Common core approved jan2011

This document includes all of the Common Core State Standards in English Language Arts and Literacy plus the
New York recommended additions approved on January 10, 2011. All of the New York State additions to the
Common Core are highlighted in yellow under the related strand (reading, writing, speaking and listening, and
language) or standard.

New York State P-12 Common Core Learning Standards for
English Language Arts & Literacy

Standards for English Language Arts and for Literacy in History/Social Studies and Science | Introduction 0

Table of Contents Standards for English Language Arts 6–12 ................................ 45
College and Career Readiness Anchor Standards for Reading ........... 46
Introduction ............................................................................... 1 Reading Standards for Literature 6–12.................................... 48
Reading Standards for Informational Text 6–12......................... 51
Alignment of NYS Prekindergarten Standards to K-12 Common College and Career Readiness Anchor Standards for Writing ........... 55
Core State Standards……………………………………………...8 Writing Standards 6–12...................................................... 57
Standards for English Language Arts & Literacy in History/Social College and Career Readiness Anchor Standards for Speaking and
Studies, Science, and Technical Subjects K–5........................... 15 Listening ........................................................................ 64
College and Career Readiness Anchor Standards for Reading........... 16 Speaking and Listening Standards 6–12 ................................... 65
Reading Standards for Literature K–5 .................................... 18 College and Career Readiness Anchor Standards for Language ......... 68
Reading Standards for Informational Text K–5………………… 21 Language Standards 6–12 .................................................... 69
Reading Standards: Foundational Skills K–5............................. 23 Language Progressive Skills, by Grade .................................... 72
College and Career Readiness Anchor Standards for Writing........... 26 Standard 10: Range, Quality, and Complexity of Student Reading
Writing Standards K–5 ...................................................... 28 6–12 ............................................................................. 73
College and Career Readiness Anchor Standards for Speaking and
Listening........................................................................ 32 Standards for Literacy in History/Social Studies, Science,
Speaking and Listening Standards K–5.................................... 33 and Technical Subjects.............................................................. 75
College and Career Readiness Anchor Standards for Language ......... 36 College and Career Readiness Anchor Standards for Reading ........... 76
Language Standards K–5 .................................................... 37 Reading Standards for Literacy in History/Social Studies 6–12 ...... 77
Language Progressive Skills, by Grade .................................... 41 Reading Standards for Literacy in Science and Technical Subjects
Standard 10: Range, Quality, and Complexity of Student Reading 6–12 .......................................................................... 78
K–5.............................................................................. 42 College and Career Readiness Anchor Standards for Writing ........... 79
Staying on Topic Within a Grade and Across Grades ..................... 44 Writing Standards for Literacy in History/Social Studies, Science,
and Technical Subjects 6–12 ................................................ 80

Introduction The Standards set requirements not only for English language arts (ELA) but
also for literacy in history/social studies, science, and technical subjects. Just
The Common Core State Standards for English Language Arts & Literacy in as students must learn to read, write, speak, listen, and use language
History/Social Studies, Science, and Technical Subjects (“the Standards”) are effectively in a variety of content areas, so too must the Standards specify the
the culmination of an extended, broad-based effort to fulfill the charge issued literacy skills and understandings required for college and career readiness in
by the states to create the next generation of K–12 standards in order to help multiple disciplines. Literacy standards for grade 6 and above are predicated
ensure that all students are college and career ready in literacy no later than on teachers of ELA, history/social studies, science, and technical subjects
the end of high school. using their content area expertise to help students meet the particular
challenges of reading, writing, speaking, listening, and language in their
The present work, led by the Council of Chief State School Officers respective fields. It is important to note that the 6–12 literacy standards in
(CCSSO) and the National Governors Association (NGA), builds on the history/social studies, science, and technical subjects are not meant to
foundation laid by states in their decades-long work on crafting high-quality replace content standards in those areas but rather to supplement them.
education standards. The Standards also draw on the most important States may incorporate these standards into their standards for those subjects
international models as well as research and input from numerous sources, or adopt them as content area literacy standards.
including state departments of education, scholars, assessment developers,
professional organizations, educators from kindergarten through college, and As a natural outgrowth of meeting the charge to define college and career
parents, students, and other members of the public. In their design and readiness, the Standards also lay out a vision of what it means to be a literate
content, refined through successive drafts and numerous rounds of feedback, person in the twenty-first century. Indeed, the skills and understandings
the Standards represent a synthesis of the best elements of standards-related students are expected to demonstrate have wide applicability outside the
work to date and an important advance over that previous work. classroom or workplace. Students who meet the Standards readily undertake
the close, attentive reading that is at the heart of understanding and enjoying
As specified by CCSSO and NGA, the Standards are (1) research and complex works of literature. They habitually perform the critical reading
evidence based, (2) aligned with college and work expectations, necessary to pick carefully through the staggering amount of information
(3) rigorous, and (4) internationally benchmarked. A particular standard was available today in print and digitally. They actively seek the wide, deep, and
included in the document only when the best available evidence indicated thoughtful engagement with high-quality literary and informational texts that
that its mastery was essential for college and career readiness in a twenty- builds knowledge, enlarges experience, and broadens worldviews. They
first-century, globally competitive society. The Standards are intended to be reflexively demonstrate the cogent reasoning and use of evidence that is
a living work: as new and better evidence emerges, the Standards will be essential to both private deliberation and responsible citizenship in a
revised accordingly. democratic republic. In short, students who meet the Standards develop the
skills in reading, writing, speaking, and listening that are the foundation for
The Standards are an extension of a prior initiative led by CCSSO and NGA any creative and purposeful expression in language.
to develop College and Career Readiness (CCR) standards in reading,
writing, speaking, listening, and language as well as in mathematics. The June 2, 2010
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.

Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects | Introduction 1

Key Design Considerations write about what they read. Likewise, Speaking and Listening standard 4 sets
the expectation that students will share findings from their research.
CCR and grade-specific standards
The CCR standards anchor the document and define general, cross- Research and media skills blended into the Standards as a whole
disciplinary literacy expectations that must be met for students to be To be ready for college, workforce training, and life in a technological
prepared to enter college and workforce training programs ready to succeed. society, students need the ability to gather, comprehend, evaluate,
The K–12 grade-specific standards define end-of-year expectations and a synthesize, and report on information and ideas, to conduct original research
cumulative progression designed to enable students to meet college and in order to answer questions or solve problems, and to analyze and create a
career readiness expectations no later than the end of high school. The CCR high volume and extensive range of print and nonprint texts in media forms
and high school (grades 9–12) standards work in tandem to define the old and new. The need to conduct research and to produce and consume
college and career readiness line—the former providing broad standards, the media is embedded into every aspect of today’s curriculum. In like fashion,
latter providing additional specificity. Hence, both should be considered research and media skills and understandings are embedded throughout the
when developing college and career readiness assessments. Standards rather than treated in a separate section.

Students advancing through the grades are expected to meet each year’s Shared responsibility for students’ literacy development
grade-specific standards, retain or further develop skills and understandings The Standards insist that instruction in reading, writing, speaking, listening,
mastered in preceding grades, and work steadily toward meeting the more and language be a shared responsibility within the school. The K–5 standards
general expectations described by the CCR standards. include expectations for reading, writing, speaking, listening, and language
applicable to a range of subjects, including but not limited to ELA. The
Grade levels for K–8; grade bands for 9–10 and 11–12 grades 6–12 standards are divided into two sections, one for ELA and the
The Standards use individual grade levels in kindergarten through grade 8 to other for history/social studies, science, and technical subjects. This division
provide useful specificity; the Standards use two-year bands in grades 9–12 reflects the unique, time-honored place of ELA teachers in developing
to allow schools, districts, and states flexibility in high school course design. students’ literacy skills while at the same time recognizing that teachers in
other areas must have a role in this development as well.
A focus on results rather than means
By emphasizing required achievements, the Standards leave room for Part of the motivation behind the interdisciplinary approach to literacy
teachers, curriculum developers, and states to determine how those goals promulgated by the Standards is extensive research establishing the need for
should be reached and what additional topics should be addressed. Thus, the college and career ready students to be proficient in reading complex
Standards do not mandate such things as a particular writing process or the informational text independently in a variety of content areas. Most of the
full range of metacognitive strategies that students may need to monitor and required reading in college and workforce training programs is informational
direct their thinking and learning. Teachers are thus free to provide students in structure and challenging in content; postsecondary education programs
with whatever tools and knowledge their professional judgment and typically provide students with both a higher volume of such reading than is
experience identify as most helpful for meeting the goals set out in the generally required in K–12 schools and comparatively little scaffolding.
Standards.
The Standards are not alone in calling for a special emphasis on informational
An integrated model of literacy text. The 2009 reading framework of the National Assessment of
Educational Progress (NAEP) requires a high and increasing proportion of
Although the Standards are divided into Reading, Writing, Speaking and informational text on its assessment as students advance through the grades.
Listening, and Language strands for conceptual clarity, the processes of
communication are closely connected, as reflected throughout this
document. For example, Writing standard 9 requires that students be able to


Distribution of Literary and Informational Passages three forms, but, consistent with NAEP, the overwhelming focus of writing
by Grade in the 2009 NAEP Reading Framework throughout high school should be on arguments and informative/explanatory
texts.2
Grade Literary Informational
4 50% 50% Distribution of Communicative Purposes by Grade
in the 2011 NAEP Writing Framework
8 45% 55%
12 30% 70% To To To Convey
Grade
Persuade Explain Experience
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 4 30% 35% 35%
National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. 8 35% 35% 30%

The Standards aim to align instruction with this framework so that many 12 40% 40% 20%
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 Source: National Assessment Governing Board. (2007). Writing framework for the 2011
reading of literature with the reading of informational texts, including texts National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT,
in history/social studies, science, and technical subjects. In accord with Inc.
NAEP’s growing emphasis on informational texts in the higher grades, the
Standards demand that a significant amount of reading of informational texts It follows that writing assessments aligned with the Standards should adhere
take place in and outside the ELA classroom. Fulfilling the Standards for 6– to the distribution of writing purposes across grades outlined by NAEP.
12 ELA requires much greater attention to a specific category of
informational text—literary nonfiction—than has been traditional. Because Focus and coherence in instruction and assessment
the ELA classroom must focus on literature (stories, drama, and poetry) as While the Standards delineate specific expectations in reading, writing,
well as literary nonfiction, a great deal of informational reading in grades 6– speaking, listening, and language, each standard need not be a separate focus
12 must take place in other classes if the NAEP assessment framework is to for instruction and assessment. Often, several standards can be addressed by
be matched instructionally.1 To measure students’ growth toward college a single rich task. For example, when editing writing, students address
and career readiness, assessments aligned with the Standards should adhere Writing standard 5 (“Develop and strengthen writing as needed by planning,
to the distribution of texts across grades cited in the NAEP framework. revising, editing, rewriting, or trying a new approach”) as well as Language
standards 1–3 (which deal with conventions of standard English and
NAEP likewise outlines a distribution across the grades of the core purposes knowledge of language). When drawing evidence from literary and
and types of student writing. The 2011 NAEP framework, like the informational texts per Writing standard 9, students are also demonstrating
Standards, cultivates the development of three mutually reinforcing writing their comprehension skill in relation to specific standards in Reading. When
capacities: writing to persuade, to explain, and to convey real or imagined discussing something they have read or written, students are also
experience. Evidence concerning the demands of college and career demonstrating their speaking and listening skills. The CCR anchor standards
readiness gathered during development of the Standards concurs with themselves provide another source of focus and coherence.
NAEP’s shifting emphases: standards for grades 9–12 describe writing in all

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
2
percent of reading to informational texts. Rather, 70 percent of student reading across the As with reading, the percentages in the table reflect the sum of student writing, not just
grade should be informational. writing in ELA settings.

