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![Reading Standards for Literature 6–12 [RL]
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is
also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Grade 6 students: Grade 7 students: Grade 8 students:
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says 1. Cite several pieces of textual evidence to support analysis of 1. Cite the textual evidence that most strongly supports an
explicitly as well as inferences drawn from the text. what the text says explicitly as well as inferences drawn from analysis of what the text says explicitly as well as inferences
the text. drawn from the text.
2. Determine a theme or central idea of a text and how it is 2. Determine a theme or central idea of a text and analyze its 2. Determine a theme or central idea of a text and analyze its
conveyed through particular details; provide a summary of the development over the course of the text; provide an objective development over the course of the text, including its
text distinct from personal opinions or judgments. summary of the text. relationship to the characters, setting, and plot; provide an
objective summary of the text.
3. Describe how a particular story’s or drama’s plot unfolds in a 3. Analyze how particular elements of a story or drama interact 3. Analyze how particular lines of dialogue or incidents in a story
series of episodes as well as how the characters respond or (e.g., how setting shapes the characters or plot). or drama propel the action, reveal aspects of a character, or
change as the plot moves toward a resolution. provoke a decision.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in 4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are used
a text, including figurative and connotative meanings; analyze used in a text, including figurative and connotative meanings; in a text, including figurative and connotative meanings;
the impact of a specific word choice on meaning and tone. analyze the impact of rhymes and other repetitions of sounds analyze the impact of specific word choices on meaning and
(e.g., alliteration) on a specific verse or stanza of a poem or tone, including analogies or allusions to other texts.
section of a story or drama.
5. Analyze how a particular sentence, chapter, scene, or stanza fits 5. Analyze how a drama’s or poem’s form or structure (e.g., 5. Compare and contrast the structure of two or more texts and
into the overall structure of a text and contributes to the soliloquy, sonnet) contributes to its meaning. analyze how the differing structure of each text contributes to
development of the theme, setting, or plot. its meaning and style.
6. Explain how an author develops the point of view of the narrator 6. Analyze how an author develops and contrasts the points of 6. Analyze how differences in the points of view of the characters
or speaker in a text. view of different characters or narrators in a text. and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, drama, 7. Compare and contrast a written story, drama, or poem to its 7. Analyze the extent to which a filmed or live production of a
or poem to listening to or viewing an audio, video, or live version audio, filmed, staged, or multimedia version, analyzing the story or drama stays faithful to or departs from the text or
of the text, including contrasting what they “see” and “hear” effects of techniques unique to each medium (e.g., lighting, script, evaluating the choices made by the director or actors.
when reading the text to what they perceive when they listen or sound, color, or camera focus and angles in a film).
watch.](https://image.slidesharecdn.com/commoncorestandardsprofessionaldevelopmentpowerpointsendtoparticpants-120826083924-phpapp02/75/UNPACKING-THE-COMMON-CORE-FOR-CHESTNUT-MIDDLE-SCHOOL-TEACHERS-36-2048.jpg)
![Reading Standards for Literature 6–12 [RL]
Grade 6 students: Grade 7 students: Grade 8 students:
Integration of Knowledge and Ideas (cont’d.)
