS CCRS for ELA8
to identify how the ELA Standards progress from year to
Some standards require greater emphasis than others based on the year and how the skills and content students are expected
literacy research about what matters most and the time and practice to learn develop in a larger scope.
that they take to develop. These two literacy components of a text-
centered, rich ELA/literacy classroom experience lead the way to o Identify which standards are priority for each
identifying the Major Work of ELA/literacy instruction across the grade– standards introduced for the first time, or
grades: standards established as the foundation for
continued learning in the next grade.
In grades 4–12, these instructional practices are best exemplified by 14
o Study grade-specific standards alongside the year-
MS-CCR standards (and the research that supports them). They cross the
long scope and sequence provided within the
domains of Reading, Writing, Speaking and Listening, and Language.
adopted curriculum to identify:
o what standards and topics will be covered, and
when;
o how students will apply their knowledge of the
standards once it is taught; and
o how students will show their knowledge.

6
https://mdek12.org/ese/ccr
7
https://mdek12.org/secondaryeducation/englishlanguage
8
https://mdek12.org/secondaryeducation/englishlanguage

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RECOMMENDATION 3 u Plan your approach to diagnosing students’ unfinished learning

APPROVED LIST OF
Universal Screeners READING SCREENERS
Universal screeners are valid and reliable data collection tools and processes used to
assess students’ current level of performance in relation to grade- level benchmarks, State statute requires that the Mississippi
identifying students who need intervention and those who do not. Because screening Department of Education shall select early
takes place multiple times per year with all students, screeners are typically designed literacy and numeracy screening assessment
to be easy, quick, and repeatable. instrument or instruments to be used
throughout the state in the screening of
students in Kindergarten through Grade 3.
Diagnostic Assessments (Mississippi Code § 37-23-16; Mississippi
Diagnostic Assessments are used to assess specific skills or components of reading Code § 37-177-5) The Mississippi Department
such as phonemic awareness, phonics skills, and fluency. The results of diagnostic of Education, in collaboration with Mississippi
assessments inform instruction and intervention. Diagnostic assessments can be Reading Panel, has established an approved
formal standardized tests of children’s component reading and language abilities or list of reading screeners9 to be used by local
informal measures such as criterion-referenced tests and informal reading inventories. school districts in grades K-3. The following
Not all children need this kind of in-depth reading assessment, which is most universal screeners are approved for use in
important for struggling and at-risk readers. Mississippi schools:
 FAST: Adaptive Reading, CBMReading,
Teachers should use assessment results to alert them to the fact that students have and earlyReading English (suite of
unfinished learning. But it is ultimately up to the teacher to identify where the gaps in three administered together) (Grades
essential learning exist, and what additional scaffolding and support is required. K-12)

Strong, attentive instruction, with embedded formative assessment, thus enables  iReady® (Grades K-12)
teachers to respond to student needs in real-time, and in the context of grade-level
standards, rather than defaulting to wholesale remediation.
 Measures of Academic Progress (MAP)
Moreover, this type of attention and responsiveness, particularly among teams of Growth (Grades K-2), MAP (Grades 2-
different types of teachers (such as special education teachers, bilingual education 10)

9
https://www.mdek12.org/sites/default/files/Offices/MDE/OA/OSA/Universal%20Screener%20and%20Diagnostic%20Assessment/screener-guidance-april-2018-04-
18_20180419134804_279631.pdf

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 GRADES 11-12 } ENGLISH LANGUAGE ARTS

 STAR Reading (Grades 1-12)

teachers, etc.) working together, provides a more complete picture of the educational
needs of diverse learners. For English learners in particular, educators working to
address unfinished learning while delivering grade-level instruction need to discern
whether learning challenges are due to gaps in the understanding of content, language
acquisition, or both.

Schools and districts should prioritize gathering information about students’ unfinished learning by using assessments from high-
quality adopted materials as often as possible. Designing assessments is truly challenging, so using the assessments provided by
the high-quality instructional materials you’ve adopted is the best way to diagnose gaps that students might have in their
learning.

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RECOMMENDATION 4 u Promote social and emotional development through literacy instruction

As we narrow the focus and recommit to what matters most academically, research also tells us that four learning mindsets are particularly
important in supporting students’ academic development. They focus on students’ sense of 1) belonging and safety, 2) efficacy, 3) value for
effort and growth, and 4) engagement in work that is relevant and culturally responsive (Aspen Institute, 2019).