The same ten CCR anchor standards for Reading apply to both literary and who are well below or well above grade-level expectations. No
informational texts, including texts in history/social studies, science, and set of grade-specific standards can fully reflect the great variety in
technical subjects. The ten CCR anchor standards for Writing cover abilities, needs, learning rates, and achievement levels of students
numerous text types and subject areas. This means that students can develop in any given classroom. However, the Standards do provide clear
mutually reinforcing skills and exhibit mastery of standards for reading and signposts along the way to the goal of college and career
writing across a range of texts and classrooms. readiness for all students.

What is not covered by the Standards 5) It is also beyond the scope of the Standards to define the full
range of supports appropriate for English language learners and
The Standards should be recognized for what they are not as well as what
for students with special needs. At the same time, all students
they are. The most important intentional design limitations are as follows:
must have the opportunity to learn and meet the same high
standards if they are to access the knowledge and skills necessary
1) The Standards define what all students are expected to know and
in their post–high school lives.
be able to do, not how teachers should teach. For instance, the
use of play with young children is not specified by the Standards, Each grade will include students who are still acquiring English.
but it is welcome as a valuable activity in its own right and as a For those students, it is possible to meet the standards in reading,
way to help students meet the expectations in this document. writing, speaking, and listening without displaying native-like
Furthermore, while the Standards make references to some control of conventions and vocabulary.
particular forms of content, including mythology, foundational
U.S. documents, and Shakespeare, they do not—indeed, The Standards should also be read as allowing for the widest
cannot—enumerate all or even most of the content that students possible range of students to participate fully from the outset and
should learn. The Standards must therefore be complemented by as permitting appropriate accommodations to ensure maximum
a well-developed, content-rich curriculum consistent with the participation of students with special education needs. For
expectations laid out in this document. example, for students with disabilities reading should allow for
the use of Braille, screen-reader technology, or other assistive
2) While the Standards focus on what is most essential, they do not devices, while writing should include the use of a scribe,
describe all that can or should be taught. A great deal is left to the computer, or speech-to-text technology. In a similar vein,
discretion of teachers and curiculum developers. The aim of the speaking and listening should be interpreted broadly to include sign
Standards is to articulate the fundamentals, not to set out an language.
exhaustive list or a set of restrictions that limits what can be
taught beyond what is specified herein. 6) While the ELA and content area literacy components described
herein are critical to college and career readiness, they do not
3) The Standards do not define the nature of advanced work for define the whole of such readiness. Students require a wide-
students who meet the Standards prior to the end of high school. ranging, rigorous academic preparation and, particularly in the
For those students, advanced work in such areas as literature, early grades, attention to such matters as social, emotional, and
composition, language, and journalism should be available. This physical development and approaches to learning. Similarly, the
work should provide the next logical step up from the college Standards define literacy expectations in history/social studies,
and career readiness baseline established here. science, and technical subjects, but literacy standards in other
areas, such as mathematics and health education, modeled on
4) The Standards set grade-specific standards but do not define the those in this document are strongly encouraged to facilitate a
intervention methods or materials necessary to support students comprehensive, schoolwide literacy program.



Students Who are College and They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and
Career Ready in Reading, Writing, listeners. They work diligently to understand precisely what an author or
Speaking, Listening, and Language speaker is saying, but they also question an author’s or speaker’s assumptions
and premises and assess the veracity of claims and the soundness of
The descriptions that follow are not standards themselves but instead offer a reasoning.
portrait of students who meet the standards set out in this document. As
students advance through the grades and master the standards in reading,  They value evidence.
writing, speaking, listening, and language, they are able to exhibit with Students cite specific evidence when offering an oral or written
increasing fullness and regularity these capacities of the literate individual. interpretation of a text. They use relevant evidence when supporting their
own points in writing and speaking, making their reasoning clear to the
 They demonstrate independence. reader or listener, and they constructively evaluate others’ use of evidence.
Students can, without significant scaffolding, comprehend and evaluate
complex texts across a range of types and disciplines, and they can construct  They use technology and digital media strategically and capably.
effective arguments and convey intricate or multifaceted information. Students employ technology thoughtfully to enhance their reading, writing,
Likewise, students are able independently to discern a speaker’s key points, speaking, listening, and language use. They tailor their searches online to
request clarification, and ask relevant questions. They build on others’ ideas, acquire useful information efficiently, and they integrate what they learn
articulate their own ideas, and confirm they have been understood. Without using technology with what they learn offline. They are familiar with the
prompting, they demonstrate command of standard English and acquire and strengths and limitations of various technological tools and mediums and can
use a wide-ranging vocabulary. More broadly, they become self-directed select and use those best suited to their communication goals.
learners, effectively seeking out and using resources to assist them, including
teachers, peers, and print and digital reference materials.  They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace
 They build strong content knowledge. are settings in which people from often widely divergent cultures and who
Students establish a base of knowledge across a wide range of subject matter represent diverse experiences and perspectives must learn and work
by engaging with works of quality and substance. They become proficient in together. Students actively seek to understand other perspectives and
new areas through research and study. They read purposefully and listen cultures through reading and listening, and they are able to communicate
attentively to gain both general knowledge and discipline-specific expertise. effectively with people of varied backgrounds. They evaluate other points of
They refine and share their knowledge through writing and speaking. view critically and constructively. Through reading great classic and
contemporary works of literature representative of a variety of periods,
 They respond to the varying demands of audience, task, purpose, and cultures, and worldviews, students can vicariously inhabit worlds and have
discipline. experiences much different than their own.
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 disciplines call for different types of evidence (e.g.,
documentary evidence in history, experimental evidence in science).


How to Read This Document
Key Features of the Standards
Overall Document Organization
Reading: Text complexity and the growth of comprehension
The Standards comprise three main sections: a comprehensive K–5 section
and two content area–specific sections for grades 6–12, one for ELA and one The Reading standards place equal emphasis on the sophistication of what
for history/social studies, science, and technical subjects. Three appendices students read and the skill with which they read. Standard 10 defines a
accompany the main document. grade-by-grade “staircase” of increasing text complexity that rises from
beginning reading to the college and career readiness level. Whatever they
Each section is divided into strands. K–5 and 6–12 ELA have Reading, are reading, students must also show a steadily growing ability to discern
Writing, Speaking and Listening, and Language strands; the 6–12 history/ more from and make fuller use of text, including making an increasing
social studies, science, and technical subjects section focuses on Reading and number of connections among ideas and between texts, considering a wider
Writing. Each strand is headed by a strand-specific set of College and Career range of textual evidence, and becoming more sensitive to inconsistencies,
Readiness Anchor Standards that is identical across all grades and content areas. ambiguities, and poor reasoning in texts.

Standards for each grade within K–8 and for grades 9–10 and 11–12 follow Writing: Text types, responding to reading, and research
the CCR anchor standards in each strand. Each grade-specific standard (as these The Standards acknowledge the fact that whereas some writing skills, such as
standards are collectively referred to) corresponds to the same-numbered the ability to plan, revise, edit, and publish, are applicable to many types of
CCR anchor standard. Put another way, each CCR anchor standard has an writing, other skills are more properly defined in terms of specific writing
accompanying grade-specific standard translating the broader CCR statement types: arguments, informative/explanatory texts, and narratives. Standard 9
into grade-appropriate end-of-year expectations. stresses the importance of the writing-reading connection by requiring
students to draw upon and write about evidence from literary and
Individual CCR anchor standards can be identified by their strand, CCR informational texts. Because of the centrality of writing to most forms of
status, and number (R.CCR.6, for example). Individual grade-specific inquiry, research standards are prominently included in this strand, though
standards can be identified by their strand, grade, and number (or number skills important to research are infused throughout the document.
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 Speaking and Listening:
Writing, grade 5, standard 1a. Strand designations can be found in brackets Flexible communication and collaboration
alongside the full strand title.
Including but not limited to skills necessary for formal presentations, the
Who is responsible for which portion of the Standards? Speaking and Listening standards require students to develop a range of
broadly useful oral communication and interpersonal skills. Students must
A single K–5 section lists standards for reading, writing, speaking, listening,
learn to work together, express and listen carefully to ideas, integrate
and language across the curriculum, reflecting the fact that most or all of the
information from oral, visual, quantitative, and media sources, evaluate what
instruction students in these grades receive comes from one teacher. Grades
they hear, use media and visual displays strategically to help achieve
6–12 are covered in two content area–specific sections, the first for the
communicative purposes, and adapt speech to context and task.
English language arts teacher and the second for teachers of history/social
studies, science, and technical subjects. Each section uses the same CCR Language: Conventions, effective use, and vocabulary
anchor standards but also includes grade-specific standards tuned to the
literacy requirements of the particular discipline(s). The 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 C
Appendix 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 appropriate for various grade levels with accompanying sample
performance tasks. Appendix C includes annotated samples demonstrating at
least adequate performance in student writing at various grade levels.


Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards

Standards for English Language Arts
& Literacy in History/Social Studies,
Science, and Technical Subjects
Prekindergarten


Reading Standards for Literature: Prekindergarten
Prekindergarteners:
Key Ideas and Details
1. With prompting and support, ask and answer about detail(s) in a text.

2. With prompting and support, retell familiar stories.

3. With prompting and support, ask and answer questions about characters and major events in a story.

Craft and Structure
4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).

5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).

6. With prompting and support, can describe the role of an author and illustrator.

Integration and Knowledge of Ideas
7. With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.

8. Not applicable to literature

9. With prompting and support, students will compare and contrast two stories relating to the same topic ( Mercer Meyer series)
a. With prompting and support, students will make cultural connections to text and self.

Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.

Responding to Literature
11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).

9

Reading Standards for Informational Text: Prekindergarten

Prekindergarteners:
1. With prompting and support, ask and answer questions about details in a text.

2. With prompting and support, retell detail(s) in a text.

3. With prompting and support, describe the connection between two events or pieces of information in a text.

Craft and Structure
4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).

5. Identify the front cover, back cover; displays correct orientation of book, page turning skills.

6. With prompting and support, can describe the role of an author and illustrator.

Integration and Knowledge of Ideas
7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person,
place, thing or idea in the text an illustration depicts).

8. Not applicable to prekindergarten.

9. With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustrations,
descriptions or procedures).

10. With prompting and support, actively engage in group reading activities with purpose and understanding.

10

Reading Standards: Foundational Skills Prekindergarten
NOTE: In prekindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow

Prekindergarteners:
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
e. Recognize that letters are grouped to form words.
f. Differentiate letters from numerals.

Phonological Awareness
2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).
a. Engage in language play (e.g. alliterative language, rhyming, sound patterns).
b. Recognize and match words that rhyme.
c. Demonstrate awareness of relationship between sounds and letters.
d. With support and prompting, isolate and pronounce the initial sounds in words.

Phonics and Word Recognition
3. Demonstrate emergent phonics and word analysis skills.
a. With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some
consonants.
b. Recognizes own name and common signs and labels in the environment.

Fluency
4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

11

Writing Standards: Prekindergarten

Prekindergarteners:
Text Types and Purposes
1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I
like…. because…)

2. With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which
they name what they are writing about and supply some information about the topic.

3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to
what happened.

Production and Distribution of Writing

4. Not applicable to prekindergarten (begins in grade 3).

5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.

6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.

Research to Build and Present Knowledge
7. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author
and express opinions about them).

8. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.


Range of Writing

11. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with
prompting and support as needed.

12

Speaking and Listening Standards: Prekindergarten
Prekindergarteners:
Comprehension and Collaboration
1. With guidance and support, participate in collaborative conversations with diverse partners about prekindergarten topics and texts with
peers and adults in small and large groups.
a. Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under
discussion).
b. Engage in extended conversations.
c. Communicate with individuals from different cultural backgrounds.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by
asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not
understood.

Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

13

Language Standards: Prekindergarten

Prekindergarteners:
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print some upper- and lowercase letters.(e.g. letters in their name).
b. Use frequently occurring nouns and verbs (orally).
c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. With guidance and support, produce and expand complete sentences in shared language activities.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Capitalize the first letter in their name.
b. Attempt to write a letter or letters to represent a word.
c. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language
3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

5. With guidance and support, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop,
go, in, out).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the
meanings.
6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to
texts.