9. Compare and contrast texts in different forms or 9. Compare and contrast a fictional portrayal of a time, 9. Analyze how a modern work of fiction draws on themes,
genres (e.g., stories and poems; historical novels and place, or character and a historical account of the same patterns of events, or character types from myths,
fantasy stories) in terms of their approaches to similar period as a means of understanding how authors of traditional stories, or religious works such as the Bible,
themes and topics. fiction use or alter history. including describing how the material is rendered new.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature,
literature, including stories, dramas, and poems, in the including stories, dramas, and poems, in the grades 6–8 including stories, dramas, and poems, at the high end of
grades 6–8 text complexity band proficiently, with text complexity band proficiently, with scaffolding as grades 6–8 text complexity band independently and
scaffolding as needed at the high end of the range. needed at the high end of the range. proficiently.](https://image.slidesharecdn.com/commoncorestandardsprofessionaldevelopmentpowerpointsendtoparticpants-120826083924-phpapp02/75/UNPACKING-THE-COMMON-CORE-FOR-CHESTNUT-MIDDLE-SCHOOL-TEACHERS-37-2048.jpg)
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UNPACKING THE COMMON CORE FOR CHESTNUT MIDDLE SCHOOL TEACHERS
- 1. UNPACKING the ELA COMMON CORE STANDARDS District-wide Professional Development Chestnut Accelerated Middle School AUGUST 20-21, 2012 8:30-3:00 Presenters: Renay Jihad, ELA/Reading Instructional Leader Melinda Franklin, ELA Department Chair Linda Cortelli, ELA Special Education Teacher Carmen Bruno, Read 180 Teacher - Assistant
- 2. Agenda Day 1 Time Topic 8:30-10:45 Overview of Agenda (Objectives, Instructional Focus, Norms, and Learning Log) Warm-up Grammar Survey Focusing the Learning – Theory of Action 10:45 – 11:00 Break 11:00 – 11:30 Unpacking the Common Core: The Six Shifts 11:30 - 12:30 Lunch 12:30 – 1:30 Unpacking the Common Core: The Six Shifts 1:30 – 1:45 Break 1:45 – 2:45 Unpacking the Common Core: Impact and Structure 2:45 – 3:00 Debrief and Evaluation
- 3. OBJECTIVES - DAY1 • WE WILL… • Unpack and demystify the Common Core Standards. • Learn the 6 KEY SHIFTS of the ELA Common Core Standards and discuss the implications for literacy instruction in our school. • Identify and prioritize tools and resources to help us understand and respond practically to the shifts.
- 6. WARM-UP ACTIVITY 15 minutes Team Building - Form a “Common Chain” with your colleagues Conversation starters – F.O.R.M. = Family, Occupation, Recreation, Money/Marriage 1) The facilitator stands up and tells the participants something about herself . 2) As soon as someone hears something he/she has in common with her, that person will stand up and link an arm with the facilitator. 3) The person who has linked his/her arm with the facilitator will then begin to talk about him/herself, starting with the commonality. 4) The common chain continues until everyone has participated. -------------------------------------------------- Learning Log – “How can community-building activities promote a healthy class climate?”
- 7. GRAMMAR SURVEY 1. Rationale 2. Directions 3. Take Survey 4. Learning Log “Grammar and mechanics should be explicitly taught in school.” Jot down a comment which falls into one of the following four categories: Assume, Agree, Argue and Aspire. • Turn to your elbow buddy and share your answer. • Resources for ELA teachers: • Old grammar books • http://www.teacherwritingcenter.org/common_core_essay_111611.pd
- 8. Theory of Action If… WEare clear in our expectations, focus on the instructional core, provide appropriate support, monitor performance with shared accountability Then… WE will dramatically improve student achievement and close the achievement gap in A Culture of Educational Excellence. http://www.sps.springfield.ma.us/StrategicPriorities.asp
- 9. All Schools Will: 1. Identify and implement a schoolwide instructional focus. 2. Develop professional collaboration teams to improve teaching and learning for all students. 3. Identify, learn and use effective evidence-based teaching practices to meet the needs of each student. 4. Create a targeted professional development plan that builds expertise in selected best practices. 5. Re-align resources (people, time, talent, energy and money) to support the instructional focus. 6. Engage families and the community in supporting the instructional focus. 7. Create an internal accountability system growing out of student learning goals that promote measurable gains in learning for every student and eliminates achievement gaps. Supported by the district office, each school will work to improve CORE instruction within a climate and culture that is GOAL FOCUSED, ADAPTIVE AND COHESIVE
- 10.
