i
Utah State Office of Educationcore standards
250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Martell Menlove, Ph.D., State Superintendent of Public Instruction
Utah EducationSTATEOFFICE
of
The Utah State Board of Education, in January of 1984, established policy requiring the identification of specific core standards to be met by all K–12 students in order to graduate from Utah’s secondary schools. The Utah State Board of Education regularly updates the Utah Core Standards, while parents, teachers, and local school boards continue to control the curriculum choices that reflect local values.
The Utah Core Standards are aligned to scientifically based content standards. They drive high quality instruction through statewide comprehensive expectations for all students. The standards outline essential knowledge, concepts, and skills to be mastered at each grade level or within a critical content area. The standards provide a foundation for ensuring learning within the classroom.
and Literacy in History/Social Studies, Science, and Technical Subjects
for
Revised June 2013
UTAH CORE STATE STANDARDS
for ENGLISH LANGUAGE ARTS
Adopted August 2010
by the
Utah State Board of Education
Utah EducationSTATEOFFICE
of
and Literacy in History/Social Studies, Science,and Technical Subjects
Revised June 2013
UTAH CORE STATE STANDARDS
for ENGLISH LANGUAGE ARTS
v
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Board of Education
District Name Address City Phone
District 1 Tami W. Pyfer 52 Ballard Way Logan, UT 84321 (435) 753-7529
District 2 Keith M. Buswell 1027 West 3800 North Pleasant View, UT 84414 (801) 510-1773
District 3 Michael G. Jensen 4139 South Aubrey Lane West Valley City, UT 84128 (801) 955-5550
District 4 Dave L. Thomas 7875 South 2250 East South Weber, UT 84405 (801) 479-7479
District 5 Kim R. Burningham 932 Canyon Crest Drive Bountiful, UT 84010 (801) 292-9261
District 6 Joel Coleman 8303 South 5260 West West Jordan, UT 84081 (801) 634-6251
District 7 Leslie B. Castle 2465 St. Mary’s Drive Salt Lake City, UT 84108 (801) 581-9752
District 8 Jennifer A. Johnson 802 Winchester Street, #100 Murray, UT 84107 (801) 742-1616
District 9 Heather Groom 5886 West Timber Ridge Lane Highland, UT 84003 (801) 980-0239
District 10 David L. Crandall 13464 Saddle Ridge Drive Draper, UT 84020 (801) 232-0795
District 11 Jefferson Moss 1668 Aspen Circle Saratoga Springs, UT 84045 (801) 916-7386
District 12 Dixie L. Allen 218 West 5250 North Vernal, UT 84078 (435) 789-0534
District 13 C. Mark Openshaw 3329 Piute Drive Provo, UT 84604 (801) 377-0790
District 14 Debra G. Roberts P.O. Box 1780 Beaver, UT 84713 (435) 438-5843
District 15 Barbara W. Corry 1022 Cedar Knolls Cedar City, UT 84720 (435) 586-3050
Teresa L. Theurer1 33 Canterbury Lane Logan, UT 84321 (435) 753-0740
Marlin K. Jensen1 1500 North 7900 East Huntsville, UT 84317 (801) 718-0858
Laura Belnap2 845 East 1500 South Bountiful, UT 84010 (801) 699-7588
Isaiah (Ike) Spencer3 1029 East 11780 South Sandy, UT 84094 (801) 949-0858
James V. (Jim) Olsen4 5657 West 10770 North Highland, UT 84003 (801) 599-1095
R. Dean Rowley5 526 South 170 West Springville, UT 84663 (801) 489-6935
Martell Menlove Executive Officer martell.menlove @schools.utah.gov (801) 538-7510
Lorraine Austin Secretary lorraine.austin @schools.utah.gov (801) 538-7517
1 Board of Regents Representatives2 Charter Schools Representative 3 Coalition of Minorities Advisory Committee (CMAC) Representative4 Utah College of Applied Technology (UCAT) Representative5 Utah School Boards Association (USBA) Representative
4/11/2013
vii
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
taBlE of contEnts
Introduction 1
Standards for English Language Arts K–5 11College and Career Readiness Anchor Standards for Reading 12
Reading Standards for Literature K–5 13Reading Standards for Informational Text K–5 15Reading Standards: Foundational Skills K–5 18
College and Career Readiness Anchor Standards for Writing 21Writing Standards K–5 22
College and Career Readiness Anchor Standards for Speaking and Listening 25Speaking and Listening Standards K–5 26
College and Career Readiness Anchor Standards for Language 28Language Standards K–5 29
Language Progressive Skills, by Grade (Graph) 35Standard 10: Range, Quality, and Complexity of Student Reading K–5 36Texts Illustrating the Complexity, Quality, and Range of Student Reading K–5 37Staying on Topic Within a Grade and Across Grades 38
Standards for English Language Arts 6–12 39College and Career Readiness Anchor Standards for Reading 41
Reading Standards for Literature 6–12 42Reading Standards for Informational Text 6–12 46
College and Career Readiness Anchor Standards for Writing 49Writing Standards 6–12 50
College and Career Readiness Anchor Standards for Speaking and Listening 56Speaking and Listening Standards 6–12 57
College and Career Readiness Anchor Standards for Language 60Language Standards 6–12 61
Language Progressive Skills, by Grade (Graph) 65Standard 10: Range, Quality, and Complexity of Student Reading 6–12 66Texts Illustrating the Complexity, Quality, and Range of Student Reading 6–12 67
Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 69
College and Career Readiness Anchor Standards for Reading 71Reading Standards for Literacy in History/Social Studies 6–12 72Reading Standards for Literacy in Science and Technical Subjects 6–12 74
College and Career Readiness Anchor Standards for Writing 77Writing Standards for Literacy in History/Social Studies, Science,and Technical Subjects 6–12 78
1
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
introductionThe Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an ex-tended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.
The present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education stan-dards. The Standards also draw on the most important international models as well as research and input from nu-merous sources, including state departments of education, scholars, assessment developers, professional organizations, educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numer-ous rounds of feedback, the Standards represent a synthe-sis of the best elements of standards-related work to date and an important advance over that previous work.
As specified by CCSSO and NGA, the Standards are (1) research- and evidence-based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readi-ness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be re-vised accordingly.
The Standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language as well as in mathematics. The CCR Reading, Writing, and Speaking and Listening Standards, released in draft form in September 2009, serve, in revised form, as the backbone for the present document. Grade-specific K–12 standards in reading, writing, speaking, listening, and language translate the broad (and, for the earliest grades, seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms.
The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disci-plines. Literacy standards for grade 6 and above are predi-cated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respec-tive fields. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas, but rather to supplement them.
As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twen-ty-first century. Indeed, the skills and understandings stu-dents are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive read-ing that is at the heart of understanding and enjoying com-plex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engage-ment with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent rea-soning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards de-velop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.
June 2, 2010
3
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
CCR and grade-specific standards
The CCR standards anchor the document and define gener-al, 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 grade-spe-cific standards define end-of-year expectations and a cu-mulative 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 readi-ness 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 kindergar-ten 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 writ-ing process or the full range of metacognitive strategies that students may need to monitor and direct their think-ing and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judg-ment 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 strands for concep-
KEy dEsign considErations
tual 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 informa-tion and ideas, to conduct original research in order to an-swer questions or solve problems, and to analyze and cre-ate 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, re-search and media skills and understandings are embedded throughout the Standards rather than treated in a sepa-rate section.
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 ap-plicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sec-tions, 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 devel-opment 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 pro-grams is informational in structure and challenging in con-tent; postsecondary education programs typically provide
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
4
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 em-phasis 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 Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Source: National Assessment Governing Board. (2008). Reading frame-work for the 2009 National Assessment of Educational Progress. Washing-ton, DC: U.S. Government Printing Office.
The Standards aim to align instruction with this frame-work 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, includ-ing texts in history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on infor-mational texts in the higher grades, the Standards de-mand 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 atten-tion 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 infor-mational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.1 To measure students’ growth toward col-lege and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework.
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 de-velopment of three mutually reinforcing writing capaci-ties: 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 empha-ses: 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
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
Grade To Persuade To ExplainTo Convey Experience
4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%
Source: National Assessment Governing Board. (2007). Writing frame-work for the 2011 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 pur-poses 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, stu-dents 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 lit-erary and informational texts per Writing Standard 9, stu-dents are also demonstrating their comprehension skill in relation to specific standards in Reading. When discussing
1 The 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.
2 As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings.
5
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
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 infor-mational texts, including texts in history/social studies, science, and technical sub-jects. 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.
What is not covered by the StandardsThe Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:
(1) The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activ-ity in its own right and as a way to help students meet the expectations in this document. Furthermore, while the Standards make references to some particu-lar forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed, cannot—enumerate all or even most of the content that students should learn. The Standards must therefore be comple-mented by a well-developed, content-rich curriculum consistent with the expec-tations laid out in this document.
(2) While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the funda-mentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.
(3) The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, ad-vanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.
(4) The Standards set grade-specific standards but do not define the interven-tion methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.
(5) It is also beyond the scope of the Standards to define the full range of sup-ports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives.
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
6
Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speak-ing, and listening without displaying native-like control of conventions and vocabulary.
The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropri-ate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assis-tive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.
(6) While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness. Students require a wide-ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning. Similarly, the Standards define literacy expectations in history/social studies, science, and technical subjects, but literacy standards in other areas, such as mathematics and health education, modeled on those in this document are strongly encouraged to fa-cilitate a comprehensive, schoolwide literacy program.
7
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and LanguageThe descriptions that follow are not standards themselves, but instead offer a por-trait of students who meet the standards set out in this document. As students ad-vance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regular-ity these capacities of the literate individual.
They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate com-
plex texts across a range of types and disciplines, and they can construct ef-fective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clari-fication, 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 seek-ing 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 at-tentively 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 disci-plines 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 listen-
ers. 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 prem-ises 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 writ-ing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
8
They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, lis-
tening, and language use. They tailor their searches online to acquire useful information ef-ficiently, 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 medi-ums 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 rep-resentative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
9
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
How to rEad tHis documEnt
Overall Document Organization
The Standards comprise three main sections: a comprehensive K–5 sec-tion and two content area-specific sections for grades 6–12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document.
Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6–12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.
Standards for each grade within K–8 and for grades 9–10 and 11–12 follow the CCR anchor standards in each strand. Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-num-bered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.
Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific stan-dards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets along-side the full strand title.
Who Is Responsible for Which Portion of the Standards?
A single K–5 section lists standards for reading, writing, speaking, listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher. Grades 6–12 are covered in two content area-specific sections, the first for the English language arts teacher and the second for teachers of history/social studies, science, and technical subjects. Each section uses the same CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular discipline(s).
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
10
KEy fEaturEs of tHE standards
READING: Text complexity and the growth of comprehensionThe Reading standards place equal emphasis on the sophistication of what stu-dents read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
WRITING: Text types, responding to reading, and researchThe Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writ-ing, other skills are more properly defined in terms of specific writing types: ar-guments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.
SPEAKING AND LISTENING: Flexible communication and collaborationIncluding but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quan-titative, and media sources, evaluate what they hear, use media and visual dis-plays strategically to help achieve communicative purposes, and adapt speech to context and task.
LANGUAGE: Conventions, effective use, and vocabularyThe Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.
Appendices A, B, and CAppendix A contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. Appendix B consists of text exemplars illustrating the complexity, quality, and range of reading ap-propriate for various grade levels with accompanying sample performance tasks. Appendix C includes annotated samples demonstrating at least adequate perfor-mance in student writing at various grade levels.
11
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
UTAH CORE STATE STANDARDSfor
ENGLISH LANGUAGE ARTS
K–5Utah EducationSTATE
OFFICEof
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
12
collEgE and carEEr rEadinEss ancHor standards for ReADInGThe K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-spe-cific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and under-standings that all students must demonstrate.
Key Ideas and Details1. 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 Structure4. Interpret words and phrases as they are used in a text, including determin-
ing 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) re-late 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 Ideas7. Integrate and evaluate content presented in diverse media and formats, in-
cluding 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 Complexity10. Read and comprehend complex literary and informational texts independent-
ly and proficiently.
* Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collabora-tion” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
NOTE ON RANGE AND CONTENT OF STUDENT READING
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, in-creasingly challenging literary and informational texts. Through ex-tensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and el-ements. By reading texts in history/social studies, science, and other disciplines, students build a foun-dation of knowledge in these fields that will also give them the back-ground to be better readers in all content areas. Students can only gain this foundation when the cur-riculum is intentionally and coher-ently structured to develop rich con-tent knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
The Utah Core Standards include an expectation that students will be introduced to cursive letters and words no later than grade three in order to develop sufficient recogni-tion and reading fluency of cursive text by the end of grade five.
13
Read
ing
stan
dard
s for
lite
ratu
re K
–5
[rl]
The
follo
win
g st
anda
rds o
ffer a
focu
s for
inst
ructi
on e
ach
year
and
hel
p en
sure
that
stud
ents
gai
n ad
equa
te e
xpos
ure
to a
rang
e of
text
s and
task
s. R
igor
is a
lso in
fuse
d th
roug
h th
e re
quire
men
t tha
t st
uden
ts re
ad in
crea
singl
y co
mpl
ex te
xts t
hrou
gh th
e gr
ades
. Stu
dent
s adv
anci
ng th
roug
h th
e gr
ades
are
exp
ecte
d to
mee
t eac
h ye
ar’s
grad
e-sp
ecifi
c st
anda
rds a
nd re
tain
or f
urth
er d
evel
op sk
ills
and
unde
rsta
ndin
gs m
aste
red
in p
rece
ding
gra
des.
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
1. W
ith p
rom
pting
and
supp
ort,
ask
and
answ
er q
uesti
ons
abou
t key
det
ails
in a
text
.1.
Ask
and
ans
wer
que
stion
s abo
ut k
ey d
etai
ls in
a te
xt.
1. A
sk a
nd a
nsw
er su
ch q
uesti
ons a
s who
, wha
t, w
here
, w
hen,
why
, and
how
to d
emon
stra
te u
nder
stan
ding
of
key
deta
ils in
a te
xt.
KEy
IDEA
S A
ND
DET
AIL
S
2. W
ith p
rom
pting
and
supp
ort,
rete
ll fa
mili
ar st
orie
s, in
-cl
udin
g ke
y de
tails
.2.
Ret
ell s
torie
s, in
clud
ing
key
deta
ils, a
nd d
emon
stra
te u
n -de
rsta
ndin
g of
thei
r cen
tral
mes
sage
or l
esso
n.2.
Rec
ount
stor
ies,
incl
udin
g fa
bles
and
folk
tale
s fro
m d
i -ve
rse
cultu
res,
and
det
erm
ine
thei
r cen
tral
mes
sage
, le
sson
, or m
oral
.
3. W
ith p
rom
pting
and
supp
ort,
iden
tify
char
acte
rs, s
et-
tings
, and
maj
or e
vent
s in
a st
ory.
3. D
escr
ibe
char
acte
rs, s
etting
s, a
nd m
ajor
eve
nts i
n a
sto -
ry, u
sing
key
deta
ils.
3. D
escr
ibe
how
cha
ract
ers i
n a
stor
y re
spon
d to
maj
or
even
ts a
nd c
halle
nges
.
CRA
FT A
ND
STR
UC
TURE
4. A
sk a
nd a
nsw
er q
uesti
ons a
bout
unk
now
n w
ords
in a
te
xt.
4. Id
entif
y w
ords
and
phr
ases
in st
orie
s or p
oem
s tha
t sug
-ge
st fe
elin
gs o
r app
eal t
o th
e se
nses
.4.
Des
crib
e ho
w w
ords
and
phr
ases
(e.g
., re
gula
r bea
ts,
allit
erati
on, r
hym
es, r
epea
ted
lines
) sup
ply
rhyt
hm a
nd
mea
ning
in a
stor
y, po
em, o
r son
g.
6. W
ith p
rom
pting
and
supp
ort,
nam
e th
e au
thor
and
il-
lust
rato
r of a
stor
y an
d de
fine
the
role
of e
ach
in te
lling
th
e st
ory.
6. Id
entif
y w
ho is
telli
ng th
e st
ory
at v
ario
us p
oint
s in
a te
xt.
6. A
ckno
wle
dge
diffe
renc
es in
the
poin
ts o
f vie
w o
f cha
rac -
ters
, inc
ludi
ng b
y sp
eaki
ng in
a d
iffer
ent v
oice
for e
ach
char
acte
r whe
n re
adin
g di
alog
ue a
loud
.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
7. W
ith p
rom
pting
and
supp
ort,
desc
ribe
the
rela
tions
hip
betw
een
illus
trati
ons a
nd th
e st
ory
in w
hich
they
app
ear
(e.g
., w
hat m
omen
t in
a st
ory
an il
lust
ratio
n de
pict
s).
7. U
se il
lust
ratio
ns a
nd d
etai
ls in
a st
ory
to d
escr
ibe
its
char
acte
rs, s
etting
, or e
vent
s.7.
Use
info
rmati
on g
aine
d fr
om th
e ill
ustr
ation
s and
wor
ds
in a
prin
t or d
igita
l tex
t to
dem
onst
rate
und
erst
andi
ng
of it
s cha
ract
ers,
setti
ng, o
r plo
t.
10.
Activ
ely
enga
ge in
gro
up re
adin
g ac
tiviti
es w
ith p
ur-
pose
and
und
erst
andi
ng.
10.
With
pro
mpti
ng a
nd su
ppor
t, re
ad p
rose
and
poe
try
of a
ppro
pria
te c
ompl
exity
for g
rade
1.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era -
ture
, inc
ludi
ng st
orie
s and
poe
try,
in th
e gr
ades
2–3
te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
scaff
oldi
ng a
s ne
eded
at t
he h
igh
end
of th
e ra
nge.
5. R
ecog
nize
com
mon
type
s of t
exts
(e.g
., st
oryb
ooks
, po
ems)
.5.
Exp
lain
maj
or d
iffer
ence
s bet
wee
n bo
oks t
hat t
ell s
to-
ries a
nd b
ooks
that
giv
e in
form
ation
, dra
win
g on
a w
ide
read
ing
of a
rang
e of
text
type
s.
5. D
escr
ibe
the
over
all s
truc
ture
of a
stor
y, in
clud
ing
de-
scrib
ing
how
the
begi
nnin
g in
trod
uces
the
stor
y an
d th
e en
ding
con
clud
es th
e ac
tion.
8. (N
ot a
pplic
able
to li
tera
ture
)8.
(Not
app
licab
le to
lite
ratu
re)
8. (N
ot a
pplic
able
to li
tera
ture
)
9. W
ith p
rom
pting
and
supp
ort,
com
pare
and
con
tras
t the
ad
vent
ures
and
exp
erie
nces
of c
hara
cter
s in
fam
iliar
st
orie
s.
9. C
ompa
re a
nd c
ontr
ast t
he a
dven
ture
s and
exp
erie
nces
of
cha
ract
ers i
n st
orie
s.9.
Com
pare
and
con
tras
t tw
o or
mor
e ve
rsio
ns o
f the
sam
e st
ory
(e.g
., Ci
nder
ella
stor
ies)
by
diffe
rent
aut
hors
or
from
diff
eren
t cul
ture
s.
14
1. A
sk a
nd a
nsw
er q
uesti
ons t
o de
mon
stra
te u
nder
stan
d-in
g of
a te
xt, r
efer
ring
expl
icitl
y to
the
text
as t
he b
asis
for t
he a
nsw
ers.
1. R
efer
to d
etai
ls an
d ex
ampl
es in
a te
xt w
hen
expl
aini
ng
wha
t the
text
says
exp
licitl
y an
d w
hen
draw
ing
infe
r-en
ces f
rom
the
text
.
1. Q
uote
acc
urat
ely
from
a te
xt w
hen
expl
aini
ng w
hat t
he
text
says
exp
licitl
y an
d w
hen
draw
ing
infe
renc
es fr
om
the
text
.
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
2. R
ecou
nt st
orie
s, in
clud
ing
fabl
es, f
olkt
ales
, and
myt
hs
from
div
erse
cul
ture
s; d
eter
min
e th
e ce
ntra
l mes
sage
, le
sson
, or m
oral
and
exp
lain
how
it is
con
veye
d th
roug
h ke
y de
tails
in th
e te
xt.
2. D
eter
min
e a
them
e of
a st
ory,
dram
a, o
r poe
m fr
om d
e-ta
ils in
the
text
; sum
mar
ize th
e te
xt.
2. D
eter
min
e a
them
e of
a st
ory,
dram
a, o
r poe
m fr
om
deta
ils in
the
text
, inc
ludi
ng h
ow c
hara
cter
s in
a st
ory
or d
ram
a re
spon
d to
cha
lleng
es o
r how
the
spea
ker i
n a
poem
refle
cts u
pon
a to
pic;
sum
mar
ize th
e te
xt.
3. D
escr
ibe
char
acte
rs in
a st
ory
(e.g
., th
eir t
raits
, moti
va-
tions
, or f
eelin
gs) a
nd e
xpla
in h
ow th
eir a
ction
s con
trib
-ut
e to
the
sequ
ence
of e
vent
s.
3. D
escr
ibe
in d
epth
a c
hara
cter
, setti
ng, o
r eve
nt in
a st
ory
or d
ram
a, d
raw
ing
on sp
ecifi
c de
tails
in th
e te
xt (e
.g.,
a ch
arac
ter’s
thou
ghts
, wor
ds, o
r acti
ons)
.
3. C
ompa
re a
nd c
ontr
ast t
wo
or m
ore
char
acte
rs, s
etting
s,
or e
vent
s in
a st
ory
or d
ram
a, d
raw
ing
on sp
ecifi
c de
tails
in
the
text
(e.g
., ho
w c
hara
cter
s int
erac
t).
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, d
isting
uish
ing
liter
al fr
om n
onlit
eral
la
ngua
ge.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
thos
e th
at a
llude
to si
gnifi
-ca
nt c
hara
cter
s fou
nd in
myt
holo
gy (e
.g.,
Herc
ulea
n).
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e la
ngua
ge su
ch a
s m
etap
hors
and
sim
iles.
6. D
isting
uish
thei
r ow
n po
int o
f vie
w fr
om th
at o
f the
nar
-ra
tor o
r tho
se o
f the
cha
ract
ers.
6. C
ompa
re a
nd c
ontr
ast t
he p
oint
of v
iew
from
whi
ch d
if -fe
rent
stor
ies a
re n
arra
ted,
incl
udin
g th
e di
ffere
nce
be-
twee
n fir
st- a
nd th
ird-p
erso
n na
rrati
ons.
6. D
escr
ibe
how
a n
arra
tor’s
or s
peak
er’s
poin
t of v
iew
in-
fluen
ces h
ow e
vent
s are
des
crib
ed.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
7. E
xpla
in h
ow sp
ecifi
c as
pect
s of a
text
’s ill
ustr
ation
s co
ntrib
ute
to w
hat i
s con
veye
d by
the
wor
ds in
a st
ory
(e.g
., cr
eate
moo
d, e
mph
asize
asp
ects
of a
cha
ract
er o
r se
tting
).
7. M
ake
conn
ectio
ns b
etw
een
the
text
of a
stor
y or
dra
ma
and
a vi
sual
or o
ral p
rese
ntati
on o
f the
text
, ide
ntify
ing
whe
re e
ach
vers
ion
refle
cts s
peci
fic d
escr
iptio
ns a
nd d
i-re
ction
s in
the
text
.
7. A
naly
ze h
ow v
isual
and
mul
timed
ia e
lem
ents
con
trib
-ut
e to
the
mea
ning
, ton
e, o
r bea
uty
of a
text
(e.g
., gr
aphi
c no
vel,
mul
timed
ia p
rese
ntati
on o
f ficti
on, f
olk-
tale
, myt
h, p
oem
).
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era-
ture
, inc
ludi
ng st
orie
s, d
ram
as, a
nd p
oetr
y, at
the
high
en
d of
the
grad
es 2
–3 te
xt c
ompl
exity
ban
d in
depe
n-de
ntly
and
pro
ficie
ntly.
Rec
ogni
ze a
nd b
egin
to re
ad
docu
men
ts w
ritten
in c
ursiv
e.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era-
ture
, inc
ludi
ng st
orie
s, d
ram
as, a
nd p
oetr
y, in
the
grad
es 4
–5 te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
sc
affol
ding
as n
eede
d at
the
high
end
of t
he ra
nge.
Co
ntinu
e to
dev
elop
flue
ncy
whe
n re
adin
g do
cum
ents
w
ritten
in c
ursiv
e.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era-
ture
, inc
ludi
ng st
orie
s, d
ram
as, a
nd p
oetr
y, at
the
high
en
d of
the
grad
es 4
–5 te
xt c
ompl
exity
ban
d in
depe
n-de
ntly
and
pro
ficie
ntly.
Con
tinue
to d
evel
op fl
uenc
y w
hen
read
ing
docu
men
ts w
ritten
in c
ursiv
e.
5. R
efer
to p
arts
of s
torie
s, d
ram
as, a
nd p
oem
s whe
n w
rit-
ing
or sp
eaki
ng a
bout
a te
xt, u
sing
term
s suc
h as
cha
p-te
r, sc
ene,
and
stan
za; d
escr
ibe
how
eac
h su
cces
sive
part
bu
ilds o
n ea
rlier
secti
ons.
5. E
xpla
in m
ajor
diff
eren
ces b
etw
een
poem
s, d
ram
a, a
nd
pros
e, a
nd re
fer t
o th
e st
ruct
ural
ele
men
ts o
f poe
ms
(e.g
., ve
rse,
rhyt
hm, m
eter
) and
dra
ma
(e.g
., ca
sts o
f ch
arac
ters
, setti
ngs,
des
crip
tions
, dia
logu
e, st
age
dire
c-tio
ns) w
hen
writi
ng o
r spe
akin
g ab
out a
text
.
5. E
xpla
in h
ow a
serie
s of c
hapt
ers,
scen
es, o
r sta
nzas
fits
to
geth
er to
pro
vide
the
over
all s
truc
ture
of a
par
ticul
ar
stor
y, dr
ama,
or p
oem
.
8. (N
ot a
pplic
able
to li
tera
ture
)8.
(Not
app
licab
le to
lite
ratu
re)
8. (N
ot a
pplic
able
to li
tera
ture
)
9. C
ompa
re a
nd c
ontr
ast t
he th
emes
, setti
ngs,
and
plo
ts o
f st
orie
s writt
en b
y th
e sa
me
auth
or a
bout
the
sam
e or
sim
ilar c
hara
cter
s (e.
g., i
n bo
oks f
rom
a se
ries)
.
9. C
ompa
re a
nd c
ontr
ast t
he tr
eatm
ent o
f sim
ilar t
hem
es
and
topi
cs (e
.g.,
oppo
sition
of g
ood
and
evil)
and
patt
erns
of
eve
nts (
e.g.
, the
que
st) i
n st
orie
s, m
yths
, and
trad
ition
al
liter
atur
e fr
om d
iffer
ent c
ultu
res.
9. C
ompa
re a
nd c
ontr
ast s
torie
s in
the
sam
e ge
nre
(e.g
., m
yste
ries a
nd a
dven
ture
stor
ies)
on
thei
r app
roac
hes t
o sim
ilar t
hem
es a
nd to
pics
.
Read
ing
stan
dard
s for
lite
ratu
re K
–5[r
l]
15
1. W
ith p
rom
pting
and
supp
ort,
ask
and
answ
er q
uesti
ons
abou
t key
det
ails
in a
text
.1.
Ask
and
ans
wer
que
stion
s abo
ut k
ey d
etai
ls in
a te
xt.
1. A
sk a
nd a
nsw
er su
ch q
uesti
ons a
s who
, wha
t, w
here
, w
hen,
why
, and
how
to d
emon
stra
te u
nder
stan
ding
of
key
deta
ils in
a te
xt.
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
2. W
ith p
rom
pting
and
supp
ort,
iden
tify
the
mai
n to
pic
and
rete
ll ke
y de
tails
of a
text
.2.
Iden
tify
the
mai
n to
pic
and
rete
ll ke
y de
tails
of a
text
.2.
Iden
tify
the
mai
n to
pic
of a
mul
tipar
agra
ph te
xt a
s wel
l as
the
focu
s of s
peci
fic p
arag
raph
s with
in th
e te
xt.
3. W
ith p
rom
pting
and
supp
ort,
desc
ribe
the
conn
ectio
n be
twee
n tw
o in
divi
dual
s, e
vent
s, id
eas,
or p
iece
s of i
n -fo
rmati
on in
a te
xt.
3. D
escr
ibe
the
conn
ectio
n be
twee
n tw
o in
divi
dual
s,
even
ts, i
deas
, or p
iece
s of i
nfor
mati
on in
a te
xt.
3. D
escr
ibe
the
conn
ectio
n be
twee
n a
serie
s of h
istor
ical
ev
ents
, sci
entifi
c id
eas o
r con
cept
s, o
r ste
ps in
tech
nica
l pr
oced
ures
in a
text
.
4. W
ith p
rom
pting
and
supp
ort,
ask
and
answ
er q
uesti
ons
abou
t unk
now
n w
ords
in a
text
.4.
Ask
and
ans
wer
que
stion
s to
help
det
erm
ine
or c
larif
y th
e m
eani
ng o
f wor
ds a
nd p
hras
es in
a te
xt.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es in
a te
xt
rele
vant
to a
gra
de 2
topi
c or
subj
ect a
rea.
6. N
ame
the
auth
or a
nd il
lust
rato
r of a
text
and
defi
ne th
e ro
le o
f eac
h in
pre
senti
ng th
e id
eas o
r inf
orm
ation
in a
te
xt.
6. D
isting
uish
bet
wee
n in
form
ation
pro
vide
d by
pic
ture
s or
oth
er il
lust
ratio
ns a
nd in
form
ation
pro
vide
d by
the
wor
ds in
a te
xt.
6. Id
entif
y th
e m
ain
purp
ose
of a
text
, inc
ludi
ng w
hat t
he
auth
or w
ants
to a
nsw
er, e
xpla
in, o
r des
crib
e.
7. W
ith p
rom
pting
and
supp
ort,
desc
ribe
the
rela
tions
hip
betw
een
illus
trati
ons a
nd th
e te
xt in
whi
ch th
ey a
ppea
r (e
.g.,
wha
t per
son,
pla
ce, t
hing
, or i
dea
in th
e te
xt a
n il -
lust
ratio
n de
pict
s).
7. U
se th
e ill
ustr
ation
s and
det
ails
in a
text
to d
escr
ibe
its
key
idea
s.7.
Exp
lain
how
spec
ific
imag
es (e
.g.,
a di
agra
m sh
owin
g ho
w a
mac
hine
wor
ks) c
ontr
ibut
e to
and
cla
rify
a te
xt.
10.
Activ
ely
enga
ge in
gro
up re
adin
g ac
tiviti
es w
ith p
ur-
pose
and
und
erst
andi
ng.
10.
With
pro
mpti
ng a
nd su
ppor
t, re
ad in
form
ation
al te
xts
appr
opria
tely
com
plex
for g
rade
1.
10.
By th
e en
d of
yea
r, re
ad a
nd c
ompr
ehen
d in
form
a -tio
nal t
exts
, inc
ludi
ng h
istor
y/so
cial
stud
ies,
scie
nce,
an
d te
chni
cal t
exts
, in
the
grad
es 2
–3 te
xt c
ompl
exity
ba
nd p
rofic
ient
ly, w
ith sc
affol
ding
as n
eede
d at
the
high
end
of t
he ra
nge.
5. Id
entif
y th
e fr
ont c
over
, bac
k co
ver,
and
title
pag
e of
a
book
.5.
Kno
w a
nd u
se v
ario
us te
xt fe
atur
es (e
.g.,
head
ings
, ta-
bles
of c
onte
nts,
glo
ssar
ies,
ele
ctro
nic
men
us, i
cons
) to
loca
te k
ey fa
cts o
r inf
orm
ation
in a
text
.
5. K
now
and
use
var
ious
text
feat
ures
(e.g
., ca
ption
s,
bold
prin
t, su
bhea
ding
s, g
loss
arie
s, in
dexe
s, e
lect
roni
c m
enus
, ico
ns) t
o lo
cate
key
fact
s or i
nfor
mati
on in
a te
xt
effici
ently
.
8. W
ith p
rom
pting
and
supp
ort,
iden
tify
the
reas
ons a
n au
-th
or g
ives
to su
ppor
t poi
nts i
n a
text
.8.
Iden
tify
the
reas
ons a
n au
thor
giv
es to
supp
ort p
oint
s in
a te
xt.
8. D
escr
ibe
how
reas
ons s
uppo
rt sp
ecifi
c po
ints
the
auth
or
mak
es in
a te
xt.
9. W
ith p
rom
pting
and
supp
ort,
iden
tify
basic
sim
ilariti
es
in a
nd d
iffer
ence
s bet
wee
n tw
o te
xts o
n th
e sa
me
topi
c (e
.g.,
in il
lust
ratio
ns, d
escr
iptio
ns, o
r pro
cedu
res)
.
9. Id
entif
y ba
sic si
mila
rities
in a
nd d
iffer
ence
s bet
wee
n tw
o te
xts o
n th
e sa
me
topi
c (e
.g.,
in il
lust
ratio
ns, d
escr
ip-
tions
, or p
roce
dure
s).
9. C
ompa
re a
nd c
ontr
ast t
he m
ost i
mpo
rtan
t poi
nts p
re-
sent
ed b
y tw
o te
xts o
n th
e sa
me
topi
c.
Read
ing
stan
dard
s for
info
rmat
iona
l tex
t K–5
[ri]
CRA
FT A
ND
STR
UC
TURE
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
16
1. A
sk a
nd a
nsw
er q
uesti
ons t
o de
mon
stra
te u
nder
stan
d-in
g of
a te
xt, r
efer
ring
expl
icitl
y to
the
text
as t
he b
asis
for t
he a
nsw
ers.
1. R
efer
to d
etai
ls an
d ex
ampl
es in
a te
xt w
hen
expl
aini
ng
wha
t the
text
says
exp
licitl
y an
d w
hen
draw
ing
infe
r-en
ces f
rom
the
text
.
1. Q
uote
acc
urat
ely
from
a te
xt w
hen
expl
aini
ng w
hat t
he
text
says
exp
licitl
y an
d w
hen
draw
ing
infe
renc
es fr
om
the
text
.
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
2. D
eter
min
e th
e m
ain
idea
of a
text
; rec
ount
the
key
de-
tails
and
exp
lain
how
they
supp
ort t
he m
ain
idea
.2.
Det
erm
ine
the
mai
n id
ea o
f a te
xt a
nd e
xpla
in h
ow it
is
supp
orte
d by
key
det
ails;
sum
mar
ize th
e te
xt.
2. D
eter
min
e tw
o or
mor
e m
ain
idea
s of a
text
and
exp
lain
ho
w th
ey a
re su
ppor
ted
by k
ey d
etai
ls; su
mm
arize
the
text
.3.
Des
crib
e th
e re
latio
nshi
p be
twee
n a
serie
s of h
istor
ical
ev
ents
, sci
entifi
c id
eas o
r con
cept
s, o
r ste
ps in
tech
ni-
cal p
roce
dure
s in
a te
xt, u
sing
lang
uage
that
per
tain
s to
time,
sequ
ence
, and
cau
se/e
ffect
.
3. E
xpla
in e
vent
s, p
roce
dure
s, id
eas,
or c
once
pts i
n a
his-
toric
al, s
cien
tific,
or t
echn
ical
text
, inc
ludi
ng w
hat h
ap-
pene
d an
d w
hy, b
ased
on
spec
ific
info
rmati
on in
the
text
.
3. E
xpla
in th
e re
latio
nshi
ps o
r int
erac
tions
bet
wee
n tw
o or
m
ore
indi
vidu
als,
eve
nts,
idea
s, o
r con
cept
s in
a hi
stor
i-ca
l, sc
ienti
fic, o
r tec
hnic
al te
xt b
ased
on
spec
ific
info
r-m
ation
in th
e te
xt.
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f gen
eral
aca
dem
ic a
nd d
o-m
ain-
spec
ific
wor
ds a
nd p
hras
es in
a te
xt re
leva
nt to
a
grad
e 3
topi
c or
subj
ect a
rea.
4. D
eter
min
e th
e m
eani
ng o
f gen
eral
aca
dem
ic a
nd d
o -m
ain-
spec
ific
wor
ds o
r phr
ases
in a
text
rele
vant
to a
gr
ade
4 to
pic
or su
bjec
t are
a.
4. D
eter
min
e th
e m
eani
ng o
f gen
eral
aca
dem
ic a
nd d
o -m
ain-
spec
ific
wor
ds a
nd p
hras
es in
a te
xt re
leva
nt to
a
grad
e 5
topi
c or
subj
ect a
rea.
6. D
isting
uish
thei
r ow
n po
int o
f vie
w fr
om th
at o
f the
au-
thor
of a
text
.6.
Com
pare
and
con
tras
t a fi
rsth
and
and
seco
ndha
nd a
c -co
unt o
f the
sam
e ev
ent o
r top
ic; d
escr
ibe
the
diffe
r-en
ces i
n fo
cus a
nd th
e in
form
ation
pro
vide
d.
6. A
naly
ze m
ultip
le a
ccou
nts o
f the
sam
e ev
ent o
r top
ic,
notin
g im
port
ant s
imila
rities
and
diff
eren
ces i
n th
e po
int o
f vie
w th
ey re
pres
ent.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
7. U
se in
form
ation
gai
ned
from
illu
stra
tions
(e.g
., m
aps,
ph
otog
raph
s) a
nd th
e w
ords
in a
text
to d
emon
stra
te
unde
rsta
ndin
g of
the
text
(e.g
., w
here
, whe
n, w
hy, a
nd
how
key
eve
nts o
ccur
).