14

&
Literacy in History/Social Studies,
K–5

15

College and Career Readiness Anchor Standards for Reading
The 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-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define the skills and understandings
that all students must demonstrate.

1. 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 Structure
4. Interpret words and phrases as they are used in a text, including determining 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) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including 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.

10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read
and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide
spectrum of American and world cultures.

Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects | K–5 16

*Please see “Research to Build and Present 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 Standards for Literature K–5 [RL]
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that
students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings
mastered in preceding grades.

Kindergartners: Grade 1 students: Grade 2 students:
1. With prompting and support, ask and answer questions 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when,
about key details in a text. why, and how to demonstrate understanding of key details in
a text.
2. With prompting and support, retell familiar stories, 2. Retell stories, including key details, and demonstrate 2. Recount stories, including fables and folktales from diverse
including key details. understanding of their central message or lesson. cultures, and determine their central message, lesson, or
moral.
3. With prompting and support, identify characters, settings, 3. Describe characters, settings, and major events in a story, 3. Describe how characters in a story respond to major events
and major events in a story. using key details. and challenges.
Craft and Structure
4. Ask and answer questions about unknown words in a text. 4. Identify words and phrases in stories or poems that suggest 4. Describe how words and phrases (e.g., regular beats,
feelings or appeal to the senses. alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
5. Recognize common types of texts (e.g., storybooks, 5. Explain major differences between books that tell stories 5. Describe the overall structure of a story, including
poems). and books that give information, drawing on a wide describing how the beginning introduces the story and the
reading of a range of text types. ending concludes the action.
6. With prompting and support, name the author and 6. Identify who is telling the story at various points in a text. 6. Acknowledge differences in the points of view of
illustrator of a story and define the role of each in telling characters, including by speaking in a different voice for
the story. each character when reading dialogue aloud.
7. With prompting and support, describe the relationship 7. Use illustrations and details in a story to describe its 7. Use information gained from the illustrations and words in a
between illustrations and the story in which they appear characters, setting, or events. print or digital text to demonstrate understanding of its
(e.g., what moment in a story an illustration depicts). characters, setting, or plot.
8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)
9. With prompting and support, compare and contrast the 9. Compare and contrast the adventures and experiences of 9. Compare and contrast two or more versions of the same
adventures and experiences of characters in familiar characters in stories. story (e.g., Cinderella stories) by different authors or from
stories. a. With prompting and support, students will make different cultures.
a. With prompting and support, students will make cultural connections to text and self.
cultural connections to text and self.
10. Actively engage in group reading activities with purpose 10. With prompting and support, read prose and poetry of 10. By the end of the year, read and comprehend literature,
and understanding. appropriate complexity for grade 1. including stories and poetry, in the grades 2–3 text
Responding to Literature Responding to Literature complexity band proficiently, with scaffolding as needed at
the high end of the range.
11. With prompting and support, make connections between 11. Make connections between self, text, and the world

self, text, and the world around them (text, media, social around them (text, media, social interaction). Responding to Literature
interaction). 11. Make connections between self, text, and the world
around them (text, media, social interaction).

Reading Standards for Literature K–5 [RL]

Grade 3 students: Grade 4 students: Grade 5 students:
1. Ask and answer questions to demonstrate understanding of 1. Refer to details and examples in a text when explaining 1. Quote accurately from a text when explaining what the text
a text, referring explicitly to the text as the basis for the what the text says explicitly and when drawing says explicitly and when drawing inferences from the text.
answers. inferences from the text.
2. Recount stories, including fables, folktales, and myths from 2. Determine a theme of a story, drama, or poem from 2. Determine a theme of a story, drama, or poem from details
diverse cultures; determine the central message, lesson, or details in the text; summarize the text. in the text, including how characters in a story or drama
moral and explain how it is conveyed through key details in respond to challenges or how the speaker in a poem reflects
the text. upon a topic; summarize the text.
3. Describe characters in a story (e.g., their traits, 3. Describe in depth a character, setting, or event in a story 3. Compare and contrast two or more characters, settings, or
motivations, or feelings) and explain how their actions or drama, drawing on specific details in the text (e.g., a events in a story or drama, drawing on specific details in the
contribute to the sequence of events. character’s thoughts, words, or actions). text (e.g., how characters interact).
Craft and Structure
4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are used
used in a text, distinguishing literal from nonliteral used in a text, including those that allude to significant in a text, including figurative language such as metaphors and
language. characters found in mythology (e.g., Herculean). similes.
5. Refer to parts of stories, dramas, and poems when writing 5. Explain major differences between poems, drama, and 5. Explain how a series of chapters, scenes, or stanzas fits
or speaking about a text, using terms such as chapter, scene, prose, and refer to the structural elements of poems (e.g., together to provide the overall structure of a particular story,
and stanza; describe how each successive part builds on verse, rhythm, meter) and drama (e.g., casts of characters, drama, or poem.
earlier sections. settings, descriptions, dialogue, stage directions) when
writing or speaking about a text.
6. Distinguish their own point of view from that of the 6. Compare and contrast the point of view from which 6. Describe how a narrator’s or speaker’s point of view
narrator or those of the characters. different stories are narrated, including the difference influences how events are described.
between first- and third-person narrations. a. Recognize and describe how an author’s background and
culture affect his or her perspective.
7. Explain how specific aspects of a text’s illustrations 7. Make connections between the text of a story or drama 7. Analyze how visual and multimedia elements contribute to the
contribute to what is conveyed by the words in a story and a visual or oral presentation of the text, identifying meaning, tone, or beauty of a text (e.g., graphic novel,
(e.g., create mood, emphasize aspects of a character or where each version reflects specific descriptions and multimedia presentation of fiction, folktale, myth, poem).
setting). directions in the text.
9. Compare and contrast the themes, settings, and plots of 9. Compare and contrast the treatment of similar themes 9. Compare and contrast stories in the same genre (e.g.,
stories written by the same author about the same or and topics (e.g., opposition of good and evil) and mysteries and adventure stories) on their approaches to
similar characters (e.g., in books from a series). patterns of events (e.g., the quest) in stories, myths, and similar themes and topics.

traditional literature from different cultures.
10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of including stories, dramas, and poetry, in the grades 4–5 including stories, dramas, and poetry, at the high end of the
the grades 2–3 text complexity band independently and text complexity band proficiently, with scaffolding as grades 4–5 text complexity band independently and
proficiently. needed at the high end of the range. proficiently.
Responding to Literature Responding to Literature Responding to Literature
11. Recognize and make connections in narratives, poetry, and 11. Recognize, interpret and make connections in 11. Recognize, interpret, and make connections in
drama to other texts, ideas, cultural perspectives, personal narratives, poetry, and drama, to other texts, ideas, narratives, poetry, and drama, to other texts, ideas,
events, and situations. cultural perspectives, personal events and situations. cultural perspectives, eras, personal events, and situations.
a. Self-select text based upon personal preferences. a. Self-select text to develop personal preferences
a. Self-select text based upon personal preferences.
regarding favorite authors.
b. Use established criteria to categorize, select texts and
assess to make informed judgments about the quality of the
pieces.


Reading Standards for Informational Text K–5 [RI]
1. With prompting and support, ask and answer questions 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when, why,
about key details in a text. and how to demonstrate understanding of key details in a text.
2. With prompting and support, identify the main topic and 2. Identify the main topic and retell key details of a text. 2. Identify the main topic of a multiparagraph text as well as the
retell key details of a text. focus of specific paragraphs within the text.
3. With prompting and support, describe the connection 3. Describe the connection between two individuals, events, 3. Describe the connection between a series of historical events,
between two individuals, events, ideas, or pieces of ideas, or pieces of information in a text. scientific ideas or concepts, or steps in technical procedures in
information in a text. a text.
Craft and Structure
4. With prompting and support, ask and answer questions 4. Ask and answer questions to help determine or clarify the 4. Determine the meaning of words and phrases in a text
about unknown words in a text. meaning of words and phrases in a text. relevant to a grade 2 topic or subject area.
5. Identify the front cover, back cover, and title page of a 5. Know and use various text features (e.g., headings, tables 5. Know and use various text features (e.g., captions, bold print,
book. of contents, glossaries, electronic menus, icons) to locate subheadings, glossaries, indexes, electronic menus, icons) to
key facts or information in a text. locate key facts or information in a text efficiently.
6. Name the author and illustrator of a text and define the 6. Distinguish between information provided by pictures or 6. Identify the main purpose of a text, including what the author
role of each in presenting the ideas or information in a other illustrations and information provided by the words wants to answer, explain, or describe.
text. in a text.
7. With prompting and support, describe the relationship 7. Use the illustrations and details in a text to describe its 7. Explain how specific images (e.g., a diagram showing how a
between illustrations and the text in which they appear key ideas. machine works) contribute to and clarify a text.
(e.g., what person, place, thing, or idea in the text an
illustration depicts).
8. With prompting and support, identify the reasons an 8. Identify the reasons an author gives to support points in a 8. Describe how reasons support specific points the author
author gives to support points in a text. text. makes in a text.
9. With prompting and support, identify basic similarities in 9. Identify basic similarities in and differences between two 9. Compare and contrast the most important points presented
and differences between two texts on the same topic texts on the same topic (e.g., in illustrations, by two texts on the same topic.
(e.g., in illustrations, descriptions, or procedures). descriptions, or procedures).
10. Actively engage in group reading activities with purpose 10. With prompting and support, read informational texts 10. By the end of year, read and comprehend informational
and understanding. appropriately complex for grade 1. texts, including history/social studies, science, and technical
texts, in the grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.


Reading Standards for Informational Text K–5 [RI]

1. Ask and answer questions to demonstrate understanding of 1. Refer to details and examples in a text when explaining 1. Quote accurately from a text when explaining what the text
a text, referring explicitly to the text as the basis for the what the text says explicitly and when drawing inferences says explicitly and when drawing inferences from the text.
answers. from the text.
2. Determine the main idea of a text; recount the key details 2. Determine the main idea of a text and explain how it is 2. Determine two or more main ideas of a text and explain
and explain how they support the main idea. supported by key details; summarize the text. how they are supported by key details; summarize the text.
3. Describe the relationship between a series of historical 3. Explain events, procedures, ideas, or concepts in a 3. Explain the relationships or interactions between two or
events, scientific ideas or concepts, or steps in technical historical, scientific, or technical text, including what more individuals, events, ideas, or concepts in a historical,
procedures in a text, using language that pertains to time, happened and why, based on specific information in the scientific, or technical text based on specific information in
sequence, and cause/effect. text. the text.
Craft and Structure
4. Determine the meaning of general academic and domain- 4. Determine the meaning of general academic and domain- 4. Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 3 specific words or phrases in a text relevant to a grade 4 specific words and phrases in a text relevant to a grade 5 topic
topic or subject area. topic or subject area. or subject area.
5. Use text features and search tools (e.g., key words, 5. Describe the overall structure (e.g., chronology, 5. Compare and contrast the overall structure (e.g., chronology,
sidebars, hyperlinks) to locate information relevant to a comparison, cause/effect, problem/solution) of events, comparison, cause/effect, problem/solution) of events, ideas,
given topic efficiently. ideas, concepts, or information in a text or part of a text. concepts, or information in two or more texts.
6. Distinguish their own point of view from that of the author 6. Compare and contrast a firsthand and secondhand account 6. Analyze multiple accounts of the same event or topic, noting
of a text. of the same event or topic; describe the differences in important similarities and differences in the point of view
focus and the information provided. they represent.
7. Use information gained from illustrations (e.g., maps, 7. Interpret information presented visually, orally, or 7. Draw on information from multiple print or digital
photographs) and the words in a text to demonstrate quantitatively (e.g., in charts, graphs, diagrams, time sources, demonstrating the ability to locate an answer to a
understanding of the text (e.g., where, when, why, and lines, animations, or interactive elements on Web pages) question quickly or to solve a problem efficiently.
how key events occur). and explain how the information contributes to an
understanding of the text in which it appears.
8. Describe the logical connection between particular 8. Explain how an author uses reasons and evidence to 8. Explain how an author uses reasons and evidence to support
sentences and paragraphs in a text (e.g., comparison, support particular points in a text. particular points in a text, identifying which reasons and
cause/effect, first/second/third in a sequence). evidence support which point(s).
9. Compare and contrast the most important points and key 9. Integrate information from two texts on the same topic in 9. Integrate information from several texts on the same topic in
details presented in two texts on the same topic. order to write or speak about the subject knowledgeably. order to write or speak about the subject knowledgeably.
10. By the end of the year, read and comprehend informational 10. By the end of year, read and comprehend informational 10. By the end of the year, read and comprehend informational
texts, including history/social studies, science, and texts, including history/social studies, science, and texts, including history/social studies, science, and
technical texts, at the high end of the grades 2–3 text technical texts, in the grades 4–5 text complexity band technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently. proficiently, with scaffolding as needed at the high end of complexity band independently and proficiently.
the range.