Within classrooms, within schools, attention must be given to restoring relationships and a sense of community, so students feel safe, fully
engage and work hard. We need to help students know that we believe they can succeed and that their ability and competence will grow
with their effort. And more than ever, students need to see value and relevance in what they are learning to their lives and their very
beings. Investing in students' social-emotional development is done by the entire system of adults in schools. This investment is key to
promoting engagement in—not a substitute for—teaching academic content; it
represents a change in how academic content is taught.

Instructional Practices adopted from CASEL10

For example, through ELA, educators can support students to:
 See the connections between current tasks and their personal goals and
interests; reflect on their personal aspirations, goals, and objectives in writing
assignments (self-awarenes).
 Develop skills for focusing attention, managing stress anxiety, and
accomplishing goals in order to effectively participate in classroom or remote
learning environments (self-management).
 Develop empathy and perspective-taking in their thinking, reading, and
writing processes (social awareness).
 Develop speaking and listening skills for presentations and learn to
collaborate in groups where they are encouraged to consider the perspectives
and thought processes of their peers (relationship skills).
 Use writing to reflect on choices and goals as a way of developing strong decision-making skills (responsible decision-making).

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https://www.casel.org/wp-content/uploads/2017/08/SEL-in-High-School-ELA-8-20-17.pdf

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 GRADES 11-12 } ENGLISH LANGUAGE ARTS

SUGGESTED

INSTRUCTIONAL
PLANNING GUIDE
for the Mississippi College- and Career-Readiness Standards

Grades 11-12

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 GRADES 11-12 } ENGLISH LANGUAGE ARTS

Prioritizing Instructional Content and Practices in ELA/Literacy (11-12)

Adopted from Student Achievement Partners: ELA/Literacy Considerations (2020-2021)

At this level, students are expected to understand more from and make fuller use of written materials, including using a wider range of text
evidence to support their inferences. As they address different aspects of the same topic, students make more connections about how complex
ideas interact and develop within (and across) books, essays, articles, or other resources. Students learn to evaluate intricate arguments and
surmount the challenges posed by complex written materials and other resources independently and confidently. Through wide and deep
reading of literature and literary nonfiction of steadily increasing sophistication, they expand their literary and cultural knowledge and better
understand references and images. They also work to develop the flexibility, concentration, and fluency to produce logical, well-reasoned
writings and presentations that are supported by evidence. By writing and participating in a variety of conversations, they will practice asserting
and defending claims and showing what they know about a subject using appropriate examples and evidence. These literacy practices that allow
students to gain knowledge and skills through the careful study of texts and topics are not only left to ELA, but should also find their rightful
place as practices required by the disciplines in science, technical subjects, history, and social studies.

*Reading and writing standards that vary by grade level are shown in charts below. This allows teachers to see how the standard was
covered in past years as well as what they will be learning in the future. The bolded sections of each standard indicate new skills for
that standard/year.

Keep Grade-Level Complex Text At The Center

of Reading, Writing, Speaking and Listening, and Language Instruction
PRIORITY u Regular Close Reading of Grade-Level Complex, Anchor Texts
11-12 STANDARDS
RL.11-12.10 and RI.11-12.10

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RECOMMENDED INSTRUCTIONAL PRACTICES

 Routinely focus all students on rich, grade-level anchor texts:
o Grade Band: 11-12
o Lexile Range: 1185 – 1385
o When selecting anchor texts, also consider qualitative features of texts (such as meaning, structure,
language, and knowledge demands).
 Organize units around conceptually related topics and content-rich themes.
 Focus on building knowledge through anchor texts.
 Provide instructional scaffolds such as building knowledge about a topic, providing access to texts read aloud, shared reading, and think-
aloud.
Resource:
Supporting All Learners with Complex Texts

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PRIORITY u Sequences of Text-Specific Questions and Task to Support Close Reading

11-12 STANDARDS
RL 11-12.1 and RI 11-12.1

Additional Guidance for Grades 11-12 Reading Standards should be identified through the use of a high-quality, standards-aligned curriculum.

RECOMMENDED INSTRUCTIONAL PRACTICES

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 Provide sequences of questions that engage students deeply with the text.
 Design instruction to cultivate every student’s ability to read carefully and grasp information—both what the text says explicitly and when
drawing inferences from texts.
 Encourage students to cite specific text evidence (quotes and examples) when supporting their own points in writing and speaking, making
their reasoning clear to the reader or listener and constructively evaluating others’ use of evidence.
 Provide students time to read and reread portions of the anchor text.
Resource:
Text-Dependent Questions

PRIORITY u Systematic Work with Text-Based Vocabulary

11-12 STANDARDS

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 GRADES 11-12 } ENGLISH LANGUAGE ARTS

RL 11-12.4 and RI 11-12.4

CCR.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as appropriate. (See grade specific guidance for standards for L.4 a-d)
CCR.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (See grade specific guidance for
standards L.5 a-c)
CCR.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression.
Additional Guidance for Grade 11-12 Reading and Language Standards should be identified through the use of a high-quality, standards-aligned curriculum.