- 12. Teacher Springfield School MA Data Incentive Improvement Improvement Curriculum Warehouse Fund (TIF) Framework Planning Frameworks Educator School Wraparound Organizational Dropout Evaluations Improvement Services Health Prevention Grants Instrument Taskforce Achievement Literacy and Credit Mass Core Magnet Network Numeracy Recovery and Schools Partnership Extended (ANet) Learning Time
- 13. How it fitstogether: the essential pieces to raising student achievement The work Coach, develop and Implement a evaluate educators consistent, rigorous based on a clear vision of curriculum built on Effective Students strong instruction common standards instruction in achieve SIF #1,2,3,4 with common unit every class, grade level assessments SIF #1,3,4,7 every day proficiency Shared, high Students expectations graduate Deploy data that is Strengthen social, for all ready for timely, accurate and emotional and academic students college accessible to make safety nets and supports and career decisions for students, for all students schools and the district SIF #6 SIF #5,7
- 14. We are leveragingpartners to support the work Topic Key Partners • Implementing educator • District Management Council Coach, develop and evaluations evaluate educators • Coaching administrators • Focus on Results • Achievement Network • Cornerstone Literacy • Development of a Implement consistent, consistent, rigorous • District Management Council, rigorous curriculum curriculum Cornerstone Literacy • Principals’ Dashboard Use timely data to show • Interim assessments and data • Achievement Network what is working cycle • Climate and culture feedback • Organizational Health • 9th grade academies • District Management Council Strengthen safety nets for • Wraparound services • City Connects all students • Credit recovery • Summer remediation and enrichment
- 17. Points to Ponder… Common Core Standards? 1. Why informational text is emphasized more so than literary text? Pages 5 and 7 2. What the difference is between the Common Core Standards and the Massachusetts Curriculum Frameworks? Pages 3 and 4 3. What the difference is between content (domain-specific) vocabulary and academic vocabulary? Pages 7 and 10 4. What the difference is between college and career readiness anchor standards and grade-specific standards? Page 4 5. Some key design considerations of Common Core Standard? Page 5 6. What Appendix B is?
- 18. Teacher as ExpertActivity - DIRECTIONS • This is a collaborative learning activity where you become the expert. • You will read, learn and teach the new material to your colleagues. • Note – This works best when you are teaching new material that can be divided into steps or parts. • We will divide the group into small groups of three – to four. Need 4 groups. • We will give each group one question with page number(s). Those page numbers will help you find the answer to your question. • Write your notes well. Share and refine your notes with your group. • Now we will form new groups. Should be a 1, 2, 3, 4 at each table. • One expert at each table for each question. • When you report out refer to the page number you are speaking about. • Each member teaches the rest of his/her group the answer to the questions citing passages from the text. • Jot down any questions on a sticky so that your facilitators can answer them. • Come back together as a whole group to further discuss what was learned. How does this activity help engage students in reading with a purpose?
- 19. PARCC’s TIMELINE • 2010-11:Launch and design phase • 2011-12: Development begins • 2012-13: 1st year pilot/field testing, research & data collection • 2013-14: 2nd year pilot/field testing, research & data collection • 2014-2015 School Year: Full operational administration of PARCC assessments • Summer 2015: Set achievement levels, including college and career readiness
- 20. VIDEO: WHY COMMONCORE? WHAT IS COMMON CORE? 1. The Need: What NAEP and other data says about college and career readiness. (National Assessment of Educational Progress) 2. The How: History of development of national standards and assessments Learning Log- Record notes there.
- 21. VIEW AND REVIEWVIDEO JIG 1. Break group into 5 small mixed-grade groups. 2. Select a facilitator, recorder, reporter and timekeeper. 3. Pick up a computer from the cart and log on. 4. View the video, using the DVD. 5. Write the answers to your questions on poster-size paper. 6. Go to lunch. 7. We will report out when we all return.
