The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a
grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are
reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of
connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts. (CCSS, Introduction, 8)
Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures,
and centuries. Such works offer profound insights into the human condition and serve as models for students‟ own thinking and writing. Along with
high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the
timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain
a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the
challenges posed by complex texts. (CCSS, College and Career Readiness Anchor Standards for Reading, 35)
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 the Common Core State Standards 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. (CCSS, Introduction, 4)
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 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. The need to conduct research and to produce and consume media is
embedded into every aspect of today‟s curriculum. In like fashion, research and media skills and understanding are embedded throughout the
Standards rather than treated in a separate section. (CCSS, Introduction, 4)
What kind of information is the author talking about?
What does the word "commodity" mean?
What role does digital information play in society?
Explanation:
The three questions selected above are very important to be used during the text interpretation process, because when trying to answer these questions the reader can understand the sentence "information is the most valuable commodity" which is essential for understanding the text as a whole.
That's because these questions point to the main message that the text wants to convey, as it focuses on the value of information in modern life and how it can be used commercially, increasing its value. Furthermore, these questions establish the importance of the internet within this system that is only likely to grow.
Eating unhealthy food over a long period of time can cause stress, tiredness, and even dreppression. Over time, you may develop a type of illness, such as, being overweight, tooth decay, or high blood pressure. It is highly recommended by many doctors and scientists that you eat healthy, however, you sould not starve yourself, as your body will then go into starvation mode. Your metabolism slows down and you start to persevere body fat. Therfore, you gain, not lose. Hope this helps!
