revised june 2013 color cover. black and white document

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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

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Revised June 2013

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Color cover. Black and white document.

UTAH CORE STATE STANDARDS

for ENGLISH LANGUAGE ARTS

Adopted August 2010

by the

Utah State Board of Education


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

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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

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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

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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


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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.

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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.


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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.

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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.


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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.

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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).


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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.

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UTAH CORE STATE STANDARDSfor

ENGLISH LANGUAGE ARTS

K–5Utah EducationSTATE

OFFICEof


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.

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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


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


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.

)


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


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


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


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.


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.



6–12

39




6–12Utah EducationSTATE

OFFICEof

41


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.


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.


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.


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


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.


texts, using valid reasoning and relevant and sufficient evidence.


3. Write narratives to develop real or imagined experiences or events us-ing effective technique, well-chosen details, and well-structured event sequences.













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


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

.)


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


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


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


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



LITERACY IN HISTORY/SOCIAL STUdIES, SCIENCE, ANd TECHNICAL SUBJECTS

6–12


of

71


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.


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.


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.


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


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.


texts using valid reasoning and relevant and sufficient evidence.


3. Write narratives to develop real or imagined experiences or events us-ing effective technique, well-chosen details and well-structured event sequences.













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

.

84

250 East 500 South P.O. Box 144200

Salt Lake City, UT 84114-4200

Martell Menlove, Ph.D.State Superintendent of Public Instruction

www.schools.utah.gov

revised june 2013 color cover. black and white document

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