- 22. The 6 KeyShifts of the ELA Common Core Shift 1: Balancing Informational and Literary Texts, PK-5 Shift 2: Knowledge in the Disciplines (History and Science), 6-12 Shift 3: Staircase of Complexity Shift 4: Text-Based Answers Shift 5: Writing to Inform or Argue from Sources Shift 6: Academic Vocabulary
- 23. ELA/Literacy Shift 1: Balancing Informational and Literary Text What the Student Does… What the Teacher Does… •Build content knowledge •Balance informational & literary text •Exposure to the world through reading •Scaffold for informational texts •Apply strategies •Teach “through” and “with” informational texts 23
- 24. ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines What the Student Does… What the Teacher Does… •Build content knowledge •Shift identity: “I teach through text reading.” •Handle primary source •Stop referring and documents summarizing and start reading •Find Evidence •Slow down the history and science classroom 24
- 25. ELA/Literacy Shift 3: Staircase of Complexity What the Student Does… What the Teacher Does… •Re-read •more complex texts at every grade level •Read material at own level to enjoy meeting •Give students less to read, let them re-read • tolerate frustration •More time on more complex texts •Provide scaffolding & strategies • Engage with texts w/ other adults 25
- 26. ELA/Literacy Shift 4: Text Based Answers What the Student Does… What the Teacher Does… •find evidence to support their •Facilitate evidence based argument conversations about text •Form own judgments and become •Plan and conduct rich conversations scholars •Keep students in the text •Conducting reading as a close reading of the text •Identify questions that are text- dependent, worth • engage with the author and his/her asking/exploring, deliver richly choices •Spend much more time preparing for instruction by reading deeply. 26
- 27. ELA/Literacy Shift 5: Writing to Inform and Argue from Sources What the Student Does… What the Teacher Does… •generate informational texts •Spending much less time on personal narratives •Make arguments using evidence •Present opportunities to write from multiple sources •Organize for persuasion •Give opportunities to analyze, •Compare multiple sources synthesize ideas. •Develop students’ voice so that they can argue a point with evidence •Give permission to reach and articulate their own conclusions about what they read 27
- 28. ELA/Literacy Shift 6: Academic Vocabulary What the Student Does… What the Teacher Does… •Use high octane words across •Develop students’ ability to use and content areas access words •Build “language of power” database •Be strategic about the new vocab words •Work with words students will use frequently •Teach fewer words more deeply 28
- 30. Learning Log for6 Shifts
- 31. Learning Log Ratethe shifts from easiest to hardest to implement and teach. Why? Hard Easy
- 32. Significant Impact ofCommon Core • Identify what Reeves says are the significant strengths of the document. • After we will… Analyze the structure and organization of the document. *********************************** • Learning Log – Just your thoughts!!!
- 33. How the StandardsAre Organized GET YOUR GREEN BOOK AND TURN TO PAGE 47
- 34. How the StandardsAre Organized GET YOUR GREEN BOOK AND TURN TO PAGE 47
- 35. How the StandardsAre Organized
- 36. Reading Standards forLiterature 6–12 [RL] The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Grade 6 students: Grade 7 students: Grade 8 students: Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says 1. Cite several pieces of textual evidence to support analysis of 1. Cite the textual evidence that most strongly supports an explicitly as well as inferences drawn from the text. what the text says explicitly as well as inferences drawn from analysis of what the text says explicitly as well as inferences the text. drawn from the text. 2. Determine a theme or central idea of a text and how it is 2. Determine a theme or central idea of a text and analyze its 2. Determine a theme or central idea of a text and analyze its conveyed through particular details; provide a summary of the development over the course of the text; provide an objective development over the course of the text, including its text distinct from personal opinions or judgments. summary of the text. relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Describe how a particular story’s or drama’s plot unfolds in a 3. Analyze how particular elements of a story or drama interact 3. Analyze how particular lines of dialogue or incidents in a story series of episodes as well as how the characters respond or (e.g., how setting shapes the characters or plot). or drama propel the action, reveal aspects of a character, or change as the plot moves toward a resolution. provoke a decision. Craft and Structure 4. Determine the meaning of words and phrases as they are used in 4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are used a text, including figurative and connotative meanings; analyze used in a text, including figurative and connotative meanings; in a text, including figurative and connotative meanings; the impact of a specific word choice on meaning and tone. analyze the impact of rhymes and other repetitions of sounds analyze the impact of specific word choices on meaning and (e.g., alliteration) on a specific verse or stanza of a poem or tone, including analogies or allusions to other texts. section of a story or drama. 