Reading Standards: Foundational Skills (K–5) [RF]
These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the
English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading
program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will
need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when
particular children or activities warrant more or less attention.

Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.
Kindergartners: Grade 1 students:
Print Concepts

1. Demonstrate understanding of the organization and basic features of print. 1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
b. Recognize that spoken words are represented in written language by specific sequences ending punctuation).
of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.

Phonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words. a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Count, pronounce, blend, and segment syllables in spoken words. b. Orally produce single-syllable words by blending sounds (phonemes), including
c. Blend and segment onsets and rimes of single-syllable spoken words. consonant blends.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three- c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs single-syllable words.
ending with /l/, /r/, or /x/.) d. Segment spoken single-syllable words into their complete sequence of individual
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make sounds (phonemes).
new words.

*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of
the word.


Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.
3. Know and apply grade-level phonics and word analysis 3. Know and apply grade-level phonics and word analysis skills 3. Know and apply grade-level phonics and word analysis
skills in decoding words. in decoding words. skills in decoding words.
a. Know the spelling-sound correspondences for a. Distinguish long and short vowels when reading
a. Demonstrate basic knowledge of one-to-one letter-
common consonant digraphs. regularly spelled one-syllable words.
sound correspondences by producing the primary
b. Decode regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional
sound or many of the most frequent sounds for each
c. Know final -e and common vowel team conventions common vowel teams.
consonant.
for representing long vowel sounds. c. Decode regularly spelled two-syllable words with
b. Associate the long and short sounds with common
d. Use knowledge that every syllable must have a vowel long vowels.
spellings (graphemes) for the five major vowels.
sound to determine the number of syllables in a d. Decode words with common prefixes and suffixes.
c. Read common high-frequency words by sight (e.g.,
printed word. e. Identify words with inconsistent but common
the, of, to, you, she, my, is, are, do, does).
e. Decode two-syllable words following basic patterns by spelling-sound correspondences.
d. Distinguish between similarly spelled words by
breaking the words into syllables. f. Recognize and read grade-appropriate irregularly
identifying the sounds of the letters that differ.
f. Read words with inflectional endings. spelled words.
g. Recognize and read grade-appropriate irregularly
spelled words.
Fluency
4. Read emergent-reader texts with purpose and 4. Read with sufficient accuracy and fluency to support 4. Read with sufficient accuracy and fluency to support
understanding. comprehension. comprehension.
a. Read grade-level text with purpose and understanding. a. Read grade-level text with purpose and
b. Read grade-level text orally with accuracy, appropriate understanding.
rate, and expression on successive readings. b. Read grade-level text orally with accuracy,
c. Use context to confirm or self-correct word appropriate rate, and expression on successive
recognition and understanding, rereading as necessary. readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.



3. Know and apply grade-level phonics and word analysis 3. Know and apply grade-level phonics and word analysis 3. Know and apply grade-level phonics and word analysis
skills in decoding words. skills in decoding words. skills in decoding words.
a. Identify and know the meaning of the most common a. Use combined knowledge of all letter-sound a. Use combined knowledge of all letter-sound
prefixes and derivational suffixes. correspondences, syllabication patterns, and correspondences, syllabication patterns, and morphology
morphology (e.g., roots and affixes) to read accurately (e.g., roots and affixes) to read accurately unfamiliar
b. Decode words with common Latin suffixes.
unfamiliar multisyllabic words in context and out of multisyllabic words in context and out of context.
c. Decode multisyllable words.
context.
d. Read grade-appropriate irregularly spelled words.

Fluency
4. Read with sufficient accuracy and fluency to support 4. Read with sufficient accuracy and fluency to support 4. Read with sufficient accuracy and fluency to support
comprehension. comprehension. comprehension.
a. Read grade-level text with purpose and a. Read grade-level text with purpose and a. Read grade-level text with purpose and understanding.
understanding. understanding. b. Read grade-level prose and poetry orally with
b. Read grade-level prose and poetry orally with b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
accuracy, appropriate rate, and expression on accuracy, appropriate rate, and expression on successive readings.
successive readings. successive readings. c. Use context to confirm or self-correct word
c. Use context to confirm or self-correct word c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
recognition and understanding, rereading as recognition and understanding, rereading as
necessary. necessary.


College and Career Readiness Anchor Standards for Writing
end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by

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 selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.

4. Produce clear and coherent writing in which the development, organization, 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.

7. 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, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing
10. 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
11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond
to texts through written, digital, and oral presentations, employing a variety of media and genres.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.


Writing Standards K–5 [W]
The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their
writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they
should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student
writing samples in Appendix C.
1. Use a combination of drawing, dictating, and writing to 1. Write opinion pieces in which they introduce the topic or 1. Write opinion pieces in which they introduce the topic or
compose opinion pieces in which they tell a reader the name the book they are writing about, state an opinion, book they are writing about, state an opinion, supply
topic or the name of the book they are writing about and supply a reason for the opinion, and provide some sense of reasons that support the opinion, use linking words (e.g.,
state an opinion or preference about the topic or book closure. because, and, also) to connect opinion and reasons, and
(e.g., My favorite book is . . .). provide a concluding statement or section.
2. Use a combination of drawing, dictating, and writing to 2. Write informative/explanatory texts in which they name a 2. Write informative/explanatory texts in which they
compose informative/explanatory texts in which they topic, supply some facts about the topic, and provide some introduce a topic, use facts and definitions to develop
name what they are writing about and supply some sense of closure. points, and provide a concluding statement or section.
information about the topic.
3. Use a combination of drawing, dictating, and writing to 3. Write narratives in which they recount two or more 3. Write narratives in which they recount a well-elaborated
narrate a single event or several loosely linked events, tell appropriately sequenced events, include some details event or short sequence of events, include details to
about the events in the order in which they occurred, and regarding what happened, use temporal words to signal describe actions, thoughts, and feelings, use temporal
provide a reaction to what happened. event order, and provide some sense of closure. words to signal event order, and provide a sense of closure.
4. (Begins in grade 3) 4. (Begins in grade 3) 4. (Begins in grade 3)
5. With guidance and support from adults, respond to 5. With guidance and support from adults, focus on a topic, 5. With guidance and support from adults and peers, focus on
questions and suggestions from peers and add details to respond to questions and suggestions from peers, and add a topic and strengthen writing as needed by revising and
strengthen writing as needed. details to strengthen writing as needed. editing.
6. With guidance and support from adults, explore a variety 6. With guidance and support from adults, use a variety of 6. With guidance and support from adults, use a variety of
of digital tools to produce and publish writing, including in digital tools to produce and publish writing, including in digital tools to produce and publish writing, including in
collaboration with peers. collaboration with peers. collaboration with peers.
7. Participate in shared research and writing projects (e.g., 7. Participate in shared research and writing projects (e.g., 7. Participate in shared research and writing projects (e.g.,
explore a number of books by a favorite author and express explore a number of “how-to” books on a given topic and read a number of books on a single topic to produce a
opinions about them). use them to write a sequence of instructions). report; record science observations).
8. With guidance and support from adults, recall information 8. With guidance and support from adults, recall information 8. Recall information from experiences or gather information
from experiences or gather information from provided from experiences or gather information from provided from provided sources to answer a question.
sources to answer a question. sources to answer a question.
Range of Writing


11. Create and/or present a poem, dramatization, art work, or 11. Create and present a poem, dramatization, art work, or 11. Create and present a poem, narrative, play, art work, or
personal response to a particular author or theme studied personal response to a particular author or theme studied in personal response to a particular author or theme studied in
in class, with support as needed. class, with support as needed. class, with support as needed.



1. Write opinion pieces on topics or texts, supporting a point 1. Write opinion pieces on topics or texts, supporting a point 1. Write opinion pieces on topics or texts, supporting a point
of view with reasons. of view with reasons and information. of view with reasons and information.
a. Introduce the topic or text they are writing about, a. Introduce a topic or text clearly, state an opinion, and a. Introduce a topic or text clearly, state an opinion, and
state an opinion, and create an organizational create an organizational structure in which related ideas create an organizational structure in which ideas are
structure that lists reasons. are grouped to support the writer’s purpose. logically grouped to support the writer’s purpose.
b. Provide reasons that support the opinion. b. Provide reasons that are supported by facts and details. b. Provide logically ordered reasons that are supported
c. Use linking words and phrases (e.g., because, therefore, c. Link opinion and reasons using words and phrases (e.g., by facts and details.
since, for example) to connect opinion and reasons. for instance, in order to, in addition). c. Link opinion and reasons using words, phrases, and
d. Provide a concluding statement or section. d. Provide a concluding statement or section related to clauses (e.g., consequently, specifically).
the opinion presented. d. Provide a concluding statement or section related to
the opinion presented.
2. Write informative/explanatory texts to examine a topic 2. Write informative/explanatory texts to examine a topic 2. Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. and convey ideas and information clearly. and convey ideas and information clearly.
a. Introduce a topic and group related information a. Introduce a topic clearly and group related information a. Introduce a topic clearly, provide a general observation
together; include illustrations when useful to aiding in paragraphs and sections; include formatting (e.g., and focus, and group related information logically;
comprehension. headings), illustrations, and multimedia when useful to include formatting (e.g., headings), illustrations, and
b. Develop the topic with facts, definitions, and details. aiding comprehension. multimedia when useful to aiding comprehension.
c. Use linking words and phrases (e.g., also, another, and, b. Develop the topic with facts, definitions, concrete b. Develop the topic with facts, definitions, concrete
more, but) to connect ideas within categories of details, quotations, or other information and examples details, quotations, or other information and examples
information. related to the topic. related to the topic.
d. Provide a concluding statement or section. c. Link ideas within categories of information using words c. Link ideas within and across categories of information
and phrases (e.g., another, for example, also, because). using words, phrases, and clauses (e.g., in contrast,
d. Use precise language and domain-specific vocabulary to especially).
inform about or explain the topic. d. Use precise language and domain-specific vocabulary
e. Provide a concluding statement or section related to the to inform about or explain the topic.
information or explanation presented. e. Provide a concluding statement or section related to
the information or explanation presented.
3. Write narratives to develop real or imagined experiences 3. Write narratives to develop real or imagined experiences 3. Write narratives to develop real or imagined experiences or
or events using effective technique, descriptive details, and or events using effective technique, descriptive details, and events using effective technique, descriptive details, and
clear event sequences. clear event sequences. clear event sequences.
a. Establish a situation and introduce a narrator and/or a. Orient the reader by establishing a situation and a. Orient the reader by establishing a situation and
characters; organize an event sequence that unfolds introducing a narrator and/or characters; organize an introducing a narrator and/or characters; organize an
naturally. event sequence that unfolds naturally. event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, b. Use dialogue and description to develop experiences b. Use narrative techniques, such as dialogue, description,
and feelings to develop experiences and events or and events or show the responses of characters to and pacing, to develop experiences and events or show
show the response of characters to situations. situations. the responses of characters to situations.
c. Use temporal words and phrases to signal event order. c. Use a variety of transitional words and phrases to c. Use a variety of transitional words, phrases, and
d. Provide a sense of closure. manage the sequence of events. clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to d. Use concrete words and phrases and sensory details to
convey experiences and events precisely. convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated e. Provide a conclusion that follows from the narrated
experiences or events. experiences or events.