7. In
terp
ret i
nfor
mati
on p
rese
nted
visu
ally,
ora
lly, o
r qua
n-tit
ative
ly (e
.g.,
in c
hart
s, g
raph
s, d
iagr
ams,
tim
e lin
es,
anim
ation
s, o
r int
erac
tive
elem
ents
on
Web
pag
es) a
nd
expl
ain
how
the
info
rmati
on c
ontr
ibut
es to
an
unde
r-st
andi
ng o
f the
text
in w
hich
it a
ppea
rs.
7. D
raw
on
info
rmati
on fr
om m
ultip
le p
rint o
r dig
ital
sour
ces,
dem
onst
ratin
g th
e ab
ility
to lo
cate
an
answ
er
to a
que
stion
qui
ckly
or t
o so
lve
a pr
oble
m e
ffici
ently
.
5. U
se te
xt fe
atur
es a
nd se
arch
tool
s (e.
g., k
ey w
ords
, sid
e-ba
rs, h
yper
links
) to
loca
te in
form
ation
rele
vant
to a
giv
-en
topi
c effi
cien
tly.
5. D
escr
ibe
the
over
all s
truc
ture
(e.g
., ch
rono
logy
, com
par -
ison,
cau
se/e
ffect
, pro
blem
/sol
ution
) of e
vent
s, id
eas,
co
ncep
ts, o
r inf
orm
ation
in a
text
or p
art o
f a te
xt.
5. C
ompa
re a
nd c
ontr
ast t
he o
vera
ll st
ruct
ure
(e.g
., ch
ro-
nolo
gy, c
ompa
rison
, cau
se/e
ffect
, pro
blem
/sol
ution
) of
eve
nts,
idea
s, c
once
pts,
or i
nfor
mati
on in
two
or
mor
e te
xts.
8. D
escr
ibe
the
logi
cal c
onne
ction
bet
wee
n pa
rticu
lar s
en-
tenc
es a
nd p
arag
raph
s in
a te
xt (e
.g.,
com
paris
on, c
ause
/eff
ect,
first
/sec
ond/
third
in a
sequ
ence
).
8. E
xpla
in h
ow a
n au
thor
use
s rea
sons
and
evi
denc
e to
su
ppor
t par
ticul
ar p
oint
s in
a te
xt.
8. E
xpla
in h
ow a
n au
thor
use
s rea
sons
and
evi
denc
e to
su
ppor
t par
ticul
ar p
oint
s in
a te
xt, i
denti
fyin
g w
hich
rea -
sons
and
evi
denc
e su
ppor
t whi
ch p
oint
(s).
9. C
ompa
re a
nd c
ontr
ast t
he m
ost i
mpo
rtan
t poi
nts a
nd
key
deta
ils p
rese
nted
in tw
o te
xts o
n th
e sa
me
topi
c.9.
Inte
grat
e in
form
ation
from
two
text
s on
the
sam
e to
pic
in o
rder
to w
rite
or sp
eak
abou
t the
subj
ect
know
ledg
eabl
y.
9. In
tegr
ate
info
rmati
on fr
om se
vera
l tex
ts o
n th
e sa
me
topi
c in
ord
er to
writ
e or
spea
k ab
out t
he su
bjec
t kn
owle
dgea
bly.
Read
ing
stan
dard
s for
info
rmat
iona
l tex
t K–5
[r
i]
17
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d in
form
a-tio
nal t
exts
, inc
ludi
ng h
istor
y/so
cial
stud
ies,
scie
nce,
an
d te
chni
cal t
exts
, at t
he h
igh
end
of th
e gr
ades
2–3
te
xt c
ompl
exity
ban
d in
depe
nden
tly a
nd p
rofic
ient
ly.
Reco
gnize
and
beg
in to
read
doc
umen
ts w
ritten
in
curs
ive.
10.
By
the
end
of y
ear,
read
and
com
preh
end
info
rmati
on-
al te
xts,
incl
udin
g hi
stor
y/so
cial
stud
ies,
scie
nce,
and
te
chni
cal t
exts
, in
the
grad
es 4
–5 te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
scaff
oldi
ng a
s nee
ded
at th
e hi
gh
end
of th
e ra
nge.
Con
tinue
to d
evel
op fl
uenc
y w
hen
read
ing
docu
men
ts w
ritten
in c
ursiv
e.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d in
-fo
rmati
onal
text
s, in
clud
ing
hist
ory/
soci
al st
udie
s,
scie
nce,
and
tech
nica
l tex
ts, a
t the
hig
h en
d of
the
grad
es 4
–5 te
xt c
ompl
exity
ban
d in
depe
nden
tly
and
profi
cien
tly. C
ontin
ue to
dev
elop
flue
ncy
whe
n re
adin
g do
cum
ents
writt
en in
cur
sive.
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
Read
ing
stan
dard
s for
info
rmat
iona
l tex
t K–5
[r
i]
18
Read
ing
stan
dard
s: fo
unda
tiona
l ski
lls (K
–5)
[rf]
Thes
e st
anda
rds a
re d
irect
ed to
war
d fo
ster
ing
stud
ents
’ und
erst
andi
ng a
nd w
orki
ng k
now
ledg
e of
con
cept
s of p
rint,
the
alph
abeti
c pr
inci
ple,
and
oth
er b
asic
con
venti
ons o
f the
Eng
lish
writi
ng
syst
em. T
hese
foun
datio
nal s
kills
are
not
an
end
in a
nd o
f the
mse
lves
; rat
her,
they
are
nec
essa
ry a
nd im
port
ant c
ompo
nent
s of a
n eff
ectiv
e, c
ompr
ehen
sive
read
ing
prog
ram
des
igne
d to
dev
elop
pr
ofici
ent r
eade
rs w
ith th
e ca
paci
ty to
com
preh
end
text
s acr
oss a
rang
e of
type
s and
disc
iplin
es. I
nstr
uctio
n sh
ould
be
diffe
renti
ated
: goo
d re
ader
s will
nee
d m
uch
less
pra
ctice
with
thes
e co
ncep
ts
than
stru
gglin
g re
ader
s will
. The
poi
nt is
to te
ach
stud
ents
wha
t the
y ne
ed to
lear
n an
d no
t wha
t the
y al
read
y kn
ow—
to d
iscer
n w
hen
parti
cula
r chi
ldre
n or
acti
vitie
s war
rant
mor
e or
less
atte
ntion
.
Not
e: In
kin
derg
arte
n, c
hild
ren
are
expe
cted
to d
emon
stra
te in
crea
sing
aw
aren
ess a
nd co
mpe
tenc
e in
the
area
s tha
t fol
low
.
Ki
nder
gart
ners
:
Gra
de 1
Stu
dent
s:
PRIN
T CO
NCE
PTS
1. D
emon
stra
te u
nder
stan
ding
of t
he o
rgan
izatio
n an
d ba
sic fe
atur
es o
f prin
t.a.
Fol
low
wor
ds fr
om le
ft to
righ
t, to
p to
bott
om, a
nd p
age
by p
age.
b. R
ecog
nize
that
spok
en w
ords
are
repr
esen
ted
in w
ritten
lang
uage
by
spec
ific
se-
quen
ces o
f lett
ers.
c.
Und
erst
and
that
wor
ds a
re se
para
ted
by sp
aces
in p
rint.
d. R
ecog
nize
and
nam
e al
l upp
er- a
nd lo
wer
case
lette
rs o
f the
alp
habe
t.
PHO
NO
LOG
ICA
L AW
ARE
NES
S
1. D
emon
stra
te u
nder
stan
ding
of t
he o
rgan
izatio
n an
d ba
sic fe
atur
es o
f prin
t.a.
Rec
ogni
ze th
e di
sting
uish
ing
feat
ures
of a
sent
ence
(e.g
., fir
st w
ord,
cap
italiz
ation
, en
ding
pun
ctua
tion)
.
2. D
emon
stra
te u
nder
stan
ding
of s
poke
n w
ords
, syl
labl
es, a
nd so
unds
(pho
nem
es).
a. R
ecog
nize
and
pro
duce
rhym
ing
wor
ds.
b. C
ount
, pro
noun
ce, b
lend
, and
segm
ent s
ylla
bles
in sp
oken
wor
ds.
c.
Blen
d an
d se
gmen
t ons
ets a
nd ri
mes
of s
ingl
e-sy
llabl
e sp
oken
wor
ds.
d. I
sola
te a
nd p
rono
unce
the
initi
al, m
edia
l vow
el, a
nd fi
nal s
ound
s (ph
onem
es) i
n th
ree-
phon
eme
(con
sona
nt-v
owel
-con
sona
nt, o
r CVC
) wor
ds.*
(Thi
s doe
s not
in-
clud
e CV
Cs e
ndin
g w
ith /l
/, /r
/, o
r /x/
.)e.
Add
or s
ubsti
tute
indi
vidu
al so
unds
(pho
nem
es) i
n sim
ple,
one
-syl
labl
e w
ords
to
mak
e ne
w w
ords
.
2. D
emon
stra
te u
nder
stan
ding
of s
poke
n w
ords
, syl
labl
es, a
nd so
unds
(pho
nem
es).
a. D
isting
uish
long
from
shor
t vow
el so
unds
in sp
oken
sing
le-s
ylla
ble
wor
ds.
b. O
rally
pro
duce
sing
le-s
ylla
ble
wor
ds b
y bl
endi
ng so
unds
(pho
nem
es),
incl
udin
g co
nso-
nant
ble
nds.
c.
Isol
ate
and
pron
ounc
e in
itial
, med
ial v
owel
, and
fina
l sou
nds (
phon
emes
) in
spok
en
singl
e-sy
llabl
e w
ords
.d.
Seg
men
t spo
ken
singl
e-sy
llabl
e w
ords
into
thei
r com
plet
e se
quen
ce o
f ind
ivid
ual
soun
ds (p
hone
mes
).
* W
ords
, syl
labl
es, o
r pho
nem
es w
ritten
in /s
lash
es/r
efer
to th
eir p
ronu
ncia
tion
or p
hono
logy
. Thu
s, /C
VC/ i
s a w
ord
with
thre
e ph
onem
es
rega
rdle
ss o
f the
num
ber o
f lett
ers i
n th
e sp
ellin
g of
the
wor
d.
19
Read
ing
stan
dard
s: fo
unda
tiona
l ski
lls (K
–5)
[rf]
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
PHO
NIC
S A
ND
WO
RD R
ECO
GN
ITIO
N
3. K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is sk
ills i
n de
codi
ng w
ords
.a.
Dem
onst
rate
bas
ic k
now
ledg
e of
one
-to-o
ne le
tter-
soun
d co
rres
pond
ence
s by
prod
ucin
g th
e pr
imar
y so
und
or m
any
of th
e m
ost f
requ
ent s
ound
s for
eac
h co
nson
ant.
b. A
ssoc
iate
the
long
and
shor
t sou
nds w
ith c
omm
on
spel
lings
(gra
phem
es) f
or th
e fiv
e m
ajor
vow
els.
c.
Read
com
mon
hig
h-fr
eque
ncy
wor
ds b
y sig
ht (e
.g.,
the,
of,
to, y
ou, s
he, m
y, is
, are
, do,
doe
s).
d. D
isting
uish
bet
wee
n sim
ilarly
spel
led
wor
ds b
y id
en-
tifyi
ng th
e so
unds
of t
he le
tters
that
diff
er.
3. K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is sk
ills i
n de
codi
ng w
ords
.a.
Kno
w th
e sp
ellin
g-so
und
corr
espo
nden
ces f
or c
om-
mon
con
sona
nt d
igra
phs.
b. D
ecod
e re
gula
rly sp
elle
d on
e-sy
llabl
e w
ords
.c.
Kn
ow fi
nal -
e an
d co
mm
on v
owel
team
con
venti
ons
for r
epre
senti
ng lo
ng v
owel
soun
ds.
d. U
se k
now
ledg
e th
at e
very
sylla
ble
mus
t hav
e a
vow
el
soun
d to
det
erm
ine
the
num
ber o
f syl
labl
es in
a
prin
ted
wor
d.e.
Dec
ode
two-
sylla
ble
wor
ds fo
llow
ing
basic
patt
erns
by
bre
akin
g th
e w
ords
into
sylla
bles
.f.
Read
wor
ds w
ith in
flecti
onal
end
ings
.g.
Re
cogn
ize a
nd re
ad g
rade
-app
ropr
iate
irre
gula
rly
spel
led
wor
ds.
3. K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is sk
ills i
n de
codi
ng w
ords
.a.
Disti
ngui
sh lo
ng a
nd sh
ort v
owel
s whe
n re
adin
g re
g-ul
arly
spel
led
one-
sylla
ble
wor
ds.
b. K
now
spel
ling-
soun
d co
rres
pond
ence
s for
add
ition
al
com
mon
vow
el te
ams.
c.
Deco
de re
gula
rly sp
elle
d tw
o-sy
llabl
e w
ords
with
lo
ng v
owel
s.d.
Dec
ode
wor
ds w
ith c
omm
on p
refix
es a
nd su
ffixe
s.e.
Ide
ntify
wor
ds w
ith in
cons
isten
t but
com
mon
spel
l-in
g-so
und
corr
espo
nden
ces.
f. Re
cogn
ize a
nd re
ad g
rade
-app
ropr
iate
irre
gula
rly
spel
led
wor
ds.
4. R
ead
emer
gent
-rea
der t
exts
with
pur
pose
and
un
ders
tand
ing.
4. R
ead
with
suffi
cien
t acc
urac
y an
d flu
ency
to su
ppor
t co
mpr
ehen
sion.
a. R
ead
grad
e-le
vel t
ext w
ith p
urpo
se a
nd
unde
rsta
ndin
g.b.
Rea
d gr
ade-
leve
l tex
t ora
lly w
ith a
ccur
acy,
appr
opri-
ate
rate
, and
exp
ress
ion
on su
cces
sive
read
ings
.c.
U
se c
onte
xt to
con
firm
or s
elf-c
orre
ct w
ord
reco
gni-
tion
and
unde
rsta
ndin
g, re
read
ing
as n
eces
sary
.
4. R
ead
with
suffi
cien
t acc
urac
y an
d flu
ency
to su
ppor
t co
mpr
ehen
sion.
a. R
ead
grad
e-le
vel t
ext w
ith p
urpo
se a
nd
unde
rsta
ndin
g.b.
Rea
d gr
ade-
leve
l tex
t ora
lly w
ith a
ccur
acy,
appr
opri-
ate
rate
, and
exp
ress
ion
on su
cces
sive
read
ings
.c.
U
se c
onte
xt to
con
firm
or s
elf-c
orre
ct w
ord
reco
gni-
tion
and
unde
rsta
ndin
g, re
read
ing
as n
eces
sary
.
FLU
ENC
y
Not
e: In
kin
derg
arte
n, c
hild
ren
are
expe
cted
to d
emon
stra
te in
crea
sing
awar
enes
s and
com
pete
nce
in th
e ar
eas t
hat f
ollo
w.
20
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
PHO
NIC
S A
ND
WO
RD R
ECO
GN
ITIO
N
Read
ing
stan
dard
s: fo
unda
tiona
l ski
lls (K
–5)
[rf]
3. K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is sk
ills i
n de
codi
ng w
ords
.a.
Ide
ntify
and
kno
w th
e m
eani
ng o
f the
mos
t com
mon
pr
efixe
s and
der
ivati
onal
suffi
xes.
b. D
ecod
e w
ords
with
com
mon
Lati
n su
ffixe
s.c.
De
code
mul
tisyl
labl
e w
ords
.d.
Rea
d gr
ade-
appr
opria
te ir
regu
larly
spel
led
wor
ds.
3. K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is sk
ills i
n de
codi
ng w
ords
.a.
Use
com
bine
d kn
owle
dge
of a
ll le
tter-s
ound
cor
re-
spon
denc
es, s
ylla
bica
tion
patte
rns,
and
mor
phol
ogy
(e.g
., ro
ots a
nd a
ffixe
s) to
read
acc
urat
ely
unfa
mili
ar
mul
tisyl
labi
c w
ords
in c
onte
xt a
nd o
ut o
f con
text
.
3. K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is sk
ills i
n de
codi
ng w
ords
.a.
Use
com
bine
d kn
owle
dge
of a
ll le
tter-s
ound
cor
re-
spon
denc
es, s
ylla
bica
tion
patte
rns,
and
mor
phol
ogy
(e.g
., ro
ots a
nd a
ffixe
s) to
read
acc
urat
ely
unfa
mili
ar
mul
tisyl
labi
c w
ords
in c
onte
xt a
nd o
ut o
f con
text
.
4. R
ead
with
suffi
cien
t acc
urac
y an
d flu
ency
to su
ppor
t co
mpr
ehen
sion.
a. R
ead
grad
e-le
vel t
ext w
ith p
urpo
se a
nd
unde
rsta
ndin
g.b.
Rea
d gr
ade-
leve
l pro
se a
nd p
oetr
y or
ally
with
acc
u-ra
cy, a
ppro
pria
te ra
te, a
nd e
xpre
ssio
n on
succ
essiv
e re
adin
gs.
c.
Use
con
text
to c
onfir
m o
r sel
f-cor
rect
wor
d re
cogn
i-tio
n an
d un
ders
tand
ing,
rere
adin
g as
nec
essa
ry.
4. R
ead
with
suffi
cien
t acc
urac
y an
d flu
ency
to su
ppor
t co
mpr
ehen
sion.
a. R
ead
grad
e-le
vel t
ext w
ith p
urpo
se a
nd
unde
rsta
ndin
g.b.
Rea
d gr
ade-
leve
l pro
se a
nd p
oetr
y or
ally
with
acc
u-ra
cy, a
ppro
pria
te ra
te, a
nd e
xpre
ssio
n on
succ
essiv
e re
adin
gs.
c.
Use
con
text
to c
onfir
m o
r sel
f-cor
rect
wor
d re
cogn
i-tio
n an
d un
ders
tand
ing,
rere
adin
g as
nec
essa
ry.
4. R
ead
with
suffi
cien
t acc
urac
y an
d flu
ency
to su
ppor
t co
mpr
ehen
sion.
a. R
ead
grad
e-le
vel t
ext w
ith p
urpo
se a
nd
unde
rsta
ndin
g.b.
Rea
d gr
ade-
leve
l pro
se a
nd p
oetr
y or
ally
with
acc
u-ra
cy, a
ppro
pria
te ra
te, a
nd e
xpre
ssio
n on
succ
essiv
e re
adin
gs.
c.
Use
con
text
to c
onfir
m o
r sel
f-cor
rect
wor
d re
cogn
i-tio
n an
d un
ders
tand
ing,
rere
adin
g as
nec
essa
ry.
FLU
ENC
y
21
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
collEgE and carEEr rEadinEss ancHor standards for WRITInGThe K–5 standards on the following pages define what students should un-derstand and be able to do by the end of each 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 pro-viding broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selec-tion, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events us-ing effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organiza-
tion, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, as-sess the credibility and accuracy of each source, and integrate the infor-mation while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writ-ing types.
NOTE ON RANGE AND CONTENT OF STUDENT WRITING
To build a foundation for college and ca-reer readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imag-ined experiences and events. They learn to appreciate that a key purpose of writ-ing is to communicate clearly to an ex-ternal, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They devel-op the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing nu-merous pieces over short and extended time frames throughout the year.
22
Wri
ting
sta
ndar
ds (K
–5)
[w]
The
follo
win
g st
anda
rds f
or K
–5 o
ffer a
focu
s for
inst
ructi
on e
ach
year
to h
elp
ensu
re th
at st
uden
ts g
ain
adeq
uate
mas
tery
of a
rang
e of
skill
s and
app
licati
ons.
Eac
h ye
ar in
thei
r writi
ng, s
tude
nts
shou
ld d
emon
stra
te in
crea
sing
soph
istica
tion
in a
ll as
pect
s of l
angu
age
use,
from
voc
abul
ary
and
synt
ax to
the
deve
lopm
ent a
nd o
rgan
izatio
n of
idea
s, a
nd th
ey sh
ould
add
ress
incr
easin
gly
dem
andi
ng c
onte
nt a
nd so
urce
s. S
tude
nts a
dvan
cing
thro
ugh
the
grad
es a
re e
xpec
ted
to m
eet e
ach
year
’s gr
ade-
spec
ific
stan
dard
s and
reta
in o
r fur
ther
dev
elop
skill
s and
und
erst
andi
ngs m
aste
red
in p
rece
ding
gra
des.
The
exp
ecte
d gr
owth
in st
uden
t writi
ng a
bilit
y is
refle
cted
bot
h in
the
stan
dard
s the
mse
lves
and
in th
e co
llecti
on o
f ann
otat
ed st
uden
t writi
ng sa
mpl
es in
App
endi
x C.
1. U
se a
com
bina
tion
of d
raw
ing,
dic
tatin
g, a
nd w
riting
to
com
pose
opi
nion
pie
ces i
n w
hich
they
tell
a re
ader
the
topi
c or
the
nam
e of
the
book
they
are
writi
ng a
bout
an
d st
ate
an o
pini
on o
r pre
fere
nce
abou
t the
topi
c or
bo
ok (e
.g.,
My
favo
rite
book
is .
. .).
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
TExT
TyP
ES A
ND
PU
RPO
SES
1. W
rite
opin
ion
piec
es in
whi
ch th
ey in
trod
uce
the
topi
c or
nam
e th
e bo
ok th
ey a
re w
riting
abo
ut, s
tate
an
opin
-io
n, su
pply
a re
ason
for t
he o
pini
on, a
nd p
rovi
de so
me
sens
e of
clo
sure
.
1. W
rite
opin
ion
piec
es in
whi
ch th
ey in
trod
uce
the
topi
c or
boo
k th
ey a
re w
riting
abo
ut, s
tate
an
opin
ion,
sup-
ply
reas
ons t
hat s
uppo
rt th
e op
inio
n, u
se li
nkin
g w
ords
(e
.g.,
beca
use,
and
, also
) to
conn
ect o
pini
on a
nd re
a-so
ns, a
nd p
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n.2.
Use
a c
ombi
natio
n of
dra
win
g, d
icta
ting,
and
writi
ng to
co
mpo
se in
form
ative
/exp
lana
tory
text
s in
whi
ch th
ey
nam
e w
hat t
hey
are
writi
ng a
bout
and
supp
ly so
me
in-
form
ation
abo
ut th
e to
pic.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts i
n w
hich
they
nam
e a
topi
c, su
pply
som
e fa
cts a
bout
the
topi
c, a
nd p
rovi
de
som
e se
nse
of c
losu
re.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts i
n w
hich
they
intr
o-du
ce a
topi
c, u
se fa
cts a
nd d
efini
tions
to d
evel
op p
oint
s,
and
prov
ide
a co
nclu
ding
stat
emen
t or s
ectio
n.
3. U
se a
com
bina
tion
of d
raw
ing,
dic
tatin
g, a
nd w
riting
to
narr
ate
a sin
gle
even
t or s
ever
al lo
osel
y lin
ked
even
ts,
tell
abou
t the
eve
nts i
n th
e or
der i
n w
hich
they
oc-
curr
ed, a
nd p
rovi
de a
reac
tion
to w
hat h
appe
ned.
3. W
rite
narr
ative
s in
whi
ch th
ey re
coun
t tw
o or
mor
e ap
-pr
opria
tely
sequ
ence
d ev
ents
, inc
lude
som
e de
tails
re-
gard
ing
wha
t hap
pene
d, u
se te
mpo
ral w
ords
to si
gnal
ev
ent o
rder
, and
pro
vide
som
e se
nse
of c
losu
re.
3. W
rite
narr
ative
s in
whi
ch th
ey re
coun
t a w
ell-e
labo
rate
d ev
ent o
r sho
rt se
quen
ce o
f eve
nts,
incl
ude
deta
ils to
de
scrib
e ac
tions
, tho
ught
s, a
nd fe
elin
gs, u
se te
mpo
-ra
l wor
ds to
sign
al e
vent
ord
er, a
nd p
rovi
de a
sens
e of
cl
osur
e.
PRO
DU
CTI
ON
AN
D D
ISTR
IBU
TIO
N O
F W
RITI
NG
4. (B
egin
s in
grad
e 3)
4. (B
egin
s in
grad
e 3)
4. (B
egin
s in
grad
e 3)
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, r
espo
nd to
qu
estio
ns a
nd su
gges
tions
from
pee
rs a
nd a
dd d
etai
ls to
st
reng
then
writi
ng a
s nee
ded.
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, f
ocus
on
a to
pic,
resp
ond
to q
uesti
ons a
nd su
gges
tions
from
pee
rs,
and
add
deta
ils to
stre
ngth
en w
riting
as n
eede
d.
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts a
nd p
eers
, foc
us
on a
topi
c an
d st
reng
then
writi
ng a
s nee
ded
by re
visin
g an
d ed
iting
.
6. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, e
xplo
re a
va-
riety
of d
igita
l too
ls to
pro
duce
and
pub
lish
writi
ng, i
n-cl
udin
g in
col
labo
ratio
n w
ith p
eers
.
6. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, u
se a
var
iety
of
digi
tal t
ools
to p
rodu
ce a
nd p
ublis
h w
riting
, inc
ludi
ng in
co
llabo
ratio
n w
ith p
eers
.
6. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, u
se a
var
iety
of
digi
tal t
ools
to p
rodu
ce a
nd p
ublis
h w
riting
, inc
ludi
ng in
co
llabo
ratio
n w
ith p
eers
.
RESE
ARC
H T
O B
UIL
D A
ND
PRE
SEN
T KN
OW
LED
GE
7. P
artic
ipat
e in
shar
ed re
sear
ch a
nd w
riting
pro
ject
s (e.
g.,
expl
ore
a nu
mbe
r of b
ooks
by
a fa
vorit
e au
thor
and
ex-
pres
s opi
nion
s abo
ut th
em).
7. P
artic
ipat
e in
shar
ed re
sear
ch a
nd w
riting
pro
ject
s (e.
g.,
expl
ore
a nu
mbe
r of “
how
-to”
book
s on
a gi
ven
topi
c an
d us
e th
em to
writ
e a
sequ
ence
of i
nstr
uctio
ns).
7. P
artic
ipat
e in
shar
ed re
sear
ch a
nd w
riting
pro
ject
s (e.
g.,
read
a n
umbe
r of b
ooks
on
a sin
gle
topi
c to
pro
duce
a
repo
rt; r
ecor
d sc
ienc
e ob
serv
ation
s).
8. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, r
ecal
l inf
orm
a-tio
n fr
om e
xper
ienc
es o
r gat
her i
nfor
mati
on fr
om p
ro-
vide
d so
urce
s to
answ
er a
que
stion
.
8. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, r
ecal
l inf
orm
a -tio
n fr
om e
xper
ienc
es o
r gat
her i
nfor
mati
on fr
om p
ro-
vide
d so
urce
s to
answ
er a
que
stion
.
8. R
ecal
l inf
orm
ation
from
exp
erie
nces
or g
athe
r inf
orm
a -tio
n fr
om p
rovi
ded
sour
ces t
o an
swer
a q
uesti
on.
9. (B
egin
s in
grad
e 4)
9. (B
egin
s in
grad
e 4)
9. (B
egin
s in
grad
e 4)
RAN
GE
OF
WRI
TIN
G
10.
(Beg
ins i
n gr
ade
3)10
. (B
egin
s in
grad
e 3)
10.
(Beg
ins i
n gr
ade
3)
23
Wri
ting
sta
ndar
ds K
–5
[w]
1. W
rite
opin
ion
piec
es o
n to
pics
or t
exts
, sup
porti
ng a
po
int o
f vie
w w
ith re
ason
s.a.
Int
rodu
ce th
e to
pic
or te
xt th
ey a
re w
riting
abo
ut,
stat
e an
opi
nion
, and
cre
ate
an o
rgan
izatio
nal s
truc
-tu
re th
at li
sts r
easo
ns.
b. P
rovi
de re
ason
s tha
t sup
port
the
opin
ion.
c.
Use
link
ing
wor
ds a
nd p
hras
es (e
.g.,
beca
use,
ther
e-fo
re, s
ince
, for
exa
mpl
e) to
con
nect
opi
nion
and
re
ason
s.d.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion.
1. W
rite
opin
ion
piec
es o
n to
pics
or t
exts
, sup
porti
ng a
po
int o
f vie
w w
ith re
ason
s and
info
rmati
on.
a. I
ntro
duce
a to
pic
or te
xt c
lear
ly, st
ate
an o
pini
on, a
nd
crea
te a
n or
gani
zatio
nal s
truc
ture
in w
hich
rela
ted
idea
s are
gro
uped
to su
ppor
t the
writ
er’s
purp
ose.
b. P
rovi
de re
ason
s tha
t are
supp
orte
d by
fact
s and
de
tails
.c.
Li
nk o
pini
on a
nd re
ason
s usin
g w
ords
and
phr
ases
(e
.g.,
for i
nsta
nce,
in o
rder
to, i
n ad
ditio
n).
d. P
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n re
late
d to
th
e op
inio
n pr
esen
ted.
1. W
rite
opin
ion
piec
es o
n to
pics
or t
exts
, sup
porti
ng a
po
int o
f vie
w w
ith re
ason
s and
info
rmati
on.
a. I
ntro
duce
a to
pic
or te
xt c
lear
ly, st
ate
an o
pini
on,
and
crea
te a
n or
gani
zatio
nal s
truc
ture
in w
hich
id
eas a
re lo
gica
lly g
roup
ed to
supp
ort t
he w
riter
’s pu
rpos
e.b.
Pro
vide
logi
cally
ord
ered
reas
ons t
hat a
re su
ppor
ted
by fa
cts a
nd d
etai
ls.c.
Li
nk o
pini
on a
nd re
ason
s usin
g w
ords
, phr
ases
, and
cl
ause
s (e.
g., c
onse
quen
tly, s
peci
fical
ly).
d. P
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n re
late
d to
th
e op
inio
n pr
esen
ted.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e a
topi
c an
d co
nvey
idea
s and
info
rmati
on c
lear
ly.a.
Int
rodu
ce a
topi
c an
d gr
oup
rela
ted
info
rmati
on to
-ge
ther
; inc
lude
illu
stra
tions
whe
n us
eful
to a
idin
g co
mpr
ehen
sion.
b. D
evel
op th
e to
pic
with
fact
s, d
efini
tions
, and
det
ails.
c.
Use
link
ing
wor
ds a
nd p
hras
es (e
.g.,
also
, ano
ther
, an
d, m
ore,
but
) to
conn
ect i
deas
with
in c
ateg
orie
s of
info
rmati
on.
d. P
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e a
topi
c an
d co
nvey
idea
s and
info
rmati
on c
lear
ly.a.
Int
rodu
ce a
topi
c cl
early
and
gro
up re
late
d in
form
a-tio
n in
par
agra
phs a
nd se
ction
s; in
clud
e fo
rmatti
ng
(e.g
., he
adin
gs),
illus
trati
ons,
and
mul
timed
ia w
hen
usef
ul to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c w
ith fa
cts,
defi
nitio
ns, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
info
rmati
on a
nd e
xam
-pl
es re
late
d to
the
topi
c.c.
Li
nk id
eas w
ithin
cat
egor
ies o
f inf
orm
ation
usin
g w
ords
and
phr
ases
(e.g
., an
othe
r, fo
r exa
mpl
e, a
lso,
beca
use)
.d.
Use
pre
cise
lang
uage
and
dom
ain-
spec
ific
voca
bula
ry
to in
form
abo
ut o
r exp
lain
the
topi
c.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
rela
ted
to
the
info
rmati
on o
r exp
lana
tion
pres
ente
d.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e a
topi
c an
d co
nvey
idea
s and
info
rmati
on c
lear
ly.a.
Int
rodu
ce a
topi
c cl
early
, pro
vide
a g
ener
al o
bser
-va
tion
and
focu
s, a
nd g
roup
rela
ted
info
rmati
on
logi
cally
; inc
lude
form
atting
(e.g
., he
adin
gs),
il-lu
stra
tions
, and
mul
timed
ia w
hen
usef
ul to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c w
ith fa
cts,
defi
nitio
ns, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
info
rmati
on a
nd e
xam
-pl
es re
late
d to
the
topi
c.c.
Li
nk id
eas w
ithin
and
acr
oss c
ateg
orie
s of i
nfor
ma-
tion
usin
g w
ords
, phr
ases
, and
cla
uses
(e.g
., in
con
-tr
ast,
espe
cial
ly).
d. U
se p
reci
se la
ngua
ge a
nd d
omai
n-sp
ecifi
c vo
cabu
-la
ry to
info
rm a
bout
or e
xpla
in th
e to
pic.
e. P
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n re
late
d to
th
e in
form
ation
or e
xpla
natio
n pr
esen
ted.
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
TExT
TyP
E A
ND
PU
RPO
SES
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
erie
nces
or
eve
nts u
sing
effec
tive
tech
niqu
e, d
escr
iptiv
e de
tails
, an
d cl
ear e
vent
sequ
ence
s.a.
Est
ablis
h a
situa
tion
and
intr
oduc
e a
narr
ator
and
/or
char
acte
rs; o
rgan
ize a
n ev
ent s
eque
nce
that
unf
olds
na
tura
lly.
b. U
se d
ialo
gue
and
desc
riptio
ns o
f acti
ons,
thou
ghts
, an
d fe
elin
gs to
dev
elop
exp
erie
nces
and
eve
nts o
r sh
ow th
e re
spon
se o
f cha
ract
ers t
o sit
uatio
ns.
c.
Use
tem
pora
l wor
ds a
nd p
hras
es to
sign
al e
vent
or
der.
d. P
rovi
de a
sens
e of
clo
sure
.
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
erie
nces
or
eve
nts u
sing
effec
tive
tech
niqu
e, d
escr
iptiv
e de
tails
, an
d cl
ear e
vent
sequ
ence
s.a.
O
rient
the
read
er b
y es
tabl
ishin
g a
situa
tion
and
intr
o-du
cing
a n
arra
tor a
nd/o
r cha
ract
ers;
org
anize
an
even
t se
quen
ce th
at u
nfol
ds n
atur
ally.
b.
Use
dia
logu
e an
d de
scrip
tion
to d
evel
op e
xper
ienc
es
and
even
ts o
r sho
w th
e re
spon
ses o
f cha
ract
ers t
o sit
uatio
ns.
c.
Use
a v
arie
ty o
f tra
nsiti
onal
wor
ds a
nd p
hras
es to
man
-ag
e th
e se
quen
ce o
f eve
nts.
d.
Use
con
cret
e w
ords
and
phr
ases
and
sens
ory
deta
ils to
co
nvey
exp
erie
nces
and
eve
nts p
reci
sely.
e.
Prov
ide
a co
nclu
sion
that
follo
ws f
rom
the
narr
ated
ex-
perie
nces
or e
vent
s.
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
eri-
ence
s or e
vent
s usin
g eff
ectiv
e te
chni
que,
des
crip
tive
deta
ils, a
nd c
lear
eve
nt se
quen
ces.
a.
Orie
nt th
e re
ader
by
esta
blish
ing
a sit
uatio
n an
d in
tro-
duci
ng a
nar
rato
r and
/or c
hara
cter
s; o
rgan
ize a
n ev
ent
sequ
ence
that
unf
olds
nat
ural
ly.b.
U
se n
arra
tive
tech
niqu
es, s
uch
as d
ialo
gue,
des
crip
tion,
an
d pa
cing
, to
deve
lop
expe
rienc
es a
nd e
vent
s or s
how
th
e re
spon
ses o
f cha
ract
ers t
o sit
uatio
ns.
c.
Use
a v
arie
ty o
f tra
nsiti
onal
wor
ds, p
hras
es, a
nd c
laus
-es
to m
anag
e th
e se
quen
ce o
f eve
nts.
d.
Use
con
cret
e w
ords
and
phr
ases
and
sens
ory
deta
ils to
co
nvey
exp
erie
nces
and
eve
nts p
reci
sely.
e.
Prov
ide
a co
nclu
sion
that
follo
ws f
rom
the
narr
ated
ex-
perie
nces
or e
vent
s.
24
Wri
ting
sta
ndar
ds K
–5
[w]
4. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, p
rodu
ce w
riting
in
whi
ch th
e de
velo
pmen
t and
org
aniza
tion
are
appr
o-pr
iate
to ta
sk a
nd p
urpo
se. (
Grad
e-sp
ecifi
c ex
pect
ation
s fo
r writi
ng ty
pes a
re d
efine
d in
stan
dard
s 1–3
abo
ve.)
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
-ve
lopm
ent a
nd o
rgan
izatio
n ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for
writi
ng ty
pes a
re d
efine
d in
stan
dard
s 1–3
abo
ve.)
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
-ve
lopm
ent a
nd o
rgan
izatio
n ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for
writi
ng ty
pes a
re d
efine
d in
stan
dard
s 1–3
abo
ve.)
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
PRO
DU
CTI
ON
AN
D D
ISTR
IBU
TIO
N O
F W
RITI
NG
5. W
ith g
uida
nce
and
supp
ort f
rom
pee
rs a
nd a
dults
, de-
velo
p an
d st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re-
visin
g, a
nd e
ditin
g. (E
ditin
g fo
r con
venti
ons s
houl
d de
m-
onst
rate
com
man
d of
Lan
guag
e St
anda
rds 1
–3 u
p to
and
in
clud
ing
grad
e 3
on p
age
30.)