5. Analyze how a particular sentence, chapter, scene, or stanza fits 5. Analyze how a drama’s or poem’s form or structure (e.g., 5. Compare and contrast the structure of two or more texts and into the overall structure of a text and contributes to the soliloquy, sonnet) contributes to its meaning. analyze how the differing structure of each text contributes to development of the theme, setting, or plot. its meaning and style. 6. Explain how an author develops the point of view of the narrator 6. Analyze how an author develops and contrasts the points of 6. Analyze how differences in the points of view of the characters or speaker in a text. view of different characters or narrators in a text. and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, 7. Compare and contrast a written story, drama, or poem to its 7. Analyze the extent to which a filmed or live production of a or poem to listening to or viewing an audio, video, or live version audio, filmed, staged, or multimedia version, analyzing the story or drama stays faithful to or departs from the text or of the text, including contrasting what they “see” and “hear” effects of techniques unique to each medium (e.g., lighting, script, evaluating the choices made by the director or actors. when reading the text to what they perceive when they listen or sound, color, or camera focus and angles in a film). watch.
- 37. Reading Standards forLiterature 6–12 [RL] Grade 6 students: Grade 7 students: Grade 8 students: Integration of Knowledge and Ideas (cont’d.) 9. Compare and contrast texts in different forms or 9. Compare and contrast a fictional portrayal of a time, 9. Analyze how a modern work of fiction draws on themes, genres (e.g., stories and poems; historical novels and place, or character and a historical account of the same patterns of events, or character types from myths, fantasy stories) in terms of their approaches to similar period as a means of understanding how authors of traditional stories, or religious works such as the Bible, themes and topics. fiction use or alter history. including describing how the material is rendered new. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature, literature, including stories, dramas, and poems, in the including stories, dramas, and poems, in the grades 6–8 including stories, dramas, and poems, at the high end of grades 6–8 text complexity band proficiently, with text complexity band proficiently, with scaffolding as grades 6–8 text complexity band independently and scaffolding as needed at the high end of the range. needed at the high end of the range. proficiently.
- 38. College and CareerAnchor Standards READING WRITING SPEAKING AND LANGUAGE Page 47 CC Page 53 CC LISTENING Page 64 Page 60 CC Key Ideas & Details Craft & Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Learning Log - Turn to the page in your Common Core document and fill in the other anchor standards.
- 39. EVALUATION of Day1 new ideas, concepts, understandings you learned about the CCS. questions you have about CCS. thing you will further investigate regarding the CCS.
- 40. UNPACKING the ELA COMMON CORE STANDARDS District-wide Professional Development Chestnut Accelerated Middle School AUGUST 20-21, 2012 8:30-3:00 Presenters: Renay Jihad, ELA/ILS Melinda Franklin, ELA Department Chair Linda Cortelli, ELA Teacher
- 41. Agenda Day 2 Time Topic 8:30 – 9:00 Agenda Overview Warm-up Activity 9:00 – 10:30 Deep Dive into Shift #4: Text-based Answers 10:30 – 10:45 BREAK 10:45 – 11:30 Overview of Pacing Guide Schedule of Assessments 11:30 – 12:30 LUNCH 12:30 – 1:30 6 + 1 Writing Traits 1:30 – 1:45 BREAK 2:00 – 2:30 Grade-level Planning 2:30 – 3:00 Evaluations MLP
- 42. OBJECTIVES - DAY2 • Teachers will gain and understanding of text complexity and by examining shift #4. • Teachers will gain an overview of the district’s Pacing Guide. • Teachers will examine this year’s schedule of Assessments. • Teachers will gain a practical approach to teaching writing using the 6+1 Writing Traits resource. • Teachers will see My Learning Plan.