4. With guidance and support from adults, produce writing in 4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the
which the development and organization are appropriate to development and organization are appropriate to task, development and organization are appropriate to task,
task and purpose. (Grade-specific expectations for writing purpose, and audience. (Grade-specific expectations for purpose, and audience. (Grade-specific expectations for
types are defined in standards 1–3 above.) writing types are defined in standards 1–3 above.) writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety
of cultures and perspectives.
5. With guidance and support from peers and adults, develop 5. With guidance and support from peers and adults, develop 5. With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and and strengthen writing as needed by planning, revising, and and strengthen writing as needed by planning, revising,
editing. (Editing for conventions should demonstrate editing. (Editing for conventions should demonstrate editing, rewriting, or trying a new approach. (Editing for
command of Language standards 1–3 up to and including command of Language standards 1–3 up to and including conventions should demonstrate command of Language
grade 3 on page 29.) grade 4 on page 29.) standards 1–3 up to and including grade 5 on page 29.)
6. With guidance and support from adults, use technology to 6. With some guidance and support from adults, use 6. With some guidance and support from adults, use
produce and publish writing (using keyboarding skills) as technology, including the Internet, to produce and publish technology, including the Internet, to produce and publish
well as to interact and collaborate with others. writing as well as to interact and collaborate with others; writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting. type a minimum of two pages in a single sitting.
7. Conduct short research projects that build knowledge 7. Conduct short research projects that build knowledge 7. Conduct short research projects that use several sources to
about a topic. through investigation of different aspects of a topic. build knowledge through investigation of different aspects
of a topic.
8. Recall information from experiences or gather information 8. Recall relevant information from experiences or gather 8. Recall relevant information from experiences or gather
from print and digital sources; take brief notes on sources relevant information from print and digital sources; take relevant information from print and digital sources;
and sort evidence into provided categories. notes and categorize information, and provide a list of summarize or paraphrase information in notes and finished
sources. work, and provide a list of sources.

9. (Begins in grade 4) 9. Draw evidence from literary or informational texts to 9. Draw evidence from literary or informational texts to
support analysis, reflection, and research. support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., a. Apply grade 5 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in a “Compare and contrast two or more characters,
story or drama, drawing on specific details in the text settings, or events in a story or a drama, drawing on
[e.g., a character’s thoughts, words, or actions].”). specific details in the text [e.g., how characters
b. Apply grade 4 Reading standards to informational texts interact]”).
(e.g., “Explain how an author uses reasons and b. Apply grade 5 Reading standards to informational texts
evidence to support particular points in a text”). (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text,
identifying which reasons and evidence support which
point[s]”).
Range of Writing
10. Write routinely over extended time frames (time for 10. Write routinely over extended time frames (time for 10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames research, reflection, and revision) and shorter time frames (a research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline- single sitting or a day or two) for a range of discipline- (a single sitting or a day or two) for a range of discipline-


specific tasks, purposes, and audiences. specific tasks, purposes, and audiences. specific tasks, purposes, and audiences.
11. Create and present a poem, narrative, play, art work, or 11. Create and present a poem, narrative, play, art work, or 11. Create and present an original poem, narrative, play, art
personal response to a particular author or theme studied literary review in response to a particular author or theme work, or literary critique in response to a particular author
in class. studied in class. or theme studied in class.
a. Recognize and illustrate social, historical, and cultural
features in the presentation of literary texts.

College and Career Readiness Anchor Standards for Speaking and Listening
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 providing broad standards,
the latter providing additional specificity—that together define the skills and understandings that all students
must demonstrate.

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

4. Present information, findings, and supporting evidence such that listeners 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, demonstrating command of formal
English when indicated or appropriate.


Speaking and Listening Standards K–5 [SL]
The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through
the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

1. Participate in collaborative conversations with diverse 1. Participate in collaborative conversations with diverse 1. Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and partners about grade 1 topics and texts with peers and adults partners about grade 2 topics and texts with peers and adults
adults in small and larger groups. in small and larger groups. in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., a. Follow agreed-upon rules for discussions (e.g., a. Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the listening to others with care, speaking one at a time gaining the floor in respectful ways, listening to others
topics and texts under discussion). about the topics and texts under discussion). with care, speaking one at a time about the topics and
b. Continue a conversation through multiple exchanges. b. Build on others’ talk in conversations by responding to texts under discussion).
c. Seek to understand and communicate with individuals the comments of others through multiple exchanges. b. Build on others’ talk in conversations by linking their
from different cultural backgrounds. c. Ask questions to clear up any confusion about the comments to the remarks of others.
topics and texts under discussion. c. Ask for clarification and further explanation as needed
d. Seek to understand and communicate with individuals about the topics and texts under discussion.
from different cultural backgrounds. d. Seek to understand and communicate with individuals
from different cultural backgrounds.
2. Confirm understanding of a text read aloud or information 2. Ask and answer questions about key details in a text read 2. Recount or describe key ideas or details from a text read
presented orally or through other media by asking and aloud or information presented orally or through other aloud or information presented orally or through other
answering questions about key details and requesting media. media.
clarification if something is not understood.
3. Ask and answer questions in order to seek help, get 3. Ask and answer questions about what a speaker says in 3. Ask and answer questions about what a speaker says in
information, or clarify something that is not understood. order to gather additional information or clarify something order to clarify comprehension, gather additional
that is not understood. information, or deepen understanding of a topic or issue.
4. Describe familiar people, places, things, and events and, 4. Describe people, places, things, and events with relevant 4. Tell a story or recount an experience with appropriate facts
with prompting and support, provide additional detail. details, expressing ideas and feelings clearly. and relevant, descriptive details, speaking audibly in
coherent sentences.
5. Add drawings or other visual displays to descriptions as 5. Add drawings or other visual displays to descriptions when 5. Create audio recordings of stories or poems; add drawings
desired to provide additional detail. appropriate to clarify ideas, thoughts, and feelings. or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts,
and feelings.
6. Speak audibly and express thoughts, feelings, and ideas 6. Produce complete sentences when appropriate to task and 6. Produce complete sentences when appropriate to task and
clearly. situation. (See grade 1 Language standards 1and 3 on page situation in order to provide requested detail or
26 for specific expectations.) clarification. (See grade 2 Language standards 1and 3 on
page 26 for specific expectations.)


Speaking and Listening Standards K–5 [SL]

1. Engage effectively in a range of collaborative discussions 1. Engage effectively in a range of collaborative discussions 1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse (one-on-one, in groups, and teacher-led) with diverse (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others’ ideas partners on grade 4 topics and texts, building on others’ ideas partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly. and expressing their own clearly. and expressing their own clearly.
a. Come to discussions prepared, having read or studied a. Come to discussions prepared, having read or studied a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation required material; explicitly draw on that preparation required material; explicitly draw on that preparation
and other information known about the topic to and other information known about the topic to and other information known about the topic to
explore ideas under discussion. explore ideas under discussion. explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., b. Follow agreed-upon rules for discussions and carry out b. Follow agreed-upon rules for discussions and carry
gaining the floor in respectful ways, listening to others assigned roles. out assigned roles.
with care, speaking one at a time about the topics and c. Pose and respond to specific questions to clarify or c. Pose and respond to specific questions by making
texts under discussion). follow up on information, and make comments that comments that contribute to the discussion and
c. Ask questions to check understanding of information contribute to the discussion and link to the remarks of elaborate on the remarks of others.
presented, stay on topic, and link their comments to others. d. Review the key ideas expressed and draw conclusions
the remarks of others. d. Review the key ideas expressed and explain their own in light of information and knowledge gained from the
d. Explain their own ideas and understanding in light of ideas and understanding in light of the discussion. discussions.
the discussion. e. Seek to understand and communicate with individuals e. Seek to understand and communicate with individuals
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds. from different perspectives and cultural backgrounds.
from different cultural backgrounds.
f. Use their experience and their knowledge of language
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.
2. Determine the main ideas and supporting details of a text 2. Paraphrase portions of a text read aloud or information 2. Summarize a written text read aloud or information
read aloud or information presented in diverse media and presented in diverse media and formats, including visually, presented in diverse media and formats, including visually,
formats, including visually, quantitatively, and orally. quantitatively, and orally. quantitatively, and orally.
3. Ask and answer questions about information from a 3. Identify the reasons and evidence a speaker provides to 3. Summarize the points a speaker makes and explain how
speaker, offering appropriate elaboration and detail. support particular points. each claim is supported by reasons and evidence.
4. Report on a topic or text, tell a story, or recount an 4. Report on a topic or text, tell a story, or recount an 4. Report on a topic or text or present an opinion, sequencing
experience with appropriate facts and relevant, descriptive experience in an organized manner, using appropriate ideas logically and using appropriate facts and relevant,
details, speaking clearly at an understandable pace. facts and relevant, descriptive details to support main descriptive details to support main ideas or themes; speak
ideas or themes; speak clearly at an understandable pace. clearly at an understandable pace.
5. Create engaging audio recordings of stories or poems that 5. Add audio recordings and visual displays to presentations 5. Include multimedia components (e.g., graphics, sound) and
demonstrate fluid reading at an understandable pace; add when appropriate to enhance the development of main visual displays in presentations when appropriate to enhance
visual displays when appropriate to emphasize or enhance ideas or themes. the development of main ideas or themes.
certain facts or details.
6. Speak in complete sentences when appropriate to task and 6. Differentiate between contexts that call for formal English 6. Adapt speech to a variety of contexts and tasks, using
situation in order to provide requested detail or (e.g., presenting ideas) and situations where informal formal English when appropriate to task and situation. (See
clarification. (See grade 3 Language standards 1 and 3 on discourse is appropriate (e.g., small-group discussion); use grade 5 Language standards 1 and 3 on page 28 for specific


for specific expectations.) formal English when appropriate to task and situation. expectations.)
(See grade 4 Language standards 1 and 3 on page 28 for
specific expectations.)


College and Career Readiness Anchor Standards for Language
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 providing broad standards,
the latter providing additional specificity—that together define the skills and understandings that all students
must demonstrate.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.

3. 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.

4. 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
independence in gathering vocabulary knowledge when encountering an unknown term important to
comprehension or expression.