5. W
ith g
uida
nce
and
supp
ort f
rom
pee
rs a
nd a
dults
, de-
velo
p an
d st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re-
visin
g, a
nd e
ditin
g. (E
ditin
g fo
r con
venti
ons s
houl
d de
m-
onst
rate
com
man
d of
Lan
guag
e St
anda
rds 1
–3 u
p to
and
in
clud
ing
grad
e 4
on p
age
30.)
5. W
ith g
uida
nce
and
supp
ort f
rom
pee
rs a
nd a
dults
, de-
velo
p an
d st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re
visin
g, e
ditin
g, re
writi
ng, o
r try
ing
a ne
w a
ppro
ach.
(E
ditin
g fo
r con
venti
ons s
houl
d de
mon
stra
te c
omm
and
of L
angu
age
Stan
dard
s 1–3
up
to a
nd in
clud
ing
grad
e 5
on p
age
30.)
6. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, u
se te
chno
logy
to
pro
duce
and
pub
lish
writi
ng (u
sing
keyb
oard
ing
skill
s)
as w
ell a
s to
inte
ract
and
col
labo
rate
with
oth
ers.
6. W
ith so
me
guid
ance
and
supp
ort f
rom
adu
lts, u
se te
ch-
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce
and
publ
ish
writi
ng a
s wel
l as t
o in
tera
ct a
nd c
olla
bora
te w
ith o
ther
s;
dem
onst
rate
suffi
cien
t com
man
d of
key
boar
ding
skill
s to
type
a m
inim
um o
f one
pag
e in
a si
ngle
sitti
ng.
6. W
ith so
me
guid
ance
and
supp
ort f
rom
adu
lts, u
se te
ch-
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce
and
publ
ish
writi
ng a
s wel
l as t
o in
tera
ct a
nd c
olla
bora
te w
ith o
th-
ers;
dem
onst
rate
suffi
cien
t com
man
d of
key
boar
ding
sk
ills t
o ty
pe a
min
imum
of t
wo
page
s in
a sin
gle
sitting
.
RESE
ARC
H T
O B
UIL
D A
ND
PRE
SEN
T KN
OW
LED
GE
RAN
GE
OF
WRI
TIN
G
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
that
bui
ld k
now
ledg
e ab
out a
topi
c.7.
Con
duct
shor
t res
earc
h pr
ojec
ts th
at b
uild
kno
wle
dge
thro
ugh
inve
stiga
tion
of d
iffer
ent a
spec
ts o
f a to
pic.
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
that
use
seve
ral s
ourc
es
to b
uild
kno
wle
dge
thro
ugh
inve
stiga
tion
of d
iffer
ent a
s-pe
cts o
f a to
pic.
8. R
ecal
l inf
orm
ation
from
exp
erie
nces
or g
athe
r inf
orm
a -tio
n fr
om p
rint a
nd d
igita
l sou
rces
; tak
e br
ief n
otes
on
sour
ces a
nd so
rt e
vide
nce
into
pro
vide
d ca
tego
ries.
8. R
ecal
l rel
evan
t inf
orm
ation
from
exp
erie
nces
or g
athe
r re
leva
nt in
form
ation
from
prin
t and
dig
ital s
ourc
es; t
ake
note
s and
cat
egor
ize in
form
ation
, and
pro
vide
a li
st o
f so
urce
s.
8. R
ecal
l rel
evan
t inf
orm
ation
from
exp
erie
nces
or g
athe
r re
leva
nt in
form
ation
from
prin
t and
dig
ital s
ourc
es;
sum
mar
ize o
r par
aphr
ase
info
rmati
on in
not
es a
nd fi
n-ish
ed w
ork,
and
pro
vide
a li
st o
f sou
rces
.
9. (B
egin
s in
grad
e 4)
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd re
sear
ch.
a. A
pply
gra
de 4
Rea
ding
Sta
ndar
ds to
lite
ratu
re (i
.e.,
“Des
crib
e in
dep
th a
cha
ract
er, s
etting
, or e
vent
in a
st
ory
or d
ram
a, d
raw
ing
on sp
ecifi
c de
tails
in th
e te
xt
[e.g
., a
char
acte
r’s th
ough
ts, w
ords
, or a
ction
s].”)
.b.
App
ly g
rade
4 R
eadi
ng S
tand
ards
to in
form
ation
al
text
s (e.
g., “
Expl
ain
how
an
auth
or u
ses r
easo
ns a
nd
evid
ence
to su
ppor
t par
ticul
ar p
oint
s in
a te
xt”)
.
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd re
sear
ch.
a. A
pply
gra
de 5
Rea
ding
Sta
ndar
ds to
lite
ratu
re (i
.e.,
“Com
pare
and
con
tras
t tw
o or
mor
e ch
arac
ters
, se
tting
s, o
r eve
nts i
n a
stor
y or
a d
ram
a, d
raw
ing
on sp
ecifi
c de
tails
in th
e te
xt [e
.g.,
how
cha
ract
ers
inte
ract
]”).
b. A
pply
gra
de 5
Rea
ding
Sta
ndar
ds to
info
rmati
onal
te
xts (
e.g.
, “Ex
plai
n ho
w a
n au
thor
use
s rea
sons
and
ev
iden
ce to
supp
ort p
artic
ular
poi
nts i
n a
text
, ide
n-tif
ying
whi
ch re
ason
s and
evi
denc
e su
ppor
t whi
ch
poin
t[s]
”).
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
rese
arch
, refl
ectio
n, a
nd re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
rese
arch
, refl
ectio
n, a
nd re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
rese
arch
, refl
ectio
n, a
nd re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
25
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
collEgE and carEEr rEadinEss ancHor standards for SPeAKInG AnD LISTenInGThe K–5 standards on the following pages define what students should un-derstand and be able to do by the end of each 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 pro-viding broad standards, the latter providing additional specificity—that togeth-er define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and ex-pressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and for-mats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listen-
ers can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demon-strating command of formal English when indicated or appropriate.
NOTE ON RANGE AND CONTENT OF STUDENT SPEAKING AND LISTENING
To build a foundation for college and ca-reer readiness, students must have am-ple opportunities to take part in a vari-ety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations re-quires that students contribute accurate, relevant information; respond to and de-velop what others have said; make com-parisons and contrasts; and analyze and synthesize a multitude of ideas in vari-ous domains.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the poten-tial for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
26
Spea
king
and
Lis
teni
ng s
tand
ards
K–5
[s
l]Th
e fo
llow
ing
stan
dard
s for
K–5
offe
r a fo
cus f
or in
stru
ction
eac
h ye
ar to
hel
p en
sure
that
stud
ents
gai
n ad
equa
te m
aste
ry o
f a ra
nge
of sk
ills a
nd a
pplic
ation
s. S
tude
nts a
dvan
cing
thro
ugh
the
grad
es a
re e
xpec
ted
to m
eet e
ach
year
’s gr
ade-
spec
ific
stan
dard
s and
reta
in o
r fur
ther
dev
elop
skill
s and
und
erst
andi
ngs m
aste
red
in p
rece
ding
gra
des.
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
COM
PREH
ENSI
ON
AN
D C
OLL
ABO
RATI
ON
1. P
artic
ipat
e in
col
labo
rativ
e co
nver
satio
ns w
ith d
iver
se
part
ners
abo
ut k
inde
rgar
ten
topi
cs a
nd te
xts w
ith p
eers
an
d ad
ults
in sm
all a
nd la
rger
gro
ups.
a. F
ollo
w a
gree
d-up
on ru
les f
or d
iscus
sions
(e.g
., lis
ten-
ing
to o
ther
s and
taki
ng tu
rns s
peak
ing
abou
t the
to
pics
and
text
s und
er d
iscus
sion)
.b.
Con
tinue
a c
onve
rsati
on th
roug
h m
ultip
le e
xcha
nges
.
1. P
artic
ipat
e in
col
labo
rativ
e co
nver
satio
ns w
ith d
iver
se
part
ners
abo
ut g
rade
1 to
pics
and
text
s with
pee
rs a
nd
adul
ts in
smal
l and
larg
er g
roup
s.a.
Fol
low
agr
eed-
upon
rule
s for
disc
ussio
ns (e
.g.,
liste
n-in
g to
oth
ers w
ith c
are,
spea
king
one
at a
tim
e ab
out
the
topi
cs a
nd te
xts u
nder
disc
ussio
n).
b. B
uild
on
othe
rs’ t
alk
in c
onve
rsati
ons b
y re
spon
d-in
g to
the
com
men
ts o
f oth
ers t
hrou
gh m
ultip
le
exch
ange
s.c.
As
k qu
estio
ns to
cle
ar u
p an
y co
nfus
ion
abou
t the
to
pics
and
text
s und
er d
iscus
sion.
1. P
artic
ipat
e in
col
labo
rativ
e co
nver
satio
ns w
ith d
iver
se
part
ners
abo
ut g
rade
2 to
pics
and
text
s with
pee
rs a
nd
adul
ts in
smal
l and
larg
er g
roup
s.a.
Fol
low
agr
eed-
upon
rule
s for
disc
ussio
ns (e
.g.,
gain
-in
g th
e flo
or in
resp
ectfu
l way
s, li
sten
ing
to o
ther
s w
ith c
are,
spea
king
one
at a
tim
e ab
out t
he to
pics
an
d te
xts u
nder
disc
ussio
n).
b. B
uild
on
othe
rs’ t
alk
in c
onve
rsati
ons b
y lin
king
thei
r co
mm
ents
to th
e re
mar
ks o
f oth
ers.
c.
Ask
for c
larifi
catio
n an
d fu
rthe
r exp
lana
tion
as n
eed-
ed a
bout
the
topi
cs a
nd te
xts u
nder
disc
ussio
n.
PRES
ENTA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
2. C
onfir
m u
nder
stan
ding
of a
text
read
alo
ud o
r inf
orm
a-tio
n pr
esen
ted
oral
ly o
r thr
ough
oth
er m
edia
by
aski
ng
and
answ
erin
g qu
estio
ns a
bout
key
det
ails
and
requ
est-
ing
clar
ifica
tion
if so
met
hing
is n
ot u
nder
stoo
d.
2. A
sk a
nd a
nsw
er q
uesti
ons a
bout
key
det
ails
in a
text
re
ad a
loud
or i
nfor
mati
on p
rese
nted
ora
lly o
r thr
ough
ot
her m
edia
.
2. R
ecou
nt o
r des
crib
e ke
y id
eas o
r det
ails
from
a te
xt re
ad
alou
d or
info
rmati
on p
rese
nted
ora
lly o
r thr
ough
oth
er
med
ia.
3. A
sk a
nd a
nsw
er q
uesti
ons i
n or
der t
o se
ek h
elp,
get
in-
form
ation
, or c
larif
y so
met
hing
that
is n
ot u
nder
stoo
d.3.
Ask
and
ans
wer
que
stion
s abo
ut w
hat a
spea
ker s
ays i
n or
der t
o ga
ther
add
ition
al in
form
ation
or c
larif
y so
me-
thin
g th
at is
not
und
erst
ood.
3. A
sk a
nd a
nsw
er q
uesti
ons a
bout
wha
t a sp
eake
r say
s in
orde
r to
clar
ify c
ompr
ehen
sion,
gat
her a
dditi
onal
info
r -m
ation
, or d
eepe
n un
ders
tand
ing
of a
topi
c or
issu
e.
4. D
escr
ibe
fam
iliar
peo
ple,
pla
ces,
thin
gs, a
nd e
vent
s and
, w
ith p
rom
pting
and
supp
ort,
prov
ide
addi
tiona
l det
ail.
4. D
escr
ibe
peop
le, p
lace
s, th
ings
, and
eve
nts w
ith re
leva
nt
deta
ils, e
xpre
ssin
g id
eas a
nd fe
elin
gs c
lear
ly.4.
Tell
a st
ory
or re
coun
t an
expe
rienc
e w
ith a
ppro
pria
te
fact
s and
rele
vant
, des
crip
tive
deta
ils, s
peak
ing
audi
bly
in c
oher
ent s
ente
nces
.
5. A
dd d
raw
ings
or o
ther
visu
al d
ispla
ys to
des
crip
tions
as
desir
ed to
pro
vide
add
ition
al d
etai
l.5.
Add
dra
win
gs o
r oth
er v
isual
disp
lays
to d
escr
ip-
tions
whe
n ap
prop
riate
to c
larif
y id
eas,
thou
ghts
, and
fe
elin
gs.
5. C
reat
e au
dio
reco
rdin
gs o
f sto
ries o
r poe
ms;
add
dra
w-
ings
or o
ther
visu
al d
ispla
ys to
stor
ies o
r rec
ount
s of
expe
rienc
es w
hen
appr
opria
te to
cla
rify
idea
s, th
ough
ts,
and
feel
ings
.
6. S
peak
aud
ibly
and
exp
ress
thou
ghts
, fee
lings
, and
idea
s cl
early
. 6.
Pro
duce
com
plet
e se
nten
ces w
hen
appr
opria
te to
task
an
d sit
uatio
n. (S
ee g
rade
1 L
angu
age
stan
dard
s 1 a
nd 3
on
pag
e 28
for s
peci
fic e
xpec
tatio
ns.)
6. P
rodu
ce c
ompl
ete
sent
ence
s whe
n ap
prop
riate
to ta
sk
and
situa
tion
in o
rder
to p
rovi
de re
ques
ted
deta
il or
cl
arifi
catio
n. (S
ee g
rade
2 L
angu
age
stan
dard
s 1 a
nd 3
on
pag
e 28
for s
peci
fic e
xpec
tatio
ns.)
27
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
COM
PREH
ENSI
ON
AN
D C
OLL
ABO
RATI
ON
PRES
ENTA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
1. E
ngag
e eff
ectiv
ely
in a
rang
e of
col
labo
rativ
e di
scus
sions
(o
ne-o
n-on
e, in
gro
ups,
and
teac
her-l
ed) w
ith d
iver
se
part
ners
on
grad
e 3
topi
cs a
nd te
xts,
bui
ldin
g on
oth
ers’
id
eas a
nd e
xpre
ssin
g th
eir o
wn
clea
rly.
a. C
ome
to d
iscus
sions
pre
pare
d, h
avin
g re
ad o
r stu
d-ie
d re
quire
d m
ater
ial;
expl
icitl
y dr
aw o
n th
at p
repa
-ra
tion
and
othe
r inf
orm
ation
kno
wn
abou
t the
topi
c to
exp
lore
idea
s und
er d
iscus
sion.
b. F
ollo
w a
gree
d-up
on ru
les f
or d
iscus
sions
(e.g
., ga
in-
ing
the
floor
in re
spec
tful w
ays,
list
enin
g to
oth
ers
with
car
e, sp
eaki
ng o
ne a
t a ti
me
abou
t the
topi
cs
and
text
s und
er d
iscus
sion)
.c.
As
k qu
estio
ns to
che
ck u
nder
stan
ding
of i
nfor
mati
on
pres
ente
d, st
ay o
n to
pic,
and
link
thei
r com
men
ts to
th
e re
mar
ks o
f oth
ers.
d. E
xpla
in th
eir o
wn
idea
s and
und
erst
andi
ng in
ligh
t of
the
disc
ussio
n.
Spea
king
and
Lis
teni
ng s
tand
ards
K–5
[s
l]
1. E
ngag
e eff
ectiv
ely
in a
rang
e of
col
labo
rativ
e di
scus
sions
(o
ne-o
n-on
e, in
gro
ups,
and
teac
her-l
ed) w
ith d
iver
se
part
ners
on
grad
e 4
topi
cs a
nd te
xts,
bui
ldin
g on
oth
ers’
id
eas a
nd e
xpre
ssin
g th
eir o
wn
clea
rly.
a. C
ome
to d
iscus
sions
pre
pare
d, h
avin
g re
ad o
r stu
d-ie
d re
quire
d m
ater
ial;
expl
icitl
y dr
aw o
n th
at p
repa
-ra
tion
and
othe
r inf
orm
ation
kno
wn
abou
t the
topi
c to
exp
lore
idea
s und
er d
iscus
sion.
b. F
ollo
w a
gree
d-up
on ru
les f
or d
iscus
sions
and
car
ry
out a
ssig
ned
role
s.c.
Po
se a
nd re
spon
d to
spec
ific
ques
tions
to c
larif
y or
fo
llow
up
on in
form
ation
, and
mak
e co
mm
ents
that
co
ntrib
ute
to th
e di
scus
sion
and
link
to th
e re
mar
ks
of o
ther
s.d.
Rev
iew
the
key
idea
s exp
ress
ed a
nd e
xpla
in
thei
r ow
n id
eas a
nd u
nder
stan
ding
in li
ght o
f the
di
scus
sion.
1. E
ngag
e eff
ectiv
ely
in a
rang
e of
col
labo
rativ
e di
scus
sions
(o
ne-o
n-on
e, in
gro
ups,
and
teac
her-l
ed) w
ith d
iver
se
part
ners
on
grad
e 5
topi
cs a
nd te
xts,
bui
ldin
g on
oth
ers’
id
eas a
nd e
xpre
ssin
g th
eir o
wn
clea
rly.
a. C
ome
to d
iscus
sions
pre
pare
d, h
avin
g re
ad o
r stu
d-ie
d re
quire
d m
ater
ial;
expl
icitl
y dr
aw o
n th
at p
repa
-ra
tion
and
othe
r inf
orm
ation
kno
wn
abou
t the
topi
c to
exp
lore
idea
s und
er d
iscus
sion.
b. F
ollo
w a
gree
d-up
on ru
les f
or d
iscus
sions
and
car
ry
out a
ssig
ned
role
s.c.
Po
se a
nd re
spon
d to
spec
ific
ques
tions
by
mak
ing
com
men
ts th
at c
ontr
ibut
e to
the
disc
ussio
n an
d el
abor
ate
on th
e re
mar
ks o
f oth
ers.
d. R
evie
w th
e ke
y id
eas e
xpre
ssed
and
dra
w c
oncl
u-sio
ns in
ligh
t of i
nfor
mati
on a
nd k
now
ledg
e ga
ined
fr
om th
e di
scus
sions
.
2. D
eter
min
e th
e m
ain
idea
s and
supp
ortin
g de
tails
of a
te
xt re
ad a
loud
or i
nfor
mati
on p
rese
nted
in d
iver
se m
e -di
a an
d fo
rmat
s, in
clud
ing
visu
ally,
qua
ntita
tivel
y, an
d or
ally.
2. P
arap
hras
e po
rtion
s of a
text
read
alo
ud o
r inf
orm
ation
pr
esen
ted
in d
iver
se m
edia
and
form
ats,
incl
udin
g vi
su-
ally,
qua
ntita
tivel
y, an
d or
ally.
2. S
umm
arize
a w
ritten
text
read
alo
ud o
r inf
orm
ation
pre
-se
nted
in d
iver
se m
edia
and
form
ats,
incl
udin
g vi
sual
ly,
quan
titati
vely,
and
ora
lly.
3. A
sk a
nd a
nsw
er q
uesti
ons a
bout
info
rmati
on fr
om a
sp
eake
r, off
erin
g ap
prop
riate
ela
bora
tion
and
deta
il.3.
Iden
tify
the
reas
ons a
nd e
vide
nce
a sp
eake
r pro
vide
s to
supp
ort p
artic
ular
poi
nts.
3. S
umm
arize
the
poin
ts a
spea
ker m
akes
and
exp
lain
how
ea
ch c
laim
is su
ppor
ted
by re
ason
s and
evi
denc
e.
4. R
epor
t on
a to
pic
or te
xt, t
ell a
stor
y, or
reco
unt a
n ex
-pe
rienc
e w
ith a
ppro
pria
te fa
cts a
nd re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g cl
early
at a
n un
ders
tand
able
pac
e.
4. R
epor
t on
a to
pic
or te
xt, t
ell a
stor
y, or
reco
unt a
n ex
pe-
rienc
e in
an
orga
nize
d m
anne
r, us
ing
appr
opria
te fa
cts
and
rele
vant
, des
crip
tive
deta
ils to
supp
ort m
ain
idea
s or
them
es; s
peak
cle
arly
at a
n un
ders
tand
able
pac
e.
4. R
epor
t on
a to
pic
or te
xt o
r pre
sent
an
opin
ion,
se-
quen
cing
idea
s log
ical
ly a
nd u
sing
appr
opria
te fa
cts a
nd
rele
vant
, des
crip
tive
deta
ils to
supp
ort m
ain
idea
s or
them
es; s
peak
cle
arly
at a
n un
ders
tand
able
pac
e.
5. C
reat
e en
gagi
ng a
udio
reco
rdin
gs o
f sto
ries o
r poe
ms
that
dem
onst
rate
flui
d re
adin
g at
an
unde
rsta
ndab
le
pace
; add
visu
al d
ispla
ys w
hen
appr
opria
te to
em
phas
ize
or e
nhan
ce c
erta
in fa
cts o
r det
ails.
5. A
dd a
udio
reco
rdin
gs a
nd v
isual
disp
lays
to p
rese
nta-
tions
whe
n ap
prop
riate
to e
nhan
ce th
e de
velo
pmen
t of
mai
n id
eas o
r the
mes
.
5. In
clud
e m
ultim
edia
com
pone
nts (
e.g.
, gra
phic
s, so
und)
an
d vi
sual
disp
lays
in p
rese
ntati
ons w
hen
appr
opria
te to
en
hanc
e th
e de
velo
pmen
t of m
ain
idea
s or t
hem
es.
6. S
peak
in c
ompl
ete
sent
ence
s whe
n ap
prop
riate
to ta
sk
and
situa
tion
in o
rder
to p
rovi
de re
ques
ted
deta
il or
cl
arifi
catio
n. (S
ee g
rade
3 L
angu
age
stan
dard
s 1 a
nd 3
on
page
30
for s
peci
fic e
xpec
tatio
ns.)
6. D
iffer
entia
te b
etw
een
cont
exts
that
cal
l for
form
al
Engl
ish (e
.g.,
pres
entin
g id
eas)
and
situ
ation
s whe
re in
-fo
rmal
disc
ours
e is
appr
opria
te (e
.g.,
smal
l-gro
up d
iscus
-sio
n); u
se fo
rmal
Eng
lish
whe
n ap
prop
riate
to ta
sk a
nd
situa
tion.
(See
gra
de 4
Lan
guag
e st
anda
rds 1
and
3 o
n pa
ge 3
0 fo
r spe
cific
exp
ecta
tions
.)
6. A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, u
sing
form
al E
nglis
h w
hen
appr
opria
te to
task
and
situ
ation
. (S
ee g
rade
5 L
angu
age
stan
dard
s 1 a
nd 3
on
page
30
for
spec
ific
expe
ctati
ons.
)
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
28
collEgE and carEEr rEadinEss ancHor standards for LAnGuAGeThe K–5 standards on the following pages define what students should un-derstand and be able to do by the end of each 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 pro-viding broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Conventions of Standard english1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitaliza-tion, punctuation, and spelling when writing.
Knowledge of Language3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and use4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate indepen-dence in gathering vocabulary knowledge when encountering an un-known term important to comprehension or expression.
NOTE ON RANGE AND CONTENT OF STUDENT LANGUAGE USE
To build a foundation for college and career readiness in language, students must gain control over many conven-tions of standard English grammar, us-age, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the mean-ing of grade-appropriate words en-countered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shad-ings of meaning, and relationships to other words; and expand their vocabu-lary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to con-ventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
29
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
CON
VEN
TIO
NS
OF
STA
ND
ARD
EN
GLI
SH
Lang
uage
sta
ndar
ds K
–5
[l]
The
follo
win
g st
anda
rds f
or g
rade
s K–5
offe
r a fo
cus f
or in
stru
ction
eac
h ye
ar to
hel
p en
sure
that
stud
ents
gai
n ad
equa
te m
aste
ry o
f a ra
nge
of sk
ills a
nd a
pplic
ation
s. S
tude
nts a
dvan
cing
thro
ugh
the
grad
es a
re e
xpec
ted
to m
eet e
ach
year
’s gr
ade-
spec
ific
stan
dard
s and
reta
in o
r fur
ther
dev
elop
skill
s and
und
erst
andi
ngs m
aste
red
in p
rece
ding
gra
des.
Beg
inni
ng in
gra
de 3
, ski
lls a
nd
unde
rsta
ndin
gs th
at a
re p
artic
ular
ly li
kely
to re
quire
con
tinue
d att
entio
n in
hig
her g
rade
s as t
hey
are
appl
ied
to in
crea
singl
y so
phisti
cate
d w
riting
and
spea
king
are
mar
ked
with
an
aste
risk
(*).
See
the
tabl
e on
pag
e 33
for a
com
plet
e lis
t and
App
endi
x A
for a
n ex
ampl
e of
how
thes
e sk
ills d
evel
op in
soph
istica
tion.
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
With
gui
danc
e an
d su
ppor
t, id
entif
y an
d w
rite
man
y up
per-
and
low
erca
se le
tters
, inc
ludi
ng th
ose
in th
e st
uden
t’s n
ame.
b. U
se fr
eque
ntly
occ
urrin
g no
uns a
nd v
erbs
.c.
Fo
rm re
gula
r plu
ral n
ouns
ora
lly b
y ad
ding
/s/ o
r /es
/ (e
.g.,
dog,
dog
s; w
ish, w
ishes
).d.
Und
erst
and
and
use
ques
tion
wor
ds (i
nter
roga
tives
) (e
.g.,
who
, wha
t, w
here
, whe
n, w
hy, h
ow).
e. U
se th
e m
ost f
requ
ently
occ
urrin
g pr
epos
ition
s (e.
g.,
to, f
rom
, in,
out
, on,
off,
for,
of, b
y, w
ith).
f. Pr
oduc
e an
d ex
pand
com
plet
e se
nten
ces i
n sh
ared
la
ngua
ge a
ctivi
ties.
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Ind
epen
dent
ly id
entif
y an
d le
gibl
y w
rite
all u
pper
-and
lo
wer
case
lette
rs (l
egib
ility
is d
efine
d as
the
lette
r be-
ing
reco
gniza
ble
to re
ader
s in
isola
tion
from
oth
er le
t-te
rs in
a w
ord)
.b.
Pro
duce
gra
de-a
ppro
pria
te te
xt u
sing
legi
ble
writi
ng.
c.
Use
com
mon
, pro
per,
and
poss
essiv
e no
uns.
d. U
se si
ngul
ar a
nd p
lura
l nou
ns w
ith m
atch
ing
verb
s in
basic
sent
ence
s (e.
g., H
e ho
ps; W
e ho
p).
e. U
se p
erso
nal,
poss
essiv
e, a
nd in
defin
ite p
rono
uns
(e.g
., I,
me,
my;
they
, the
m, t
heir;
any
one,
eve
ryth
ing)
.f.
Use
ver
bs to
con
vey
a se
nse
of p
ast,
pres
ent,
and
futu
re (e
.g.,
Yest
erda
y I w
alke
d ho
me;
Toda
y I w
alk
hom
e; To
mor
row
I w
ill w
alk
hom
e).
g.
Use
freq
uent
ly o
ccur
ring
adje
ctive
s.h.
Use
freq
uent
ly o
ccur
ring
conj
uncti
ons (
e.g.
, and
, but
, or
, so,
bec
ause
).i.
Use
det
erm
iner
s (e.
g., a
rticl
es, d
emon
stra
tives
).j.
Use
freq
uent
ly o
ccur
ring
prep
ositi
ons (
e.g.
, dur
ing,
be
yond
, tow
ard)
.k.
Pr
oduc
e an
d ex
pand
com
plet
e sim
ple
and
com
poun
d de
clar
ative
, int
erro
gativ
e, im
pera
tive,
and
exc
lam
a-to
ry se
nten
ces i
n re
spon
se to
pro
mpt
s.
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Flu
ently
, ind
epen
dent
ly, a
nd le
gibl
y w
rite
all u
pper
- an
d lo
wer
case
lette
rs.
b. P
rodu
ce g
rade
-app
ropr
iate
text
usin
g le
gibl
e w
riting
.c.
U
nder
stan
d th
at c
ursiv
e is
diffe
rent
from
m
anus
crip
t.d.
Use
col
lecti
ve n
ouns
(e.g
., gr
oup)
.e.
For
m a
nd u
se fr
eque
ntly
occ
urrin
g irr
egul
ar p
lura
l no
uns (
e.g.
, fee
t, ch
ildre
n, te
eth,
mic
e, fi
sh).
f. U
se re
flexi
ve p
rono
uns (
e.g.
, mys
elf,
ours
elve
s).
g.
Form
and
use
the
past
tens
e of
freq
uent
ly o
ccur
-rin
g irr
egul
ar v
erbs
(e.g
., sa
t, hi
d, to
ld).
h. U
se a
djec
tives
and
adv
erbs
, and
cho
ose
betw
een
them
dep
endi
ng o
n w
hat i
s to
be m
odifi
ed.
i. Pr
oduc
e, e
xpan
d, a
nd re
arra
nge
com
plet
e sim
ple
and
com
poun
d se
nten
ces (
e.g.
, The
boy
wat
ched
th
e m
ovie
; The
litt
le b
oy w
atch
ed th
e m
ovie
; The
ac
tion
mov
ie w
as w
atch
ed b
y th
e litt
le b
oy).
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. C
apita
lize
the
first
wor
d in
a se
nten
ce a
nd th
e pr
o-no
un I.
b. R
ecog
nize
and
nam
e en
d pu
nctu
ation
.c.
W
rite
a le
tter o
r lett
ers f
or m
ost c
onso
nant
and
sh
ort-v
owel
soun
ds (p
hone
mes
).d.
Spe
ll sim
ple
wor
ds p
hone
tical
ly, d
raw
ing
on k
now
l-ed
ge o
f sou
nd-le
tter r
elati
onsh
ips.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. C
apita
lize
date
s and
nam
es o
f peo
ple.
b. U
se e
nd p
unct
uatio
n fo
r sen
tenc
es.
c.
Use
com
mas
in d
ates
and
to se
para
te si
ngle
wor
ds in
a
serie
s.d.
Use
con
venti
onal
spel
ling
for w
ords
with
com
mon
sp
ellin
g pa
ttern
s and
for f
requ
ently
occ
urrin
g irr
egul
ar
wor
ds.
e. S
pell
unta
ught
wor
ds p
hone
tical
ly, d
raw
ing
on p
hone
-m
ic a
war
enes
s and
spel
ling
conv
entio
ns.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. C
apita
lize
holid
ays,
pro
duct
nam
es, a
nd g
eogr
aphi
c na
mes
.b.
Use
com
mas
in g
reeti
ngs a
nd c
losin
gs o
f lett
ers.
c.
Use
an
apos
trop
he to
form
con
trac
tions
and
fre-
quen
tly o
ccur
ring
poss
essiv
es.
d. G
ener
alize
lear
ned
spel
ling
patte
rns w
hen
writi
ng
wor
ds (e
.g.,
cage
→ b
adge
; boy
→ b
oil).
e. C
onsu
lt re
fere
nce
mat
eria
ls, in
clud
ing
begi
n-ni
ng d
ictio
narie
s, a
s nee
ded
to c
heck
and
cor
rect
sp
ellin
gs.
30
3. (B
egin
s in
grad
e 2)
3. (B
egin
s in
grad
e 2)
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Com
pare
form
al a
nd in
form
al u
ses o
f Eng
lish.
Lang
uage
sta
ndar
ds K
–5
[l]
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
KNO
WLE
DG
E O
F LA
NG
UA
GE
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
-tip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n ki
nder
gart
en
read
ing
and
cont
ent.
a. I
denti
fy n
ew m
eani
ngs f
or fa
mili
ar w
ords
and
ap-
ply
them
acc
urat
ely
(e.g
., kn
owin
g du
ck is
a b
ird a
nd
lear
ning
the
verb
to d
uck)
.b.
Use
the
mos
t fre
quen
tly o
ccur
ring
infle
ction
s and
af-
fixes
(e.g
., -e
d, -s
, re-
, un-
, pre
-, -fu
l, -le
ss) a
s a c
lue
to
the
mea
ning
of a
n un
know
n w
ord.
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd p
hras
es b
ased
on
grad
e 1
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
an
arra
y of
st
rate
gies
.a.
Use
sent
ence
-leve
l con
text
as a
clu
e to
the
mea
ning
of
a w
ord
or p
hras
e.b.
Use
freq
uent
ly o
ccur
ring
affixe
s as a
clu
e to
the
mea
ning
of a
wor
d.c.
Id
entif
y fr
eque
ntly
occ
urrin
g ro
ot w
ords
(e.g
., lo
ok)
and
thei
r infl
ectio
nal f
orm
s (e.
g., l
ooks
, loo
ked,
lo
okin
g).
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd p
hras
es b
ased
on
grad
e 2
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
an
arra
y of
st
rate
gies
.a.
Use
sent
ence
-leve
l con
text
as a
clu
e to
the
mea
ning
of
a w
ord
or p
hras
e.b.
Det
erm
ine
the
mea
ning
of t
he n
ew w
ord
form
ed
whe
n a
know
n pr
efix
is ad
ded
to a
kno
wn
wor
d (e
.g.,
happ
y/un
happ
y, te
ll/re
tell)
.c.
U
se a
kno
wn
root
wor
d as
a c
lue
to th
e m
eani
ng o
f an
unk
now
n w
ord
with
the
sam
e ro
ot (e
.g.,
addi
tion,
ad
ditio
nal).
d. U
se k
now
ledg
e of
the
mea
ning
of i
ndiv
idua
l wor
ds
to p
redi
ct th
e m
eani
ng o
f com
poun
d w
ords
(e.g
., bi
rdho
use,
ligh
thou
se, h
ouse
fly; b
ooks
helf,
not
eboo
k,
book
mar
k).
e. U
se g
loss
arie
s and
beg
inni
ng d
ictio
narie
s, b
oth
prin
t an
d di
gita
l, to
det
erm
ine
or c
larif
y th
e m
eani
ng o
f w
ords
and
phr
ases
.
VOC
ABU
LARy
ACQ
UIS
ITIO
N A
ND
USE
31
Lang
uage
sta
ndar
ds K
–5
[l]
Ki
nder
gart
ners
: G
rade
1 S
tude
nts:
G
rade
2 S
tude
nts:
VOC
ABU
LARy
ACQ
UIS
ITIO
N A
ND
USE
(CO
NTI
NU
ED)
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, e
xplo
re w
ord
rela
tions
hips
and
nua
nces
in w
ord
mea
ning
s.a.
Sor
t com
mon
obj
ects
into
cat
egor
ies (
e.g.
, sha
pes,
fo
ods)
to g
ain
a se
nse
of th
e co
ncep
ts th
e ca
tego
ries
repr
esen
t.b.
Dem
onst
rate
und
erst
andi
ng o
f fre
quen
tly o
ccur
ring
verb
s and
adj
ectiv
es b
y re
latin
g th
em to
thei
r opp
o-sit
es (a
nton
yms)
.c.
Id
entif
y re
al-li
fe c
onne
ction
s bet
wee
n w
ords
an
d th
eir u
se (e
.g.,
note
pla
ces a
t sch
ool t
hat a
re
colo
rful
).d.
Disti
ngui
sh sh
ades
of m
eani
ng a
mon
g ve
rbs d
escr
ib-
ing
the
sam
e ge
nera
l acti
on (e
.g.,
wal
k, m
arch
, str
ut,
pran
ce) b
y ac
ting
out t
he m
eani
ngs.
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts, d
emon
stra
te
unde
rsta
ndin
g of
wor
d re
latio
nshi
ps a
nd n
uanc
es in
w
ord
mea
ning
s.a.
Sor
t wor
ds in
to c
ateg
orie
s (e.
g., c
olor
s, c
loth
-in
g) to
gai
n a
sens
e of
the
conc
epts
the
cate
gorie
s re
pres
ent.
b. D
efine
wor
ds b
y ca
tego
ry a
nd b
y on
e or
mor
e ke
y at
-tr
ibut
es (e
.g.,
a du
ck is
a b
ird th
at sw
ims;
a ti
ger i
s a
larg
e ca
t with
strip
es).
c.
Iden
tify
real
-life
con
necti
ons b
etw
een
wor
ds a
nd
thei
r use
(e.g
., no
te p
lace
s at h
ome
that
are
coz
y).
d. D
isting
uish
shad
es o
f mea
ning
am
ong
verb
s diff
er-
ing
in m
anne
r (e.
g., l
ook,
pee
k, g
lanc
e, st
are,
gla
re,
scow
l) an
d ad
jecti
ves d
iffer
ing
in in
tens
ity (e
.g.,
larg
e, g
igan
tic) b
y de
finin
g or
cho
osin
g th
em o
r by
actin
g ou
t the
mea
ning
s.
5. D
emon
stra
te u
nder
stan
ding
of w
ord
rela
tions
hips
and
nu
ance
s in
wor
d m
eani
ngs.
a. I
denti
fy re
al-li
fe c
onne
ction
s bet
wee
n w
ords
and
th
eir u
se (e
.g.,
desc
ribe
food
s tha
t are
spic
y or
ju
icy)
.b.
Disti
ngui
sh sh
ades
of m
eani
ng a
mon
g cl
osel
y re
lat-
ed v
erbs
(e.g
., to
ss, t
hrow
, hur
l) an
d cl
osel
y re
late
d ad
jecti
ves (
e.g.
, thi
n, sl
ende
r, sk
inny
, scr
awny
).
6. U
se w
ords
and
phr
ases
acq
uire
d th
roug
h co
nver
satio
ns,
read
ing
and
bein
g re
ad to
, and
resp
ondi
ng to
text
s.6.
