Connecting the 51 College and Career Readiness Performance Expectations to Classroom Practices
The CCRPE Summary Key Points were drafted by teachers and revised to be the CCRPE Summary Statements. Then the teachers considered how these standards apply in the context of the classroom in terms of student actions. The final step was sharing what does the inclusion of the statements look like in classrooms.
CCRPE Summary

Key Points
CCRPE Summary Statements
Student Actions to Engage and Build Capacity Related to the CCRPE
Teacher Actions to Engage Students (Teaching Strategies)

  • Analyze texts for author’s
    • purpose, main idea, audience, language
  • Evaluate texts by bringing in the reader’s judgments/reactions
  • Synthesize multiple texts to make meaning between the author’s and the reader’s experiences
Expand general and specialized vocabulary through structural analysis, knowledge of word origins, and use of context to determine meanings of words and phrases.
Analyze a variety of texts for author’s purpose, main idea, audience and use of language. Evaluate texts for accuracy and quality and by bringing in the reader’s judgments and reactions. Synthesize multiple texts to make meaning between the author’s and the reader’s experiences.
Students will further develop their understanding of how language works. By closely examining how words are used in different situations from novels and articles to daily conversation, their knowledge of and ability to use precise and appropriate word choices will grow.

Students will further develop their skills in the complex processes of analysis, evaluation, and synthesis of texts. By closely analyzing how texts are constructed, students will be able to interpret the interrelated roles of topic, purpose and audience to gain understanding of and make meaning from the text. The students will be able to rely upon their reactions to the text and prior knowledge and experience to evaluate texts for quality and accuracy. Students will deepen their experiences and understandings of how texts work and their quality by synthesizing multiple texts to interpret meaning between the experiences of authors and readers and by grounding their interpretation with evidence. By approaching reading as a continuous process of learning, students will gain confidence in their abilities as readers to apply reading strategies and skills to new texts.
  • The teacher will model
    • the thought processes while reading (think aloud) including:
      • making text-to-text and text-to-life connections
      • analyzing purpose, language, main ideas, and evidence
      • interpreting meaning
      • drawing conclusions
    • summarizing
    • the role of intended vs. real audiences and how this impacts a readers understanding of text
    • synthesizing multiple texts

  • Provide a variety of products and sources for reading (nonfiction, fiction, etc.) as well as multimedia sources
  • Facilitate small groups working to make connections and solve problems in their readings
  • Facilitate discussion about the quality of texts and provide resources and demonstrations about how to evaluate texts
  • Demonstrate how to create a text set and how a text set develops over time
  • Facilitate student driven discussion
  • Making connections (see note card lesson plan)


  • Develop and plan a variety of writing products that defend a position with precise and clear evidence
  • Analyze, Evaluate and Synthesize information to produce a research product
Revising and Editing
  • Write and Revise all products to an acceptable standard
    • edit and plan using
      • peer edit
      • self edit
      • technology
Documentation and Ethics
  • Cite all sources correctly to avoid plagiarism using standard documentation, such as MLA and APA
Write frequently for a range of tasks, purposes and audiences; develop and plan a variety of writing products that defend a position with precise and clear evidence.
Analyze, evaluate and synthesize information to produce a research product
Write and revise all products to an acceptable standard using technology and self and peer editing.
Understand the consequences of plagiarism and cite all sources using standard documentation such as MLA and APA
Students will engage in multiple forms of expression as means to clearly and accurately communicate their own understanding, ideas, and opinions on a topic. By engaging in frequent writing in a variety of different contexts, topics, purposes, and audiences, students will deepen their fluency in the writing process and gain confidence in developing and utilizing their own voice.

Students will communicate their analysis, evaluation, and synthesis of the multiple texts they read and their personal experiences and beliefs by making stylistic choices depending on their defined topic, purpose, and audience. They will build their authority and credibility as authors by balancing interpretation and evidence backed by appropriately cited sources and thoroughly revised and edited final products.
  • The teacher will provide examples of and facilitate writing conferences and peer revision groups
  • The teacher will facilitate collaborative writing
  • The teacher will model and facilitate discussion on:
    • embedding quotations
    • balancing the use of interpretation and evidence
    • making choices in diction and syntax to effectively reach the intended audience
    • how proper citations enhances the writers’ credibility
    • how to create an appropriate tone to match the topic, audience, and purpose
    • how revise (not just edit) a piece of writing for content and form
    • The teacher will provide examples of multiple forms of expression

  • Speaker will make intelligent decisions appropriate to their audience and purpose
  • Students will listen critically in order to create an appropriate response
  • Students will demonstrate the ability to work effectively with a diverse teams to accomplish a common goal
Demonstrate the ability to work effectively with diverse teams to accomplish a common goal
Deliver a presentation effectively including details, language, evidence and tools appropriate to the audience and purpose.
Through effective listening, analyze purpose, audience and intended effect for media messages and other’s presentations.
Students will apply reading and writing skills to speaking and listening contexts to build the understanding that each of these elements (reading, writing, speaking, listening, and viewing) are related parts of effective communication. The students will compare and contrast how the different mediums (visual, written, aural) work together and on their own to build the ability to analyze and evaluate each one and utilize each one to effectively and appropriately convey their own ideas, experiences, and interpretations.
  • Facilitate debate on a particular issue
  • Observe and provide constructive feedback on students led discussion in small group and whole class formats, both informally and formally (Socratic Seminar, Harkness discussion method)
  • Model public speaking and interview skills
  • Model and facilitate collaborative group work
  • Provide examples of aural, visual and written texts
  • Model how to evaluate and compare texts in different mediums
  • Model how to use multiple mediums to convey ideas, experiences, and interpretations appropriate to the topic, audience, and purpose.
  • Provide examples of and facilitate discussion on language variation and its impact on speakers and listeners
  • Provide specific feedback to students on their speaking and listening skills