Here are some key vocabulary terms important to the implementation of CCSS

CCSS
Common Core State Standards
:PARCC
Partnership for Assessment of Readiness for College and Careers
Informational Text
Generally Nonfiction including at least: information books, magazines and newspapers, essays, persuasive texts, biographies, historical narratives, and procedural texts.
Literary Text
Generally fiction - stories, novels, poetry, drama
ELA
English Language Arts Standards
Anchor Standard
A skill that high school graduates should have in order to be ready for entry into the world of work or postsecondary education. it is the goal.

Reading Anchor Standards

  • Key Ideas and Details (Main Idea and details)
  • Craft and Structure (words and phrases as they are used in a text, the structure of text, point of view or purpose shapes the content --smile, metaphor, personification etc.)
  • Integration of Knowledge and Ideas (draw logical inferences and conclusions, or extend the themes)
      • Range and Level of Text Complexity (vocabulary used, sentence structure and text organization, reading difficulty,word frequency and sentence length)

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Text Complexity
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  • structure, language conventionality and clarity and the knowledge demands
  • sentence and word length and frequency of unfamiliar words
  • match texts to particular students and tasks
Tier
Refers to vocabulary levels in text and instruction.
Tier one words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them.
Tier two words (what the Standards refer to as general academic words) They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.
Tier three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text.