Use
wor
ds a
nd p
hras
es a
cqui
red
thro
ugh
conv
ersa
tions
, re
adin
g an
d be
ing
read
to, a
nd re
spon
ding
to te
xts,
in-
clud
ing
usin
g fr
eque
ntly
occ
urrin
g co
njun
ction
s to
signa
l sim
ple
rela
tions
hips
(e.g
., be
caus
e).
6. U
se w
ords
and
phr
ases
acq
uire
d th
roug
h co
nver
sa-
tions
, rea
ding
and
bei
ng re
ad to
, and
resp
ondi
ng to
te
xts,
incl
udin
g us
ing
adje
ctive
s and
adv
erbs
to d
e-sc
ribe
(e.g
., W
hen
othe
r kid
s are
hap
py th
at m
akes
m
e ha
ppy)
.
32
Lang
uage
Sta
ndar
ds K
–5
[L]
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
CON
VEN
TIO
NS
OF
STA
ND
ARD
EN
GLI
SH1.
Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glish
gra
mm
ar a
nd u
sage
whe
n w
riting
or s
peak
ing.
a. I
ndep
ende
ntly
and
legi
bly
writ
e al
l upp
er- a
nd lo
wer
-ca
se c
ursiv
e le
tters
.b.
Pro
duce
gra
de-a
ppro
pria
te te
xt u
sing
legi
ble
curs
ive
writi
ng.
c.
Expl
ain
the
func
tion
of n
ouns
, pro
noun
s, v
erbs
, ad-
jecti
ves,
and
adv
erbs
in g
ener
al a
nd th
eir f
uncti
ons
in p
artic
ular
sent
ence
s.d.
For
m a
nd u
se re
gula
r and
irre
gula
r plu
ral n
ouns
.e.
Use
abs
trac
t nou
ns (e
.g.,
child
hood
).f.
Form
and
use
regu
lar a
nd ir
regu
lar v
erbs
.g.
Fo
rm a
nd u
se th
e sim
ple
(e.g
., I w
alke
d; I
wal
k; I
will
w
alk)
ver
b te
nses
.h.
Ens
ure
subj
ect-v
erb
and
pron
oun-
ante
cede
nt
agre
emen
t.*i.
Form
and
use
com
para
tive
and
supe
rlativ
e ad
jecti
ves
and
adve
rbs,
and
cho
ose
betw
een
them
dep
endi
ng
on w
hat i
s to
be m
odifi
ed.
j. U
se c
oord
inati
ng a
nd su
bord
inati
ng c
onju
nctio
ns.
k.
Prod
uce
simpl
e, c
ompo
und,
and
com
plex
sent
ence
s.
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Flu
ently
, ind
epen
dent
ly, a
nd le
gibl
y w
rite
all u
pper
an
d lo
wer
cas
e cu
rsiv
e le
tters
.b.
Pro
duce
gra
de-a
ppro
pria
te te
xt u
sing
legi
ble
curs
ive
writi
ng.
c.
Use
rela
tive
pron
ouns
(who
, who
se, w
hom
, whi
ch,
that
) and
rela
tive
adve
rbs (
whe
re, w
hen,
why
).d.
For
m a
nd u
se th
e pr
ogre
ssiv
e (e
.g.,
I was
wal
king
; I
am w
alki
ng; I
will
be
wal
king
) ver
b te
nses
.e.
Use
mod
al a
uxili
arie
s (e.
g., c
an, m
ay, m
ust)
to c
onve
y va
rious
con
ditio
ns.
f. O
rder
adj
ectiv
es w
ithin
sent
ence
s acc
ordi
ng to
con
-ve
ntion
al p
atter
ns (e
.g.,
a sm
all r
ed b
ag ra
ther
than
a
red
smal
l bag
).g.
Fo
rm a
nd u
se p
repo
sition
al p
hras
es.
h. P
rodu
ce c
ompl
ete
sent
ence
s, re
cogn
izing
and
cor
-re
cting
inap
prop
riate
frag
men
ts a
nd ru
n-on
s.*
i. Co
rrec
tly u
se fr
eque
ntly
con
fuse
d w
ords
(e.g
., to
, to
o, tw
o; th
ere,
thei
r).*
1. D
emon
s tra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Mai
n tai
n le
gibl
e an
d flu
ent c
ursiv
e w
riting
. b.
Exp
lain
the
func
tion
of c
onju
nctio
ns, p
repo
sition
s,
and
inte
rjecti
ons i
n ge
nera
l and
thei
r fun
ction
in
parti
cula
r sen
tenc
es.
c.
F orm
and
use
the
perfe
ct (e
.g.,
I had
wal
ked;
I ha
ve
wal
ked;
I w
ill h
ave
wal
ked)
ver
b te
nses
.d.
Use
ver
b te
nse
to c
onve
y va
rious
tim
es, s
eque
nces
, st
ates
, and
con
ditio
ns.
e. R
ecog
nize
and
cor
rect
inap
prop
riate
shift
s in
verb
te
nse.
*f.
Use
cor
rela
tive
conj
uncti
ons (
e.g.
, eith
er/o
r, ne
ither
/nor
).
2. D
emon
s tra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. C
apita
lize
appr
opria
te w
ords
in ti
tles.
b. U
se c
omm
as in
add
ress
es.
c.
Use
com
mas
and
quo
tatio
n m
arks
in d
ialo
gue.
d. F
orm
and
use
pos
sess
ives
.e.
Use
con
venti
onal
spel
ling
for h
igh-
freq
uenc
y an
d ot
her s
tudi
ed w
ords
and
for a
ddin
g su
ffixe
s to
base
w
ords
(e.g
., sitti
ng, s
mile
d, c
ries,
hap
pine
ss).
f. U
se sp
ellin
g pa
ttern
s and
gen
eral
izatio
ns (e
.g.,
wor
d fa
mili
es, p
ositi
on-b
ased
spel
lings
, syl
labl
e pa
ttern
s,
endi
ng ru
les,
mea
ning
ful w
ord
part
s) in
writi
ng
wor
ds.
g.
Cons
ult r
efer
ence
mat
eria
ls, in
clud
ing
begi
nnin
g di
c-tio
narie
s, a
s nee
ded
to c
heck
and
cor
rect
spel
lings
.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. U
se c
orre
ct c
apita
lizati
on.
b. U
se c
omm
as a
nd q
uota
tion
mar
ks to
mar
k di
rect
sp
eech
and
quo
tatio
ns fr
om a
text
.c.
U
se a
com
ma
befo
re a
coo
rdin
ating
con
junc
tion
in
a co
mpo
und
sent
ence
.d.
Spe
ll gr
ade-
appr
opria
te w
ords
cor
rect
ly, c
onsu
lting
re
fere
nces
as n
eede
d.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tan-
dard
Eng
lish
capi
taliz
ation
, pun
ctua
tion,
and
spel
ling
whe
n w
riting
.a.
Use
pun
ctua
tion
to se
para
te it
ems i
n a
serie
s.*
b. U
se a
com
ma
to se
para
te a
n in
trod
ucto
ry e
lem
ent
from
the
rest
of t
he se
nten
ce.
c.
Use
a c
omm
a to
set o
ff th
e w
ords
yes
and
no
(e.g
., Ye
s, th
ank
you)
, to
set o
ff a
tag
ques
tion
from
the
rest
of t
he se
nten
ce (e
.g.,
It’s t
rue,
isn’
t it?
), an
d to
indi
cate
dire
ct a
ddre
ss (e
.g.,
Is th
at
you,
Ste
ve?)
.d.
Use
und
erlin
ing,
quo
tatio
n m
arks
, or i
talic
s to
in-
dica
te ti
tles o
f wor
ks.
e. S
pell
grad
e-ap
prop
riate
wor
ds c
orre
ctly,
con
sult-
ing
refe
renc
es a
s nee
ded.
33
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
d an
d ph
rase
s bas
ed o
n gr
ade
3 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
st
rate
gies
.a.
Use
sent
ence
-leve
l con
text
as a
clu
e to
the
mea
ning
of
a w
ord
or p
hras
e.b.
Det
erm
ine
the
mea
ning
of t
he n
ew w
ord
form
ed
whe
n a
know
n affi
x is
adde
d to
a k
now
n w
ord
(e.g
., ag
reea
ble/
disa
gree
able
, com
fort
able
/unc
omfo
rtab
le,
care
/car
eles
s, h
eat/
preh
eat)
.c.
U
se a
kno
wn
root
wor
d as
a c
lue
to th
e m
eani
ng o
f an
unk
now
n w
ord
with
the
sam
e ro
ot (e
.g.,
com
pa-
ny, c
ompa
nion
).d.
Use
glo
ssar
ies o
r beg
inni
ng d
ictio
narie
s, b
oth
prin
t an
d di
gita
l, to
det
erm
ine
or c
larif
y th
e pr
ecise
mea
n-in
g of
key
wor
ds a
nd p
hras
es.
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd p
hras
es b
ased
on
grad
e 4
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
a ra
nge
of
stra
tegi
es.
a. U
se c
onte
xt (e
.g.,
defin
ition
s, e
xam
ples
, or r
esta
te-
men
ts in
text
) as a
clu
e to
the
mea
ning
of a
wor
d or
ph
rase
.b.
Use
com
mon
, gra
de-a
ppro
pria
te G
reek
and
Lati
n affi
xes a
nd ro
ots a
s clu
es to
the
mea
ning
of a
wor
d (e
.g.,
tele
grap
h, p
hoto
grap
h, a
utog
raph
).c.
Co
nsul
t ref
eren
ce m
ater
ials
(e.g
., di
ction
arie
s, g
los-
sarie
s, th
esau
ruse
s), b
oth
prin
t and
dig
ital,
to fi
nd
the
pron
unci
ation
and
det
erm
ine
or c
larif
y th
e pr
e-ci
se m
eani
ng o
f key
wor
ds a
nd p
hras
es.
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd p
hras
es b
ased
on
grad
e 5
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
a ra
nge
of
stra
tegi
es.
a. U
se c
onte
xt (e
.g.,
caus
e/eff
ect r
elati
onsh
ips a
nd
com
paris
ons i
n te
xt) a
s a c
lue
to th
e m
eani
ng o
f a
wor
d or
phr
ase.
b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek a
nd L
atin
affixe
s and
root
s as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., ph
otog
raph
, pho
tosy
nthe
sis).
c.
Cons
ult r
efer
ence
mat
eria
ls (e
.g.,
dicti
onar
ies,
glo
s-sa
ries,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
th
e pr
onun
ciati
on a
nd d
eter
min
e or
cla
rify
the
pre-
cise
mea
ning
of k
ey w
ords
and
phr
ases
.
Lang
uage
sta
ndar
ds K
–5
[l]
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
KNO
WLE
DG
E O
F LA
NG
UA
GE
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Cho
ose
wor
ds a
nd p
hras
es fo
r effe
ct.*
b. R
ecog
nize
and
obs
erve
diff
eren
ces b
etw
een
the
con-
venti
ons o
f spo
ken
and
writt
en st
anda
rd E
nglis
h.
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Cho
ose
wor
ds a
nd p
hras
es to
con
vey
idea
s pr
ecise
ly.*
b. C
hoos
e pu
nctu
ation
for e
ffect
.*c.
Di
ffere
ntiat
e be
twee
n co
ntex
ts th
at c
all f
or fo
rmal
En
glish
(e.g
., pr
esen
ting
idea
s) a
nd si
tuati
ons w
here
in
form
al d
iscou
rse
is ap
prop
riate
(e.g
., sm
all-g
roup
di
scus
sion)
.
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Exp
and,
com
bine
, and
redu
ce se
nten
ces f
or m
ean-
ing,
read
er/li
sten
er in
tere
st, a
nd st
yle.
b. C
ompa
re a
nd c
ontr
ast t
he v
arie
ties o
f Eng
lish
(e.g
., di
alec
ts, r
egist
ers)
use
d in
stor
ies,
dra
mas
, or
poem
s.
34
Lang
uage
sta
ndar
ds K
–5
[l]
G
rade
3 S
tude
nts:
G
rade
4 S
tude
nts:
G
rade
5 S
tude
nts:
VOC
ABU
LARy
ACQ
UIS
ITIO
N A
ND
USE
6. A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te c
onve
rsa-
tiona
l, ge
nera
l aca
dem
ic, a
nd d
omai
n-sp
ecifi
c w
ords
and
ph
rase
s, in
clud
ing
thos
e th
at si
gnal
spati
al a
nd te
mpo
ral
rela
tions
hips
(e.g
., Aft
er d
inne
r tha
t nig
ht w
e w
ent l
ook-
ing
for t
hem
).
6. A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al
acad
emic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es, i
n-cl
udin
g th
ose
that
sign
al p
reci
se a
ction
s, e
moti
ons,
or
stat
es o
f bei
ng (e
.g.,
quizz
ed, w
hine
d, st
amm
ered
) an
d th
at a
re b
asic
to a
par
ticul
ar to
pic
(e.g
., w
ildlif
e,
cons
erva
tion,
and
end
ange
red
whe
n di
scus
sing
anim
al
pres
erva
tion)
.
6. A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
-al
aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
, in
clud
ing
thos
e th
at si
gnal
con
tras
t, ad
ditio
n, a
nd
othe
r log
ical
rela
tions
hips
(e.g
., ho
wev
er, a
lthou
gh,
neve
rthe
less
, sim
ilarly
, mor
eove
r, in
add
ition
).
5. D
emon
stra
te u
nder
stan
ding
of w
ord
rela
tions
hips
and
nu
ance
s in
wor
d m
eani
ngs.
a. D
isting
uish
the
liter
al a
nd n
onlit
eral
mea
ning
s of
wor
ds a
nd p
hras
es in
con
text
(e.g
., ta
ke st
eps)
.b.
Ide
ntify
real
-life
con
necti
ons b
etw
een
wor
ds a
nd
thei
r use
(e.g
., de
scrib
e pe
ople
who
are
frie
ndly
or
help
ful).
c.
Disti
ngui
sh sh
ades
of m
eani
ng a
mon
g re
late
d w
ords
th
at d
escr
ibe
stat
es o
f min
d or
deg
rees
of c
erta
inty
(e
.g.,
knew
, bel
ieve
d, su
spec
ted,
hea
rd, w
onde
red)
.
5. D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, wor
d re
latio
nshi
ps, a
nd n
uanc
es in
wor
d m
eani
ngs.
a. E
xpla
in th
e m
eani
ng o
f sim
ple
simile
s and
met
apho
rs
(e.g
., as
pre
tty
as a
pic
ture
) in
cont
ext.
b. R
ecog
nize
and
exp
lain
the
mea
ning
of c
omm
on id
i-om
s, a
dage
s, a
nd p
rove
rbs.
c.
Dem
onst
rate
und
erst
andi
ng o
f wor
ds b
y re
latin
g th
em to
thei
r opp
osite
s (an
tony
ms)
and
to w
ords
w
ith si
mila
r but
not
iden
tical
mea
ning
s (sy
nony
ms)
.
5. D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, w
ord
rela
tions
hips
, and
nua
nces
in w
ord
mea
ning
s.a.
Int
erpr
et fi
gura
tive
lang
uage
, inc
ludi
ng si
mile
s and
m
etap
hors
, in
cont
ext.
b. R
ecog
nize
and
exp
lain
the
mea
ning
of c
omm
on
idio
ms,
ada
ges,
and
pro
verb
s.c.
U
se th
e re
latio
nshi
p be
twee
n pa
rticu
lar w
ords
(e
.g.,
syno
nym
s, a
nton
yms,
hom
ogra
phs)
to b
etter
un
ders
tand
eac
h of
the
wor
ds.
35
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series.†
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener in-terest, and style.‡
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.
L.9–10.1a. Use parallel structure.
* Subsumed by L.7.3a † Subsumed by L.9–10.1a ‡ Subsumed by L.11–12.3a
languagE ProgrEssivE sKills, By gradEThe following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
GRAdE(S)
STANdARd 3 4 5 6 7 8 9/10 11/12
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
36
STAnDARD 10: RAnGe, QuALITY, AnD COMPLeXITY OF STuDenT ReADInG K–5
Qualitative
Reader and Task
Quantitative
MEASURING TExT COMPLExITy: THREE FACTORS
Qualitative evaluation of the text: Levels of meaning, structure, language conventional-ity and clarity, and knowledge demands
Quantitative evaluation of the text: Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Note: More detailed information on text complexity and how it is measured is contained in Appendix A.
RAnGe OF TeXT TYPeS FOR K–5Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
LITERATURE
SToRiES Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth
DRAMAS Includes staged dialogue and brief familiar scenes
PoETRy Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
INFORMATIONAL TExT
LiTERARy NoNfiCTioN AND HiSToRiCAL, SCiENTifiC, AND TECHNiCAL TExTS Includes biographies and autobiographies; books about history, social studies, science, and the arts; tech-
nical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics
37
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
tExts illustrating tHE comPlExity, Quality, and rangE of studEnt rEading K–5
LITERATURE, STORIES, dRAMA, POETRY
K1 Over in the Meadow by John Langstaff (traditional) (c1800)*
A Boy, a Dog, and a Frog by Mercer Mayer (1967) A Story, A Story by Gail E. Haley (1970)* Pancakes for Breakfast by Tomie DePaola (1978) Kitten’s First Full Moon by Kevin Henkes (2004)*
Grade 11
“Mix a Pancake” by Christina G. Rossetti (1893)** Mr. Popper’s Penguins by Richard Atwater (1938)* Little Bear by Else Holmelund Minarik, illustrated by Maurice Sendak (1957)**
Frog and Toad Together by Arnold Lobel (1971)** Hi! Fly Guy by Tedd Arnold (2006)
Grades 2–3 “Who Has Seen the Wind?” by Christina G. Rossetti (1893) Charlotte’s Web by E. B. White (1952)* Sarah, Plain and Tall by Patricia MacLachlan (1985) Tops and Bottoms by Janet Stevens (1995) Poppleton in Winter by Cynthia Rylant, illustrated by Mark Teague (2001)
Grades 4–5 Alice’s Adventures in Wonderland by Lewis Carroll (1865) “Casey at the Bat” by Ernest Lawrence Thayer (1888) The Black Stallion by Walter Farley (1941) “Zlateh the Goat” by Isaac Bashevis Singer (1984) Where the Mountain Meets the Moon by Grace Lin (2009)
INFORMATIONAL TEXT: Literary Nonfiction and Historical, Scientific, and Technical Texts
K1 My Five Senses by Aliki (1962)** Truck by Donald Crews (1980) I Read Signs by Tana Hoban (1987) What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003)*
Amazing Whales! by Sarah L. Thomson (2005)*
Grade 11
A Tree Is a Plant by Clyde Robert Bulla, illustrated by Stacey Schuett (1960)**
Starfish by Edith Thacher Hurd (1962) Follow the Water from Brook to Ocean by Arthur Dorros (1991)**
From Seed to Pumpkin by Wendy Pfeffer, illustrated by James Graham Hale (2004)*
How People Learned to Fly by Fran Hodgkins and True Kelley (2007)*
Grades 2–3 A Medieval Feast by Aliki (1983) From Seed to Plant by Gail Gibbons (1991) The Story of Ruby Bridges by Robert Coles (1995)* A Drop of Water: A Book of Science and Wonder by Walter Wick (1997)
Moonshot: The Flight of Apollo 11 by Brian Floca (2009)
Grades 4–5 Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)
Hurricanes: Earth’s Mightiest Storms by Patricia Lauber (1996)
A History of US by Joy Hakim (2005) Horses by Seymour Simon (2006) Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by Sy Montgomery (2006)
Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a wide range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of K–5 text complexity, qual-ity, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth. On the next page is an example of progressions of texts building knowledge across grade levels.
* Read aloud** Read along1 Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to
their reading level and their word knowledge. Many of the titles listed above are meant to supplement carefully structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
38
STAYInG On TOPIC WITHIn A GRADe AnD ACROSS GRADeS:How to Build Knowledge Systematically in english Language Arts K–5
Grades 4–5
Circulatory system The Heart by Seymour Simon (2006)
The Heart and Circulation by Carol Ballard (2005)
The Circulatory System by Kristin Petrie (2007)
The Amazing Circulatory System by John Burstein (2009)
Respiratory system The Lungs by Seymour Simon (2007)
The Respiratory System by Susan Glass (2004)
The Respiratory System by Kristin Petrie (2007)
The Remarkable Respiratory System by John Burstein (2009)
Endocrine system The Endocrine System by Rebecca Olien (2006)
The Exciting Endocrine System by John Burstein (2009)
Grades 2–3 Digestive and excretory systems
What Happens to a Hamburger by Paul Showers (1985)
The Digestive System by Christine Taylor-Butler (2008)
The Digestive System by Rebecca L. Johnson (2006)
The Digestive System by Kristin Petrie (2007)
Taking care of your body: Healthy eating and nutrition
Good Enough to Eat by Lizzy Rockwell (1999)
Showdown at the Food Pyramid by Rex Barron (2004)
Muscular, skeletal, and ner-vous systems
The Mighty Muscular and Skeletal Systems Crabtree Publishing (2009)
Muscles by Seymour Simon (1998)
Bones by Seymour Simon (1998)
The Astounding Nervous System, Crabtree Publishing (2009)
The Nervous System by Joelle Riley (2004)
Grade 1Introduction to the systems of the human body and as-sociated body parts
Under Your Skin: Your Amazing Body by Mick Manning (2007)
Me and My Amazing Body by Joan Sweeney (1999)
The Human Body by Gallimard Jeunesse (2007)
The Busy Body Book by Lizzy Rockwell (2008)
First Encyclopedia of the Human Body by Fiona Chandler (2004)
Taking care of your body: Germs, diseases, and pre-venting illness
Germs Make Me Sick by Marilyn Berger (1995)
Tiny Life on Your Body by Christine Taylor-Butler (2005)
Germ Stories by Arthur Kornberg (2007)
All About Scabs by GenichiroYagu (1998)
KindergartenThe five senses and associ-ated body parts
My Five Senses by Aliki (1989)
Hearing by Maria Rius (1985)
Sight by Maria Rius (1985) Smell by Maria Rius (1985) Taste by Maria Rius (1985) Touch by Maria Rius (1985)
Taking care of your body: overview (hygiene, diet, exercise, rest)
My Amazing Body: A First Look at Health & Fitness by Pat Thomas (2001)
Get Up and Go! by Nancy Carlson (2008)
Go Wash Up by Doering Tourville (2008)
Sleep by Paul Showers (1997)
Fuel the Body by Doering Tourville (2008)
EXEMPLAR TEXTS ON TOPIC ACROSS GRAdES
THE HUMAN BOdYStudents can begin learning about the human body starting in kindergarten and then review and extend their learning during each subsequent grade.
Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an ad-equate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and de-veloped in subsequent grade levels to ensure an increas-ingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly
K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.
Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to illustrate how curriculum design-ers and classroom teachers can infuse the English language arts block with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students’ reading and understanding of increasingly complex texts on their own in subsequent grades.
UTAH CORE STATE STANDARDSfor
ENGLISH LANGUAGE ARTS
6–12
39
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
UTAH CORE STATE STANDARDSfor
ENGLISH LANGUAGE ARTS
6–12Utah EducationSTATE
OFFICEof
41
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
collEgE and carEEr rEadinEss ancHor standards for ReADInGThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each 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 pro-viding 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 logi-
cal 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 develop-ment; 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 Structure4. Interpret words and phrases as they are used in a text, including deter-
mining 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, para-graphs, 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 Ideas7. Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, includ-ing 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 indepen-
dently and proficiently.
* Please see “Research to Build 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.
NOTE ON RANGE AND CONTENT OF STUDENT READING
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer pro-found insights into the human condi-tion and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and lit-erary nonfiction of steadily increasing sophistication, students gain a reser-voir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
42
Read
ing
stan
dard
s for
lite
ratu
re 6
–12
[rl]
The
follo
win
g st
anda
rds o
ffer a
focu
s for
inst
ructi
on e
ach
year
and
hel
p en
sure
that
stud
ents
gai
n ad
equa
te e
xpos
ure
to a
rang
e of
text
s and
task
s. R
igor
is a
lso in
fuse
d th
roug
h th
e re
quire
men
t tha
t st
uden
ts re
ad in
crea
singl
y co
mpl
ex te
xts t
hrou
gh th
e gr
ades
. Stu
dent
s adv
anci
ng th
roug
h th
e gr
ades
are
exp
ecte
d to
mee
t eac
h ye
ar’s
grad
e-sp
ecifi
c st
anda
rds a
nd re
tain
or f
urth
er d
evel
op sk
ills
and
unde
rsta
ndin
gs m
aste
red
in p
rece
ding
gra
des.
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
1. C
ite te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f wha
t the
te
xt sa
ys e
xplic
itly
as w
ell a
s inf
eren
ces d
raw
n fr
om th
e te
xt.
1. C
ite se
vera
l pie
ces o
f tex
tual
evi
denc
e to
supp
ort a
naly
-sis
of w
hat t
he te
xt sa
ys e
xplic
itly
as w
ell a
s inf
eren
ces
draw
n fr
om th
e te
xt.
1. C
ite th
e te
xtua
l evi
denc
e th
at m
ost s
tron
gly
supp
orts
an
ana
lysis
of w
hat t
he te
xt sa
ys e
xplic
itly
as w
ell a
s in-
fere
nces
dra
wn
from
the
text
.
2. D
eter
min
e a
them
e or
cen
tral
idea
of a
text
and
how
it is
co
nvey
ed th
roug
h pa
rticu
lar d
etai
ls; p
rovi
de a
sum
mar
y of
the
text
disti
nct f
rom
per
sona
l opi
nion
s or j
udgm
ents
.
2. D
eter
min
e a
them
e or
cen
tral
idea
of a
text
and
ana
lyze
its
dev
elop
men
t ove
r the
cou
rse
of th
e te
xt; p
rovi
de a
n ob
jecti
ve su
mm
ary
of th
e te
xt.
2. D
eter
min
e a
them
e or
cen
tral
idea
of a
text
and
ana
-ly
ze it
s dev
elop
men
t ove
r the
cou
rse
of th
e te
xt, i
n-cl
udin
g its
rela
tions
hip
to th
e ch
arac
ters
, setti
ng, a
nd
plot
; pro
vide
an
obje
ctive
sum
mar
y of
the
text
.
3. D
escr
ibe
how
a p
artic
ular
stor
y’s o
r dra
ma’
s plo
t unf
olds
in
a se
ries o
f epi
sode
s, a
s wel
l as h
ow th
e ch
arac
ters
re-
spon
d or
cha
nge
as th
e pl
ot m
oves
tow
ard
a re
solu
tion.
3. A
naly
ze h
ow p
artic
ular
ele
men
ts o
f a st
ory
or d
ram
a in
-te
ract
(e.g
., ho
w se
tting
shap
es th
e ch
arac
ters
or p
lot)
.3.
Ana
lyze
how
par
ticul
ar li
nes o
f dia
logu
e or
inci
dent
s in
a st
ory
or d
ram
a pr
opel
the
actio
n, re
veal
asp
ects
of a
ch
arac
ter,
or p
rovo
ke a
dec
ision
.
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e an
d co
nnot
ative
m
eani
ngs;
ana
lyze
the
impa
ct o
f a sp
ecifi
c w
ord
choi
ce
on m
eani
ng a
nd to
ne.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e an
d co
nnot
ative
m
eani
ngs;
ana
lyze
the
impa
ct o
f rhy
mes
and
oth
er re
p-eti
tions
of s
ound
s (e.
g., a
llite
ratio
n) o
n a
spec
ific
vers
e or
stan
za o
f a p
oem
or s
ectio
n of
a st
ory
or d
ram
a.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e an
d co
nnot
ative
m
eani
ngs;
ana
lyze
the
impa
ct o
f spe
cific
wor
d ch
oice
s on
mea
ning
and
tone
, inc
ludi
ng a
nalo
gies
or a
llusio
ns
to o
ther
text
s.
5. A
naly
ze h
ow a
par
ticul
ar se
nten
ce, c
hapt
er, s
cene
, or
stan
za fi
ts in
to th
e ov
eral
l str
uctu
re o
f a te
xt a
nd c
ontr
ib-
utes
to th
e de
velo
pmen
t of t
he th
eme,
setti
ng, o
r plo
t.
5. A
naly
ze h
ow a
dra
ma’
s or p
oem
’s fo
rm o
r str
uctu
re (e
.g.,
solil
oquy
, son
net)
con
trib
utes
to it
s mea
ning
.5.
Com
pare
and
con
tras
t the
stru
ctur
e of
two
or m
ore
text
s and
ana
lyze
how
the
diffe
ring
stru
ctur
e of
eac
h te
xt c
ontr
ibut
es to
its m
eani
ng a
nd st
yle.
6. E
xpla
in h
ow a
n au
thor
dev
elop
s the
poi
nt o
f vie
w o
f the
na
rrat
or o
r spe
aker
in a
text
.6.
Ana
lyze
how
an
auth
or d
evel
ops a
nd c
ontr
asts
the
poin
ts o
f vie
w o
f diff
eren
t cha
ract
ers o
r nar
rato
rs in
a
text
.
6. A
naly
ze h
ow d
iffer
ence
s in
the
poin
ts o
f vie
w o
f the
ch
arac
ters
and
the
audi
ence
or r
eade
r (e.
g., c
reat
ed
thro
ugh
the
use
of d
ram
atic
irony
) cre
ate
such
effe
cts
as su
spen
se o
r hum
or.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
7. C
ompa
re a
nd c
ontr
ast t
he e
xper
ienc
e of
read
ing
a st
ory,
dram
a, o
r poe
m to
list
enin
g to
or v
iew
ing
an a
udio
, vid
-eo
, or l
ive
vers
ion
of th
e te
xt, i
nclu
ding
con
tras
ting
wha
t th
ey “s
ee”
and
“hea
r” w
hen
read
ing
the
text
to w
hat
they
per
ceiv
e w
hen
they
list
en o
r wat
ch.
7. C
ompa
re a
nd c
ontr
ast a
writt
en st
ory,
dram
a, o
r poe
m
to it
s aud
io, fi
lmed
, sta
ged,
or m
ultim
edia
ver
sion,
ana
-ly
zing
the
effec
ts o
f tec
hniq
ues u
niqu
e to
eac
h m
ediu
m
(e.g
., lig
hting
, sou
nd, c
olor
, or c
amer
a fo
cus a
nd a
ngle
s in
a fi
lm).
7. A
naly
ze th
e ex
tent
to w
hich
a fi
lmed
or l
ive
prod
uctio
n of
a st
ory
or d
ram
a st
ays f
aith
ful t
o or
dep
arts
from
the
text
or s
crip
t, ev
alua
ting
the
choi
ces m
ade
by th
e di
rec-
tor o
r act
ors.
8. (N
ot a
pplic
able
to li
tera
ture
)8.
(Not
app
licab
le to
lite
ratu
re)
8. (N
ot a
pplic
able
to li
tera
ture
)
43
Read
ing
stan
dard
s for
lite
ratu
re 6
–12
[rl]
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
9. C
ompa
re a
nd c
ontr
ast t
exts
in d
iffer
ent f
orm
s or g
enre
s (e
.g.,
stor
ies a
nd p
oem
s; h
istor
ical
nov
els a
nd fa
ntas
y st
orie
s) in
term
s of t
heir
appr
oach
es to
sim
ilar t
hem
es
and
topi
cs.
9. C
ompa
re a
nd c
ontr
ast a
ficti
onal
por
tray
al o
f a ti
me,
pl
ace,
or c
hara
cter
and
a h
istor
ical
acc
ount
of t
he sa
me
perio
d as
a m
eans
of u
nder
stan
ding
how
aut
hors
of fi
c-tio
n us
e or
alte
r hist
ory.
9. A
naly
ze h
ow a
mod
ern
wor
k of
ficti
on d
raw
s on
them
es, p
atter
ns o
f eve
nts,
or c
hara
cter
type
s fro
m
myt
hs, t
radi
tiona
l sto
ries,
or r
elig
ious
wor
ks su
ch a
s th
e Bi
ble,
incl
udin
g de
scrib
ing
how
the
mat
eria
l is r
en-
dere
d ne
w.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era-
ture
, inc
ludi
ng st
orie
s, d
ram
as, a
nd p
oem
s, in
the
grad
es 6
–8 te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
sc
affol
ding
as n
eede
d at
the
high
end
of t
he ra
nge.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era-
ture
, inc
ludi
ng st
orie
s, d
ram
as, a
nd p
oem
s, in
the
grad
es 6
–8 te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
sc
affol
ding
as n
eede
d at
the
high
end
of t
he ra
nge.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
era-
ture
, inc
ludi
ng st
orie
s, d
ram
as, a
nd p
oem
s, a
t the
hi
gh e
nd o
f gra
des 6
–8 te
xt c
ompl
exity
ban
d in
de-
pend
ently
and
pro
ficie
ntly.
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
44
Read
ing
stan
dard
s for
lite
ratu
re 6
–12
[rl]
The
CCR
anch
or st
anda
rds a
nd h
igh
scho
ol g
rade
-spe
cific
stan
dard
s wor
k in
tand
em to
defi
ne c
olle
ge a
nd c
aree
r rea
dine
ss e
xpec
tatio
ns—
the
form
er p
rovi
ding
bro
ad st
anda
rds,
the
latte
r pro
vidi
ng
addi
tiona
l spe
cific
ity.
1. C
ite st
rong
and
thor
ough
text
ual e
vide
nce
to su
ppor
t ana
lysis
of w
hat t
he te
xt sa
ys e
x-pl
icitl
y as
wel
l as i
nfer
ence
s dra
wn
from
the
text
. 1.
Cite
stro
ng a
nd th
orou
gh te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f wha
t the
text
says
ex-
plic
itly
as w
ell a
s inf
eren
ces d
raw
n fr
om th
e te
xt, i
nclu
ding
det
erm
inin
g w
here
the
text
le
aves
matt
ers u
ncer
tain
.2.
Det
erm
ine
a th
eme
or c
entr
al id
ea o
f a te
xt a
nd a
naly
ze in
det
ail i
ts d
evel
opm
ent o
ver
the
cour
se o
f the
text
, inc
ludi
ng h
ow it
em
erge
s and
is sh
aped
and
refin
ed b
y sp
ecifi
c de
tails
; pro
vide
an
obje
ctive
sum
mar
y of
the
text
.
2. D
eter
min
e tw
o or
mor
e th
emes
or c
entr
al id
eas o
f a te
xt a
nd a
naly
ze th
eir d
evel
op-
men
t ove
r the
cou
rse
of th
e te
xt, i
nclu
ding
how
they
inte
ract
and
bui
ld o
n on
e an
othe
r to
pro
duce
a c
ompl
ex a
ccou
nt; p
rovi
de a
n ob
jecti
ve su
mm
ary
of th
e te
xt.
3. A
naly
ze h
ow c
ompl
ex c
hara
cter
s (e.
g., t
hose
with
mul
tiple
or c
onfli
cting
moti
vatio
ns)
deve
lop
over
the
cour
se o
f a te
xt, i
nter
act w
ith o
ther
cha
ract
ers,
and
adv
ance
the
plot
or
dev
elop
the
them
e.
3. A
naly
ze th
e im
pact
of t
he a
utho
r’s c
hoic
es re
gard
ing
how
to d
evel
op a
nd re
late
ele
-m
ents
of a
stor
y or
dra
ma
(e.g
., w
here
a st
ory
is se
t, ho
w th
e ac
tion
is or
dere
d, h
ow
the
char
acte
rs a
re in
trod
uced
and
dev
elop
ed).
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
the
text
, inc
ludi
ng
figur
ative
and
con
nota
tive
mea
ning
s; a
naly
ze th
e cu
mul
ative
impa
ct o
f spe
cific
wor
d ch
oice
s on
mea
ning
and
tone
(e.g
., ho
w th
e la
ngua
ge e
voke
s a se
nse
of ti
me
and
plac
e;
how
it se
ts a
form
al o
r inf
orm
al to
ne).
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
the
text
, inc
ludi
ng
figur
ative
and
con
nota
tive
mea
ning
s; a
naly
ze th
e im
pact
of s
peci
fic w
ord
choi
ces o
n m
eani
ng a
nd to
ne, i
nclu
ding
wor
ds w
ith m
ultip
le m
eani
ngs o
r lan
guag
e th
at is
par
ticu-
larly
fres
h, e
ngag
ing,
or b
eauti
ful.
(Incl
ude
Shak
espe
are
as w
ell a
s oth
er a
utho
rs.)
5. A
naly
ze h
ow a
n au
thor
’s ch
oice
s con
cern
ing
how
to st
ruct
ure
a te
xt, o
rder
eve
nts
with
in it
(e.g
., pa
ralle
l plo
ts),
and
man
ipul
ate
time
(e.g
., pa
cing
, flas
hbac
ks) c
reat
e su
ch
effec
ts a
s mys
tery
, ten
sion,
or s
urpr
ise.
5. A
naly
ze h
ow a
n au
thor
’s ch
oice
s con
cern
ing
how
to st
ruct
ure
spec
ific
part
s of a
text
(e
.g.,
the
choi
ce o
f whe
re to
beg
in o
r end
a st
ory,
the
choi
ce to
pro
vide
a c
omed
ic o
r tr
agic
reso
lutio
n) c
ontr
ibut
e to
its o
vera
ll st
ruct
ure
and
mea
ning
as w
ell a
s its
aes
theti
c im
pact
.