- 43. WARM-UP ACTIVITY What’s in an Object? • Break group into small groups. • Select a timekeeper and recorder. • Select an object from the bag. • The first person in group begins a true story, inspired by the object. • After 20 seconds, the next person continues the story, integrating the object they are holding into the personal narrative. • Continue until everyone has contributed to the personal narrative. • Share your story with the group. • ****************************************************************** • Learning Log – Write some other pre-writing activities you might use with your students. • Turn and talk to a processing partner. Share ideas for pre-writing activities. • Resource – Common Core link – Writing to explain, persuade, or convey real or imagined experience. P. 5
- 44. The Big HeadlinesFor ELA Common Core Deep-Dive into Text Complexity Shift 1: Balancing Informational and Literary Texts, PK-5 Shift 2: 6-12, Knowledge in the Disciplines (Social Studies and Science) Shift 3: Staircase of Complexity Shift 4: Text-Based Answers Shift 5: Writing to Inform or Argue from Sources Shift 6: Academic Vocabulary
- 45. SHOOT-OUT ACTIVITY - TEACHING SHIFT 4: TEXT-BASED ANSWERS Need Text, Reflection Sheet, and Instructions Exercise/Learning Activity Outcome/Objective: Teachers will. . . 1. Anchor Standards in Action Exercise Explain how the reading standards are with “Shoot-Out” by Guy Martin related and how they are grounded in text-based answers. 2. Anchor Standards in Action Reflection Describe how a series of purposeful with Sample Lesson Plan teacher questions can support students in using evidence from the text more effectively. 3. Anchor Standards in Action Reflection Identify specific instructional strategies/tools that can support students in giving text-based answers.
- 46. Anchor Standards inAction
- 47. Learning Log -Stop and Reflect 1. How does the analysis we engage in compare to the analysis you observe when students are reading? 2. What is one manageable next step to support deep text analysis with students? 3. What other ideas do you have about how to teach your teachers about this common core shift around text analysis and text-based answers?
- 48. ELA/Literacy Shift 4: Text Based Answers What the Student Does… What the Teacher Does… •find evidence to support their •Facilitate evidence based argument conversations about text •Form own judgments and become •Plan and conduct rich conversations scholars •Keep students in the text •Conducting reading as a close reading of the text •Identify questions that are text- dependent, worth • engage with the author and his/her asking/exploring, deliver richly choices •Spend much more time preparing for instruction by reading deeply. 48
- 49. Shifts 1, 2,3: Change in Text Complexity and Range of Texts Text Complexity Grade Old Lexile Ranges Lexile Ranges Aligned to Band in the Standards CCR expectations K–1 N/A N/A 2–3 450–725 450–790 4–5 645–845 770–980 6–8 860–1010 955–1155 (SAS) 9–10 960–1115 1080–1305 11–CCR 1070–1220 1215–1355
- 50. Relationship Among theELA Common Core CCR Anchor Standards 10 From… To… 9 RANGE OF READING AND KEY IDEAS AND DETAILS (Anchor Standard 1) 8 TEXT COMPLEXITY (Anchor Standard 4) 7 #1: Read closely to determine what the text #10: Read and 6 says explicitly …to make comprehend complex logical inferences; cite literary and informational 5 TEXTURAL EVIDENCE… texts independently and proficiently - 4 TEXT COMPLEXITY. 3 4 DOMAINS AND CCR ANCHOR 2 See Page 69 CC for STANDARDS more information. 1-10 1
- 51. More About TEXTCOMPLEXITY Reading: Text Complexity and the Growth of Comprehension P. 10 Text Complexity definition P. 103 Measuring Text Complexity P. 69-70 New Lexile Scores (SAS) Close Reading Text Sets
- 52. On-the Job LexileRequirements National Adult Literacy Study Scientist Teacher Executive Nurse Supervisor Sales Secretary Foreman Clerk Craftman Construction Clerk Labor 700 900 1100 1300 1500 Lexile Score
- 53. ELA PACING GUIDE See Handouts Review with grade-level colleagues Identify what’s the same. Identify what has changed? You will use this with next steps planning.
Editor's Notes
- #23 Cross-walk document.