Language Standards K–5 [L]
The following standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills
and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*). See the table on page 31 for a complete list and Appendix A for an example of how these skills develop in sophistication.
1. Demonstrate command of the conventions of standard 1. Demonstrate command of the conventions of standard 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. English grammar and usage when writing or speaking. English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters. a. Print all upper- and lowercase letters. a. Use collective nouns (e.g., group).
b. Use frequently occurring nouns and verbs. b. Use common, proper, and possessive nouns. b. Form and use frequently occurring irregular plural
c. Form regular plural nouns orally by adding /s/ or c. Use singular and plural nouns with matching verbs in nouns (e.g., feet, children, teeth, mice, fish).
/es/ (e.g., dog, dogs; wish, wishes). basic sentences (e.g., He hops; We hop). c. Use reflexive pronouns (e.g., myself, ourselves).
d. Understand and use question words (interrogatives) d. Use personal, possessive, and indefinite pronouns d. Form and use the past tense of frequently occurring
(e.g., who, what, where, when, why, how). (e.g., I, me, my; they, them, their; anyone, everything). irregular verbs (e.g., sat, hid, told).
e. Use the most frequently occurring prepositions (e.g., e. Use verbs to convey a sense of past, present, and future e. Use adjectives and adverbs, and choose between them
to, from, in, out, on, off, for, of, by, with). (e.g., Yesterday I walked home; Today I walk home; depending on what is to be modified.
f. Produce and expand complete sentences in shared Tomorrow I will walk home). f. Produce, expand, and rearrange complete simple and
language activities. f. Use frequently occurring adjectives. compound sentences (e.g., The boy watched the movie;
g. Use frequently occurring conjunctions (e.g., and, but, The little boy watched the movie; The action movie was
or, so, because). watched by the little boy).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during,
beyond, toward).
j. Produce and expand complete simple and compound
declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.
English capitalization, punctuation, and spelling when English capitalization, punctuation, and spelling when English capitalization, punctuation, and spelling when
writing. writing. writing.
a. Capitalize the first word in a sentence and the a. Capitalize dates and names of people. a. Capitalize holidays, product names, and geographic
pronoun I. b. Use end punctuation for sentences. names.
b. Recognize and name end punctuation. c. Use commas in dates and to separate single words in a b. Use commas in greetings and closings of letters.
c. Write a letter or letters for most consonant and short- series. c. Use an apostrophe to form contractions and frequently
vowel sounds (phonemes). d. Use conventional spelling for words with common occurring possessives.
d. Spell simple words phonetically, drawing on spelling patterns and for frequently occurring d. Generalize learned spelling patterns when writing
knowledge of sound-letter relationships. irregular words. words (e.g., cage → badge; boy → boil).
e. Spell untaught words phonetically, drawing on e. Consult reference materials, including beginning
phonemic awareness and spelling conventions. dictionaries, as needed to check and correct spellings.
3. (Begins in grade 2) 3. (Begins in grade 2) 3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.



4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and multiple-
multiple-meaning words and phrases based on kindergarten multiple-meaning words and phrases based on grade 1 meaning words and phrases based on grade 2 reading and
reading and content. reading and content, choosing flexibly from an array of content, choosing flexibly from an array of strategies.
a. Identify new meanings for familiar words and apply strategies. a. Use sentence-level context as a clue to the meaning of a
them accurately (e.g., knowing duck is a bird and a. Use sentence-level context as a clue to the meaning of word or phrase.
learning the verb to duck). a word or phrase. b. Determine the meaning of the new word formed when
b. Use the most frequently occurring inflections and b. Use frequently occurring affixes as a clue to the a known prefix is added to a known word (e.g.,
affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue meaning of a word. happy/unhappy, tell/retell).
to the meaning of an unknown word. c. Identify frequently occurring root words (e.g., look) c. Use a known root word as a clue to the meaning of an
and their inflectional forms (e.g., looks, looked, unknown word with the same root (e.g., addition,
looking). additional).
d. Use knowledge of the meaning of individual words to
predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print
and digital, to determine or clarify the meaning of
words and phrases.
5. With guidance and support from adults, explore word 5. With guidance and support from adults, demonstrate 5. Demonstrate understanding of word relationships and
relationships and nuances in word meanings. understanding of word relationships and nuances in word nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, meanings. a. Identify real-life connections between words and their
foods) to gain a sense of the concepts the categories a. Sort words into categories (e.g., colors, clothing) to use (e.g., describe foods that are spicy or juicy).
represent. gain a sense of the concepts the categories represent. b. Distinguish shades of meaning among closely related
b. Demonstrate understanding of frequently occurring b. Define words by category and by one or more key verbs (e.g., toss, throw, hurl) and closely related
verbs and adjectives by relating them to their attributes (e.g., a duck is a bird that swims; a tiger is a adjectives (e.g., thin, slender, skinny, scrawny).
opposites (antonyms). large cat with stripes).
c. Identify real-life connections between words and their c. Identify real-life connections between words and their
use (e.g., note places at school that are colorful). use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs describing d. Distinguish shades of meaning among verbs differing
the same general action (e.g., walk, march, strut, in manner (e.g., look, peek, glance, stare, glare, scowl)
prance) by acting out the meanings. and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out
the meanings.
6. Use words and phrases acquired through conversations, 6. Use words and phrases acquired through conversations, 6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. reading and being read to, and responding to texts, reading and being read to, and responding to texts,
including using frequently occurring conjunctions to signal including using adjectives and adverbs to describe (e.g.,
simple relationships (e.g., because). When other kids are happy that makes me happy).



a. Explain the function of nouns, pronouns, verbs, a. Use relative pronouns (who, whose, whom, which, that) a. Explain the function of conjunctions, prepositions, and
adjectives, and adverbs in general and their functions and relative adverbs (where, when, why). interjections in general and their function in particular
in particular sentences. b. Form and use the progressive (e.g., I was walking; I am sentences.
b. Form and use regular and irregular plural nouns. walking; I will be walking) verb tenses. b. Form and use the perfect (e.g., I had walked; I have
c. Use abstract nouns (e.g., childhood). c. Use modal auxiliaries (e.g., can, may, must) to convey walked; I will have walked) verb tenses.
d. Form and use regular and irregular verbs. various conditions. c. Use verb tense to convey various times, sequences,
e. Form and use the simple (e.g., I walked; I walk; I will d. Order adjectives within sentences according to states, and conditions.
walk) verb tenses. conventional patterns (e.g., a small red bag rather than d. Recognize and correct inappropriate shifts in verb
f. Ensure subject-verb and pronoun-antecedent a red small bag). tense.*
agreement.* e. Form and use prepositional phrases. e. Use correlative conjunctions (e.g., either/or,
g. Form and use comparative and superlative adjectives f. Produce complete sentences, recognizing and neither/nor).
and adverbs, and choose between them depending on correcting inappropriate fragments and run-ons.*
what is to be modified. g. Correctly use frequently confused words (e.g., to, too,
h. Use coordinating and subordinating conjunctions. two; there, their).*
i. Produce simple, compound, and complex sentences.
a. Capitalize appropriate words in titles. a. Use correct capitalization. a. Use punctuation to separate items in a series.*
b. Use commas in addresses. b. Use commas and quotation marks to mark direct b. Use a comma to separate an introductory element from
c. Use commas and quotation marks in dialogue. speech and quotations from a text. the rest of the sentence.
d. Form and use possessives. c. Use a comma before a coordinating conjunction in a c. Use a comma to set off the words yes and no (e.g., Yes,
e. Use conventional spelling for high-frequency and compound sentence. thank you), to set off a tag question from the rest of the
other studied words and for adding suffixes to base d. Spell grade-appropriate words correctly, consulting sentence (e.g., It’s true, isn’t it?), and to indicate direct
words (e.g., sitting, smiled, cries, happiness). references as needed. address (e.g., Is that you, Steve?).
f. Use spelling patterns and generalizations (e.g., word d. Use underlining, quotation marks, or italics to indicate
families, position-based spellings, syllable patterns, titles of works.
ending rules, meaningful word parts) in writing e. Spell grade-appropriate words correctly, consulting
words. references as needed.
g. Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
3. Use knowledge of language and its conventions when 3. Use knowledge of language and its conventions when
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
writing, speaking, reading, or listening. writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.* a. Expand, combine, and reduce sentences for meaning,
a. Choose words and phrases for effect.* b. Choose punctuation for effect.* reader/listener interest, and style.
c. Differentiate between contexts that call for formal
b. Recognize and observe differences between the b. Compare and contrast the varieties of English (e.g.,
English (e.g., presenting ideas) and situations where
conventions of spoken and written standard English. dialects, registers) used in stories, dramas, or poems.
informal discourse is appropriate (e.g., small-group
discussion).


4. Determine or clarify the meaning of unknown and multiple- 4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and multiple-
meaning word and phrases based on grade 3 reading and multiple-meaning words and phrases based on grade 4 meaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies. reading and content, choosing flexibly from a range of content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of strategies. a. Use context (e.g., cause/effect relationships and
a word or phrase. a. Use context (e.g., definitions, examples, or comparisons in text) as a clue to the meaning of a word
b. Determine the meaning of the new word formed restatements in text) as a clue to the meaning of a or phrase.
when a known affix is added to a known word (e.g., word or phrase. b. Use common, grade-appropriate Greek and Latin
agreeable/disagreeable, comfortable/uncomfortable, b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
care/careless, heat/preheat). affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Use a known root word as a clue to the meaning of an (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries,
unknown word with the same root (e.g., company, c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
companion). glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise
d. Use glossaries or beginning dictionaries, both print the pronunciation and determine or clarify the precise meaning of key words and phrases.
and digital, to determine or clarify the precise meaning of key words and phrases.
meaning of key words and phrases.

5. Demonstrate understanding of word relationships and 5. Demonstrate understanding of figurative language, word 5. Demonstrate understanding of figurative language, word
nuances in word meanings. relationships, and nuances in word meanings. relationships, and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of a. Explain the meaning of simple similes and metaphors a. Interpret figurative language, including similes and
words and phrases in context (e.g., take steps). (e.g., as pretty as a picture) in context. metaphors, in context.
b. Identify real-life connections between words and b. Recognize and explain the meaning of common b. Recognize and explain the meaning of common idioms,
their use (e.g., describe people who are friendly or idioms, adages, and proverbs. adages, and proverbs.
helpful). c. Demonstrate understanding of words by relating c. Use the relationship between particular words (e.g.,
c. Distinguish shades of meaning among related words them to their opposites (antonyms) and to words synonyms, antonyms, homographs) to better
that describe states of mind or degrees of certainty with similar but not identical meanings (synonyms). understand each of the words.
(e.g., knew, believed, suspected, heard, wondered).
6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate general 6. Acquire and use accurately grade-appropriate general
conversational, general academic, and domain-specific academic and domain-specific words and phrases, including academic and domain-specific words and phrases, including
words and phrases, including those that signal spatial and those that signal precise actions, emotions, or states of those that signal contrast, addition, and other logical
temporal relationships (e.g., After dinner that night we went being (e.g., quizzed, whined, stammered) and that are basic to relationships (e.g., however, although, nevertheless, similarly,
looking for them). a particular topic (e.g., wildlife, conservation, and endangered moreover, in addition).
when discussing animal preservation).


Language Progressive Skills, by Grade
The 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– 11–
10 12
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
interest, 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
‡


Standard 10: Range, Quality, and Complexity of Student Reading K–5

Measuring Text Complexity: Three Factors
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality 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–5
Students 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 Informational Text
Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventure Includes staged dialogue and Includes nursery rhymes and the subgenres of Includes biographies and autobiographies; books about history, social studies,
stories, folktales, legends, fables, brief familiar scenes the narrative poem, limerick, and free verse science, and the arts; technical texts, including directions, forms, and
fantasy, realistic fiction, and myth poem information displayed in graphs, charts, or maps; and digital sources on a
range of topics


Texts Illustrating the Complexity, Quality, and Range of Student Reading K–5
Informational Texts: Literary Nonfiction and
Literature: Stories, Drama, Poetry
Historical, Scientific, and Technical Texts
 Over in the Meadow by John Langstaff (traditional) (c1800)*  My Five Senses by Aliki (1962)**
K1
 A Boy, a Dog, and a Frog by Mercer Mayer (1967)  Truck by Donald Crews (1980)
 A Story, A Story by Gail E. Haley (1970)*  I Read Signs by Tana Hoban (1987)
 Pancakes for Breakfast by Tomie DePaola (1978)  What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003)*
 Kitten’s First Full Moon by Kevin Henkes (2004)*  Amazing Whales! by Sarah L. Thomson (2005)*

 “Mix a Pancake” by Christina G. Rossetti (1893)**  A Tree Is a Plant by Clyde Robert Bulla, illustrated by Stacey Schuett (1960)**
11  Mr. Popper’s Penguins by Richard Atwater (1938)*  Starfish by Edith Thacher Hurd (1962)
 Little Bear by Else Holmelund Minarik, illustrated by Maurice Sendak (1957)**  Follow the Water from Brook to Ocean by Arthur Dorros (1991)**
 Frog and Toad Together by Arnold Lobel (1971)**  From Seed to Pumpkin by Wendy Pfeffer, illustrated by James Graham Hale (2004)*
 Hi! Fly Guy by Tedd Arnold (2006)  How People Learned to Fly by Fran Hodgkins and True Kelley (2007)*

 “Who Has Seen the Wind?” by Christina G. Rossetti (1893)  A Medieval Feast by Aliki (1983)
2–3  Charlotte’s Web by E. B. White (1952)*  From Seed to Plant by Gail Gibbons (1991)
 Sarah, Plain and Tall by Patricia MacLachlan (1985)  The Story of Ruby Bridges by Robert Coles (1995)*
 Tops and Bottoms by Janet Stevens (1995)  A Drop of Water: A Book of Science and Wonder by Walter Wick (1997)
 Poppleton in Winter by Cynthia Rylant, illustrated by Mark Teague (2001)  Moonshot: The Flight of Apollo 11 by Brian Floca (2009)

 Alice’s Adventures in Wonderland by Lewis Carroll (1865)  Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)
4–5  “Casey at the Bat” by Ernest Lawrence Thayer (1888)  Hurricanes: Earth’s Mightiest Storms by Patricia Lauber (1996)
 The Black Stallion by Walter Farley (1941)  A History of US by Joy Hakim (2005)
 “Zlateh the Goat” by Isaac Bashevis Singer (1984)  Horses by Seymour Simon (2006)
 Where the Mountain Meets the Moon by Grace Lin (2009)  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, 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. On the next page is an example of progressions of texts building knowledge across grade
levels.