6. A
naly
ze a
par
ticul
ar p
oint
of v
iew
or c
ultu
ral e
xper
ienc
e re
flect
ed in
a w
ork
of li
tera
-tu
re fr
om o
utsid
e th
e U
nite
d St
ates
, dra
win
g on
a w
ide
read
ing
of w
orld
lite
ratu
re.
6. A
naly
ze a
cas
e in
whi
ch g
rasp
ing
poin
t of v
iew
requ
ires d
isting
uish
ing
wha
t is d
irect
ly
stat
ed in
a te
xt fr
om w
hat i
s rea
lly m
eant
(e.g
., sa
tire,
sarc
asm
, iro
ny, o
r und
erst
atem
ent)
.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
7. A
naly
ze th
e re
pres
enta
tion
of a
subj
ect o
r a k
ey sc
ene
in tw
o di
ffere
nt a
rtisti
c m
edi-
ums,
incl
udin
g w
hat i
s em
phas
ized
or a
bsen
t in
each
trea
tmen
t (e.
g., A
uden
’s “M
usée
de
s Bea
ux A
rts”
and
Bre
ughe
l’s L
ands
cape
with
the
Fall
of Ic
arus
).
7. A
naly
ze m
ultip
le in
terp
reta
tions
of a
stor
y, dr
ama,
or p
oem
(e.g
., re
cord
ed o
r liv
e pr
o -du
ction
of a
pla
y or
reco
rded
nov
el o
r poe
try)
, eva
luati
ng h
ow e
ach
vers
ion
inte
rpre
ts
the
sour
ce te
xt. (
Incl
ude
at le
ast o
ne p
lay
by S
hake
spea
re a
nd o
ne p
lay
by a
n Am
eric
an
dram
atist
.)8.
(Not
app
licab
le to
lite
ratu
re)
8. (N
ot a
pplic
able
to li
tera
ture
)
9. A
naly
ze h
ow a
n au
thor
dra
ws o
n an
d tr
ansf
orm
s sou
rce
mat
eria
l in
a sp
ecifi
c w
ork
(e.g
., ho
w S
hake
spea
re tr
eats
a th
eme
or to
pic
from
Ovi
d or
the
Bibl
e or
how
a la
ter
auth
or d
raw
s on
a pl
ay b
y Sh
akes
pear
e).
9. D
emon
stra
te k
now
ledg
e of
eig
htee
nth-
, nin
etee
nth-
and
ear
ly-t
wen
tieth
-cen
tury
foun
-da
tiona
l wor
ks o
f Am
eric
an li
tera
ture
, inc
ludi
ng h
ow tw
o or
mor
e te
xts f
rom
the
sam
e pe
riod
trea
t sim
ilar t
hem
es o
r top
ics.
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
KEy
IDEA
S A
ND
DET
AIL
S
45
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
10.
By th
e en
d of
gra
de 9
, rea
d an
d co
mpr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s, d
ram
as,
and
poem
s, in
the
grad
es 9
–10
text
com
plex
ity b
and
profi
cien
tly, w
ith sc
affol
ding
as
need
ed a
t the
hig
h en
d of
the
rang
e.
By th
e en
d of
gra
de 1
0, re
ad a
nd c
ompr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s, d
ram
as,
and
poem
s, a
t the
hig
h en
d of
the
grad
es 9
–10
text
com
plex
ity b
and
inde
pend
ently
an
d pr
ofici
ently
.
10.
By th
e en
d of
gra
de 1
1, re
ad a
nd c
ompr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s, d
ram
as,
and
poem
s, in
the
grad
es 1
1–CC
R te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
scaff
oldi
ng
as n
eede
d at
the
high
end
of t
he ra
nge.
By
the
end
of g
rade
12,
read
and
com
preh
end
liter
atur
e, in
clud
ing
stor
ies,
dra
mas
, an
d po
ems,
at t
he h
igh
end
of th
e gr
ades
11–
CCR
text
com
plex
ity b
and
inde
pend
ent-
ly a
nd p
rofic
ient
ly.
Read
ing
stan
dard
s for
lite
ratu
re 6
–12
[rl]
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
46
Read
ing
stan
dard
s for
info
rmat
iona
l tex
t 6–1
2 [r
i]
1. C
ite te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f wha
t the
te
xt sa
ys e
xplic
itly
as w
ell a
s inf
eren
ces d
raw
n fr
om th
e te
xt.
1. C
ite se
vera
l pie
ces o
f tex
tual
evi
denc
e to
supp
ort a
naly
-sis
of w
hat t
he te
xt sa
ys e
xplic
itly
as w
ell a
s inf
eren
ces
draw
n fr
om th
e te
xt.
1. C
ite th
e te
xtua
l evi
denc
e th
at m
ost s
tron
gly
supp
orts
an
ana
lysis
of w
hat t
he te
xt sa
ys e
xplic
itly
as w
ell a
s in-
fere
nces
dra
wn
from
the
text
.2.
Det
erm
ine
a ce
ntra
l ide
a of
a te
xt a
nd h
ow it
is c
on-
veye
d th
roug
h pa
rticu
lar d
etai
ls; p
rovi
de a
sum
mar
y of
th
e te
xt d
istinc
t fro
m p
erso
nal o
pini
ons o
r jud
gmen
ts.
2. D
eter
min
e tw
o or
mor
e ce
ntra
l ide
as in
a te
xt a
nd a
na-
lyze
thei
r dev
elop
men
t ove
r the
cou
rse
of th
e te
xt; p
ro-
vide
an
obje
ctive
sum
mar
y of
the
text
.
2. D
eter
min
e a
cent
ral i
dea
of a
text
and
ana
lyze
its d
e -ve
lopm
ent o
ver t
he c
ours
e of
the
text
, inc
ludi
ng it
s re
latio
nshi
p to
supp
ortin
g id
eas;
pro
vide
an
obje
ctive
su
mm
ary
of th
e te
xt.
3. A
naly
ze in
det
ail h
ow a
key
indi
vidu
al, e
vent
, or i
dea
is in
trod
uced
, illu
stra
ted,
and
ela
bora
ted
in a
text
(e.g
., th
roug
h ex
ampl
es o
r ane
cdot
es).
3. A
naly
ze th
e in
tera
ction
s bet
wee
n in
divi
dual
s, e
vent
s,
and
idea
s in
a te
xt (e
.g.,
how
idea
s infl
uenc
e in
divi
dual
s or
eve
nts,
or h
ow in
divi
dual
s infl
uenc
e id
eas o
r eve
nts)
.
3. A
naly
ze h
ow a
text
mak
es c
onne
ction
s am
ong
and
dis-
tincti
ons b
etw
een
indi
vidu
als,
idea
s, o
r eve
nts (
e.g.
, th
roug
h co
mpa
rison
s, a
nalo
gies
, or c
ateg
orie
s).
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e, c
onno
tativ
e, a
nd
tech
nica
l mea
ning
s.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e, c
onno
tativ
e, a
nd
tech
nica
l mea
ning
s; a
naly
ze th
e im
pact
of a
spec
ific
wor
d ch
oice
on
mea
ning
and
tone
.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
rativ
e, c
onno
tativ
e, a
nd
tech
nica
l mea
ning
s; a
naly
ze th
e im
pact
of s
peci
fic w
ord
choi
ces o
n m
eani
ng a
nd to
ne, i
nclu
ding
ana
logi
es o
r al -
lusio
ns to
oth
er te
xts.
5. A
naly
ze h
ow a
par
ticul
ar se
nten
ce, p
arag
raph
, cha
pter
, or
secti
on fi
ts in
to th
e ov
eral
l str
uctu
re o
f a te
xt a
nd
cont
ribut
es to
the
deve
lopm
ent o
f the
idea
s.
5. A
naly
ze th
e st
ruct
ure
an a
utho
r use
s to
orga
nize
a te
xt,
incl
udin
g ho
w th
e m
ajor
secti
ons c
ontr
ibut
e to
the
who
le a
nd to
the
deve
lopm
ent o
f the
idea
s.
5. A
naly
ze in
det
ail t
he st
ruct
ure
of a
spec
ific
para
grap
h in
a
text
, inc
ludi
ng th
e ro
le o
f par
ticul
ar se
nten
ces i
n de
-ve
lopi
ng a
nd re
finin
g a
key
conc
ept.
6. D
eter
min
e an
aut
hor’s
poi
nt o
f vie
w o
r pur
pose
in a
text
an
d ex
plai
n ho
w it
is c
onve
yed
in th
e te
xt.
6. D
eter
min
e an
aut
hor’s
poi
nt o
f vie
w o
r pur
pose
in a
text
an
d an
alyz
e ho
w th
e au
thor
disti
ngui
shes
his
or h
er p
o -siti
on fr
om th
at o
f oth
ers.
6. D
eter
min
e an
aut
hor’s
poi
nt o
f vie
w o
r pur
pose
in a
te
xt a
nd a
naly
ze h
ow th
e au
thor
ack
now
ledg
es a
nd re
-sp
onds
to c
onfli
cting
evi
denc
e or
vie
wpo
ints
.
7. I
nteg
rate
info
rmati
on p
rese
nted
in d
iffer
ent m
edia
or
form
ats (
e.g.
, visu
ally,
qua
ntita
tivel
y) a
s wel
l as i
n w
ords
to
dev
elop
a c
oher
ent u
nder
stan
ding
of a
topi
c or
issu
e.
7. C
ompa
re a
nd c
ontr
ast a
text
to a
n au
dio,
vid
eo, o
r mul
ti -m
edia
ver
sion
of th
e te
xt, a
naly
zing
each
med
ium
’s po
r-tr
ayal
of t
he su
bjec
t (e.
g., h
ow th
e de
liver
y of
a sp
eech
aff
ects
the
impa
ct o
f the
wor
ds).
7. E
valu
ate
the
adva
ntag
es a
nd d
isadv
anta
ges o
f usin
g di
ffere
nt m
ediu
ms (
e.g.
, prin
t or d
igita
l tex
t, vi
deo,
m
ultim
edia
) to
pres
ent a
par
ticul
ar to
pic
or id
ea.
8. Tr
ace
and
eval
uate
the
argu
men
t and
spec
ific
clai
ms i
n a
text
, disti
ngui
shin
g cl
aim
s tha
t are
supp
orte
d by
reas
ons
and
evid
ence
from
cla
ims t
hat a
re n
ot.
8. Tr
ace
and
eval
uate
the
argu
men
t and
spec
ific
clai
ms i
n a
text
, ass
essin
g w
heth
er th
e re
ason
ing
is so
und
and
the
evid
ence
is re
leva
nt a
nd su
ffici
ent t
o su
ppor
t the
cla
ims.
8. D
elin
eate
and
eva
luat
e th
e ar
gum
ent a
nd sp
ecifi
c cl
aim
s in
a te
xt, a
sses
sing
whe
ther
the
reas
onin
g is
soun
d an
d th
e ev
iden
ce is
rele
vant
and
suffi
cien
t; re
c -og
nize
whe
n irr
elev
ant e
vide
nce
is in
trod
uced
.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
9. C
ompa
re a
nd c
ontr
ast o
ne a
utho
r’s p
rese
ntati
on o
f ev
ents
with
that
of a
noth
er (e
.g.,
a m
emoi
r writt
en b
y an
d a
biog
raph
y on
the
sam
e pe
rson
).
9. A
naly
ze h
ow tw
o or
mor
e au
thor
s writi
ng a
bout
the
sam
e to
pic
shap
e th
eir p
rese
ntati
ons o
f key
info
rmati
on
by e
mph
asizi
ng d
iffer
ent e
vide
nce
or a
dvan
cing
diff
er-
ent i
nter
pret
ation
s of f
acts
.
9. A
naly
ze a
cas
e in
whi
ch tw
o or
mor
e te
xts p
rovi
de
confl
ictin
g in
form
ation
on
the
sam
e to
pic,
and
iden
-tif
y w
here
the
text
s disa
gree
on
matt
ers o
f fac
t or
inte
rpre
tatio
n.
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
erar
y no
n-fic
tion
in th
e gr
ades
6–8
text
com
plex
ity b
and
profi
cien
tly,
with
scaff
oldi
ng a
s nee
ded
at th
e hi
gh e
nd o
f the
rang
e.
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
erar
y no
nficti
on in
the
grad
es 6
–8 te
xt c
ompl
exity
ban
d pr
o-fic
ient
ly, w
ith sc
affol
ding
as n
eede
d at
the
high
end
of
the
rang
e.
10.
By th
e en
d of
the
year
, rea
d an
d co
mpr
ehen
d lit
erar
y no
nficti
on a
t the
hig
h en
d of
the
grad
es 6
–8 te
xt c
om-
plex
ity b
and
inde
pend
ently
and
pro
ficie
ntly.
47
Read
ing
stan
dard
s for
info
rmat
iona
l tex
t 6–1
2 [r
i]Th
e CC
R an
chor
stan
dard
s and
hig
h sc
hool
gra
de-s
peci
fic st
anda
rds w
ork
in ta
ndem
to d
efine
col
lege
and
car
eer r
eadi
ness
exp
ecta
tions
—th
e fo
rmer
pro
vidi
ng b
road
stan
dard
s, th
e la
tter p
rovi
ding
ad
ditio
nal s
peci
ficity
.
1. C
ite st
rong
and
thor
ough
text
ual e
vide
nce
to su
ppor
t ana
lysis
of w
hat t
he te
xt sa
ys e
x-pl
icitl
y as
wel
l as i
nfer
ence
s dra
wn
from
the
text
.1.
Cite
stro
ng a
nd th
orou
gh te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f wha
t the
text
says
ex-
plic
itly
as w
ell a
s inf
eren
ces d
raw
n fr
om th
e te
xt, i
nclu
ding
det
erm
inin
g w
here
the
text
le
aves
matt
ers u
ncer
tain
.
2. D
eter
min
e a
cent
ral i
dea
of a
text
and
ana
lyze
its d
evel
opm
ent o
ver t
he c
ours
e of
the
text
, inc
ludi
ng h
ow it
em
erge
s and
is sh
aped
and
refin
ed b
y sp
ecifi
c de
tails
; pro
vide
an
obje
ctive
sum
mar
y of
the
text
.
2. D
eter
min
e tw
o or
mor
e ce
ntra
l ide
as o
f a te
xt a
nd a
naly
ze th
eir d
evel
opm
ent o
ver t
he
cour
se o
f the
text
, inc
ludi
ng h
ow th
ey in
tera
ct a
nd b
uild
on
one
anot
her t
o pr
ovid
e a
com
plex
ana
lysis
; pro
vide
an
obje
ctive
sum
mar
y of
the
text
.
3. A
naly
ze h
ow th
e au
thor
unf
olds
an
anal
ysis
or se
ries o
f ide
as o
r eve
nts,
incl
udin
g th
e or
der i
n w
hich
the
poin
ts a
re m
ade,
how
they
are
intr
oduc
ed a
nd d
evel
oped
, and
the
conn
ectio
ns th
at a
re d
raw
n be
twee
n th
em.
3. A
naly
ze a
com
plex
set o
f ide
as o
r seq
uenc
e of
eve
nts a
nd e
xpla
in h
ow sp
ecifi
c in
divi
du-
als,
idea
s, o
r eve
nts i
nter
act a
nd d
evel
op o
ver t
he c
ours
e of
the
text
.
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
-ra
tive,
con
nota
tive,
and
tech
nica
l mea
ning
s; a
naly
ze th
e cu
mul
ative
impa
ct o
f spe
cific
w
ord
choi
ces o
n m
eani
ng a
nd to
ne (e
.g.,
how
the
lang
uage
of a
cou
rt o
pini
on d
iffer
s fr
om th
at o
f a n
ewsp
aper
).
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
figu
-ra
tive,
con
nota
tive,
and
tech
nica
l mea
ning
s; a
naly
ze h
ow a
n au
thor
use
s and
refin
es
the
mea
ning
of a
key
term
or t
erm
s ove
r the
cou
rse
of a
text
(e.g
., ho
w M
adiso
n de
-fin
es fa
ction
in F
eder
alist
No.
10)
.
5. A
naly
ze in
det
ail h
ow a
n au
thor
’s id
eas o
r cla
ims a
re d
evel
oped
and
refin
ed b
y pa
rticu
-la
r sen
tenc
es, p
arag
raph
s, o
r lar
ger p
ortio
ns o
f a te
xt (e
.g.,
a se
ction
or c
hapt
er).
5. A
naly
ze a
nd e
valu
ate
the
effec
tiven
ess o
f the
stru
ctur
e an
aut
hor u
ses i
n hi
s or h
er e
x -po
sition
or a
rgum
ent,
incl
udin
g w
heth
er th
e st
ruct
ure
mak
es p
oint
s cle
ar, c
onvi
ncin
g,
and
enga
ging
.6.
Det
erm
ine
an a
utho
r’s p
oint
of v
iew
or p
urpo
se in
a te
xt a
nd a
naly
ze h
ow a
n au
thor
us
es rh
etor
ic to
adv
ance
that
poi
nt o
f vie
w o
r pur
pose
. 6.
Det
erm
ine
an a
utho
r’s p
oint
of v
iew
or p
urpo
se in
a te
xt in
whi
ch th
e rh
etor
ic is
par
-tic
ular
ly e
ffecti
ve, a
naly
zing
how
styl
e an
d co
nten
t con
trib
ute
to th
e po
wer
, per
suas
ive-
ness
, or b
eaut
y of
the
text
.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
7. A
naly
ze v
ario
us a
ccou
nts o
f a su
bjec
t tol
d in
diff
eren
t med
ium
s (e.
g., a
per
son’
s life
st
ory
in b
oth
prin
t and
mul
timed
ia),
dete
rmin
ing
whi
ch d
etai
ls ar
e em
phas
ized
in e
ach
acco
unt.
7. In
tegr
ate
and
eval
uate
mul
tiple
sour
ces o
f inf
orm
ation
pre
sent
ed in
diff
eren
t med
ia o
r fo
rmat
s (e.
g., v
isual
ly, q
uanti
tativ
ely)
as w
ell a
s in
wor
ds in
ord
er to
add
ress
a q
uesti
on
or so
lve
a pr
oble
m.
8. D
elin
eate
and
eva
luat
e th
e ar
gum
ent a
nd sp
ecifi
c cl
aim
s in
a te
xt, a
sses
sing
whe
ther
th
e re
ason
ing
is va
lid a
nd th
e ev
iden
ce is
rele
vant
and
suffi
cien
t; id
entif
y fa
lse st
ate-
men
ts a
nd fa
llaci
ous r
easo
ning
.
8. D
elin
eate
and
eva
luat
e th
e re
ason
ing
in se
min
al U
.S. t
exts
, inc
ludi
ng th
e ap
plic
ation
of
con
stitu
tiona
l prin
cipl
es a
nd u
se o
f leg
al re
ason
ing
(e.g
., in
U.S
. Sup
rem
e Co
urt m
a -jo
rity
opin
ions
and
diss
ents
) and
the
prem
ises,
pur
pose
s, a
nd a
rgum
ents
in w
orks
of
publ
ic a
dvoc
acy
(e.g
., Th
e Fe
dera
list,
pres
iden
tial a
ddre
sses
).
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
KEy
IDEA
S A
ND
DET
AIL
S
48
10.
By th
e en
d of
gra
de 9
, rea
d an
d co
mpr
ehen
d lit
erar
y no
nficti
on in
the
grad
es 9
–10
text
com
plex
ity b
and
profi
cien
tly, w
ith sc
affol
ding
as n
eede
d at
the
high
end
of t
he
rang
e.
By th
e en
d of
gra
de 1
0, re
ad a
nd c
ompr
ehen
d lit
erar
y no
nficti
on a
t the
hig
h en
d of
th
e gr
ades
9–1
0 te
xt c
ompl
exity
ban
d in
depe
nden
tly a
nd p
rofic
ient
ly.
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
9. A
naly
ze se
min
al U
.S. d
ocum
ents
of h
istor
ical
and
lite
rary
sign
ifica
nce
(e.g
., W
ashi
ngto
n’s F
arew
ell A
ddre
ss, t
he G
ettys
burg
Add
ress
, Roo
seve
lt’s F
our F
reed
oms
spee
ch, K
ing’
s “Le
tter f
rom
Birm
ingh
am Ja
il”),
incl
udin
g ho
w th
ey a
ddre
ss re
late
d th
emes
and
con
cept
s.
9. A
naly
ze se
vent
eent
h, e
ight
eent
h, a
nd n
inet
eent
h ce
ntur
y fo
unda
tiona
l U.S
. doc
umen
ts
of h
istor
ical
and
lite
rary
sign
ifica
nce
(incl
udin
g Th
e De
clar
ation
of I
ndep
ende
nce,
th
e Pr
eam
ble
to th
e Co
nstit
ution
, the
Bill
of R
ight
s, a
nd L
inco
ln’s
Seco
nd In
augu
ral
Addr
ess)
for t
heir
them
es, p
urpo
ses,
and
rhet
oric
al fe
atur
es.
Read
ing
stan
dard
s for
info
rmat
iona
l tex
t 6–1
2 [r
i]
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
(CO
NTI
NU
ED)
10.
By th
e en
d of
gra
de 1
1, re
ad a
nd c
ompr
ehen
d lit
erar
y no
nficti
on in
the
grad
es 1
1–CC
R te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
scaff
oldi
ng a
s nee
ded
at th
e hi
gh e
nd
of th
e ra
nge.
By
the
end
of g
rade
12,
read
and
com
preh
end
liter
ary
nonfi
ction
at t
he h
igh
end
of th
e gr
ades
11–
CCR
text
com
plex
ity b
and
inde
pend
ently
and
pro
ficie
ntly.
49
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
collEgE and carEEr rEadinEss ancHor standards for WRITInGThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each 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 pro-viding broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selec-tion, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events us-ing effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organiza-
tion, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, as-sess the credibility and accuracy of each source, and integrate the infor-mation while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writ-ing types.
NOTE ON RANGE AND CONTENT OF STUDENT WRITING
For students, writing is a key means of asserting and defending claims, show-ing what they know about a subject, and conveying what they have experi-enced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, struc-tures, and formats deliberately. They need to know how to combine ele-ments of different kinds of writing—for example, to use narrative strategies within argument and explanation with-in narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improve-ments to a piece of writing over mul-tiple drafts when circumstances encour-age or require it.
50
Wri
ting
sta
ndar
ds 6
–12
[w]
The
follo
win
g st
anda
rds f
or g
rade
s 6–1
2 off
er a
focu
s for
inst
ructi
on e
ach
year
to h
elp
ensu
re th
at st
uden
ts g
ain
adeq
uate
mas
tery
of a
rang
e of
skill
s and
app
licati
ons.
Eac
h ye
ar in
thei
r writi
ng,
stud
ents
shou
ld d
emon
stra
te in
crea
sing
soph
istica
tion
in a
ll as
pect
s of l
angu
age
use,
from
voc
abul
ary
and
synt
ax to
the
deve
lopm
ent a
nd o
rgan
izatio
n of
idea
s, a
nd th
ey sh
ould
add
ress
incr
easin
gly
dem
andi
ng c
onte
nt a
nd so
urce
s. S
tude
nts a
dvan
cing
thro
ugh
the
grad
es a
re e
xpec
ted
to m
eet e
ach
year
’s gr
ade-
spec
ific
stan
dard
s and
reta
in o
r fur
ther
dev
elop
skill
s and
und
erst
andi
ngs m
aste
red
in p
rece
ding
gra
des.
The
exp
ecte
d gr
owth
in st
uden
t writi
ng a
bilit
y is
refle
cted
bot
h in
the
stan
dard
s the
mse
lves
and
in th
e co
llecti
on o
f ann
otat
ed st
uden
t writi
ng sa
mpl
es in
App
endi
x C.
1. W
rite
argu
men
ts to
supp
ort c
laim
s with
cle
ar re
ason
s an
d re
leva
nt e
vide
nce.
a. I
ntro
duce
cla
im(s
) and
org
anize
the
reas
ons a
nd e
vi-
denc
e cl
early
.b.
Sup
port
cla
im(s
) with
cle
ar re
ason
s and
rele
vant
evi
-de
nce,
usin
g cr
edib
le so
urce
s and
dem
onst
ratin
g an
un
ders
tand
ing
of th
e to
pic
or te
xt.
c.
Use
wor
ds, p
hras
es, a
nd c
laus
es to
cla
rify
the
rela
-tio
nshi
ps a
mon
g cl
aim
(s) a
nd re
ason
s.d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
fol-
low
s fro
m th
e ar
gum
ent p
rese
nted
.
1. W
rite
argu
men
ts to
supp
ort c
laim
s with
cle
ar re
ason
s an
d re
leva
nt e
vide
nce.
a. I
ntro
duce
cla
im(s
), ac
know
ledg
e al
tern
ate
or o
ppos
-in
g cl
aim
s, a
nd o
rgan
ize th
e re
ason
s and
evi
denc
e lo
gica
lly.
b. S
uppo
rt c
laim
(s) w
ith lo
gica
l rea
soni
ng a
nd re
leva
nt
evid
ence
, usin
g ac
cura
te, c
redi
ble
sour
ces a
nd d
em-
onst
ratin
g an
und
erst
andi
ng o
f the
topi
c or
text
.c.
U
se w
ords
, phr
ases
, and
cla
uses
to c
reat
e co
hesio
n an
d cl
arify
the
rela
tions
hips
am
ong
clai
m(s
), re
ason
s,
and
evid
ence
.d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
fol-
low
s fro
m a
nd su
ppor
ts th
e ar
gum
ent p
rese
nted
.
1. W
rite
argu
men
ts to
supp
ort c
laim
s with
cle
ar re
ason
s an
d re
leva
nt e
vide
nce.
a. I
ntro
duce
cla
im(s
), ac
know
ledg
e an
d di
sting
uish
th
e cl
aim
(s) f
rom
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd
orga
nize
the
reas
ons a
nd e
vide
nce
logi
cally
.b.
Sup
port
cla
im(s
) with
logi
cal r
easo
ning
and
rel-
evan
t evi
denc
e, u
sing
accu
rate
, cre
dibl
e so
urce
s an
d de
mon
stra
ting
an u
nder
stan
ding
of t
he to
pic
or te
xt.
c.
Use
wor
ds, p
hras
es, a
nd c
laus
es to
cre
ate
cohe
sion
and
clar
ify th
e re
latio
nshi
ps a
mon
g cl
aim
(s),
coun
-te
rcla
ims,
reas
ons,
and
evi
denc
e.d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
fol-
low
s fro
m a
nd su
ppor
ts th
e ar
gum
ent p
rese
nted
.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e a
topi
c an
d co
nvey
idea
s, c
once
pts,
and
info
rmati
on th
roug
h th
e se
lecti
on, o
rgan
izatio
n, a
nd a
naly
sis o
f rel
evan
t co
nten
t.a.
Int
rodu
ce a
topi
c; o
rgan
ize id
eas,
con
cept
s, a
nd in
-fo
rmati
on, u
sing
stra
tegi
es su
ch a
s defi
nitio
n, c
las-
sifica
tion,
com
paris
on/c
ontr
ast,
and
caus
e/eff
ect;
incl
ude
form
atting
(e.g
., he
adin
gs),
grap
hics
(e.g
., ch
arts
, tab
les)
, and
mul
timed
ia w
hen
usef
ul to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c w
ith re
leva
nt fa
cts,
defi
nitio
ns,
conc
rete
det
ails,
quo
tatio
ns, o
r oth
er in
form
ation
an
d ex
ampl
es.
c.
Use
app
ropr
iate
tran
sition
s to
clar
ify th
e re
latio
n-sh
ips a
mon
g id
eas a
nd c
once
pts.
d. U
se p
reci
se la
ngua
ge a
nd d
omai
n-sp
ecifi
c vo
cabu
lary
to
info
rm a
bout
or e
xpla
in th
e to
pic.
e. E
stab
lish
and
mai
ntai
n a
form
al st
yle.
f. Pr
ovid
e a
conc
ludi
ng st
atem
ent o
r sec
tion
that
fol-
low
s fro
m th
e in
form
ation
or e
xpla
natio
n pr
esen
ted.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e a
topi
c an
d co
nvey
idea
s, c
once
pts,
and
info
rmati
on th
roug
h th
e se
lecti
on, o
rgan
izatio
n, a
nd a
naly
sis o
f rel
evan
t co
nten
t.a.
Int
rodu
ce a
topi
c cl
early
, pre
view
ing
wha
t is t
o fo
l-lo
w; o
rgan
ize id
eas,
con
cept
s, a
nd in
form
ation
, usin
g st
rate
gies
such
as d
efini
tion,
cla
ssifi
catio
n, c
ompa
ri-so
n/co
ntra
st, a
nd c
ause
/effe
ct; i
nclu
de fo
rmatti
ng
(e.g
., he
adin
gs),
grap
hics
(e.g
., ch
arts
, tab
les)
, and
m
ultim
edia
whe
n us
eful
to a
idin
g co
mpr
ehen
sion.
b. D
evel
op th
e to
pic
with
rele
vant
fact
s, d
efini
tions
, co
ncre
te d
etai
ls, q
uota
tions
, or o
ther
info
rmati
on
and
exam
ples
.c.
U
se a
ppro
pria
te tr
ansiti
ons t
o cr
eate
coh
esio
n an
d cl
arify
the
rela
tions
hips
am
ong
idea
s and
con
cept
s.d.
Use
pre
cise
lang
uage
and
dom
ain-
spec
ific
voca
bula
ry
to in
form
abo
ut o
r exp
lain
the
topi
c.e.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e.f.
Prov
ide
a co
nclu
ding
stat
emen
t or s
ectio
n th
at fo
l-lo
ws f
rom
and
supp
orts
the
info
rmati
on o
r exp
lana
-tio
n pr
esen
ted.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e a
topi
c an
d co
nvey
idea
s, c
once
pts,
and
info
rmati
on th
roug
h th
e se
lecti
on, o
rgan
izatio
n, a
nd a
naly
sis o
f rel
evan
t co
nten
t.a.
Int
rodu
ce a
topi
c cl
early
, pre
view
ing
wha
t is t
o fo
l-lo
w; o
rgan
ize id
eas,
con
cept
s, a
nd in
form
ation
into
br
oade
r cat
egor
ies;
incl
ude
form
atting
(e.g
., he
ad-
ings
), gr
aphi
cs (e
.g.,
char
ts, t
able
s), a
nd m
ultim
edia
w
hen
usef
ul to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c w
ith re
leva
nt, w
ell-c
hose
n fa
cts,
de
finiti
ons,
con
cret
e de
tails
, quo
tatio
ns, o
r oth
er in
-fo
rmati
on a
nd e
xam
ples
.c.
U
se a
ppro
pria
te a
nd v
arie
d tr
ansiti
ons t
o cr
eate
co-
hesio
n an
d cl
arify
the
rela
tions
hips
am
ong
idea
s and
co
ncep
ts.
d. U
se p
reci
se la
ngua
ge a
nd d
omai
n-sp
ecifi
c vo
cabu
-la
ry to
info
rm a
bout
or e
xpla
in th
e to
pic.
e. E
stab
lish
and
mai
ntai
n a
form
al st
yle.
f. Pr
ovid
e a
conc
ludi
ng st
atem
ent o
r sec
tion
that
fol-
low
s fro
m a
nd su
ppor
ts th
e in
form
ation
or e
xpla
na-
tion
pres
ente
d.
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
TExT
TyP
ES A
ND
PU
RPO
SES
51
Wri
ting
sta
ndar
ds 6
–12
[w]
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
erie
nces
or
eve
nts u
sing
effec
tive
tech
niqu
e, re
leva
nt d
escr
iptiv
e de
tails
, and
wel
l-str
uctu
red
even
t seq
uenc
es.
a. E
ngag
e an
d or
ient
the
read
er b
y es
tabl
ishin
g a
con-
text
and
intr
oduc
ing
a na
rrat
or a
nd/o
r cha
ract
ers;
or-
gani
ze a
n ev
ent s
eque
nce
that
unf
olds
nat
ural
ly a
nd
logi
cally
.b.
Use
nar
rativ
e te
chni
ques
, suc
h as
dia
logu
e, p
acin
g,
and
desc
riptio
n, to
dev
elop
exp
erie
nces
, eve
nts,
an
d/or
cha
ract
ers.
c.
Use
a v
arie
ty o
f tra
nsiti
on w
ords
, phr
ases
, and
cla
us-
es to
con
vey
sequ
ence
and
sign
al sh
ifts f
rom
one
tim
e fr
ame
or se
tting
to a
noth
er.
d. U
se p
reci
se w
ords
and
phr
ases
, rel
evan
t des
crip
tive
deta
ils, a
nd se
nsor
y la
ngua
ge to
con
vey
expe
rienc
es
and
even
ts.
e. P
rovi
de a
con
clus
ion
that
follo
ws f
rom
the
narr
ated
ex
perie
nces
or e
vent
s.
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
erie
nces
or
eve
nts u
sing
effec
tive
tech
niqu
e, re
leva
nt d
escr
iptiv
e de
tails
, and
wel
l-str
uctu
red
even
t seq
uenc
es.
a. E
ngag
e an
d or
ient
the
read
er b
y es
tabl
ishin
g a
con-
text
and
poi
nt o
f vie
w a
nd in
trod
ucin
g a
narr
ator
an
d/or
cha
ract
ers;
org
anize
an
even
t seq
uenc
e th
at
unfo
lds n
atur
ally
and
logi
cally
.b.
Use
nar
rativ
e te
chni
ques
, suc
h as
dia
logu
e, p
acin
g,
and
desc
riptio
n, to
dev
elop
exp
erie
nces
, eve
nts,
an
d/or
cha
ract
ers.
c.
Use
a v
arie
ty o
f tra
nsiti
on w
ords
, phr
ases
, and
cla
us-
es to
con
vey
sequ
ence
and
sign
al sh
ifts f
rom
one
tim
e fr
ame
or se
tting
to a
noth
er.
d. U
se p
reci
se w
ords
and
phr
ases
, rel
evan
t des
crip
tive
deta
ils, a
nd se
nsor
y la
ngua
ge to
cap
ture
the
actio
n an
d co
nvey
exp
erie
nces
and
eve
nts.
e. P
rovi
de a
con
clus
ion
that
follo
ws f
rom
and
refle
cts
on th
e na
rrat
ed e
xper
ienc
es o
r eve
nts.
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
eri-
ence
s or e
vent
s usin
g eff
ectiv
e te
chni
que,
rele
vant
de-
scrip
tive
deta
ils, a
nd w
ell-s
truc
ture
d ev
ent s
eque
nces
.a.
Eng
age
and
orie
nt th
e re
ader
by
esta
blish
ing
a co
n-te
xt a
nd p
oint
of v
iew
and
intr
oduc
ing
a na
rrat
or
and/
or c
hara
cter
s; o
rgan
ize a
n ev
ent s
eque
nce
that
un
fold
s nat
ural
ly a
nd lo
gica
lly.
b. U
se n
arra
tive
tech
niqu
es, s
uch
as d
ialo
gue,
pac
ing,
de
scrip
tion,
and
refle
ction
, to
deve
lop
expe
rienc
es,
even
ts, a
nd/o
r cha
ract
ers.
c.
U
se a
var
iety
of t
rans
ition
wor
ds, p
hras
es, a
nd
clau
ses t
o co
nvey
sequ
ence
, sig
nal s
hifts
from
one
tim
e fr
ame
or se
tting
to a
noth
er, a
nd sh
ow th
e re
-la
tions
hips
am
ong
expe
rienc
es a
nd e
vent
s.d.
Use
pre
cise
wor
ds a
nd p
hras
es, r
elev
ant d
escr
iptiv
e de
tails
, and
sens
ory
lang
uage
to c
aptu
re th
e ac
tion
and
conv
ey e
xper
ienc
es a
nd e
vent
s.e.
Pro
vide
a c
oncl
usio
n th
at fo
llow
s fro
m a
nd re
flect
s on
the
narr
ated
exp
erie
nces
or e
vent
s.
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
vel-
opm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for
writi
ng ty
pes a
re d
efine
d in
stan
dard
s 1–3
abo
ve.)
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
vel-
opm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for
writi
ng ty
pes a
re d
efine
d in
stan
dard
s 1–3
abo
ve.)
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
vel-
opm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for
writi
ng ty
pes a
re d
efine
d in
stan
dard
s 1–3
abo
ve.)
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
TExT
TyP
ES A
ND
PU
RPO
SES
(CO
NTI
NU
ED)
PRO
DU
CTI
ON
AN
D D
ISTR
IBU
TIO
N O
F W
RITI
NG
5. W
ith so
me
guid
ance
and
supp
ort f
rom
pee
rs a
nd a
dults
, de
velo
p an
d st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re
visin
g, e
ditin
g, re
writi
ng, o
r try
ing
a ne
w a
ppro
ach.
(E
ditin
g fo
r con
venti
ons s
houl
d de
mon
stra
te c
omm
and
of L
angu
age
stan
dard
s 1–3
up
to a
nd in
clud
ing
grad
e 6
on p
age
59.)
5. W
ith so
me
guid
ance
and
supp
ort f
rom
pee
rs a
nd a
dults
, de
velo
p an
d st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re
visin
g, e
ditin
g, re
writi
ng, o
r try
ing
a ne
w a
ppro
ach,
fo
cusin
g on
how
wel
l pur
pose
and
aud
ienc
e ha
ve b
een
addr
esse
d. (E
ditin
g fo
r con
venti
ons s
houl
d de
mon
stra
te
com
man
d of
Lan
guag
e st
anda
rds 1
–3 u
p to
and
incl
ud-
ing
grad
e 7
on p
age
59.)
