Essay Grade

References
A volume of reading. (n.d). Retrieved August, 19,
2020, from https://eleducation.org/resources/avolume-of-reading
Cavanaugh, T. W. (2007). Technology and
phonological awareness. Florida Reading
Association, 43(3), 26-30. Retrieved from
https://www.flreads.org/Publications/quarterly/s
amples/phonological_awareness.htm
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Starfall – An online program for grades
PreK-3 that provides interactive lessons,
games, and activities to teach students to
learn how to read. Activities include
phonics, short stories, phonological
awareness and sight word games, and
even number activities.
is
ABC Mouse – An online program for
ages 2-8. It teaches language arts, as well
as math. The ELA curriculum teaches
letters, sounds, rhyming, sentence
structure, and parts of speech through
interactive activities.
Common Core State Standards. (2020). English
language arts reading: Foundational skills.
Retrieved August 19, 2020, from
http://www.corestandards.org/ELALiteracy/RF/K/
Lane, H. (2014). Evidence-based
reading instruction for grades K-5 (Document
No. IC-12). Retrieved from
http://ceedar.education.ufl.edu/tools/innovatio
n-configurations/
Rymanowicz, K. (2016, April 22). The importance of
making connections. Retrieved from
https://www.canr.msu.edu/news/the_importance
_of_making_connections
This study source was downloaded by 100000774567807 from CourseHero.com on 10-26-2021 00:08:00 GMT -05:00
Practices for Literacy in
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Kindergarten
d
Heidi Songs – A multi-sensory program
that helps students learn sight words,
letters, sounds, shapes, etc., through
music and movement.
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Technological Resources
Th
FUNdations – This is a phonics program
that uses stuffed owls to explicitly teach
letters/sounds, sentence structure,
rhyming, and phonemic/phonological
awareness.
as
The use of technology provides
interactive learning content and tools that
support students in literacy. Their use
acts as a motivator for students and
provides powerful, immediate feedback
to continue their learning (Cavanaugh,
2007). For foundational reading skills,
it’s vital to be interactive and explicit as
possible for students to be engaged. Not
only can technology be used for literacy,
but it can be used cross-curricular in
math and science. For example, ABC Ya!
provides interactive lessons and games
for learning letter/sound correspondence,
as well as numbers.
A Guide to Research-Based
Instructional Resources
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Utilizing Media and Technology
Effective literacy instruction is crucial for
the success of students. In kindergarten,
students learn foundational literacy
components to guide them toward success.
This brochure contains five research-based
practices that can be used in the classroom
for effective literacy instruction in the area
of foundational reading skills in
kindergarten.
1. Differentiated Instruction
2. Volume
3. Making Connections
4. Systematic and Explicit
Instruction
5. Media and Technology
Breanna Mitchell
Grand Canyon University
REA 520
August, 19, 2020
LITERACY.RF.K.2)
is
(Common Core State Standards, 2020)
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LITERACY.RF.K.4)
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Phonics and Word Recognition: Students
must demonstrate their understanding of
phonics and word decoding skills. They are
expected to solve unknown words by using
letter/sound correspondence, while reading
and recognizing basic sight words in
beginner level texts. (CCSS.ELAFluency: Students must demonstrate
reading grade-level texts with purpose and
understanding by growing in the above
mentioned skills. (CCSS.ELA-
Volume
When learning foundational reading skills,
volume matters. As students increase their
volume, their letter knowledge, vocabulary
and word decoding skills will increase. Their
fluency will also increase, which is a vital
skill in becoming a successful reader (“A
Volume of Reading,” n.d.). The more
opportunities for students to increase their
exposure to texts, sight words, and
phonemic/phonological awareness skills, the
more likely students will learn to be
successful readers.
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Learning how to read begins with the
basic process of learning letters and
sounds. Teachers must strive to make
connections among their instruction.
The more authentic, meaningful
learning opportunities that are given
to students, the more likely they will
stay motivated to learn, and be able
to retrieve the information later
(Rymanowicz, 2016). This can be
done by using students’ interests for
rhyming games, syllable breakdowns,
etc. Eventually, strategic reading
encourages students to make
connections with their own
experiences.
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a
Students learn differently, this is a known fact.
With beginning learners and readers,
classroom teachers must adapt their
instruction to benefit students’ needs in all
areas of foundational reading skills. This
includes strong, as well as students who need
growth. The foundational skills are the
building blocks to create successful, lifelong
readers; therefore, adapting instruction to their
learning abilities is the most beneficial.
d
Print Concepts: Students must their
knowledge of knowing the basic features of
a text and the correct directionality of
reading. Students are expected to know
words are formed by letters, which are then
used to form sentences separated by spaces.
(CCSS.ELA-LITERACY.RF.K.1)
Phonological Awareness: Students must
understand how to hear spoken words,
syllables, and sounds in words. This is done
by learning how to blend, segment, add,
delete, and substitute sounds to manipulate
words. Students are also expected to know
how to identify syllables, rhymes, and
produce rhyming words. (CCSS.ELA-
LITERACY.RF.K.3)
Making Connections
Differentiated Instruction
sh
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Foundational Reading
Skills
Systematic and Explicit
Instruction
Providing students with systematic and
explicit instruction in foundational
reading skills will help develop
successful readers. Instruction should
be developmentally appropriate with a
clear order, progression, modeling, and
plenty of visuals. This will ensure
students master the skills and
knowledge needed for learning new
material. Explicit instruction does not
assume prior knowledge and makes the
lesson very clear and specific (Lane,
2014). This will help encourage
educators with tracking and collecting
data.
State Standards
DECONSTRUCTED
CLASSROOM IMPACT
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Introduction
The Common Core Institute is pleased to offer this grade-level tool for educators who are teaching with the Common
Core State Standards.
The Common Core Standards Deconstructed for Classroom Impact is designed for educators by educators as a twopronged resource and tool 1) to help educators increase their depth of understanding of the Common Core Standards
and 2) to enable teachers to plan College & Career Ready curriculum and classroom instruction that promotes inquiry
and higher levels of cognitive demand.
What we have done is not new. This work is a purposeful and thoughtful compilation of preexisting materials in the
public domain, state department of education websites, and original work by the Center for College & Career Readiness.
Among the works that have been compiled and/or referenced are the following: Common Core State Standards for
ELA/Literacy and the Appendix from the Common Core State Standards Initiative; the North Carolina Department of
Public Instruction, the Delaware Department of Education; and numerous Literacy experts across the country.
We hope you will find the concentrated and consolidated resource of value in your own planning. We also hope you
will use this resource to facilitate discussion with your colleagues and, perhaps, as a lever to help assess targeted
professional learning opportunities.
Understanding the Organization
The Overview includes Anchor Standards for Reading which are mirrored in the ELA Common Core Standards
themselves. This ensures you have the Anchor Standards easily accessible at all times. One of the key features of the
Anchor Standards for Reading is the structure of four organizing areas: Key Ideas and Details, Craft and Structure,
Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity.
The overall composition of the sections that follow is guided by the domain—Reading Literature (RL), Reading
Foundation (RF), etc.—which you might consider the domain or area of literacy, and the organizing content area (Key
Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text
Complexity) of the Anchor Standards for Reading.
Each section begins with the Domain. Again, this represents the area or domain of literacy: reading literature (RL),
reading foundation (RF), etc. Think of the domain as a sort of header as the content will reflect standards-focused
information within that domain. When each organizing area of the Anchor Standards has been referenced, as
appropriate, the same format will be followed for the each subsequent domain.
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What follows the Domain and Domain Text are the core anchor standards for an organizing area (i.e., Key Ideas and
Details). Next is the Critical Focus or some of the specific learner outcomes related to this domain and the organizing
area.
The Big Idea captures the essence of this organizing area (i.e., Key Ideas and Details) for this particular domain (i.e.,