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RECOMMENDED INSTRUCTIONAL PRACTICES

 Use text-based questions and tasks; focus on academic and domain-specific words that are critical for understanding the text or part of
large word families.
 Provide supplemental practice on text-based vocabulary through games, exercises, and focus on word parts and their morphology.
 Encourage the use of the targeted words from the anchor text throughout discussions and writing assignments.
 Regularly—and daily, if possible—choose one complex and compelling sentence from the anchor text to deconstruct and reconstruct with
students.
Resources:
Academic Word Finder Selecting and Using Academic Vocabulary Instruction

PRIORITY u Frequent Evidence-Based Discussion About Anchor Text

11-12 STANDARDS
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively. (See grade specific guidance for standards SL.1 a-d)

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 GRADES 11-12 } ENGLISH LANGUAGE ARTS

RECOMMENDED INSTRUCTIONAL PRACTICES

 Design daily opportunities for students to process and extend their learning through collaborative, small-group, or partner text-based
discussions.
 Strategically use peer partnerships to promote as much productive talk as possible.
 Have students reflect on each other’s thinking using evidence, as well as considering and challenging others’ perspectives.
 Teach the language of argumentation to facilitate students taking positions on what they’re reading and hearing from others.
Resources:
PBS Sample Lesson Effective Classroom Discussions

PRIORITY u Regular Evidence-Based Writing About Anchor Text

11-12 STANDARDS
W 11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Additional Guidance for Grades 11-12 Writing Standards should be identified through the use of a high-quality, standards-aligned curriculum.

RECOMMENDED INSTRUCTIONAL PRACTICES

 Connect writing to what students are reading to deepen comprehension, check for understanding, and ensure all students have equal
access to the topic on which they’re writing.
 Include writing assignments connected to the literary texts students are reading that target perspective-taking and exploring the emotions
and motivations of characters as an on-ramp to self-exploration and reflection.
 Reserve non-text-based writing prompts to advance specific goals rooted in social-emotional learning (reflect on feelings, foster artistic
expression, write personal stories).

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 Vary writing assignments (short on-demand pieces or longer multi-day pieces) throughout the week, if possible.
Resource:
Designing High-Quality Writing Tasks

PRIORITY u Fluency Practice with Grade-Level Anchor Texts

11-12 STANDARDS
Extend RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

RECOMMENDED INSTRUCTIONAL PRACTICES

 Engage in fluency exercises—daily, if possible—through regular and repeated readings of texts. (This includes all students except those
who demonstrate oral fluency with grade-level texts.)
 Attend to prosody (pitch, stress, and timing) as students read aloud.
 Fulfill public speaking demands by having students select grade-level seminal texts and speeches to practice and perform with peers.
 Ensure students have time to discuss the meaning of the text and address text-based vocabulary as needed, even when improving fluency
is the focus.
Resources:
Increasing Reading Fluency

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BUILDING KNOWLEDGE THROUGH LITERACY About Topics Across Content Areas

PRIORITY u Regular Reading of Multiple Text and Media on a Range of Conceptually Related Topics
11-12 STANDARDS
W. 11-12.8

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively. (See grade specific guidance for standards SL.1 a-d)
Additional Guidance for Grade 11-12 Writing Standards should be identified through the use of a high-quality, standards-aligned curriculum.

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RECOMMENDED INSTRUCTIONAL PRACTICES

 Choose content-rich informational texts that are topically connected to the anchor texts or topic under study to build students’ knowledge
about the topic and maximize their breadth of exposure to academic vocabulary.
 Offer students texts that span a range of complexity levels so they can read the texts independently, with peers, or with modest support.
This should include a balance of literature and informational texts across content areas of ELA, science, history, the arts, and technical
subjects.
o Grade Band: 11-12

o Literary: 30%

o Informational: 70%

PRIORITY u Regular Research, Discussion and Writing About Topics

11-12 STANDARDS
W 11-12.8

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 GRADES 11-12 } ENGLISH LANGUAGE ARTS

RI 11-12.9

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively. (See grade specific guidance for standards SL.1 a-d)
Additional Guidance for Grades 11-12 Reading and Language Standards should be identified through the use of a high-quality, standards-aligned curriculum.