5. W
ith so
me
guid
ance
and
supp
ort f
rom
pee
rs a
nd
adul
ts, d
evel
op a
nd st
reng
then
writi
ng a
s nee
ded
by
plan
ning
, rev
ising
, edi
ting,
rew
riting
, or t
ryin
g a
new
ap
proa
ch, f
ocus
ing
on h
ow w
ell p
urpo
se a
nd a
udie
nce
have
bee
n ad
dres
sed.
(Edi
ting
for c
onve
ntion
s sho
uld
dem
onst
rate
com
man
d of
Lan
guag
e st
anda
rds 1
–3 u
p to
and
incl
udin
g gr
ade
8 on
pag
e 59
.)
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e an
d pu
blish
writi
ng a
s wel
l as t
o in
tera
ct a
nd c
olla
bora
te
with
oth
ers;
dem
onst
rate
suffi
cien
t com
man
d of
key
-bo
ardi
ng sk
ills t
o ty
pe a
min
imum
of t
hree
pag
es in
a
singl
e sitti
ng.
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e an
d pu
blish
writi
ng a
nd li
nk to
and
cite
sour
ces a
s wel
l as t
o in
tera
ct a
nd c
olla
bora
te w
ith o
ther
s, in
clud
ing
linki
ng to
an
d ci
ting
sour
ces.
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e an
d pu
blish
writi
ng a
nd p
rese
nt th
e re
latio
nshi
ps b
etw
een
info
rmati
on a
nd id
eas e
ffici
ently
as w
ell a
s to
inte
ract
an
d co
llabo
rate
with
oth
ers.
52
Wri
ting
sta
ndar
ds 6
–12
[w]
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
to a
nsw
er a
que
stion
, dr
awin
g on
seve
ral s
ourc
es a
nd re
focu
sing
the
inqu
iry
whe
n ap
prop
riate
.
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
to a
nsw
er a
que
stion
, dr
awin
g on
seve
ral s
ourc
es a
nd g
ener
ating
add
ition
al
rela
ted,
focu
sed
ques
tions
for f
urth
er re
sear
ch a
nd
inve
stiga
tion.
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
to a
nsw
er a
que
s-tio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
, dra
win
g on
seve
ral s
ourc
es a
nd g
ener
ating
add
ition
al re
late
d,
focu
sed
ques
tions
that
allo
w fo
r mul
tiple
ave
nues
of
expl
orati
on.
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
RESE
ARC
H T
O B
UIL
D A
ND
PRE
SEN
T KN
OW
LED
GE
RAN
GE
OF
WRI
TIN
G
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
rese
arch
, refl
ectio
n, a
nd re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
rese
arch
, refl
ectio
n, a
nd re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
rese
arch
, refl
ectio
n, a
nd re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
prin
t and
di
gita
l sou
rces
; ass
ess t
he c
redi
bilit
y of
eac
h so
urce
; and
qu
ote
or p
arap
hras
e th
e da
ta a
nd c
oncl
usio
ns o
f oth
ers
whi
le a
void
ing
plag
iaris
m a
nd p
rovi
ding
bas
ic b
iblio
-gr
aphi
c in
form
ation
for s
ourc
es.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
prin
t and
di
gita
l sou
rces
, usin
g se
arch
term
s effe
ctive
ly; a
sses
s th
e cr
edib
ility
and
acc
urac
y of
eac
h so
urce
; and
quo
te
or p
arap
hras
e th
e da
ta a
nd c
oncl
usio
ns o
f oth
ers w
hile
av
oidi
ng p
lagi
arism
and
follo
win
g a
stan
dard
form
at fo
r ci
tatio
n.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
prin
t and
di
gita
l sou
rces
, usin
g se
arch
term
s effe
ctive
ly; a
sses
s th
e cr
edib
ility
and
acc
urac
y of
eac
h so
urce
; and
quo
te
or p
arap
hras
e th
e da
ta a
nd c
oncl
usio
ns o
f oth
ers w
hile
av
oidi
ng p
lagi
arism
and
follo
win
g a
stan
dard
form
at fo
r ci
tatio
n.
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd re
sear
ch.
a. A
pply
gra
de 6
Rea
ding
stan
dard
s to
liter
atur
e (e
.g.,
“Com
pare
and
con
tras
t tex
ts in
diff
eren
t for
ms o
r ge
nres
[e.g
., st
orie
s and
poe
ms;
hist
oric
al n
ovel
s and
fa
ntas
y st
orie
s] in
term
s of t
heir
appr
oach
es to
sim
i-la
r the
mes
and
topi
cs”)
.b.
App
ly g
rade
6 R
eadi
ng st
anda
rds t
o lit
erar
y no
nfic-
tion
(i.e.
, “Tr
ace
and
eval
uate
the
argu
men
t and
spe-
cific
cla
ims i
n a
text
, disti
ngui
shin
g cl
aim
s tha
t are
su
ppor
ted
by re
ason
s and
evi
denc
e fr
om c
laim
s tha
t ar
e no
t”).
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd re
sear
ch.
a. A
pply
gra
de 7
Rea
ding
stan
dard
s to
liter
atur
e (e
.g.,
“Com
pare
and
con
tras
t a fi
ction
al p
ortr
ayal
of a
tim
e,
plac
e, o
r cha
ract
er a
nd a
hist
oric
al a
ccou
nt o
f the
sa
me
perio
d as
a m
eans
of u
nder
stan
ding
how
au-
thor
s of fi
ction
use
or a
lter h
istor
y”).
b. A
pply
gra
de 7
Rea
ding
stan
dard
s to
liter
ary
nonfi
c-tio
n (i.
e., “
Trac
e an
d ev
alua
te th
e ar
gum
ent a
nd sp
e-ci
fic c
laim
s in
a te
xt, a
sses
sing
whe
ther
the
reas
onin
g is
soun
d an
d th
e ev
iden
ce is
rele
vant
and
suffi
cien
t to
supp
ort t
he c
laim
s”).
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd re
sear
ch.
a. A
pply
gra
de 8
Rea
ding
stan
dard
s to
liter
atur
e (e
.g.,
“Ana
lyze
how
a m
oder
n w
ork
of fi
ction
dra
ws o
n th
emes
, patt
erns
of e
vent
s, o
r cha
ract
er ty
pes f
rom
m
yths
, tra
ditio
nal s
torie
s, o
r rel
igio
us w
orks
such
as
the
Bibl
e, in
clud
ing
desc
ribin
g ho
w th
e m
ater
ial i
s re
nder
ed n
ew”)
.b.
App
ly g
rade
8 R
eadi
ng st
anda
rds t
o lit
erar
y no
nfic-
tion
(i.e.
, “De
linea
te a
nd e
valu
ate
the
argu
men
t an
d sp
ecifi
c cl
aim
s in
a te
xt, a
sses
sing
whe
ther
the
reas
onin
g is
soun
d an
d th
e ev
iden
ce is
rele
vant
and
su
ffici
ent;
reco
gnize
whe
n irr
elev
ant e
vide
nce
is in
trod
uced
”).
53
1. W
rite
argu
men
ts to
supp
ort c
laim
s in
an a
naly
sis o
f sub
stan
tive
topi
cs o
r tex
ts, u
sing
valid
reas
onin
g an
d re
leva
nt a
nd su
ffici
ent e
vide
nce.
a. I
ntro
duce
pre
cise
cla
im(s
), di
sting
uish
the
clai
m(s
) fro
m a
ltern
ate
or o
ppos
ing
clai
ms,
and
cre
ate
an o
rgan
izatio
n th
at e
stab
lishe
s cle
ar re
latio
nshi
ps a
mon
g cl
aim
(s),
coun
terc
laim
s, re
ason
s, a
nd e
vide
nce.
b. D
evel
op c
laim
(s) a
nd c
ount
ercl
aim
s fai
rly, s
uppl
ying
evi
denc
e fo
r eac
h w
hile
poi
nt-
ing
out t
he st
reng
ths a
nd li
mita
tions
of b
oth
in a
man
ner t
hat a
ntici
pate
s the
aud
i-en
ce’s
know
ledg
e le
vel a
nd c
once
rns.
c.
Use
wor
ds, p
hras
es, a
nd c
laus
es to
link
the
maj
or se
ction
s of t
he te
xt, c
reat
e co
he-
sion,
and
cla
rify
the
rela
tions
hips
bet
wee
n cl
aim
(s) a
nd re
ason
s, b
etw
een
reas
ons
and
evid
ence
, and
bet
wee
n cl
aim
(s) a
nd c
ount
ercl
aim
s.d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e an
d ob
jecti
ve to
ne w
hile
atte
ndin
g to
the
norm
s and
con
venti
ons o
f the
disc
iplin
e in
whi
ch th
ey a
re w
riting
.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
follo
ws f
rom
and
supp
orts
the
argu
-m
ent p
rese
nted
.
1. W
rite
argu
men
ts to
supp
ort c
laim
s in
an a
naly
sis o
f sub
stan
tive
topi
cs o
r tex
ts, u
sing
valid
reas
onin
g an
d re
leva
nt a
nd su
ffici
ent e
vide
nce.
a. I
ntro
duce
pre
cise
, kno
wle
dgea
ble
clai
m(s
), es
tabl
ish th
e sig
nific
ance
of t
he
clai
m(s
), di
sting
uish
the
clai
m(s
) fro
m a
ltern
ate
or o
ppos
ing
clai
ms,
and
cre
ate
an o
rgan
izatio
n th
at lo
gica
lly se
quen
ces c
laim
(s),
coun
terc
laim
s, re
ason
s, a
nd
evid
ence
.b.
Dev
elop
cla
im(s
) and
cou
nter
clai
ms f
airly
and
thor
ough
ly, su
pply
ing
the
mos
t rel
-ev
ant e
vide
nce
for e
ach
whi
le p
ointi
ng o
ut th
e st
reng
ths a
nd li
mita
tions
of b
oth
in
a m
anne
r tha
t anti
cipa
tes t
he a
udie
nce’
s kno
wle
dge
leve
l, co
ncer
ns, v
alue
s, a
nd
poss
ible
bia
ses.
c.
Use
wor
ds, p
hras
es, a
nd c
laus
es a
s wel
l as v
arie
d sy
ntax
to li
nk th
e m
ajor
secti
ons
of th
e te
xt, c
reat
e co
hesio
n, a
nd c
larif
y th
e re
latio
nshi
ps b
etw
een
clai
m(s
) and
rea-
sons
, bet
wee
n re
ason
s and
evi
denc
e, a
nd b
etw
een
clai
m(s
) and
cou
nter
clai
ms.
d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e an
d ob
jecti
ve to
ne w
hile
atte
ndin
g to
the
norm
s and
con
venti
ons o
f the
disc
iplin
e in
whi
ch th
ey a
re w
riting
.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
follo
ws f
rom
and
supp
orts
the
ar-
gum
ent p
rese
nted
.
Wri
ting
sta
ndar
ds 6
–12
[w]
The
CCR
anch
or st
anda
rds a
nd h
igh
scho
ol g
rade
-spe
cific
stan
dard
s wor
k in
tand
em to
defi
ne c
olle
ge a
nd c
aree
r rea
dine
ss e
xpec
tatio
ns—
the
form
er p
rovi
ding
bro
ad st
anda
rds,
the
latte
r pro
vidi
ng
addi
tiona
l spe
cific
ity.
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
TExT
TyP
ES A
ND
PU
RPO
SES
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e an
d co
nvey
com
plex
idea
s, c
once
pts,
an
d in
form
ation
cle
arly
and
acc
urat
ely
thro
ugh
the
effec
tive
sele
ction
, org
aniza
tion,
an
d an
alys
is of
con
tent
.a.
Int
rodu
ce a
topi
c; o
rgan
ize c
ompl
ex id
eas,
con
cept
s, a
nd in
form
ation
to m
ake
im-
port
ant c
onne
ction
s and
disti
nctio
ns; i
nclu
de fo
rmatti
ng (e
.g.,
head
ings
), gr
aphi
cs
(e.g
., fig
ures
, tab
les)
, and
mul
timed
ia w
hen
usef
ul to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c w
ith w
ell-c
hose
n, re
leva
nt, a
nd su
ffici
ent f
acts
, ext
ende
d de
fini-
tions
, con
cret
e de
tails
, quo
tatio
ns, o
r oth
er in
form
ation
and
exa
mpl
es a
ppro
pria
te
to th
e au
dien
ce’s
know
ledg
e of
the
topi
c.c.
U
se a
ppro
pria
te a
nd v
arie
d tr
ansiti
ons t
o lin
k th
e m
ajor
secti
ons o
f the
text
, cre
ate
cohe
sion,
and
cla
rify
the
rela
tions
hips
am
ong
com
plex
idea
s and
con
cept
s.d.
Use
pre
cise
lang
uage
and
dom
ain-
spec
ific
voca
bula
ry to
man
age
the
com
plex
ity o
f th
e to
pic.
e. E
stab
lish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
tone
whi
le a
ttend
ing
to th
e no
rms a
nd c
onve
ntion
s of t
he d
iscip
line
in w
hich
they
are
writi
ng.
f. Pr
ovid
e a
conc
ludi
ng st
atem
ent o
r sec
tion
that
follo
ws f
rom
and
supp
orts
the
info
r-m
ation
or e
xpla
natio
n pr
esen
ted
(e.g
., ar
ticul
ating
impl
icati
ons o
r the
sign
ifica
nce
of th
e to
pic)
.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts t
o ex
amin
e an
d co
nvey
com
plex
idea
s, c
once
pts,
an
d in
form
ation
cle
arly
and
acc
urat
ely
thro
ugh
the
effec
tive
sele
ction
, org
aniza
tion,
an
d an
alys
is of
con
tent
.a.
Int
rodu
ce a
topi
c; o
rgan
ize c
ompl
ex id
eas,
con
cept
s, a
nd in
form
ation
so th
at e
ach
new
ele
men
t bui
lds o
n th
at w
hich
pre
cede
s it t
o cr
eate
a u
nifie
d w
hole
; inc
lude
fo
rmatti
ng (e
.g.,
head
ings
), gr
aphi
cs (e
.g.,
figur
es, t
able
s), a
nd m
ultim
edia
whe
n us
eful
to a
idin
g co
mpr
ehen
sion.
b. D
evel
op th
e to
pic
thor
ough
ly b
y se
lecti
ng th
e m
ost s
igni
fican
t and
rele
vant
fact
s,
exte
nded
defi
nitio
ns, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
info
rmati
on a
nd e
x-am
ples
app
ropr
iate
to th
e au
dien
ce’s
know
ledg
e of
the
topi
c.c.
U
se a
ppro
pria
te a
nd v
arie
d tr
ansiti
ons a
nd sy
ntax
to li
nk th
e m
ajor
secti
ons o
f th
e te
xt, c
reat
e co
hesio
n, a
nd c
larif
y th
e re
latio
nshi
ps a
mon
g co
mpl
ex id
eas a
nd
conc
epts
.d.
Use
pre
cise
lang
uage
, dom
ain-
spec
ific
voca
bula
ry, a
nd te
chni
ques
such
as m
eta-
phor
, sim
ile, a
nd a
nalo
gy to
man
age
the
com
plex
ity o
f the
topi
c.
e. E
stab
lish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
tone
whi
le a
ttend
ing
to th
e no
rms a
nd c
onve
ntion
s of t
he d
iscip
line
in w
hich
they
are
writi
ng.
f. Pr
ovid
e a
conc
ludi
ng st
atem
ent o
r sec
tion
that
follo
ws f
rom
and
supp
orts
the
info
rmati
on o
r exp
lana
tion
pres
ente
d (e
.g.,
artic
ulati
ng im
plic
ation
s or t
he si
gnifi
-ca
nce
of th
e to
pic)
.
54
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
erie
nces
or e
vent
s usin
g eff
ectiv
e te
ch-
niqu
e, w
ell-c
hose
n de
tails
, and
wel
l-str
uctu
red
even
t seq
uenc
es.
a. E
ngag
e an
d or
ient
the
read
er b
y se
tting
out
a p
robl
em, s
ituati
on, o
r obs
erva
tion,
es
tabl
ishin
g on
e or
mul
tiple
poi
nt(s
) of v
iew,
and
intr
oduc
ing
a na
rrat
or a
nd/o
r ch
arac
ters
; cre
ate
a sm
ooth
pro
gres
sion
of e
xper
ienc
es o
r eve
nts.
b. U
se n
arra
tive
tech
niqu
es, s
uch
as d
ialo
gue,
pac
ing,
des
crip
tion,
refle
ction
, and
mul
-tip
le p
lot l
ines
, to
deve
lop
expe
rienc
es, e
vent
s, a
nd/o
r cha
ract
ers.
c.
Use
a v
arie
ty o
f tec
hniq
ues t
o se
quen
ce e
vent
s so
that
they
bui
ld o
n on
e an
othe
r to
crea
te a
coh
eren
t who
le.
d. U
se p
reci
se w
ords
and
phr
ases
, tel
ling
deta
ils, a
nd se
nsor
y la
ngua
ge to
con
vey
a vi
vid
pict
ure
of th
e ex
perie
nces
, eve
nts,
setti
ng, a
nd/o
r cha
ract
ers.
e. P
rovi
de a
con
clus
ion
that
follo
ws f
rom
and
refle
cts o
n w
hat i
s exp
erie
nced
, ob-
serv
ed, o
r res
olve
d ov
er th
e co
urse
of t
he n
arra
tive.
3. W
rite
narr
ative
s to
deve
lop
real
or i
mag
ined
exp
erie
nces
or e
vent
s usin
g eff
ectiv
e te
chni
que,
wel
l-cho
sen
deta
ils, a
nd w
ell-s
truc
ture
d ev
ent s
eque
nces
.a.
Eng
age
and
orie
nt th
e re
ader
by
setti
ng o
ut a
pro
blem
, situ
ation
, or o
bser
vatio
n an
d its
sign
ifica
nce,
est
ablis
hing
one
or m
ultip
le p
oint
(s) o
f vie
w, a
nd in
trod
ucin
g a
narr
ator
and
/or c
hara
cter
s; c
reat
e a
smoo
th p
rogr
essio
n of
exp
erie
nces
or e
vent
s.b.
Use
nar
rativ
e te
chni
ques
, suc
h as
dia
logu
e, p
acin
g, d
escr
iptio
n, re
flecti
on, a
nd
mul
tiple
plo
t lin
es, t
o de
velo
p ex
perie
nces
, eve
nts,
and
/or c
hara
cter
s.c.
U
se a
var
iety
of t
echn
ique
s to
sequ
ence
eve
nts s
o th
at th
ey b
uild
on
one
anot
her
to c
reat
e a
cohe
rent
who
le a
nd b
uild
tow
ard
a pa
rticu
lar t
one
and
outc
ome
(e.g
., a
sens
e of
mys
tery
, sus
pens
e, g
row
th, o
r res
oluti
on).
d. U
se p
reci
se w
ords
and
phr
ases
, tel
ling
deta
ils, a
nd se
nsor
y la
ngua
ge to
con
vey
a vi
vid
pict
ure
of th
e ex
perie
nces
, eve
nts,
setti
ng, a
nd/o
r cha
ract
ers.
e. P
rovi
de a
con
clus
ion
that
follo
ws f
rom
and
refle
cts o
n w
hat i
s exp
erie
nced
, ob-
serv
ed, o
r res
olve
d ov
er th
e co
urse
of t
he n
arra
tive.
Wri
ting
sta
ndar
ds 6
–12
[w]
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
TExT
TyP
ES A
ND
PU
RPO
SES
(CO
NTI
NU
ED)
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
velo
pmen
t, or
gani
zatio
n, a
nd st
yle
are
appr
opria
te to
task
, pur
pose
, and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for w
rit-
ing
type
s are
defi
ned
in st
anda
rds 1
–3 a
bove
.)
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
velo
pmen
t, or
gani
zatio
n, a
nd st
yle
are
appr
opria
te to
task
, pur
pose
, and
aud
ienc
e. (G
rade
-spe
cific
exp
ecta
tions
for w
rit-
ing
type
s are
defi
ned
in st
anda
rds 1
–3 a
bove
.)
PRO
DU
CTI
ON
AN
D D
ISTR
IBU
TIO
N O
F W
RITI
NG
5. D
evel
op a
nd st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
revi
sing,
edi
ting,
rew
riting
, or
tryi
ng a
new
app
roac
h, fo
cusin
g on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a sp
e-ci
fic p
urpo
se a
nd a
udie
nce.
(Edi
ting
for c
onve
ntion
s sho
uld
dem
onst
rate
com
man
d of
La
ngua
ge st
anda
rds 1
–3 u
p to
and
incl
udin
g gr
ades
9–1
0 on
pag
e 61
.)
5. D
evel
op a
nd st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
revi
sing,
edi
ting,
rew
riting
, or
tryi
ng a
new
app
roac
h, fo
cusin
g on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a sp
e-ci
fic p
urpo
se a
nd a
udie
nce.
(Edi
ting
for c
onve
ntion
s sho
uld
dem
onst
rate
com
man
d of
La
ngua
ge st
anda
rds 1
–3 u
p to
and
incl
udin
g gr
ades
11–
12 o
n pa
ge 6
1.)
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e in
divi
dual
or
shar
ed w
riting
pro
duct
s, ta
king
adv
anta
ge o
f tec
hnol
ogy’
s cap
acity
to li
nk to
oth
er in
-fo
rmati
on a
nd to
disp
lay
info
rmati
on fl
exib
ly a
nd d
ynam
ical
ly.
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e in
divi
dual
or
shar
ed w
riting
pro
duct
s in
resp
onse
to o
ngoi
ng fe
edba
ck, i
nclu
ding
new
arg
umen
ts
or in
form
ation
.
RESE
ARC
H T
O B
UIL
D A
ND
PRE
SEN
T KN
OW
LED
GE
7. C
ondu
ct sh
ort a
s wel
l as m
ore
sust
aine
d re
sear
ch p
roje
cts t
o an
swer
a q
uesti
on (i
n-cl
udin
g a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; nar
row
or b
road
en th
e in
quiry
w
hen
appr
opria
te; s
ynth
esize
mul
tiple
sour
ces o
n th
e su
bjec
t, de
mon
stra
ting
unde
r-st
andi
ng o
f the
subj
ect u
nder
inve
stiga
tion.
7. C
ondu
ct sh
ort a
s wel
l as m
ore
sust
aine
d re
sear
ch p
roje
cts t
o an
swer
a q
uesti
on (i
n-cl
udin
g a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; nar
row
or b
road
en th
e in
quiry
w
hen
appr
opria
te; s
ynth
esize
mul
tiple
sour
ces o
n th
e su
bjec
t, de
mon
stra
ting
unde
r-st
andi
ng o
f the
subj
ect u
nder
inve
stiga
tion.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
aut
horit
ative
prin
t and
dig
ital s
ourc
es, u
s -in
g ad
vanc
ed se
arch
es e
ffecti
vely
; ass
ess t
he u
sefu
lnes
s of e
ach
sour
ce in
ans
wer
ing
the
rese
arch
que
stion
; int
egra
te in
form
ation
into
the
text
sele
ctive
ly to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd fo
llow
ing
a st
anda
rd fo
rmat
for c
itatio
n.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
aut
horit
ative
prin
t and
dig
ital s
ourc
es, u
s-in
g ad
vanc
ed se
arch
es e
ffecti
vely
; ass
ess t
he st
reng
ths a
nd li
mita
tions
of e
ach
sour
ce
in te
rms o
f the
task
, pur
pose
, and
aud
ienc
e; in
tegr
ate
info
rmati
on in
to th
e te
xt se
lec-
tivel
y to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd o
verr
elia
nce
on a
ny o
ne
sour
ce a
nd fo
llow
ing
a st
anda
rd fo
rmat
for c
itatio
n.
55
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd
rese
arch
.a.
App
ly g
rade
s 9–1
0 Re
adin
g St
anda
rds t
o lit
erat
ure
(i.e.
, “An
alyz
e ho
w a
n au
thor
dr
aws o
n an
d tr
ansf
orm
s sou
rce
mat
eria
l in
a sp
ecifi
c w
ork
[e.g
., ho
w S
hake
spea
re
trea
ts a
them
e or
topi
c fr
om O
vid
or th
e Bi
ble
or h
ow a
late
r aut
hor d
raw
s on
a pl
ay
by S
hake
spea
re]”
). b.
App
ly g
rade
s 9–1
0 Re
adin
g St
anda
rds t
o lit
erar
y no
nficti
on (i
.e.,
“Del
inea
te a
nd
eval
uate
the
argu
men
t and
spec
ific
clai
ms i
n a
text
, ass
essin
g w
heth
er th
e re
ason
-in
g is
valid
and
the
evid
ence
is re
leva
nt a
nd su
ffici
ent;
iden
tify
false
stat
emen
ts a
nd
falla
ciou
s rea
soni
ng”)
.
9. D
raw
evi
denc
e fr
om li
tera
ry o
r inf
orm
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd
rese
arch
.a.
App
ly g
rade
s 11–
12 R
eadi
ng S
tand
ards
to li
tera
ture
(i.e
., “D
emon
stra
te k
now
ledg
e of
eig
htee
nth-
, nin
etee
nth-
and
ear
ly-t
wen
tieth
-cen
tury
foun
datio
nal w
orks
of
Amer
ican
lite
ratu
re, i
nclu
ding
how
two
or m
ore
text
s fro
m th
e sa
me
perio
d tr
eat
simila
r the
mes
or t
opic
s”).
b. A
pply
gra
des 1
1–12
Rea
ding
Sta
ndar
ds to
lite
rary
non
fictio
n (i.
e., “
Delin
eate
and
ev
alua
te th
e re
ason
ing
in se
min
al U
.S. t
exts
, inc
ludi
ng th
e ap
plic
ation
of c
onsti
tu-
tiona
l prin
cipl
es a
nd u
se o
f leg
al re
ason
ing
[e.g
., in
U.S
. Sup
rem
e Co
urt C
ase
ma-
jorit
y op
inio
ns a
nd d
issen
ts] a
nd th
e pr
emise
s, p
urpo
ses,
and
arg
umen
ts in
wor
ks
of p
ublic
adv
ocac
y [e
.g.,
The
Fede
ralis
t, pr
esid
entia
l add
ress
es]”
).
Wri
ting
sta
ndar
ds 6
–12
[w]
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
RESE
ARC
H T
O B
UIL
D A
ND
PRE
SEN
T KN
OW
LED
GE
(CO
NTI
NU
ED)
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for r
esea
rch,
refle
ction
, and
revi
-sio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of ta
sks,
pu
rpos
es, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for r
esea
rch,
refle
ction
, and
revi
-sio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of ta
sks,
pu
rpos
es, a
nd a
udie
nces
.
RAN
GE
OF
WRI
TIN
G
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
56
collEgE and carEEr rEadinEss ancHor standards for SPeAKInG AnD LISTenInGThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each 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 pro-viding broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and ex-pressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and for-mats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listen-
ers can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demon-strating command of formal English when indicated or appropriate.
NOTE ON RANGE AND CONTENT OF STUDENT SPEAKING AND LISTENING
To become college and career ready, students must have ample opportuni-ties to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make com-parisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evi-dence appropriate to a particular dis-cipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speak-ing, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new ur-gency for students to be adaptable in response to change.
57
Spea
king
and
Lis
teni
ng s
tand
ards
6–1
2 [s
l]Th
e fo
llow
ing
stan
dard
s for
gra
des 6
–12
offer
a fo
cus f
or in
stru
ction
in e
ach
year
to h
elp
ensu
re th
at st
uden
ts g
ain
adeq
uate
mas
tery
of a
rang
e of
skill
s and
app
licati
ons.
Stu
dent
s adv
anci
ng th
roug
h th
e gr
ades
are
exp
ecte
d to
mee
t eac
h ye
ar’s
grad
e-sp
ecifi
c st
anda
rds a
nd re
tain
or f
urth
er d
evel
op sk
ills a
nd u
nder
stan
ding
s mas
tere
d in
pre
cedi
ng g
rade
s.
1. E
ngag
e eff
ectiv
ely
in a
rang
e of
col
labo
rativ
e di
scus
sions
(o
ne-o
n-on
e, in
gro
ups,
and
teac
her-l
ed) w
ith d
iver
se
part
ners
on
grad
e 6
topi
cs, t
exts
, and
issu
es, b
uild
ing
on
othe
rs’ i
deas
and
exp
ress
ing
thei
r ow
n cl
early
.a.
Com
e to
disc
ussio
ns p
repa
red,
hav
ing
read
or s
tud-
ied
requ
ired
mat
eria
l; ex
plic
itly
draw
on
that
pre
pa-
ratio
n by
refe
rrin
g to
evi
denc
e on
the
topi
c, te
xt, o
r iss
ue to
pro
be a
nd re
flect
on
idea
s und
er d
iscus
sion.
b. F
ollo
w ru
les f
or c
olle
gial
disc
ussio
ns, s
et sp
ecifi
c go
als a
nd d
eadl
ines
, and
defi
ne in
divi
dual
role
s as
need
ed.
c.
Pose
and
resp
ond
to sp
ecifi
c qu
estio
ns w
ith e
labo
ra-
tion
and
deta
il by
mak
ing
com
men
ts th
at c
ontr
ibut
e to
the
topi
c, te
xt, o
r iss
ue u
nder
disc
ussio
n.d.
Rev
iew
the
key
idea
s exp
ress
ed a
nd d
emon
stra
te u
n-de
rsta
ndin
g of
mul
tiple
per
spec
tives
thro
ugh
refle
c-tio
n an
d pa
raph
rasin
g.
1. E
ngag
e eff
ectiv
ely
in a
rang
e of
col
labo
rativ
e di
scus
sions
(o
ne-o
n-on
e, in
gro
ups,
and
teac
her-l
ed) w
ith d
iver
se
part
ners
on
grad
e 7
topi
cs, t
exts
, and
issu
es, b
uild
ing
on
othe
rs’ i
deas
and
exp
ress
ing
thei
r ow
n cl
early
.a.
Com
e to
disc
ussio
ns p
repa
red,
hav
ing
read
or r
e-se
arch
ed m
ater
ial u
nder
stud
y; e
xplic
itly
draw
on
that
pre
para
tion
by re
ferr
ing
to e
vide
nce
on th
e to
p-ic
, tex
t, or
issu
e to
pro
be a
nd re
flect
on
idea
s und
er
disc
ussio
n.b.
Fol
low
rule
s for
col
legi
al d
iscus
sions
, tra
ck p
rogr
ess
tow
ard
spec
ific
goal
s and
dea
dlin
es, a
nd d
efine
indi
-vi
dual
role
s as n
eede
d.c.
Po
se q
uesti
ons t
hat e
licit
elab
orati
on a
nd re
spon
d to
ot
hers
’ que
stion
s and
com
men
ts w
ith re
leva
nt o
b-se
rvati
ons a
nd id
eas t
hat b
ring
the
disc
ussio
n ba
ck
on to
pic
as n
eede
d.d.
Ack
now
ledg
e ne
w in
form
ation
exp
ress
ed b
y ot
hers
an
d, w
hen
war
rant
ed, m
odify
thei
r ow
n vi
ews.
1. E
ngag
e eff
ectiv
ely
in a
rang
e of
col
labo
rativ
e di
scus
-sio
ns (o
ne-o
n-on
e, in
gro
ups,
and
teac
her-l
ed) w
ith
dive
rse
part
ners
on
grad
e 8
topi
cs, t
exts
, and
issu
es,
build
ing
on o
ther
s’ id
eas a
nd e
xpre
ssin
g th
eir o
wn
clea
rly.
a. C
ome
to d
iscus
sions
pre
pare
d, h
avin
g re
ad o
r re-
sear
ched
mat
eria
l und
er st
udy;
exp
licitl
y dr
aw o
n th
at p
repa
ratio
n by
refe
rrin
g to
evi
denc
e on
the
topi
c, te
xt, o
r iss
ue to
pro
be a
nd re
flect
on
idea
s un
der d
iscus
sion.
b. F
ollo
w ru
les f
or c
olle
gial
disc
ussio
ns a
nd d
ecisi
on-
mak
ing,
trac
k pr
ogre
ss to
war
d sp
ecifi
c go
als a
nd
dead
lines
, and
defi
ne in
divi
dual
role
s as n
eede
d.c.
Po
se q
uesti
ons t
hat c
onne
ct th
e id
eas o
f sev
eral
sp
eake
rs a
nd re
spon
d to
oth
ers’
que
stion
s and
co
mm
ents
with
rele
vant
evi
denc
e, o
bser
vatio
ns,
and
idea
s.d.
Ack
now
ledg
e ne
w in
form
ation
exp
ress
ed b
y ot
h-er
s, a
nd, w
hen
war
rant
ed, q
ualif
y or
justi
fy th
eir
own
view
s in
light
of t
he e
vide
nce
pres
ente
d.
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
COM
PREH
ENSI
ON
AN
D C
OLL
ABO
RATI
ON
PRES
ENTA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
3. D
elin
eate
a sp
eake
r’s a
rgum
ent a
nd sp
ecifi
c cl
aim
s, d
is-tin
guish
ing
clai
ms t
hat a
re su
ppor
ted
by re
ason
s and
ev
iden
ce fr
om c
laim
s tha
t are
not
.
3. D
elin
eate
a sp
eake
r’s a
rgum
ent a
nd sp
ecifi
c cl
aim
s, e
val -
uatin
g th
e so
undn
ess o
f the
reas
onin
g an
d th
e re
leva
nce
and
suffi
cien
cy o
f the
evi
denc
e.
3. D
elin
eate
a sp
eake
r’s a
rgum
ent a
nd sp
ecifi
c cl
aim
s,
eval
uatin
g th
e so
undn
ess o
f the
reas
onin
g an
d re
l -ev
ance
and
suffi
cien
cy o
f the
evi
denc
e an
d id
entif
ying
w
hen
irrel
evan
t evi
denc
e is
intr
oduc
ed.
2. In
terp
ret i
nfor
mati
on p
rese
nted
in d
iver
se m
edia
and
fo
rmat
s (e.
g., v
isual
ly, q
uanti
tativ
ely,
oral
ly) a
nd e
xpla
in
how
it c
ontr
ibut
es to
a to
pic,
text
, or i
ssue
und
er st
udy.
2. A
naly
ze th
e m
ain
idea
s and
supp
ortin
g de
tails
pre
sent
ed
in d
iver
se m
edia
and
form
ats (
e.g.
, visu
ally,
qua
ntita
tive-
ly, o
rally
) and
exp
lain
how
the
idea
s cla
rify
a to
pic,
text
, or
issu
e un
der s
tudy
.
2. A
naly
ze th
e pu
rpos
e of
info
rmati
on p
rese
nted
in d
i-ve
rse
med
ia a
nd fo
rmat
s (e.
g., v
isual
ly, q
uanti
tativ
ely,
oral
ly) a
nd e
valu
ate
the
moti
ves (
e.g.
, soc
ial,
com
mer
-ci
al, p
oliti
cal)
behi
nd it
s pre
sent
ation
.
4. P
rese
nt c
laim
s and
find
ings
, seq
uenc
ing
idea
s log
ical
ly
and
usin
g pe
rtine
nt d
escr
iptio
ns, f
acts
, and
det
ails
to
acce
ntua
te m
ain
idea
s or t
hem
es; u
se a
ppro
pria
te e
ye
cont
act,
adeq
uate
vol
ume,
and
cle
ar p
ronu
ncia
tion.
4. P
rese
nt c
laim
s and
find
ings
, em
phas
izing
salie
nt p
oint
s in
a fo
cuse
d, c
oher
ent m
anne
r with
per
tinen
t des
crip
-tio
ns, f
acts
, det
ails,
and
exa
mpl
es; u
se a
ppro
pria
te e
ye
cont
act,
adeq
uate
vol
ume,
and
cle
ar p
ronu
ncia
tion.
4. P
rese
nt c
laim
s and
find
ings
, em
phas
izing
salie
nt p
oint
s in
a fo
cuse
d, c
oher
ent m
anne
r with
rele
vant
evi
denc
e,
soun
d va
lid re
ason
ing,
and
wel
l-cho
sen
deta
ils; u
se
appr
opria
te e
ye c
onta
ct, a
dequ
ate
volu
me,
and
cle
ar
pron
unci
ation
.
58
5. In
clud
e m
ultim
edia
com
pone
nts (
e.g.
, gra
phic
s, im
ages
, m
usic
, sou
nd) a
nd v
isual
disp
lays
in p
rese
ntati
ons t
o cl
arify
info
rmati
on.
Spea
king
and
Lis
teni
ng s
tand
ards
6–1
2 [s
l]
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
COM
PREH
ENSI
ON
AN
D C
OLL
ABO
RATI
ON
5. In
clud
e m
ultim
edia
com
pone
nts a
nd v
isual
disp
lays
in
pres
enta
tions
to c
larif
y cl
aim
s and
find
ings
and
em
pha-
size
salie
nt p
oint
s.
5. In
tegr
ate
mul
timed
ia a
nd v
isual
disp
lays
into
pre
sent
a -tio
ns to
cla
rify
info
rmati
on, s
tren
gthe
n cl
aim
s and
evi
-de
nce,
and
add
inte
rest
.
6. A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
-st
ratin
g co
mm
and
of fo
rmal
Eng
lish
whe
n in
dica
ted
or
appr
opria
te. (
See
grad
e 6
Lang
uage
Sta
ndar
ds 1
and
3
on p
age
59 fo
r spe
cific
exp
ecta
tions
.)
6. A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
-st
ratin
g co
mm
and
of fo
rmal
Eng
lish
whe
n in
dica
ted
or
appr
opria
te. (
See
grad
e 7
Lang
uage
Sta
ndar
ds 1
and
3
on p
age
59 fo
r spe
cific
exp
ecta
tions
.)