Reading Literature). Think of this an overarching guiding concept.
Academic Vocabulary supports the Big Idea and Critical Focus and is meant to help you distinguish some of the
specific academic vocabulary your students will encounter.
Moving deeper and more explicitly into the Anchor Reading Standard is then the grade-specific standard and
deconstruction with the Standard Number and the Standard Statement.
For each Standard Number and Standard Statement are Essential Question(s), Learning Progressions, DOK
Range for Instruction & Assessment with the accompanying Instructional Targets of Know: Concepts/Skills,
Think, and Do, and Key Strategies.
The Essential Question(s) enable you to focus your instructional strategies and learning objectives as you plan. The
Learning Progressions are contextual in that the current standard is bracketed by the grade-level standard for the
preceding and the following grades. This helps remind you of the proficiency level with your students enter your
grade and the proficiency expectations for the next grade. The DOK Range for Instruction & Assessment with the
accompanying Instructional Targets of Know: Concepts/Skills, Think, and Do offer you further detail to support
planning for instructional practice and student learning. The last feature is the Key Strategies. As your refine your
planning in conjunction with student learning objectives that align to the instructional targets, you can refer to the
Key Strategies for ideas to ensure you have sufficient differentiation and variety in your classroom to help students
achieve the instructional targets and move towards mastery of the standard.
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COMMON CORE STATE STANDARDS DECONSTRUCTED FOR CLASSROOM IMPACT
OVERVIEW
OVERVIEW
Key Design Considerations
CCR and grade-specific standards
The CCR 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 gradespecific 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 CCR 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 CCR 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 schools, districts, and states flexibility in high school course design.
A focus on results rather than means
By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states 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 domains 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 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 nonprint 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 understandings are embedded throughout
the Standards rather than treated in a separate section.
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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.
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP
Reading Framework
Grade
4
8
12
Literary
50%
45%
30%
Informational
50%
55%
70%
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational
Progress. Washington, DC: U.S. Government Printing Office.
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 grade 7 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.
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COMMON CORE STATE STANDARDS DECONSTRUCTED FOR CLASSROOM IMPACT
OVERVIEW
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
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.
2As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing
Framework
Grade
4
8
To Persuade
30%
35%
To Explain
35%
35%
12
40%
40%
To Convey Experience
35%
30%
20%
Source: National Assessment Governing Board. (2007). Writing framework for the 2007 National Assessment of Educational
Progress. pre-publication edition. Iowa City, IA: ACT, Inc.
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, several standards can be addressed by
a single rich task. For example, when editing writing, students address Writing standard 5 (“Develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards
1–3 (which deal with conventions of standard English and knowledge of language).
When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating
their comprehension skill in relation to specific standards in Reading. When discussing something they have read or
written, students are also demonstrating their speaking and listening skills. The CCR anchor standards themselves
provide another source of focus and coherence.
The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in
history/social studies, science, and technical subjects. The ten CCR anchor standards for Writing cover numerous
text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of
standards for reading and writing across a range of texts and classrooms.
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Students Who are College and Career Ready in Reading, Writing, Speaking,
Listening, and Language
The descriptions that follow are not standards themselves but instead ofer a portrait of students who meet the standards
set out in this document. As students advance through the grades and master the standards in reading, writing,
speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the
literate individual.
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and
disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise,
students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They
build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they
demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become
self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and
digital reference materials.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality
and substance. They become proficient in new areas through research and study. They read purposefully and listen
attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge
through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose
for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such
as how the composition of an audience should affect tone when speaking and how the connotations of words affect
meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in
history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. they work diligently to understand
precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises
and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. they use relevant evidence when
supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they
constructively evaluate others’ use of evidence.
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They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. they tailor their searches online
to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. they are familiar with the
strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures
and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives
and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. they evaluate other
points of view critically and constructively. through reading great classic and contemporary works of literature representative of a variety of periods,
cultures, and world views, students can vicariously inhabit worlds and have experiences much different than their own.
LITERACY DOMAIN: READING
READING ANCHOR
STANDARDS FOR
LITERATURE
(RL)
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College and Career Readiness Anchor Standards for
Reading
The grade 7 standards on the following pages define what students should understand and be able to do by the end
of the grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing
additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and
Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
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Key Ideas and Details
LITERATURE
ANCHOR
READING
STANDARDS
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
CRITICAL FOCUS
LEARNER
OUTCOMES
Seventh grade students develop the ability to gather more than one piece of evidence to support their thinking
about the texts they read.
Students need to be able to find pieces of relevant evidence that not only support their thinking, but are linked
together to a common idea or conclusion. In order to do this work, students need practice in locating, evaluating,
and categorizing evidence and linking this evidence to conclusions or claims they have made about the text.
At this level, seventh grade students continue to make inferences and draw conclusions based upon the
relationship between the support (key details) they find in the text and the background information they bring to
the reading.
Seventh grade students take notice of the author’s use of coherent language to build relationships between ideas
and evidence in a text. They can use partner, small group and whole class discussion as well as note-taking and
graphic organizers to clarify their thinking about the development of the author’s theme over time within a text.
Seventh grade students read the text closely so as to analyze the impact specific story elements have on the text.
BIG IDEA
ACADEMIC
VOCABULARY
•
We read to develop as people and citizens in our global society.
•
We make interpretations and draw conclusions both from what we read and experience in life.
analogy, anecdote, assumption/assume, clarify, clause (adverb, introductory, etc.), compile, contract, convention,
culture, documentary, exposition (literary), expository writing, expression (emphasis, stress, etc. in oral language),
fluency, imagery, inconsistency, infinitive, interpretation, literary elements (irony, mood, foreshadowing, flashback,
tone, symbolism), parallel structure, projection, prose, revision, sentence structure, stereotype, strategy, types of
poetry, viewpoint
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ANCHOR
READING
STANDARD
RL.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
GRADE SPECIFIC STANDARD AND DECONSTRUCTION