1
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.

Standards for English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects| K–5 43

Staying on Topic Within a Grade and Across Grades:
How to Build Knowledge Systematically in English Language Arts K–5
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 adequate 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 developed in subsequent grade levels to ensure an increasingly 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 designers 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.

Exemplar Texts on a Topic
K 1 2–3 4–5
Across Grades
The Human Body The five senses and associated body Introduction to the systems of Digestive and excretory systems Circulatory system
parts the human body and associated  What Happens to a Hamburger by Paul  The Heart by Seymour Simon (2006)
Students can begin learning about
 My Five Senses by Aliki (1989) body parts Showers (1985)  The Heart and Circulation by Carol
the human body starting in
 Hearing by Maria Rius (1985)  Under Your Skin: Your Amazing  The Digestive System by Christine Taylor- Ballard (2005)
kindergarten and then review and
 Sight by Maria Rius (1985) Body by Mick Manning (2007) Butler (2008)  The Circulatory System by Kristin Petrie
extend their learning during each
 Smell by Maria Rius (1985)  Me and My Amazing Body by  The Digestive System by Rebecca L. (2007)
subsequent grade.
 Taste by Maria Rius (1985) Joan Sweeney (1999) Johnson (2006)  The Amazing Circulatory System by John
 Touch by Maria Rius (1985)  The Human Body by Gallimard  The Digestive System by Kristin Petrie Burstein (2009)
Jeunesse (2007) (2007)
Taking care of your body:  The Busy Body Book by Lizzy Respiratory system
Overview (hygiene, diet, exercise, Rockwell (2008) Taking care of your body: Healthy eating  The Lungs by Seymour Simon (2007)
rest)  First Encyclopedia of the Human and nutrition  The Respiratory System by Susan Glass
 My Amazing Body: A First Look at Body by Fiona Chandler (2004)  Good Enough to Eat by Lizzy Rockwell (2004)
Health & Fitness by Pat Thomas (1999)  The Respiratory System by Kristin Petrie
(2001) Taking care of your body:  Showdown at the Food Pyramid by Rex (2007)
 Get Up and Go! by Nancy Carlson Germs, diseases, and preventing Barron (2004)  The Remarkable Respiratory System by
(2008) illness John Burstein (2009)
 Go Wash Up by Doering Tourville  Germs Make Me Sick by Marilyn Muscular, skeletal, and nervous systems
(2008) Berger (1995)  The Mighty Muscular and Skeletal Systems Endocrine system
 Sleep by Paul Showers (1997)  Tiny Life on Your Body by Crabtree Publishing (2009)  The Endocrine System by Rebecca Olien
 Fuel the Body by Doering Christine Taylor-Butler (2005)  Muscles by Seymour Simon (1998) (2006)
Tourville (2008)  Germ Stories by Arthur  Bones by Seymour Simon (1998)  The Exciting Endocrine System by John
Kornberg (2007)  The Astounding Nervous System Crabtree Burstein (2009)
 All About Scabs by Publishing (2009)
GenichiroYagu (1998)  The Nervous System by Joelle Riley (2004)

Standards for English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects| K–5 44

6–12

The 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
broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.

7. Integrate and evaluate content presented in diverse formats and media, including visually and
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.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read
and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide
spectrum of American and world cultures.

Standards for English Language Arts | 6–12 46

*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 Standards for Literature 6–12 [RL]
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.

1. Cite textual evidence to support analysis of what the text 1. Cite several pieces of textual evidence to support analysis of 1. Cite the textual evidence that most strongly supports an
says explicitly as well as inferences drawn from the text. what the text says explicitly as well as inferences drawn analysis of what the text says explicitly as well as inferences
from the text. drawn from the text.
2. Determine a theme or central idea of a text and how it is 2. Determine a theme or central idea of a text and analyze its 2. Determine a theme or central idea of a text and analyze its
conveyed through particular details; provide a summary of development over the course of the text; provide an development over the course of the text, including its
the text distinct from personal opinions or judgments. objective summary of the text. relationship to the characters, setting, and plot; provide an
objective summary of the text.
3. Describe how a particular story’s or drama’s plot unfolds in 3. Analyze how particular elements of a story or drama 3. Analyze how particular lines of dialogue or incidents in a story
a series of episodes as well as how the characters respond or interact (e.g., how setting shapes the characters or plot). or drama propel the action, reveal aspects of a character, or
change as the plot moves toward a resolution. provoke a decision.
Craft and Structure
used in a text, including figurative and connotative used in a text, including figurative and connotative in a text, including figurative and connotative meanings;
meanings; analyze the impact of a specific word choice on meanings; analyze the impact of rhymes and other analyze the impact of specific word choices on meaning and
meaning and tone. repetitions of sounds (e.g., alliteration) on a specific verse tone, including analogies or allusions to other texts.
or stanza of a poem or section of a story or drama.
5. Analyze how a particular sentence, chapter, scene, or 5. Analyze how a drama’s or poem’s form or structure (e.g., 5. Compare and contrast the structure of two or more texts and
stanza fits into the overall structure of a text and soliloquy, sonnet) contributes to its meaning. analyze how the differing structure of each text contributes to
contributes to the development of the theme, setting, or its meaning and style.
plot.
6. Explain how an author develops the point of view of the 6. Analyze how an author develops and contrasts the points of 6. Analyze how differences in the points of view of the characters
narrator or speaker in a text. view of different characters or narrators in a text. and the audience or reader (e.g., created through the use of
a. Explain how an author’s geographic location or culture a. Analyze interpretations of a story, drama, or poem by dramatic irony) create such effects as suspense or humor.
affects his or her perspective. authors who represent diverse world cultures. a. Analyze multiple interpretations of full-length novels, short
stories, poems, and other genres by authors who represent
diverse world cultures.
7. Compare and contrast the experience of reading a story, 7. Compare and contrast a written story, drama, or poem to 7. Analyze the extent to which a filmed or live production of a
drama, or poem to listening to or viewing an audio, video, its audio, filmed, staged, or multimedia version, analyzing story or drama stays faithful to or departs from the text or
or live version of the text, including contrasting what they the effects of techniques unique to each medium (e.g., script, evaluating the choices made by the director or actors.
“see” and “hear” when reading the text to what they lighting, sound, color, or camera focus and angles in a
perceive when they listen or watch. film).



9. Compare and contrast texts in different forms or genres 9. Compare and contrast a fictional portrayal of a time, place, 9. Analyze how a modern work of fiction draws on themes,
(e.g., stories and poems; historical novels and fantasy or character and a historical account of the same period as a patterns of events, or character types from myths, traditional
stories) in terms of their approaches to similar themes and means of understanding how authors of fiction use or alter stories, or religious works such as the Bible, including
topics. history. describing how the material is rendered new.


10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6–8 including stories, dramas, and poems, in the grades 6–8 including stories, dramas, and poems, at the high end of
text complexity band proficiently, with scaffolding as text complexity band proficiently, with scaffolding as grades 6–8 text complexity band independently and
needed at the high end of the range. needed at the high end of the range. proficiently.
11. Recognize, interpret, and make connections in narratives, 11. Recognize, interpret, and make connections in narratives, 11. Interpret, analyze, and evaluate narratives, poetry, and
poetry, and drama, ethically and artistically to other texts, poetry, and drama, ethically and artistically to other texts, drama, artistically and ethically by making connections to:
ideas, cultural perspectives, eras, personal events, and ideas, cultural perspectives, eras, personal events, and other texts, ideas, cultural perspectives, eras, personal
situations. situations. events, and situations.
a. Self-select text based on personal preferences. a. Self-select text to develop personal preferences.
a. Self-select text based on personal preferences.
b. Use established criteria to classify, select, and evaluate b. Use established criteria to classify, select, and evaluate b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the texts to make informed judgments about the quality of the texts to make informed judgments about the quality of the
pieces. pieces. pieces.


The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the
latter providing additional specificity.
Grades 9–10 students: Grades 11–12 students:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
as well as inferences drawn from the text. well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
2. Determine a theme or central idea of a text and analyze in detail its development over the 2. Determine two or more themes or central ideas of a text and analyze their development over
course of the text, including how it emerges and is shaped and refined by specific details; the course of the text, including how they interact and build on one another to produce a
provide an objective summary of the text. complex account; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a
develop over the course of a text, interact with other characters, and advance the plot or story or drama (e.g., where a story is set, how the action is ordered, how the characters are
develop the theme. introduced and developed).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including 4. Determine the meaning of words and phrases as they are used in the text, including figurative
figurative and connotative meanings; analyze the cumulative impact of specific word choices and connotative meanings; analyze the impact of specific word choices on meaning and tone,
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a including words with multiple meanings or language that is particularly fresh, engaging, or
formal or informal tone). beautiful. (Include Shakespeare as well as other authors.)
5. Analyze how an author’s choices concerning how to structure a text, order events within it 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
mystery, tension, or surprise. contribute to its overall structure and meaning as well as its aesthetic impact.
6. Analyze a particular point of view or cultural experience reflected in a work of literature 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in
from outside the United States, drawing on a wide reading of world literature. a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
7. Analyze the representation of a subject or a key scene in two different artistic mediums, 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux of a play or recorded novel or poetry), evaluating how each version interprets the source text.
Arts” and Breughel’s Landscape with the Fall of Icarus). (Include at least one play by Shakespeare and one play by an American dramatist.)
a. Analyze multiple interpretations of full-length works by authors other than American and a. Analyze multiple interpretations of full-length works by authors other than American and
European writers. European writers.

8. (Not applicable to literature) 8. (Not applicable to literature)
9. Analyze how an author draws on and transforms source material in a specific work (e.g., 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws works of American literature, including how two or more texts from the same period treat
on a play by Shakespeare). similar themes or topics.
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems,
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high
the high end of the range. end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and By the end of grade 12, read and comprehend literature, including stories, dramas, and poems,

poems, at the high end of the grades 9–10 text complexity band independently and at the high end of the grades 11–CCR text complexity band independently and proficiently.
proficiently. Responding to Literature
Responding to Literature 11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and
11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by philosophically by making connections to: other texts, ideas, cultural perspectives, eras,
making connections to: other texts, ideas, cultural perspectives, eras, personal events and personal events, and situations.
situations. a. Self-select text to respond and develop innovative perspectives.
a. Self-select text to respond and develop innovative perspectives. b. Establish and use criteria to classify, select, and evaluate texts to make informed
b. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces.
judgments about the quality of the pieces.