6. A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
em-
onst
ratin
g co
mm
and
of fo
rmal
Eng
lish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
e 8
Lang
uage
Sta
ndar
ds 1
and
3
on p
age
59 fo
r spe
cific
exp
ecta
tions
.)
59
1. In
itiat
e an
d pa
rtici
pate
effe
ctive
ly in
a ra
nge
of c
olla
bora
tive
disc
ussio
ns (o
ne-o
n-on
e,
in g
roup
s, a
nd te
ache
r-led
) with
div
erse
par
tner
s on
grad
es 9
–10
topi
cs, t
exts
, and
is-
sues
, bui
ldin
g on
oth
ers’
idea
s and
exp
ress
ing
thei
r ow
n cl
early
and
per
suas
ivel
y.a.
Com
e to
disc
ussio
ns p
repa
red,
hav
ing
read
and
rese
arch
ed m
ater
ial u
nder
stud
y;
expl
icitl
y dr
aw o
n th
at p
repa
ratio
n by
refe
rrin
g to
evi
denc
e fr
om te
xts a
nd o
ther
re
sear
ch o
n th
e to
pic
or is
sue
to sti
mul
ate
a th
ough
tful,
wel
l-rea
sone
d ex
chan
ge o
f id
eas.
b. W
ork
with
pee
rs to
set r
ules
for c
olle
gial
disc
ussio
ns a
nd d
ecisi
on-m
akin
g (e
.g.,
in-
form
al c
onse
nsus
, tak
ing
vote
s on
key
issue
s, p
rese
ntati
on o
f alte
rnat
e vi
ews)
, cle
ar
goal
s and
dea
dlin
es, a
nd in
divi
dual
role
s as n
eede
d.c.
Pr
opel
con
vers
ation
s by
posin
g an
d re
spon
ding
to q
uesti
ons t
hat r
elat
e th
e cu
rren
t di
scus
sion
to b
road
er th
emes
or l
arge
r ide
as; a
ctive
ly in
corp
orat
e ot
hers
into
the
disc
ussio
n; a
nd c
larif
y, ve
rify,
or c
halle
nge
idea
s and
con
clus
ions
.d.
Res
pond
thou
ghtfu
lly to
div
erse
per
spec
tives
, sum
mar
ize p
oint
s of a
gree
men
t an
d di
sagr
eem
ent,
and,
whe
n w
arra
nted
, qua
lify
or ju
stify
thei
r ow
n vi
ews a
nd
unde
rsta
ndin
g an
d m
ake
new
con
necti
ons i
n lig
ht o
f the
evi
denc
e an
d re
ason
ing
pres
ente
d.
1. In
itiat
e an
d pa
rtici
pate
effe
ctive
ly in
a ra
nge
of c
olla
bora
tive
disc
ussio
ns (o
ne-o
n-on
e,
in g
roup
s, a
nd te
ache
r-led
) with
div
erse
par
tner
s on
grad
es 1
1–12
topi
cs, t
exts
, and
is-
sues
, bui
ldin
g on
oth
ers’
idea
s and
exp
ress
ing
thei
r ow
n cl
early
and
per
suas
ivel
y.a.
Com
e to
disc
ussio
ns p
repa
red,
hav
ing
read
and
rese
arch
ed m
ater
ial u
nder
stud
y;
expl
icitl
y dr
aw o
n th
at p
repa
ratio
n by
refe
rrin
g to
evi
denc
e fr
om te
xts a
nd o
ther
re
sear
ch o
n th
e to
pic
or is
sue
to sti
mul
ate
a th
ough
tful,
wel
l-rea
sone
d ex
chan
ge o
f id
eas.
b. W
ork
with
pee
rs to
pro
mot
e ci
vil,
dem
ocra
tic d
iscus
sions
and
dec
ision
-mak
ing,
set
clea
r goa
ls an
d de
adlin
es, a
nd e
stab
lish
indi
vidu
al ro
les a
s nee
ded.
c.
Prop
el c
onve
rsati
ons b
y po
sing
and
resp
ondi
ng to
que
stion
s tha
t pro
be re
ason
ing
and
evid
ence
; ens
ure
a he
arin
g fo
r a fu
ll ra
nge
of p
ositi
ons o
n a
topi
c or
issu
e; c
lar-
ify, v
erify
, or c
halle
nge
idea
s and
con
clus
ions
; and
pro
mot
e di
verg
ent a
nd c
reati
ve
pers
pecti
ves.
d. R
espo
nd th
ough
tfully
to d
iver
se p
ersp
ectiv
es; s
ynth
esize
com
men
ts, c
laim
s, a
nd
evid
ence
mad
e on
all
sides
of a
n iss
ue; r
esol
ve c
ontr
adic
tions
whe
n po
ssib
le; a
nd
dete
rmin
e w
hat a
dditi
onal
info
rmati
on o
r res
earc
h is
requ
ired
to d
eepe
n th
e in
-ve
stiga
tion
or c
ompl
ete
the
task
.
Spea
king
and
Lis
teni
ng s
tand
ards
6–1
2 [s
l]Th
e CC
R an
chor
stan
dard
s and
hig
h sc
hool
gra
de-s
peci
fic st
anda
rds w
ork
in ta
ndem
to d
efine
col
lege
and
car
eer r
eadi
ness
exp
ecta
tions
—th
e fo
rmer
pro
vidi
ng b
road
stan
dard
s, th
e la
tter p
rovi
ding
ad
ditio
nal s
peci
ficity
.
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
COM
PREH
ENSI
ON
AN
D C
OLL
ABO
RATI
ON
2. In
tegr
ate
mul
tiple
sour
ces o
f inf
orm
ation
pre
sent
ed in
div
erse
med
ia o
r for
mat
s (e.
g.,
visu
ally,
qua
ntita
tivel
y, or
ally
) eva
luati
ng th
e cr
edib
ility
and
acc
urac
y of
eac
h so
urce
. 2.
Inte
grat
e m
ultip
le so
urce
s of i
nfor
mati
on p
rese
nted
in d
iver
se fo
rmat
s and
med
ia
(e.g
., vi
sual
ly, q
uanti
tativ
ely,
oral
ly) i
n or
der t
o m
ake
info
rmed
dec
ision
s and
solv
e pr
oble
ms,
eva
luati
ng th
e cr
edib
ility
and
acc
urac
y of
eac
h so
urce
and
noti
ng a
ny d
is-cr
epan
cies
am
ong
the
data
.
3. E
valu
ate
a sp
eake
r’s p
oint
of v
iew,
reas
onin
g, a
nd u
se o
f evi
denc
e an
d rh
etor
ic, i
den -
tifyi
ng a
ny fa
llaci
ous r
easo
ning
or e
xagg
erat
ed o
r dist
orte
d ev
iden
ce.
3. E
valu
ate
a sp
eake
r’s p
oint
of v
iew,
reas
onin
g, a
nd u
se o
f evi
denc
e an
d rh
etor
ic, a
s -se
ssin
g th
e st
ance
, pre
mise
s, li
nks a
mon
g id
eas,
wor
d ch
oice
, poi
nts o
f em
phas
is,
and
tone
use
d.
PRES
ENTA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
4. P
rese
nt in
form
ation
, find
ings
, and
supp
ortin
g ev
iden
ce c
lear
ly, c
onci
sely,
and
logi
cally
su
ch th
at li
sten
ers c
an fo
llow
the
line
of re
ason
ing
and
the
orga
niza
tion,
dev
elop
men
t, su
bsta
nce,
and
styl
e ar
e ap
prop
riate
to p
urpo
se, a
udie
nce,
and
task
.
4. P
rese
nt in
form
ation
, find
ings
, and
supp
ortin
g ev
iden
ce, c
onve
ying
a c
lear
and
disti
nct
pers
pecti
ve, s
uch
that
list
ener
s can
follo
w th
e lin
e of
reas
onin
g, a
ltern
ative
or o
ppos
-in
g pe
rspe
ctive
s are
add
ress
ed, a
nd th
e or
gani
zatio
n, d
evel
opm
ent,
subs
tanc
e, a
nd
styl
e ar
e ap
prop
riate
to p
urpo
se, a
udie
nce,
and
a ra
nge
of fo
rmal
and
info
rmal
task
s.
5. M
ake
stra
tegi
c us
e of
dig
ital m
edia
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
inte
rac-
tive
elem
ents
) in
pres
enta
tions
to e
nhan
ce u
nder
stan
ding
of fi
ndin
gs, r
easo
ning
, and
ev
iden
ce a
nd to
add
inte
rest
.
5. M
ake
stra
tegi
c us
e of
dig
ital m
edia
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
inte
rac -
tive
elem
ents
) in
pres
enta
tions
to e
nhan
ce u
nder
stan
ding
of fi
ndin
gs, r
easo
ning
, and
ev
iden
ce a
nd to
add
inte
rest
.
6. A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
com
man
d of
form
al
Engl
ish w
hen
indi
cate
d or
app
ropr
iate
. (Se
e gr
ades
9–1
0 La
ngua
ge S
tand
ards
1 a
nd 3
on
pag
es 6
1 fo
r spe
cific
exp
ecta
tions
.)
6. A
dapt
spee
ch to
a v
arie
ty o
f con
text
s and
task
s, d
emon
stra
ting
a co
mm
and
of fo
rmal
En
glish
whe
n in
dica
ted
or a
ppro
pria
te. (
See
grad
es 1
1–12
Lan
guag
e St
anda
rds 1
and
3
on p
age
61 fo
r spe
cific
exp
ecta
tions
.)
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
60
collEgE and carEEr rEadinEss ancHor standards for LAnGuAGeThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each 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 pro-viding broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Conventions of Standard english1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitaliza-tion, punctuation, and spelling when writing.
Knowledge of Language3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and use4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate indepen-dence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
NOTE ON RANGE AND CONTENT OF STUDENT LANGUAGE USE
To be college and career ready in lan-guage, students must have firm con-trol over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular func-tions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determin-ing or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example, that have similar denotations but dif-ferent connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effec-tive language use, and vocabulary are unimportant to reading, writing, speak-ing, and listening; indeed, they are inseparable from such contexts.
61
Lang
uage
sta
ndar
ds 6
–12
[l]
The
follo
win
g st
anda
rds f
or g
rade
s 6–1
2 off
er a
focu
s for
inst
ructi
on e
ach
year
to h
elp
ensu
re th
at st
uden
ts g
ain
adeq
uate
mas
tery
of a
rang
e of
skill
s and
app
licati
ons.
Stu
dent
s adv
anci
ng
thro
ugh
the
grad
es a
re e
xpec
ted
to m
eet e
ach
year
’s gr
ade-
spec
ific
stan
dard
s and
reta
in o
r fur
ther
dev
elop
skill
s and
und
erst
andi
ngs m
aste
red
in p
rece
ding
gra
des.
Beg
inni
ng in
gra
de 3
, ski
lls a
nd
unde
rsta
ndin
gs th
at a
re p
artic
ular
ly li
kely
to re
quire
con
tinue
d att
entio
n in
hig
her g
rade
s as t
hey
are
appl
ied
to in
crea
singl
y so
phisti
cate
d w
riting
and
spea
king
are
mar
ked
with
an
aste
risk
(*).
See
the
tabl
e on
pag
e 64
for a
com
plet
e lis
ting
and
Appe
ndix
A fo
r an
exam
ple
of h
ow th
ese
skill
s dev
elop
in so
phisti
catio
n.
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Ens
ure
that
pro
noun
s are
in th
e pr
oper
cas
e (s
ubje
c-tiv
e, o
bjec
tive,
pos
sess
ive)
.b.
Use
inte
nsiv
e pr
onou
ns (e
.g.,
mys
elf,
ours
elve
s).
c.
Reco
gnize
and
cor
rect
inap
prop
riate
shift
s in
pro-
noun
num
ber a
nd p
erso
n.*
d. R
ecog
nize
and
cor
rect
vag
ue p
rono
uns (
i.e.,
ones
w
ith u
ncle
ar o
r am
bigu
ous a
ntec
eden
ts).*
e. R
ecog
nize
var
iatio
ns fr
om st
anda
rd E
nglis
h in
thei
r ow
n an
d ot
hers
’ writi
ng a
nd sp
eaki
ng, a
nd id
entif
y an
d us
e st
rate
gies
to im
prov
e ex
pres
sion
in c
onve
n-tio
nal l
angu
age.
*
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Exp
lain
the
func
tion
of p
hras
es a
nd c
laus
es in
gen
-er
al a
nd th
eir f
uncti
on in
spec
ific
sent
ence
s.b.
Cho
ose
amon
g sim
ple,
com
poun
d, c
ompl
ex, a
nd
com
poun
d-co
mpl
ex se
nten
ces t
o sig
nal d
iffer
ing
re-
latio
nshi
ps a
mon
g id
eas.
c.
Plac
e ph
rase
s and
cla
uses
with
in a
sent
ence
, rec
-og
nizin
g an
d co
rrec
ting
misp
lace
d an
d da
nglin
g m
odifi
ers.
*
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge w
hen
writi
ng o
r spe
akin
g.a.
Exp
lain
the
func
tion
of v
erba
ls (g
erun
ds, p
arti-
cipl
es, i
nfini
tives
) in
gene
ral a
nd th
eir f
uncti
on in
pa
rticu
lar s
ente
nces
.b.
For
m a
nd u
se v
erbs
in th
e ac
tive
and
pass
ive
voic
e.c.
Fo
rm a
nd u
se v
erbs
in th
e in
dica
tive,
impe
rativ
e,
inte
rrog
ative
, con
ditio
nal,
and
subj
uncti
ve m
ood.
d.
Rec
ogni
ze a
nd c
orre
ct in
appr
opria
te sh
ifts i
n ve
rb
voic
e an
d m
ood.
*
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
CON
VEN
TIO
NS
OF
STA
ND
ARD
EN
GLI
SH
KNO
WLE
DG
E O
F LA
NG
UA
GE
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Var
y se
nten
ce p
atter
ns fo
r mea
ning
, rea
der/
liste
ner
inte
rest
, and
styl
e.*
b. M
aint
ain
cons
isten
cy in
styl
e an
d to
ne.*
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Cho
ose
lang
uage
that
exp
ress
es id
eas p
reci
sely
and
co
ncise
ly, re
cogn
izing
and
elim
inati
ng w
ordi
ness
and
re
dund
ancy
.*
3. U
se k
now
ledg
e of
lang
uage
and
its c
onve
ntion
s whe
n w
riting
, spe
akin
g, re
adin
g, o
r list
enin
g.a.
Use
ver
bs in
the
activ
e an
d pa
ssiv
e vo
ice
and
in th
e co
nditi
onal
and
subj
uncti
ve m
ood
to a
chie
ve p
ar-
ticul
ar e
ffect
s (e.
g., e
mph
asizi
ng th
e ac
tor o
r the
ac
tion;
exp
ress
ing
unce
rtai
nty
or d
escr
ibin
g a
stat
e co
ntra
ry to
fact
).
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. U
se a
com
ma
to se
para
te c
oord
inat
e ad
jecti
ves (
e.g.
, It
was
a fa
scin
ating
, enj
oyab
le m
ovie
but
not
He
wor
e an
old
[,] g
reen
shirt
).b.
Spe
ll co
rrec
tly.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. U
se p
unct
uatio
n (c
omm
a, e
llips
is, d
ash)
to in
dica
te
a pa
use
or b
reak
.b.
Use
an
ellip
sis to
indi
cate
an
omiss
ion.
c.
Spel
l cor
rect
ly.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
uatio
n, a
nd sp
ellin
g w
hen
writi
ng.
a. U
se p
unct
uatio
n (c
omm
as, p
aren
thes
es, d
ashe
s) to
se
t off
nonr
estr
ictiv
e/pa
rent
hetic
al e
lem
ents
.*
b. S
pell
corr
ectly
.
62
Lang
uage
sta
ndar
ds 6
–12
[l]
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd p
hras
es b
ased
on
grad
e 6
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
a ra
nge
of
stra
tegi
es.
a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a se
nten
ce
or p
arag
raph
; a w
ord’
s pos
ition
or f
uncti
on in
a se
n-te
nce)
as a
clu
e to
the
mea
ning
of a
wor
d or
phr
ase.
b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lati
n affi
x-es
and
root
s as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., au
dien
ce, a
udito
ry, a
udib
le).
c.
Cons
ult r
efer
ence
mat
eria
ls (e
.g.,
dicti
onar
ies,
glo
s-sa
ries,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
th
e pr
onun
ciati
on o
f a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng o
r its
par
t of s
peec
h.d.
Ver
ify th
e pr
elim
inar
y de
term
inati
on o
f the
mea
ning
of
a w
ord
or p
hras
e (e
.g.,
by c
heck
ing
the
infe
rred
m
eani
ng in
con
text
or i
n a
dicti
onar
y).
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd p
hras
es b
ased
on
grad
e 7
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
a ra
nge
of
stra
tegi
es.
a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a se
nten
ce
or p
arag
raph
; a w
ord’
s pos
ition
or f
uncti
on in
a se
n-te
nce)
as a
clu
e to
the
mea
ning
of a
wor
d or
phr
ase.
b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lati
n affi
x-es
and
root
s as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., be
llige
rent
, bel
licos
e, re
bel).
c.
Cons
ult g
ener
al a
nd sp
ecia
lized
refe
renc
e m
ater
i-al
s (e.
g., d
ictio
narie
s, g
loss
arie
s, th
esau
ruse
s), b
oth
prin
t and
dig
ital,
to fi
nd th
e pr
onun
ciati
on o
f a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng o
r its
par
t of
spee
ch.
d. V
erify
the
prel
imin
ary
dete
rmin
ation
of t
he m
eani
ng
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed
mea
ning
in c
onte
xt o
r in
a di
ction
ary)
.
3. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds o
r phr
ases
bas
ed o
n gr
ade
8 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
st
rate
gies
.a.
Use
con
text
(e.g
., th
e ov
eral
l mea
ning
of a
sen-
tenc
e or
par
agra
ph; a
wor
d’s p
ositi
on o
r fun
ction
in
a se
nten
ce) a
s a c
lue
to th
e m
eani
ng o
f a w
ord
or
phra
se.
b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lati
n af
-fix
es a
nd ro
ots a
s clu
es to
the
mea
ning
of a
wor
d (e
.g.,
prec
ede,
rece
de, s
eced
e).
c.
Cons
ult g
ener
al a
nd sp
ecia
lized
refe
renc
e m
ater
i-al
s (e.
g., d
ictio
narie
s, g
loss
arie
s, th
esau
ruse
s), b
oth
prin
t and
dig
ital,
to fi
nd th
e pr
onun
ciati
on o
f a
wor
d or
det
erm
ine
or c
larif
y its
pre
cise
mea
ning
or
its p
art o
f spe
ech.
d. V
erify
the
prel
imin
ary
dete
rmin
ation
of t
he m
ean-
ing
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
-fe
rred
mea
ning
in c
onte
xt o
r in
a di
ction
ary)
.
G
rade
6 S
tude
nts:
G
rade
7 S
tude
nts:
G
rade
8 S
tude
nts:
VOC
ABU
LARy
ACQ
UIS
ITIO
N A
ND
USE
5. D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, wor
d re
latio
nshi
ps, a
nd n
uanc
es in
wor
d m
eani
ngs.
a. I
nter
pret
figu
res o
f spe
ech
(e.g
., pe
rson
ifica
tion)
in
cont
ext.
b. U
se th
e re
latio
nshi
p be
twee
n pa
rticu
lar w
ords
(e.g
., ca
use/
effec
t, pa
rt/w
hole
, ite
m/c
ateg
ory)
to b
etter
un
ders
tand
eac
h of
the
wor
ds.
c.
Disti
ngui
sh a
mon
g th
e co
nnot
ation
s (as
soci
ation
s)
of w
ords
with
sim
ilar d
enot
ation
s (de
finiti
ons)
(e.g
., sti
ngy,
scrim
ping
, eco
nom
ical
, unw
aste
ful,
thrift
y).
5. D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, wor
d re
latio
nshi
ps, a
nd n
uanc
es in
wor
d m
eani
ngs.
a. I
nter
pret
figu
res o
f spe
ech
(e.g
., lit
erar
y, bi
blic
al, a
nd
myt
holo
gica
l allu
sions
) in
cont
ext.
b. U
se th
e re
latio
nshi
p be
twee
n pa
rticu
lar w
ords
(e.g
., sy
nony
m/a
nton
ym, a
nalo
gy) t
o be
tter u
nder
stan
d ea
ch o
f the
wor
ds.
c.
Disti
ngui
sh a
mon
g th
e co
nnot
ation
s (as
soci
ation
s) o
f w
ords
with
sim
ilar d
enot
ation
s (de
finiti
ons)
(e.g
., re
-fin
ed, r
espe
ctful
, pol
ite, d
iplo
mati
c, c
onde
scen
ding
).
5. D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, w
ord
rela
tions
hips
, and
nua
nces
in w
ord
mea
ning
s.a.
Int
erpr
et fi
gure
s of s
peec
h (e
.g. v
erba
l iro
ny, p
uns)
in
con
text
.b.
Use
the
rela
tions
hip
betw
een
parti
cula
r wor
ds to
be
tter u
nder
stan
d ea
ch o
f the
wor
ds.
c.
Disti
ngui
sh a
mon
g th
e co
nnot
ation
s (as
soci
ation
s)
of w
ords
with
sim
ilar d
enot
ation
s (de
finiti
ons)
(e.g
., bu
llhea
ded,
will
ful,
firm
, per
siste
nt, r
esol
ute)
.
6. A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al
acad
emic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es; g
ath-
er v
ocab
ular
y kn
owle
dge
whe
n co
nsid
erin
g a
wor
d or
ph
rase
impo
rtan
t to
com
preh
ensio
n or
exp
ress
ion.
6. A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al
acad
emic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es; g
ath-
er v
ocab
ular
y kn
owle
dge
whe
n co
nsid
erin
g a
wor
d or
ph
rase
impo
rtan
t to
com
preh
ensio
n or
exp
ress
ion.
6. A
cqui
re a
nd u
se a
ccur
atel
y gr
ade-
appr
opria
te g
ener
al
acad
emic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es;
gath
er v
ocab
ular
y kn
owle
dge
whe
n co
nsid
erin
g a
wor
d or
phr
ase
impo
rtan
t to
com
preh
ensio
n or
exp
ress
ion.
63
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge
whe
n w
riting
or s
peak
ing.
a. U
se p
aral
lel s
truc
ture
.*b.
Use
var
ious
type
s of p
hras
es (n
oun,
ver
b, a
djec
tival
, adv
erbi
al, p
artic
ipia
l, pr
epos
i-tio
nal,
abso
lute
) and
cla
uses
(ind
epen
dent
, dep
ende
nt; n
oun,
rela
tive,
adv
erbi
al) t
o co
nvey
spec
ific
mea
ning
s and
add
var
iety
and
inte
rest
to w
riting
or p
rese
ntati
ons.
1. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish g
ram
mar
and
usa
ge
whe
n w
riting
or s
peak
ing.
a. A
pply
the
unde
rsta
ndin
g th
at u
sage
is a
matt
er o
f con
venti
on, c
an c
hang
e ov
er
time,
and
is so
meti
mes
con
test
ed.
b. R
esol
ve is
sues
of c
ompl
ex o
r con
test
ed u
sage
, con
sulti
ng re
fere
nces
(e.g
., M
erria
m-W
ebst
er’s
Dicti
onar
y of
Eng
lish
Usa
ge, G
arne
r’s M
oder
n Am
eric
an U
sage
) as
nee
ded.
Lang
uage
sta
ndar
ds 6
–12
[l]
The
CCR
anch
or st
anda
rds a
nd h
igh
scho
ol g
rade
-spe
cific
stan
dard
s wor
k in
tand
em to
defi
ne c
olle
ge a
nd c
aree
r rea
dine
ss e
xpec
tatio
ns—
the
form
er p
rovi
ding
bro
ad st
anda
rds,
the
latte
r pro
vidi
ng
addi
tiona
l spe
cific
ity.
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
CON
VEN
TIO
NS
OF
STA
ND
ARD
EN
GLI
SH
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unc-
tuati
on, a
nd sp
ellin
g w
hen
writi
ng.
a. O
bser
ve h
yphe
natio
n co
nven
tions
.b.
Spe
ll co
rrec
tly.
3. A
pply
kno
wle
dge
of la
ngua
ge to
und
erst
and
how
lang
uage
func
tions
in d
iffer
ent c
on-
text
s, to
mak
e eff
ectiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
w
hen
read
ing
or li
sten
ing.
a. W
rite
and
edit
wor
k so
that
it c
onfo
rms t
o th
e gu
idel
ines
in a
styl
e m
anua
l (e.
g.,
MLA
Han
dboo
k, T
urab
ian’
s Man
ual f
or W
riter
s) a
ppro
pria
te fo
r the
disc
iplin
e an
d w
riting
type
.
3. A
pply
kno
wle
dge
of la
ngua
ge to
und
erst
and
how
lang
uage
func
tions
in d
iffer
ent c
on-
text
s, to
mak
e eff
ectiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to c
ompr
ehen
d m
ore
fully
w
hen
read
ing
or li
sten
ing.
a. V
ary
synt
ax fo
r effe
ct, c
onsu
lting
refe
renc
es (e
.g.,
Tufte
’s Ar
tful S
ente
nces
) for
gui
d-an
ce a
s nee
ded;
app
ly a
n un
ders
tand
ing
of sy
ntax
to th
e st
udy
of c
ompl
ex te
xts
whe
n re
adin
g.
KNO
WLE
DG
E O
F LA
NG
UA
GE
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd
phra
ses b
ased
on
grad
es 9
–10
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
a ra
nge
of
stra
tegi
es.
a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a se
nten
ce, p
arag
raph
, or t
ext;
a w
ord’
s po
sition
or f
uncti
on in
a se
nten
ce) a
s a c
lue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.b.
Ide
ntify
and
cor
rect
ly u
se p
atter
ns o
f wor
d ch
ange
s tha
t ind
icat
e di
ffere
nt m
ean-
ings
or p
arts
of s
peec
h (e
.g.,
anal
yze,
ana
lysis
, ana
lytic
al; a
dvoc
ate,
adv
ocac
y).
c.
Cons
ult g
ener
al a
nd sp
ecia
lized
refe
renc
e m
ater
ials
(e.g
., di
ction
arie
s, g
loss
arie
s,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
ation
of a
wor
d or
det
er-
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f spe
ech,
or i
ts e
tym
olog
y.d.
Ver
ify th
e pr
elim
inar
y de
term
inati
on o
f the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
ch
ecki
ng th
e in
ferr
ed m
eani
ng in
con
text
or i
n a
dicti
onar
y).
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds a
nd
phra
ses b
ased
on
grad
es 1
1–12
read
ing
and
cont
ent,
choo
sing
flexi
bly
from
a ra
nge
of
stra
tegi
es.
a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a se
nten
ce, p
arag
raph
, or t
ext;
a w
ord’
s po
sition
or f
uncti
on in
a se
nten
ce) a
s a c
lue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.b.
Ide
ntify
and
cor
rect
ly u
se p
atter
ns o
f wor
d ch
ange
s tha
t ind
icat
e di
ffere
nt m
ean-
ings
or p
arts
of s
peec
h (e
.g.,
conc
eive
, con
cepti
on, c
once
ivab
le).
c.
Cons
ult g
ener
al a
nd sp
ecia
lized
refe
renc
e m
ater
ials
(e.g
., di
ction
arie
s, g
loss
arie
s,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
ation
of a
wor
d or
det
er-
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f spe
ech,
its e
tym
olog
y, or
its s
tan-
dard
usa
ge.
d. V
erify
the
prel
imin
ary
dete
rmin
ation
of t
he m
eani
ng o
f a w
ord
or p
hras
e (e
.g.,
by
chec
king
the
infe
rred
mea
ning
in c
onte
xt o
r in
a di
ction
ary)
.
2. D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish c
apita
lizati
on, p
unct
ua-
tion,
and
spel
ling
whe
n w
riting
.a.
Use
a se
mic
olon
(and
per
haps
a c
onju
nctiv
e ad
verb
) to
link
two
or m
ore
clos
ely
re-
late
d in
depe
nden
t cla
uses
.b.
Use
a c
olon
to in
trod
uce
a lis
t or q
uota
tion.
c.
Spel
l cor
rect
ly.
VOC
ABU
LARy
ACQ
UIS
ITIO
N A
ND
USE
64
Lang
uage
sta
ndar
ds 6
–12
[l]
G
rade
9–1
0 St
uden
ts:
Gra
de 1
1–12
Stu
dent
s:
CON
VEN
TIO
NS
OF
STA
ND
ARD
EN
GLI
SH5.
Dem
onst
rate
und
erst
andi
ng o
f figu
rativ
e la
ngua
ge, w
ord
rela
tions
hips
, and
nua
nces
in
wor
d m
eani
ngs.
a.
Inte
rpre
t figu
res o
f spe
ech
(e.g
., eu
phem
ism, o
xym
oron
) in
cont
ext a
nd a
naly
ze
thei
r rol
e in
the
text
.b.
Ana
lyze
nua
nces
in th
e m
eani
ng o
f wor
ds w
ith si
mila
r den
otati
ons.
5. D
emon
stra
te u
nder
stan
ding
of fi
gura
tive
lang
uage
, wor
d re
latio
nshi
ps, a
nd n
uanc
es in
w
ord
mea
ning
s.a.
Int
erpr
et fi
gure
s of s
peec
h (e
.g.,
hype
rbol
e, p
arad
ox) i
n co
ntex
t and
ana
lyze
thei
r ro
le in
the
text
.b.
Ana
lyze
nua
nces
in th
e m
eani
ng o
f wor
ds w
ith si
mila
r den
otati
ons.
6. A
cqui
re a
nd u
se a
ccur
atel
y ge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
, su
ffici
ent f
or re
adin
g, w
riting
, spe
akin
g, a
nd li
sten
ing
at th
e co
llege
and
car
eer r
eadi
-ne
ss le
vel;
dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
con-
sider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
6. A
cqui
re a
nd u
se a
ccur
atel
y ge
nera
l aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
, su
ffici
ent f
or re
adin
g, w
riting
, spe
akin
g, a
nd li
sten
ing
at th
e co
llege
and
car
eer r
eadi
-ne
ss le
vel;
dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
con-
sider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or e
xpre
ssio
n.
65
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series.†
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener in-terest, and style.‡
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.
L.9–10.1a. Use parallel structure.
* Subsumed by L.7.3a † Subsumed by L.9–10.1a ‡ Subsumed by L.11–12.3a
languagE ProgrEssivE sKills, By gradEThe following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
GRAdE(S)
STANdARd 3 4 5 6 7 8 9/10 11/12
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
66
STAnDARD 10: RAnGe, QuALITY, AnD COMPLeXITY OF STuDenT ReADInG 6–12
Qualitative
Reader and Task
Quantitative
MEASURING TExT COMPLExITy: THREE FACTORS
Qualitative evaluation of the text: Levels of meaning, structure, language conventional-ity and clarity, and knowledge demands
Quantitative evaluation of the text: Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Note: More detailed information on text complexity and how it is measured is contained in Appendix A.
RAnGe OF TeXT TYPeS FOR 6–12Students in grades 6–12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
LITERATURE
SToRiES Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realis-tic fiction, allegories, parodies, satire, and graphic novels
DRAMA Includes one-act and multi-act plays, both in written form and on film
PoETRy Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics
INFORMATIONAL TExT
LiTERARy NoNfiCTioN Includes the subgenres of exposition, argument, and functional text in the form of personal essays,
speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
67
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
tExts illustrating tHE comPlExity, Quality, and rangE of studEnt rEading 6–12
LITERATURE, STORIES, dRAMA, POETRY
Grades 6–8 Little Women by Louisa May Alcott (1869) The Adventures of Tom Sawyer by Mark Twain (1876) “The Road Not Taken” by Robert Frost (1915) The Dark Is Rising by Susan Cooper (1973) Dragonwings by Laurence Yep (1975) Roll of Thunder, Hear My Cry by Mildred Taylor (1976)
Grades 9–10 The Tragedy of Macbeth by William Shakespeare (1592) “Ozymandias” by Percy Bysshe Shelley (1817) “The Raven” by Edgar Allen Poe (1845) “The Gift of the Magi” by O. Henry (1906) The Grapes of Wrath by John Steinbeck (1939) Fahrenheit 451 by Ray Bradbury (1953) The Killer Angels by Michael Shaara (1975)
Grades 11–CCR “Ode on a Grecian Urn” by John Keats (1820) Jane Eyre by Charlotte Brontë (1848) “Because I Could Not Stop for Death” by Emily Dickinson (1890)
The Great Gatsby by F. Scott Fitzgerald (1925) Their Eyes Were Watching God by Zora Neale Hurston (1937)
A Raisin in the Sun by Lorraine Hansberry (1959) The Namesake by Jhumpa Lahiri (2003)
INFORMATIONAL TEXT: Literary Nonfiction
Grades 6–8 “Letter on Thomas Jefferson” by John Adams (1776) Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass (1845)
“Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” by Winston Churchill (1940)
Harriet Tubman: Conductor on the Underground Railroad by Ann Petry (1955)
Travels with Charley: In Search of America by John Steinbeck (1962)
Grades 9–10 “Speech to the Second Virginia Convention” by Patrick Henry (1775)
“Farewell Address” by George Washington (1796) “Gettysburg Address” by Abraham Lincoln (1863) “State of the Union Address” by Franklin Delano Roosevelt (1941)
“Letter from Birmingham Jail” by Martin Luther King, Jr. (1964)
“Hope, Despair and Memory” by Elie Wiesel (1997)
Grades 11–CCR Common Sense by Thomas Paine (1776) Walden by Henry David Thoreau (1854) “Society and Solitude” by Ralph Waldo Emerson (1857) “The Fallacy of Success” by G. K. Chesterton (1909) Black Boy by Richard Wright (1945) “Politics and the English Language” by George Orwell (1946)
“Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995)
Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of grades 6–12 text complexity, quality, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.
69
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
UTAH CORE STATE STANDARDSfor
LITERACY IN HISTORY/SOCIAL STUdIES, SCIENCE, ANd TECHNICAL SUBJECTS
6–12
Utah EducationSTATEOFFICE
of
71
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
collEgE and carEEr rEadinEss ancHor standards for ReADInGThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. 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 to-gether 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 logi-
cal 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 develop-ment; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure4. Interpret words and phrases as they are used in a text, including deter-
mining 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, para-graphs, 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 Ideas7. Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, includ-ing 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 indepen-
dently and proficiently.
* Please see “Research to Build 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.
NOTE ON RANGE AND CONTENT OF STUDENT READING
Reading is critical to building knowl-edge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an under-standing of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex infor-mation, and follow detailed descrip-tions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and second-ary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challeng-ing texts that often make extensive use of elaborate diagrams and data to con-vey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is impor-tant to note that these Reading stan-dards are meant to complement the specific content demands of the disci-plines, not replace them.
72
Read
ing
stan
dard
s for
lite
racy
in H
istor
y/so
cial
stu
dies
6–1
2 [r
H]
The
stan
dard
s bel
ow b
egin
at g
rade
6; s
tand
ards
for K
–5 re
adin
g in
hist
ory/
soci
al st
udie
s, sc
ienc
e, a
nd te
chni
cal s
ubje
cts a
re in
tegr
ated
into
the
K–5
Read
ing
stan
dard
s. T
he C
CR a
ncho
r sta
ndar
ds
and
high
scho
ol st
anda
rds i
n lit
erac
y w
ork
in ta
ndem
to d
efine
col
lege
and
car
eer r
eadi
ness
exp
ecta
tions
—th
e fo
rmer
pro
vidi
ng b
road
stan
dard
s, th
e la
tter p
rovi
ding
add
ition
al sp
ecifi
city
.
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
1. C
ite sp
ecifi
c te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f pri-
mar
y an
d se
cond
ary
sour
ces.
1. C
ite sp
ecifi
c te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f pri -
mar
y an
d se
cond
ary
sour
ces,
atte
ndin
g to
such
feat
ures
as
the
date
and
orig
in o
f the
info
rmati
on.
1. C
ite sp
ecifi
c te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f pr
imar
y an
d se
cond
ary
sour
ces,
con
necti
ng in
sight
s ga
ined
from
spec
ific
deta
ils to
an
unde
rsta
ndin
g of
the
text
as a
who
le.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r inf
orm
ation
of a
prim
ary
or se
cond
ary
sour
ce; p
rovi
de a
n ac
cura
te su
mm
ary
of
the
sour
ce d
istinc
t fro
m p
rior k
now
ledg
e or
opi
nion
s.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r inf
orm
ation
of a
prim
ary
or se
cond
ary
sour
ce; p
rovi
de a
n ac
cura
te su
mm
ary
of
how
key
eve
nts o
r ide
as d
evel
op o
ver t
he c
ours
e of
the
text
.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r inf
orm
ation
of a
pri-
mar
y or
seco
ndar
y so
urce
; pro
vide
an
accu
rate
sum
-m
ary
that
mak
es c
lear
the
rela
tions
hips
am
ong
the
key
deta
ils a
nd id
eas.
3. Id
entif
y ke
y st
eps i
n a
text
’s de
scrip
tion
of a
pro
cess
re-
late
d to
hist
ory/
soci
al st
udie
s (e.
g., h
ow a
bill
bec
omes
la
w, h
ow in
tere
st ra
tes a
re ra
ised
or lo
wer
ed).