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9
8
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Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.

9
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A
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8
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How can I provide proof of what I have learned from different kinds of text?
6th Grade
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
7th Grade
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
8th Grade
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
E
<
;
DOK Range Target
for Instruction &
Assessment
T1
T3
c4
Know: Concepts/Skills
Instructional Targets:
Students should
be able to:
T2
Think
Identify inferences from a text.
Explicitly analyze what a text says.
Identify explicit information from a
text.
Formulate inferences from textual
material.
Recognize credible resources/
sources.
Cite resources that support analysis.
Do
KEY STRATEGIES
•
•
•
•
•
•
•
•
•
•
Fiction-Nonfiction Pairs
Text-based questions
Close Reading strategies (ie, *Using Anchor Questions with “signposts” for Contrasts & Contradiction; Aha
Moments; Tough Questions; Words of the Wiser; Again & Again; and Memory Moment)
Graphic organizers
Discussion and debate
Rereading to clarify information—close reading techniques
Assimilating prior knowledge
Rereading to clarify information
Annotating text
Seeking meaning of unknown vocabulary
•
Making and revising predictions
* Research based strategies developed by Kylene Beers and Robert Probst. Found in Notice & Note: Strategies for
Close Reading, Heinemann, 2013.
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COMMON CORE STATE STANDARDS DECONSTRUCTED FOR CLASSROOM IMPACT

8
9

Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
LITERATURE
ANCHOR
READING
STANDARD
RL.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary
of the text distinct from personal opinions or judgments.
G
GRADE SPECIFIC STANDARD AND DECONSTR