RECOMMENDED INSTRUCTIONAL PRACTICES

 Ask students regularly to research, then express—orally and in writing—information gained from multiple texts and auxiliary resources (e.g.,
illustrations, video clips, maps) to build knowledge on a topic.
 Promote independent reading, by providing options for students to choose topically connected texts. (These can be driven by student
interest, topic of anchor text, and course content.)
 Integrate what students have just read (and learned) with what they have previously read (and learned) to build a more coherent

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understanding of a topic. Design collaborative, small-group, or partner discussions on topics for students to process and extend their
learning.
 Add lightweight student accountability for regularly engaging in a volume of reading both assigned (related to the topics and themes being
studied) and chosen by students.
Resource:
3 Steps to Engage Students in Research Writing

PRIORITY u Modify Instruction Based on Student Progress

RECOMMENDED INSTRUCTIONAL PRACTICES
 Administer brief screeners at the beginning of the year and at periodic checkpoints throughout the school year
 Ensure frequent opportunities to formatively assess:
o Fluency with grade-level text

o students’ knowledge of the topics of the complex texts under study to determine how to bring students into the unit of study

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Use Additional Standards to Support the Major Work of ELA/Literacy Instruction

PRIORITY u Intentionally Include Supporting Standards
RECOMMENDED INSTRUCTIONAL PRACTICES
 Using high-quality, standards-aligned curriculum, plan instruction that intentionally includes supporting standards—represented by the
more than two dozen remaining standards in each grade level—to engage students more fully in the Major Work of the Grade. The
supporting standards can be incorporated into instruction in service of the major 14 standards. Promote independent reading, by providing
options for students to choose topically connected texts. (These can be driven by student interest, topic of anchor text, and course content.)
 For instance, in close reading lessons, supporting standards can help generate an effective sequence of text-specific questions that target
central ideas, text structure, author’s purpose, and the like, to guide students in exploring and extracting the key ideas of texts.
 Likewise, when devising writing assignments, the supporting standards can help guide the quality of explanations or arguments that students
should be reaching for in one grade or another.

ELA/Literacy K-12 Instructional Planning Guides (IPG) References

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Collaborative for Academic, Social, and Emotional Learning. (2017). Examples of Social and Emotional Learning in High School
English Language Arts Instruction. Retrieved from https://www.casel.org/wp-content/uploads/2017/08/SEL-in-High-School-ELA-8-
20-17.pdf

Council of the Great City Schools. (2020). Addressing unfinished learning after COVID-19 school closures . Washington, DC:
Author. www.cgcs.org

Gough, P. and Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Hoboken, New Jersey: John
Wiley & Sons.

“Micro-Apartments Hope to Ease Living Costs for Young City Residents.” PBS LearningMedia, PBS NewsHour, 21 June 2020,
Retrieved from mpb.pbslearningmedia.org/resource/6624c308-5a2c-4551-9f94-c8927a058be2/micro-apartments-hope-to-ease-living-
costs-for-young-city-residents/.

Moats, L., & Tolman, C. A. (2019). LETRS 3rd Edition: Language essentials for teachers of reading and spelling. Boston, MA:
Sopris West.

Nagy W., Herman P., & Anderson R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233–253.

Student Achievement Partners, 2020-21 Priority Instructional Content, https://www.achievethecore.org/2020-

2021_PriorityInstructionalContent

Student Achievement Partners. (n.d.). Academic Word Finder. https://achievethecore.org/page/1027/academic-word-finder

Student Achievement Partners. (n.d.). Increasing Reading Fluency for Middle and High School Students.
https://achievethecore.org/page/3254/increasing-reading-fluency-for-middle-and-high-school-students

Student Achievement Partners. (n.d.). Selecting and Using Academic Vocabulary in Instruction. Retrieved from
https://achievethecore.org/content/upload/Selecting%20and%20Using%20Academic%20Vocabulary%20in%20Instruction.pdf

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Student Achievement Partners. (n.d.). Supporting All Learners with Complex Texts. https://achievethecore.org/aligned/supporting-
all-learners-with-complex-texts/

Student Achievement Partners. (n.d.). Text Complexity. https://achievethecore.org/category/1206/ela-literacyfoundational-skills

Student Achievement Partners. (n.d.). Text Dependent Questions. https://achievethecore.org/category/1158/elaliteracy-text-

dependent-questions

Student Achievement Partners. (n.d.). 3 Steps to Engage Students in Research Writing. http://achievethecore.org/aligned/3-steps-
engage-students-in-research-writing/

Wassermann, Selma. “Effective Classroom Discussions.” Effective Classroom Discussions - Educational Leadership, 2010, Retrieved
from www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Effective-Classroom-Discussions.aspx.

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