3. A
naly
ze in
det
ail a
serie
s of e
vent
s des
crib
ed in
a te
xt;
dete
rmin
e w
heth
er e
arlie
r eve
nts c
ause
d la
ter o
nes o
r sim
ply
prec
eded
them
.
3. E
valu
ate
vario
us e
xpla
natio
ns fo
r acti
ons o
r eve
nts
and
dete
rmin
e w
hich
exp
lana
tion
best
acc
ords
with
te
xtua
l evi
denc
e, a
ckno
wle
dgin
g w
here
the
text
le
aves
matt
ers u
ncer
tain
.
CRA
FT A
ND
STR
UC
TURE
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
voc
abul
ary
spec
ific
to d
o-m
ains
rela
ted
to h
istor
y/so
cial
stud
ies.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
voc
abul
ary
desc
ribin
g po
liti-
cal,
soci
al, o
r eco
nom
ic a
spec
ts o
f hist
ory/
soci
al st
udie
s.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a te
xt, i
nclu
ding
ana
lyzin
g ho
w a
n au
thor
us
es a
nd re
fines
the
mea
ning
of a
key
term
ove
r the
co
urse
of a
text
(e.g
., ho
w M
adiso
n de
fines
facti
on in
Fe
dera
list N
o. 1
0).
5. D
escr
ibe
how
a te
xt p
rese
nts i
nfor
mati
on (e
.g.,
sequ
en-
tially
, com
para
tivel
y, ca
usal
ly).
5. A
naly
ze h
ow a
text
use
s str
uctu
re to
em
phas
ize k
ey
poin
ts o
r adv
ance
an
expl
anati
on o
r ana
lysis
.5.
Ana
lyze
in d
etai
l how
a c
ompl
ex p
rimar
y so
urce
is st
ruc -
ture
d, in
clud
ing
how
key
sent
ence
s, p
arag
raph
s, a
nd
larg
er p
ortio
ns o
f the
text
con
trib
ute
to th
e w
hole
.
6. Id
entif
y as
pect
s of a
text
that
reve
al a
n au
thor
’s po
int
of v
iew
or p
urpo
se (e
.g.,
load
ed la
ngua
ge, i
nclu
sion
or
avoi
danc
e of
par
ticul
ar fa
cts)
.
6. C
ompa
re th
e po
int o
f vie
w o
f tw
o or
mor
e au
thor
s for
ho
w th
ey tr
eat t
he sa
me
or si
mila
r top
ics,
incl
udin
g w
hich
det
ails
they
incl
ude
and
emph
asize
in th
eir r
e-sp
ectiv
e ac
coun
ts.
6. E
valu
ate
auth
ors’
diff
erin
g po
ints
of v
iew
on
the
sam
e hi
stor
ical
eve
nt o
r iss
ue b
y as
sess
ing
the
auth
ors’
cl
aim
s, re
ason
ing,
and
evi
denc
e.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
7. In
tegr
ate
visu
al in
form
ation
(e.g
., in
cha
rts,
gra
phs,
pho
-to
grap
hs, v
ideo
s, o
r map
s) w
ith o
ther
info
rmati
on in
pr
int a
nd d
igita
l tex
ts.
7. In
tegr
ate
quan
titati
ve o
r tec
hnic
al a
naly
sis (e
.g.,
char
ts,
rese
arch
dat
a) w
ith q
ualit
ative
ana
lysis
in p
rint o
r dig
ital
text
.
7. In
tegr
ate
and
eval
uate
mul
tiple
sour
ces o
f inf
orm
ation
pr
esen
ted
in d
iver
se fo
rmat
s and
med
ia (e
.g.,
visu
ally,
qu
antit
ative
ly, a
s wel
l as i
n w
ords
) in
orde
r to
addr
ess a
qu
estio
n or
solv
e a
prob
lem
.
8. D
isting
uish
am
ong
fact
, opi
nion
, and
reas
oned
judg
men
t in
a te
xt.
8. A
sses
s the
ext
ent t
o w
hich
the
reas
onin
g an
d ev
iden
ce
in a
text
supp
ort t
he a
utho
r’s c
laim
s.8.
Eva
luat
e an
aut
hor’s
pre
mise
s, c
laim
s, a
nd e
vide
nce
by c
orro
bora
ting
or c
halle
ngin
g th
em w
ith o
ther
in
form
ation
.
73
Read
ing
stan
dard
s for
lite
racy
in H
istor
y/so
cial
stu
dies
6–1
2 [r
H]
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
(CO
NTI
NU
ED)
9. A
naly
ze th
e re
latio
nshi
p be
twee
n a
prim
ary
and
seco
nd-
ary
sour
ce o
n th
e sa
me
topi
c.9.
Com
pare
and
con
tras
t tre
atm
ents
of t
he sa
me
topi
c in
se
vera
l prim
ary
and
seco
ndar
y so
urce
s.9.
Inte
grat
e in
form
ation
from
div
erse
sour
ces,
bot
h pr
i -m
ary
and
seco
ndar
y, in
to a
coh
eren
t und
erst
andi
ng o
f an
idea
or e
vent
, noti
ng d
iscre
panc
ies a
mon
g so
urce
s.
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
10.
By th
e en
d of
gra
de 8
, rea
d an
d co
mpr
ehen
d hi
stor
y/so
cial
stud
ies t
exts
in th
e gr
ades
6–8
text
com
plex
ity
band
inde
pend
ently
and
pro
ficie
ntly.
10.
By th
e en
d of
gra
de 1
0, re
ad a
nd c
ompr
ehen
d hi
stor
y/so
cial
stud
ies t
exts
in th
e gr
ades
9–1
0 te
xt c
ompl
exity
ba
nd in
depe
nden
tly a
nd p
rofic
ient
ly.
10.
By th
e en
d of
gra
de 1
2, re
ad a
nd c
ompr
ehen
d hi
s-to
ry/s
ocia
l stu
dies
text
s in
the
grad
es 1
1-CC
R te
xt
com
plex
ity b
and
inde
pend
ently
and
pro
ficie
ntly.
74
Read
ing
stan
dard
s for
lite
racy
in s
cien
ce a
nd te
chni
cal s
ubje
cts 6
–12
[rst
]
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
KEy
IDEA
S A
ND
DET
AIL
S
1. C
ite sp
ecifi
c te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f sci
-en
ce a
nd te
chni
cal t
exts
.1.
Cite
spec
ific
text
ual e
vide
nce
to su
ppor
t ana
lysis
of s
ci-
ence
and
tech
nica
l tex
ts, a
ttend
ing
to th
e pr
ecise
det
ails
of e
xpla
natio
ns o
r des
crip
tions
.
1. C
ite sp
ecifi
c te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f sc
ienc
e an
d te
chni
cal t
exts
, atte
ndin
g to
impo
rtan
t dis-
tincti
ons t
he a
utho
r mak
es a
nd to
any
gap
s or i
ncon
sis-
tenc
ies i
n th
e ac
coun
t.
CRA
FT A
ND
STR
UC
TURE
2. D
eter
min
e th
e ce
ntra
l ide
as o
r con
clus
ions
of a
text
; pro
-vi
de a
n ac
cura
te su
mm
ary
of th
e te
xt d
istinc
t fro
m p
rior
know
ledg
e or
opi
nion
s.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r con
clus
ions
of a
text
; tr
ace
the
text
’s ex
plan
ation
or d
epic
tion
of a
com
plex
pr
oces
s, p
heno
men
on, o
r con
cept
; pro
vide
an
accu
rate
su
mm
ary
of th
e te
xt.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r con
clus
ions
of a
text
; su
mm
arize
com
plex
con
cept
s, p
roce
sses
, or i
nfor
ma-
tion
pres
ente
d in
a te
xt b
y pa
raph
rasin
g th
em in
sim
-pl
er b
ut sti
ll ac
cura
te te
rms.
3. Fo
llow
pre
cise
ly a
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng
out e
xper
imen
ts, t
akin
g m
easu
rem
ents
, or p
erfo
rmin
g te
chni
cal t
asks
.
3. Fo
llow
pre
cise
ly a
com
plex
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng o
ut e
xper
imen
ts, t
akin
g m
easu
rem
ents
, or p
er-
form
ing
tech
nica
l tas
ks, a
ttend
ing
to sp
ecia
l cas
es o
r ex-
cepti
ons d
efine
d in
the
text
.
3. Fo
llow
pre
cise
ly a
com
plex
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng o
ut e
xper
imen
ts, t
akin
g m
easu
rem
ents
, or
perf
orm
ing
tech
nica
l tas
ks; a
naly
ze th
e sp
ecifi
c re
sults
ba
sed
on e
xpla
natio
ns in
the
text
.
4. D
eter
min
e th
e m
eani
ng o
f sym
bols,
key
term
s, a
nd o
th-
er d
omai
n-sp
ecifi
c w
ords
and
phr
ases
as t
hey
are
used
in
a sp
ecifi
c sc
ienti
fic o
r tec
hnic
al c
onte
xt re
leva
nt to
gr
ades
6–8
text
s and
topi
cs.
4. D
eter
min
e th
e m
eani
ng o
f sym
bols,
key
term
s, a
nd o
th-
er d
omai
n-sp
ecifi
c w
ords
and
phr
ases
as t
hey
are
used
in
a sp
ecifi
c sc
ienti
fic o
r tec
hnic
al c
onte
xt re
leva
nt to
gr
ades
9–1
0 te
xts a
nd to
pics
.
4. D
eter
min
e th
e m
eani
ng o
f sym
bols,
key
term
s, a
nd
othe
r dom
ain-
spec
ific
wor
ds a
nd p
hras
es a
s the
y ar
e us
ed in
a sp
ecifi
c sc
ienti
fic o
r tec
hnic
al c
onte
xt re
leva
nt
to g
rade
s 11–
12 te
xts a
nd to
pics
.
5. A
naly
ze th
e st
ruct
ure
an a
utho
r use
s to
orga
nize
a te
xt,
incl
udin
g ho
w th
e m
ajor
secti
ons c
ontr
ibut
e to
the
who
le a
nd to
an
unde
rsta
ndin
g of
the
topi
c.
5. A
naly
ze th
e st
ruct
ure
of th
e re
latio
nshi
ps a
mon
g co
n-ce
pts i
n a
text
, inc
ludi
ng re
latio
nshi
ps a
mon
g ke
y te
rms
(e.g
., fo
rce,
fric
tion,
reac
tion
forc
e, e
nerg
y).
5. A
naly
ze h
ow th
e te
xt st
ruct
ures
info
rmati
on o
r ide
as
into
cat
egor
ies o
r hie
rarc
hies
, dem
onst
ratin
g un
der -
stan
ding
of t
he in
form
ation
or i
deas
.
6. A
naly
ze th
e au
thor
’s pu
rpos
e in
pro
vidi
ng a
n ex
plan
a-tio
n, d
escr
ibin
g a
proc
edur
e, o
r disc
ussin
g an
exp
eri-
men
t in
a te
xt.
6. A
naly
ze th
e au
thor
’s pu
rpos
e in
pro
vidi
ng a
n ex
plan
a -tio
n, d
escr
ibin
g a
proc
edur
e, o
r disc
ussin
g an
exp
eri-
men
t in
a te
xt, d
efini
ng th
e qu
estio
n th
e au
thor
seek
s to
addr
ess.
6. A
naly
ze th
e au
thor
’s pu
rpos
e in
pro
vidi
ng a
n ex
plan
a-tio
n, d
escr
ibin
g a
proc
edur
e, o
r disc
ussin
g an
exp
eri-
men
t in
a te
xt, i
denti
fyin
g im
port
ant i
ssue
s tha
t rem
ain
unre
solv
ed.
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
7. In
tegr
ate
quan
titati
ve o
r tec
hnic
al in
form
ation
exp
ress
ed
in w
ords
in a
text
with
a v
ersio
n of
that
info
rmati
on e
x-pr
esse
d vi
sual
ly (e
.g.,
in a
flow
char
t, di
agra
m, m
odel
, gr
aph,
or t
able
).
7. Tr
ansla
te q
uanti
tativ
e or
tech
nica
l inf
orm
ation
ex-
pres
sed
in w
ords
in a
text
into
visu
al fo
rm (e
.g.,
a ta
ble
or c
hart
) and
tran
slate
info
rmati
on e
xpre
ssed
visu
ally
or
mat
hem
atica
lly (e
.g.,
in a
n eq
uatio
n) in
to w
ords
.
7. In
tegr
ate
and
eval
uate
mul
tiple
sour
ces o
f inf
orm
ation
pr
esen
ted
in d
iver
se fo
rmat
s and
med
ia (e
.g.,
quan
ti-ta
tive
data
, vid
eo, m
ultim
edia
) in
orde
r to
addr
ess a
qu
estio
n or
solv
e a
prob
lem
.
8. D
isting
uish
am
ong
fact
s, re
ason
ed ju
dgm
ent b
ased
on
rese
arch
find
ings
, and
spec
ulati
on in
a te
xt.
8. A
sses
s the
ext
ent t
o w
hich
the
reas
onin
g an
d ev
iden
ce
in a
text
supp
ort t
he a
utho
r’s c
laim
or a
reco
mm
enda
-tio
n fo
r sol
ving
a sc
ienti
fic o
r tec
hnic
al p
robl
em.
8. E
valu
ate
the
hypo
thes
es, d
ata,
ana
lysis
, and
con
clus
ions
in
a sc
ienc
e or
tech
nica
l tex
t, ve
rifyi
ng th
e da
ta w
hen
poss
ible
and
cor
robo
ratin
g or
cha
lleng
ing
conc
lusio
ns
with
oth
er so
urce
s of i
nfor
mati
on.
75
Read
ing
stan
dard
s for
lite
racy
in s
cien
ce a
nd te
chni
cal s
ubje
cts 6
–12
[rst
]
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
INTE
GRA
TIO
N O
F KN
OW
LED
GE
AN
D ID
EAS
(CO
NTI
NU
ED)
9. C
ompa
re a
nd c
ontr
ast t
he in
form
ation
gai
ned
from
ex-
perim
ents
, sim
ulati
ons,
vid
eo, o
r mul
timed
ia so
urce
s w
ith th
at g
aine
d fr
om re
adin
g a
text
on
the
sam
e to
pic.
9. C
ompa
re a
nd c
ontr
ast fi
ndin
gs p
rese
nted
in a
text
to
thos
e fr
om o
ther
sour
ces (
incl
udin
g th
eir o
wn
expe
ri-m
ents
), no
ting
whe
n th
e fin
ding
s sup
port
or c
ontr
adic
t pr
evio
us e
xpla
natio
ns o
r acc
ount
s.
9. Sy
nthe
size
info
rmati
on fr
om a
rang
e of
sour
ces (
e.g.
, te
xts,
exp
erim
ents
, sim
ulati
ons)
into
a c
oher
ent u
nder
-st
andi
ng o
f a p
roce
ss, p
heno
men
on, o
r con
cept
, res
olv-
ing
confl
ictin
g in
form
ation
whe
n po
ssib
le.
RAN
GE
OF
REA
DIN
G A
ND
LEV
EL O
F TE
xT C
OM
PLEx
ITy
10.
By th
e en
d of
gra
de 8
, rea
d an
d co
mpr
ehen
d sc
ienc
e/te
chni
cal t
exts
in th
e gr
ades
6–8
text
com
plex
ity b
and
inde
pend
ently
and
pro
ficie
ntly.
10.
By th
e en
d of
gra
de 1
0, re
ad a
nd c
ompr
ehen
d sc
i-en
ce/t
echn
ical
text
s in
the
grad
es 9
–10
text
com
plex
-ity
ban
d in
depe
nden
tly a
nd p
rofic
ient
ly.
10.
By th
e en
d of
gra
de 1
2, re
ad a
nd c
ompr
ehen
d sc
i -en
ce/t
echn
ical
text
s in
the
grad
es 1
1–CC
R te
xt c
om-
plex
ity b
and
inde
pend
ently
and
pro
ficie
ntly.
77
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
collEgE and carEEr rEadinEss ancHor standards for WRITInGThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. 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 to-gether define the skills and understandings that all students must demonstrate.
Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selec-tion, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events us-ing effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organiza-
tion, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, as-sess the credibility and accuracy of each source, and integrate the infor-mation while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writ-ing types.
NOTE ON RANGE AND CONTENT OF STUDENT WRITING
For students, writing is a key means of asserting and defending claims, show-ing what they know about a subject, and conveying what they have experi-enced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, struc-tures, and formats deliberately. They need to be able to use technology stra-tegically when creating, refining, and collaborating on writing. They have to become adept at gathering informa-tion, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concen-tration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writ-ing over multiple drafts when circum-stances encourage or require it. To meet these goals, students must devote sig-nificant time and effort to writing, pro-ducing numerous pieces over short and long time frames throughout the year.
78
Wri
ting
sta
ndar
ds fo
r lite
racy
in H
istor
y/so
cial
stu
dies
, sci
ence
, [w
Hst
]an
d te
chni
cal s
ubje
cts 6
–12
The
stan
dard
s bel
ow b
egin
at g
rade
6; s
tand
ards
for K
–5 w
riting
in h
istor
y/so
cial
stud
ies,
scie
nce,
and
tech
nica
l sub
ject
s are
inte
grat
ed in
to th
e K–
5 W
riting
stan
dard
s. T
he C
CR a
ncho
r sta
ndar
ds a
nd
high
scho
ol st
anda
rds i
n lit
erac
y w
ork
in ta
ndem
to d
efine
col
lege
and
car
eer r
eadi
ness
exp
ecta
tions
—th
e fo
rmer
pro
vidi
ng b
road
stan
dard
s, th
e la
tter p
rovi
ding
add
ition
al sp
ecifi
city
.
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
TExT
TyP
ES A
ND
PU
RPO
SES
1. W
rite
argu
men
ts fo
cuse
d on
disc
iplin
e-sp
ecifi
c co
nten
t.a.
Int
rodu
ce c
laim
(s) a
bout
a to
pic
or is
sue,
ack
now
l-ed
ge a
nd d
isting
uish
the
clai
m(s
) fro
m a
ltern
ate
or
oppo
sing
clai
ms,
and
org
anize
the
reas
ons a
nd e
vi-
denc
e lo
gica
lly.
b. S
uppo
rt c
laim
(s) w
ith lo
gica
l rea
soni
ng a
nd re
leva
nt,
accu
rate
dat
a an
d ev
iden
ce th
at d
emon
stra
te a
n un
ders
tand
ing
of th
e to
pic
or te
xt, u
sing
cred
ible
so
urce
s.c.
U
se w
ords
, phr
ases
, and
cla
uses
to c
reat
e co
hesio
n an
d cl
arify
the
rela
tions
hips
am
ong
clai
m(s
), co
unte
r-cl
aim
s, re
ason
s, a
nd e
vide
nce.
d. E
stab
lish
and
mai
ntai
n a
form
al st
yle.
e. P
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n th
at fo
l-lo
ws f
rom
and
supp
orts
the
argu
men
t pre
sent
ed.
1. W
rite
argu
men
ts fo
cuse
d on
disc
iplin
e-sp
ecifi
c co
nten
t.a.
Int
rodu
ce p
reci
se c
laim
(s),
disti
ngui
sh th
e cl
aim
(s)
from
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd c
reat
e an
or-
gani
zatio
n th
at e
stab
lishe
s cle
ar re
latio
nshi
ps a
mon
g th
e cl
aim
(s),
coun
terc
laim
s, re
ason
s, a
nd e
vide
nce.
b. D
evel
op c
laim
(s) a
nd c
ount
ercl
aim
s fai
rly, s
uppl
ying
da
ta a
nd e
vide
nce
for e
ach
whi
le p
ointi
ng o
ut th
e st
reng
ths a
nd li
mita
tions
of b
oth
clai
m(s
) and
cou
n-te
rcla
ims i
n a
disc
iplin
e-ap
prop
riate
form
and
in a
m
anne
r tha
t anti
cipa
tes t
he a
udie
nce’
s kno
wle
dge
leve
l and
con
cern
s.c.
U
se w
ords
, phr
ases
, and
cla
uses
to li
nk th
e m
ajor
se
ction
s of t
he te
xt, c
reat
e co
hesio
n, a
nd c
larif
y th
e re
latio
nshi
ps b
etw
een
clai
m(s
) and
reas
ons,
bet
wee
n re
ason
s and
evi
denc
e, a
nd b
etw
een
clai
m(s
) and
co
unte
rcla
ims.
d. E
stab
lish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
to
ne w
hile
atte
ndin
g to
the
norm
s and
con
venti
ons
of th
e di
scip
line
in w
hich
they
are
writi
ng.
e. P
rovi
de a
con
clud
ing
stat
emen
t or s
ectio
n th
at fo
l-lo
ws f
rom
or s
uppo
rts t
he a
rgum
ent p
rese
nted
.
1. W
rite
argu
men
ts fo
cuse
d on
disc
iplin
e-sp
ecifi
c co
nten
t.a.
Int
rodu
ce p
reci
se, k
now
ledg
eabl
e cl
aim
(s),
esta
b-lis
h th
e sig
nific
ance
of t
he c
laim
(s),
disti
ngui
sh th
e cl
aim
(s) f
rom
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd
crea
te a
n or
gani
zatio
n th
at lo
gica
lly se
quen
ces t
he
clai
m(s
), co
unte
rcla
ims,
reas
ons,
and
evi
denc
e.b.
Dev
elop
cla
im(s
) and
cou
nter
clai
ms f
airly
and
thor
-ou
ghly,
supp
lyin
g th
e m
ost r
elev
ant d
ata
and
evi-
denc
e fo
r eac
h w
hile
poi
nting
out
the
stre
ngth
s and
lim
itatio
ns o
f bot
h cl
aim
(s) a
nd c
ount
ercl
aim
s in
a di
scip
line-
appr
opria
te fo
rm th
at a
ntici
pate
s the
au
dien
ce’s
know
ledg
e le
vel,
conc
erns
, val
ues,
and
po
ssib
le b
iase
s.c.
U
se w
ords
, phr
ases
, and
cla
uses
as w
ell a
s var
ied
synt
ax to
link
the
maj
or se
ction
s of t
he te
xt, c
re-
ate
cohe
sion,
and
cla
rify
the
rela
tions
hips
bet
wee
n cl
aim
(s) a
nd re
ason
s, b
etw
een
reas
ons a
nd e
vi-
denc
e, a
nd b
etw
een
clai
m(s
) and
cou
nter
clai
ms.
d.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e an
d ob
jecti
ve
tone
whi
le a
ttend
ing
to th
e no
rms a
nd c
onve
ntion
s of
the
disc
iplin
e in
whi
ch th
ey a
re w
riting
.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
fol-
low
s fro
m o
r sup
port
s the
arg
umen
t pre
sent
ed.
79
Wri
ting
sta
ndar
ds fo
r lite
racy
in H
istor
y/so
cial
stu
dies
, sci
ence
, [w
Hst
]an
d te
chni
cal s
ubje
cts 6
–12
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
TExT
TyP
ES A
ND
PU
RPO
SES
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts,
incl
udin
g th
e na
r-ra
tion
of h
istor
ical
eve
nts,
scie
ntific
pro
cedu
res/
expe
ri-m
ents
, or t
echn
ical
pro
cess
es.
a. I
ntro
duce
a to
pic
clea
rly, p
revi
ewin
g w
hat i
s to
fol-
low
; org
anize
idea
s, c
once
pts,
and
info
rmati
on in
to
broa
der c
ateg
orie
s as a
ppro
pria
te to
ach
ievi
ng p
ur-
pose
; inc
lude
form
atting
(e.g
., he
adin
gs),
grap
hics
(e
.g.,
char
ts, t
able
s), a
nd m
ultim
edia
whe
n us
eful
to
aidi
ng c
ompr
ehen
sion.
b. D
evel
op th
e to
pic
with
rele
vant
, wel
l-cho
sen
fact
s,
defin
ition
s, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
in-
form
ation
and
exa
mpl
es.
c.
Use
app
ropr
iate
and
var
ied
tran
sition
s to
crea
te c
o-he
sion
and
clar
ify th
e re
latio
nshi
ps a
mon
g id
eas a
nd
conc
epts
.d.
Use
pre
cise
lang
uage
and
dom
ain-
spec
ific
voca
bula
ry
to in
form
abo
ut o
r exp
lain
the
topi
c.e.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e an
d ob
jecti
ve
tone
.f.
Prov
ide
a co
nclu
ding
stat
emen
t or s
ectio
n th
at fo
l-lo
ws f
rom
and
supp
orts
the
info
rmati
on o
r exp
lana
-tio
n pr
esen
ted.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts,
incl
udin
g th
e na
r-ra
tion
of h
istor
ical
eve
nts,
scie
ntific
pro
cedu
res/
exp
eri-
men
ts, o
r tec
hnic
al p
roce
sses
.a.
Int
rodu
ce a
topi
c an
d or
gani
ze id
eas,
con
cept
s, a
nd
info
rmati
on to
mak
e im
port
ant c
onne
ction
s and
dis-
tincti
ons;
incl
ude
form
atting
(e.g
., he
adin
gs),
grap
h-ic
s (e.
g., fi
gure
s, ta
bles
), an
d m
ultim
edia
whe
n us
eful
to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c w
ith w
ell-c
hose
n, re
leva
nt, a
nd
suffi
cien
t fac
ts, e
xten
ded
defin
ition
s, c
oncr
ete
de-
tails
, quo
tatio
ns, o
r oth
er in
form
ation
and
exa
mpl
es
appr
opria
te to
the
audi
ence
’s kn
owle
dge
of th
e to
pic.
c.
Use
var
ied
tran
sition
s and
sent
ence
stru
ctur
es to
link
th
e m
ajor
secti
ons o
f the
text
, cre
ate
cohe
sion,
and
cl
arify
the
rela
tions
hips
am
ong
idea
s and
con
cept
s.d.
Use
pre
cise
lang
uage
and
dom
ain-
spec
ific
voca
bula
ry
to m
anag
e th
e co
mpl
exity
of t
he to
pic
and
conv
ey a
st
yle
appr
opria
te to
the
disc
iplin
e an
d co
ntex
t as w
ell
as to
the
expe
rtise
of l
ikel
y re
ader
s.e.
Est
ablis
h an
d m
aint
ain
a fo
rmal
styl
e an
d ob
jecti
ve
tone
whi
le a
ttend
ing
to th
e no
rms a
nd c
onve
ntion
s of
the
disc
iplin
e in
whi
ch th
ey a
re w
riting
.f.
Prov
ide
a co
nclu
ding
stat
emen
t or s
ectio
n th
at fo
l-lo
ws f
rom
and
supp
orts
the
info
rmati
on o
r exp
lana
-tio
n pr
esen
ted
(e.g
., ar
ticul
ating
impl
icati
ons o
r the
sig
nific
ance
of t
he to
pic)
.
2. W
rite
info
rmati
ve/e
xpla
nato
ry te
xts,
incl
udin
g th
e na
r-ra
tion
of h
istor
ical
eve
nts,
scie
ntific
pro
cedu
res/
ex-
perim
ents
, or t
echn
ical
pro
cess
es.
a. I
ntro
duce
a to
pic
and
orga
nize
com
plex
idea
s, c
on-
cept
s, a
nd in
form
ation
so th
at e
ach
new
ele
men
t bu
ilds o
n th
at w
hich
pre
cede
s it t
o cr
eate
a u
nifie
d w
hole
; inc
lude
form
atting
(e.g
., he
adin
gs),
grap
hics
(e
.g.,
figur
es, t
able
s), a
nd m
ultim
edia
whe
n us
eful
to
aid
ing
com
preh
ensio
n.b.
Dev
elop
the
topi
c th
orou
ghly
by
sele
cting
the
mos
t sig
nific
ant a
nd re
leva
nt fa
cts,
ext
ende
d de
finiti
ons,
co
ncre
te d
etai
ls, q
uota
tions
, or o
ther
info
rmati
on
and
exam
ples
app
ropr
iate
to th
e au
dien
ce’s
know
l-ed
ge o
f the
topi
c.c.
U
se v
arie
d tr
ansiti
ons a
nd se
nten
ce st
ruct
ures
to
link
the
maj
or se
ction
s of t
he te
xt, c
reat
e co
hesio
n,
and
clar
ify th
e re
latio
nshi
ps a
mon
g co
mpl
ex id
eas
and
conc
epts
.d.
Use
pre
cise
lang
uage
, dom
ain-
spec
ific
voca
bula
ry
and
tech
niqu
es su
ch a
s met
apho
r, sim
ile, a
nd a
nal-
ogy
to m
anag
e th
e co
mpl
exity
of t
he to
pic;
con
vey
a kn
owle
dgea
ble
stan
ce in
a st
yle
that
resp
onds
to
the
disc
iplin
e an
d co
ntex
t as w
ell a
s to
the
expe
r-tis
e of
like
ly re
ader
s.e.
Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
fol-
low
s fro
m a
nd su
ppor
ts th
e in
form
ation
or e
xpla
-na
tion
prov
ided
(e.g
., ar
ticul
ating
impl
icati
ons o
r th
e sig
nific
ance
of t
he to
pic)
.
3. (S
ee n
ote;
not
app
licab
le a
s a se
para
te re
quire
men
t)3.
(See
not
e; n
ot a
pplic
able
as a
sepa
rate
requ
irem
ent)
3.
(See
not
e; n
ot a
pplic
able
as a
sepa
rate
requ
irem
ent)
Not
e: S
tude
nts’
nar
rativ
e sk
ills c
ontin
ue to
gro
w in
thes
e gr
ades
. The
Sta
ndar
ds re
quire
that
stud
ents
be
able
to in
corp
orat
e na
rrati
ve e
lem
ents
effe
ctive
ly in
to a
rgum
ents
and
info
rmati
ve/e
xpla
nato
ry te
xts.
In h
istor
y/so
cial
stud
ies,
stud
ents
mus
t be
abl
e to
inco
rpor
ate
narr
ative
acc
ount
s int
o th
eir a
naly
ses o
f ind
ivid
uals
or e
vent
s of h
istor
ical
impo
rt. I
n sc
ienc
e an
d te
chni
cal s
ubje
cts,
stud
ents
mus
t be
able
to w
rite
prec
ise e
noug
h de
scrip
tions
of t
he st
ep-b
y-st
ep p
roce
dure
s the
y us
e in
thei
r inv
estig
ation
s or t
echn
ical
wor
k th
at o
ther
s can
repl
icat
e th
em a
nd (p
ossib
ly) r
each
the
sam
e re
sults
.
80
Wri
ting
sta
ndar
ds fo
r lite
racy
in H
istor
y/so
cial
stu
dies
, sci
ence
, [w
Hst
]an
d te
chni
cal s
ubje
cts 6
–12
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
PRO
DU
CTI
ON
AN
D D
ISTR
IBU
TIO
N O
F W
RITI
NG
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
vel-
opm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e.
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
vel -
opm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to ta
sk,
purp
ose,
and
aud
ienc
e.
4. P
rodu
ce c
lear
and
coh
eren
t writi
ng in
whi
ch th
e de
-ve
lopm
ent,
orga
niza
tion,
and
styl
e ar
e ap
prop
riate
to
task
, pur
pose
, and
aud
ienc
e.
5. W
ith so
me
guid
ance
and
supp
ort f
rom
pee
rs a
nd a
dults
, de
velo
p an
d st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re
visin
g, e
ditin
g, re
writi
ng, o
r try
ing
a ne
w a
ppro
ach,
fo
cusin
g on
how
wel
l pur
pose
and
aud
ienc
e ha
ve b
een
addr
esse
d.
5. D
evel
op a
nd st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re
visin
g, e
ditin
g, re
writi
ng, o
r try
ing
a ne
w a
ppro
ach,
fo
cusin
g on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a sp
e-ci
fic p
urpo
se a
nd a
udie
nce.
5. D
evel
op a
nd st
reng
then
writi
ng a
s nee
ded
by p
lann
ing,
re
visin
g, e
ditin
g, re
writi
ng, o
r try
ing
a ne
w a
ppro
ach,
fo
cusin
g on
add
ress
ing
wha
t is m
ost s
igni
fican
t for
a
spec
ific
purp
ose
and
audi
ence
.
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e an
d pu
blish
writi
ng a
nd p
rese
nt th
e re
latio
nshi
ps b
etw
een
info
rmati
on a
nd id
eas c
lear
ly a
nd e
ffici
ently
.
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e, p
ub-
lish,
and
upd
ate
indi
vidu
al o
r sha
red
writi
ng p
rodu
cts,
ta
king
adv
anta
ge o
f tec
hnol
ogy’
s cap
acity
to li
nk to
ot
her i
nfor
mati
on a
nd to
disp
lay
info
rmati
on fl
exib
ly a
nd
dyna
mic
ally.
6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e,
publ
ish, a
nd u
pdat
e in
divi
dual
or s
hare
d w
riting
pro
d-uc
ts in
resp
onse
to o
ngoi
ng fe
edba
ck, i
nclu
ding
new
ar
gum
ents
or i
nfor
mati
on.
RESE
ARC
H T
O B
UIL
D A
ND
PRE
SEN
T KN
OW
LED
GE
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
to a
nsw
er a
que
stion
(in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
, dra
win
g on
seve
ral
sour
ces a
nd g
ener
ating
add
ition
al re
late
d, fo
cuse
d qu
es-
tions
that
allo
w fo
r mul
tiple
ave
nues
of e
xplo
ratio
n.
7. C
ondu
ct sh
ort a
s wel
l as m
ore
sust
aine
d re
sear
ch p
roj-
ects
to a
nsw
er a
que
stion
(inc
ludi
ng a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; nar
row
or b
road
en th
e in
-qu
iry w
hen
appr
opria
te; s
ynth
esize
mul
tiple
sour
ces o
n th
e su
bjec
t, de
mon
stra
ting
unde
rsta
ndin
g of
the
subj
ect
unde
r inv
estig
ation
.
7. C
ondu
ct sh
ort a
s wel
l as m
ore
sust
aine
d re
sear
ch p
roj-
ects
to a
nsw
er a
que
stion
(inc
ludi
ng a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; nar
row
or b
road
en th
e in
-qu
iry w
hen
appr
opria
te; s
ynth
esize
mul
tiple
sour
ces o
n th
e su
bjec
t, de
mon
stra
ting
unde
rsta
ndin
g of
the
subj
ect
unde
r inv
estig
ation
.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
prin
t and
di
gita
l sou
rces
, usin
g se
arch
term
s effe
ctive
ly; a
sses
s th
e cr
edib
ility
and
acc
urac
y of
eac
h so
urce
; and
quo
te
or p
arap
hras
e th
e da
ta a
nd c
oncl
usio
ns o
f oth
ers w
hile
av
oidi
ng p
lagi
arism
and
follo
win
g a
stan
dard
form
at fo
r ci
tatio
n.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
aut
horit
ative
pr
int a
nd d
igita
l sou
rces
, usin
g ad
vanc
ed se
arch
es e
ffec-
tivel
y; a
sses
s the
use
fuln
ess o
f eac
h so
urce
in a
nsw
erin
g th
e re
sear
ch q
uesti
on; i
nteg
rate
info
rmati
on in
to th
e te
xt se
lecti
vely
to m
aint
ain
the
flow
of i
deas
, avo
idin
g pl
agia
rism
and
follo
win
g a
stan
dard
form
at fo
r cita
tion.
8. G
athe
r rel
evan
t inf
orm
ation
from
mul
tiple
aut
horit
a-tiv
e pr
int a
nd d
igita
l sou
rces
, usin
g ad
vanc
ed se
arch
es
effec
tivel
y; a
sses
s the
stre
ngth
s and
lim
itatio
ns o
f eac
h so
urce
in te
rms o
f the
spec
ific
task
, pur
pose
, and
au-
dien
ce; i
nteg
rate
info
rmati
on in
to th
e te
xt se
lecti
vely
to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd
over
relia
nce
on a
ny o
ne so
urce
and
follo
win
g a
stan
-da
rd fo
rmat
for c
itatio
n.
9. D
raw
evi
denc
e fr
om in
form
ation
al te
xts t
o su
ppor
t ana
l -ys
is, re
flecti
on, a
nd re
sear
ch.
9. D
raw
evi
denc
e fr
om in
form
ation
al te
xts t
o su
ppor
t ana
l -ys
is, re
flecti
on, a
nd re
sear
ch.
9. D
raw
evi
denc
e fr
om in
form
ation
al te
xts t
o su
ppor
t an
alys
is, re
flecti
on, a
nd re
sear
ch.
81
Wri
ting
sta
ndar
ds fo
r lite
racy
in H
istor
y/so
cial
stu
dies
, sci
ence
, [w
Hst
]an
d te
chni
cal s
ubje
cts 6
–12
G
rade
6–8
Stu
dent
s:
Gra
de 9
–10
Stud
ents
: G
rade
11–
12 S
tude
nts:
RAN
GE
OF
WRI
TIN
G
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
refle
ction
and
revi
sion)
and
shor
ter ti
me
fram
es (a
sin
gle
sitting
or a
day
or t
wo)
for a
rang
e of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for
refle
ction
and
revi
sion)
and
shor
ter ti
me
fram
es (a
sin
gle
sitting
or a
day
or t
wo)
for a
rang
e of
disc
iplin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.
10.
Writ
e ro
utine
ly o
ver e
xten
ded
time
fram
es (ti
me
for r
eflec
tion
and
revi
sion)
and
shor
ter ti
me
fram
es
(a si
ngle
sitti
ng o
r a d
ay o
r tw
o) fo
r a ra
nge
of d
isci-
plin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.