what the standard is about): the range of reading and text complexity. The part of the standard that reflects the topic is the context of the standard, at the high end of grades 6-8 text complexity band .
Cognitive Rigor
Cognitive rigor is the performance expectation of the standard, or what the standard requires students to be able to do . The cognitive rigor is typically articulated in the verb(s) of the standard. For example:
Domain: Reading Standards for Literature Cluster: Range of Reading and Level of Text Complexity
Standard: RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently .
The cognitive rigor of this standard or what it requires students to be able to do is to read independently and proficiently and to comprehend .
A citation must address all three Cs of the standard in order to be aligned to that standard. This may be more difficult than it sounds because standards are often both compound and complex sentences that contain several nouns, several verbs, and several modifiers. For example: Domain: Reading Standards for Literature Cluster: Craft and Structure Standard : L.4.6. Compare and contrast the point of view from which different stories are narrated , including the difference between first- and third-person narrations.
The content of the standard (i.e., what students are required to learn) is the difference between first-person and third-person point-of-view. If a citation only addresses first-person narration , it would not be aligned to the standard.
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