Reading Standards for Informational Text 6–12 [RI]

1. Cite textual evidence to support analysis of what the text 1. Cite several pieces of textual evidence to support analysis 1. Cite the textual evidence that most strongly supports an
says explicitly as well as inferences drawn from the text. of what the text says explicitly as well as inferences drawn analysis of what the text says explicitly as well as inferences
from the text. drawn from the text.
2. Determine a central idea of a text and how it is conveyed 2. Determine two or more central ideas in a text and analyze 2. Determine a central idea of a text and analyze its development
through particular details; provide a summary of the text their development over the course of the text; provide an over the course of the text, including its relationship to
distinct from personal opinions or judgments. objective summary of the text. supporting ideas; provide an objective summary of the text.
3. Analyze in detail how a key individual, event, or idea is 3. Analyze the interactions between individuals, events, and 3. Analyze how a text makes connections among and distinctions
introduced, illustrated, and elaborated in a text (e.g., ideas in a text (e.g., how ideas influence individuals or between individuals, ideas, or events (e.g., through
through examples or anecdotes). events, or how individuals influence ideas or events). comparisons, analogies, or categories).
Craft and Structure
used in a text, including figurative, connotative, and used in a text, including figurative, connotative, and in a text, including figurative, connotative, and technical
technical meanings. technical meanings; analyze the impact of a specific word meanings; analyze the impact of specific word choices on
choice on meaning and tone. meaning and tone, including analogies or allusions to other
texts.
5. Analyze how a particular sentence, paragraph, chapter, or 5. Analyze the structure an author uses to organize a text, 5. Analyze in detail the structure of a specific paragraph in a text,
section fits into the overall structure of a text and including how the major sections contribute to the whole including the role of particular sentences in developing and
contributes to the development of the ideas. and to the development of the ideas. refining a key concept.
6. Determine an author’s point of view or purpose in a text 6. Determine an author’s point of view or purpose in a text 6. Determine an author’s point of view or purpose in a text and
and explain how it is conveyed in the text. and analyze how the author distinguishes his or her analyze how the author acknowledges and responds to
position from that of others. conflicting evidence or viewpoints.
7. Integrate information presented in different media or 7. Compare and contrast a text to an audio, video, or 7. Evaluate the advantages and disadvantages of using different
formats (e.g., visually, quantitatively) as well as in words multimedia version of the text, analyzing each medium’s mediums (e.g., print or digital text, video, multimedia) to
to develop a coherent understanding of a topic or issue. portrayal of the subject (e.g., how the delivery of a speech present a particular topic or idea.
affects the impact of the words).

8. Trace and evaluate the argument and specific claims in a 8. Trace and evaluate the argument and specific claims in a 8. Delineate and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons text, assessing whether the reasoning is sound and the text, assessing whether the reasoning is sound and the evidence
and evidence from claims that are not. evidence is relevant and sufficient to support the claims. is relevant and sufficient; recognize when irrelevant evidence
is introduced.
9. Compare and contrast one author’s presentation of events 9. Analyze how two or more authors writing about the same 9. Analyze a case in which two or more texts provide conflicting
with that of another (e.g., a memoir written by and a topic shape their presentations of key information by information on the same topic and identify where the texts
biography on the same person). emphasizing different evidence or advancing different disagree on matters of fact or interpretation.
a. Use their experience and their knowledge of language interpretations of facts. a. Use their experience and their knowledge of language and
and logic, as well as culture, to think analytically, address a. Use their experience and their knowledge of language logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively. and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
problems creatively, and advocate persuasively.


10. By the end of the year, read and comprehend literary 10. By the end of the year, read and comprehend literary 10. By the end of the year, read and comprehend literary
nonfiction in the grades 6–8 text complexity band nonfiction in the grades 6–8 text complexity band nonfiction at the high end of the grades 6–8 text complexity
proficiently, with scaffolding as needed at the high end of proficiently, with scaffolding as needed at the high end of band independently and proficiently.
the range. the range.


The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing
additional specificity.
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
as well as inferences drawn from the text. well as inferences drawn from the text, including determining where the text leaves matters
a. Develop factual, interpretive, and evaluative questions for further exploration of the uncertain.
topic(s). a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
2. Determine a central idea of a text and analyze its development over the course of the text, 2. Determine two or more central ideas of a text and analyze their development over the course of
including how it emerges and is shaped and refined by specific details; provide an objective the text, including how they interact and build on one another to provide a complex analysis;
summary of the text. provide an objective summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas,
in which the points are made, how they are introduced and developed, and the connections or events interact and develop over the course of the text.
that are drawn between them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, 4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
on meaning and tone (e.g., how the language of a court opinion differs from that of a term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
newspaper).
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). argument, including whether the structure makes points clear, convincing, and engaging.
6. Determine an author’s point of view or purpose in a text and analyze how an author uses 6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
rhetoric to advance that point of view or purpose. effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the
text.
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in 7. Integrate and evaluate multiple sources of information presented in different media or formats
both print and multimedia), determining which details are emphasized in each account. (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
reasoning is valid and the evidence is relevant and sufficient; identify false statements and constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions
fallacious reasoning. and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of
Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s historical and literary significance (including The Declaration of Independence, the Preamble to the
“Letter from Birmingham Jail”), including how they address related themes and concepts. Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,
a. Read, annotate, and analyze informational texts on topics related to diverse and non- purposes, and rhetorical features.
traditional cultures and viewpoints. a. Read, annotate, and analyze informational texts on topics related to diverse and non-traditional
cultures and viewpoints.
10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text

complexity band proficiently, with scaffolding as needed at the high end of the range. complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–
grades 9–10 text complexity band independently and proficiently. CCR text complexity band independently and proficiently.


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 providing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
3. Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.

4. Produce clear and coherent writing in which the development, organization, 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.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.

Range of Writing
10. 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.


11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts
through written, digital, and oral presentations, employing a variety of media and genres.



Writing Standards 6–12 [W]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their
writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should
address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing
samples in Appendix C.

1. Write arguments to support claims with clear reasons and 1. Write arguments to support claims with clear reasons and 1. Write arguments to support claims with clear reasons and
relevant evidence. relevant evidence. relevant evidence.
a. Introduce claim(s) and organize the reasons and a. Introduce claim(s), acknowledge alternate or opposing a. Introduce claim(s), acknowledge and distinguish the
evidence clearly. claims, and organize the reasons and evidence claim(s) from alternate or opposing claims, and
b. Support claim(s) with clear reasons and relevant logically. organize the reasons and evidence logically.
evidence, using credible sources and demonstrating an b. Support claim(s) with logical reasoning and relevant b. Support claim(s) with logical reasoning and relevant
understanding of the topic or text. evidence, using accurate, credible sources and evidence, using accurate, credible sources and
c. Use words, phrases, and clauses to clarify the demonstrating an understanding of the topic or text. demonstrating an understanding of the topic or text.
relationships among claim(s) and reasons. c. Use words, phrases, and clauses to create cohesion and c. Use words, phrases, and clauses to create cohesion and
d. Establish and maintain a formal style. clarify the relationships among claim(s), reasons, and clarify the relationships among claim(s), counterclaims,
e. Provide a concluding statement or section that follows evidence. reasons, and evidence.
from the argument presented. d. Establish and maintain a formal style. d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows e. Provide a concluding statement or section that follows
from and supports the argument presented. from and supports the argument presented.
2. Write informative/explanatory texts to examine a topic and 2. Write informative/explanatory texts to examine a topic and 2. Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the convey ideas, concepts, and information through the convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content. selection, organization, and analysis of relevant content. selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and a. Introduce a topic clearly, previewing what is to a. Introduce a topic clearly, previewing what is to follow;
information, using strategies such as definition, follow; organize ideas, concepts, and information, organize ideas, concepts, and information into broader
classification, comparison/contrast, and cause/effect; using strategies such as definition, classification, categories; include formatting (e.g., headings),
include formatting (e.g., headings), graphics (e.g., comparison/contrast, and cause/effect; include graphics (e.g., charts, tables), and multimedia when
charts, tables), and multimedia when useful to aiding formatting (e.g., headings), graphics (e.g., charts, useful to aiding comprehension.
comprehension. tables), and multimedia when useful to aiding b. Develop the topic with relevant, well-chosen facts,
b. Develop the topic with relevant facts, definitions, comprehension. definitions, concrete details, quotations, or other
concrete details, quotations, or other information and b. Develop the topic with relevant facts, definitions, information and examples.
examples. concrete details, quotations, or other information and c. Use appropriate and varied transitions to create cohesion
c. Use appropriate transitions to clarify the relationships examples. and clarify the relationships among ideas and concepts.
among ideas and concepts. c. Use appropriate transitions to create cohesion and d. Use precise language and domain-specific vocabulary to
d. Use precise language and domain-specific vocabulary clarify the relationships among ideas and concepts. inform about or explain the topic.
to inform about or explain the topic. d. Use precise language and domain-specific vocabulary e. Establish and maintain a formal style.
e. Establish and maintain a formal style. to inform about or explain the topic. f. Provide a concluding statement or section that follows
e. Establish and maintain a formal style. from and supports the information or explanation
f. Provide a concluding statement or section that follows f. Provide a concluding statement or section that follows presented.
from the information or explanation presented. from and supports the information or explanation
presented.



Text Types and Purposes (continued)
3. Write narratives to develop real or imagined experiences or 3. Write narratives to develop real or imagined experiences or 3. Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, events using effective technique, relevant descriptive details, events using effective technique, relevant descriptive details,
and well-structured event sequences. and well-structured event sequences. and well-structured event sequences.
a. Engage and orient the reader by establishing a context a. Engage and orient the reader by establishing a context a. Engage and orient the reader by establishing a context
and introducing a narrator and/or characters; and point of view and introducing a narrator and/or and point of view and introducing a narrator and/or
organize an event sequence that unfolds naturally and characters; organize an event sequence that unfolds characters; organize an event sequence that unfolds
logically. naturally and logically. naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, b. Use narrative techniques, such as dialogue, pacing, b. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events, and description, to develop experiences, events, description, and reflection, to develop experiences,
and/or characters. and/or characters. events, and/or characters.
c. Use a variety of transition words, phrases, and clauses c. Use a variety of transition words, phrases, and clauses c. Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time to convey sequence and signal shifts from one time to convey sequence, signal shifts from one time frame
frame or setting to another. frame or setting to another. or setting to another, and show the relationships
d. Use precise words and phrases, relevant descriptive d. Use precise words and phrases, relevant descriptive among experiences and events.
details, and sensory language to convey experiences details, and sensory language to capture the action and d. Use precise words and phrases, relevant descriptive
and events. convey experiences and events. details, and sensory language to capture the action and
e. Provide a conclusion that follows from the narrated e. Provide a conclusion that follows from and reflects on convey experiences and events.
experiences or events. the narrated experiences or events. e. Provide a conclusion that follows from and reflects on
the narrated experiences or events.
4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to development, organization, and style are appropriate to development, organization, and style are appropriate to task,
task, purpose, and audience. (Grade-specific expectations task, purpose, and audience. (Grade-specific expectations purpose, and audience. (Grade-specific expectations for
for writing types are defined in standards 1–3 above.) for writing types are defined in standards 1–3 above.) writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety a. Produce text (print or nonprint) that explores a variety a. Produce text (print or nonprint) that explores a variety of
of cultures and perspectives. of cultures and perspectives. cultures and perspectives.
5. With some guidance and support from peers and adults, 5. With some guidance and support from peers and adults, 5. With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, develop and strengthen writing as needed by planning, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach. revising, editing, rewriting, or trying a new approach, revising, editing, rewriting, or trying a new approach,
(Editing for conventions should demonstrate command of focusing on how well purpose and audience have been focusing on how well purpose and audience have been
Language standards 1–3 up to and including grade 6 on addressed. (Editing for conventions should demonstrate addressed. (Editing for conventions should demonstrate
page 53.) command of Language standards 1–3 up to and including command of Language standards 1–3 up to and including
grade 7 on page 53.) grade 8 on page 53.)
6. Use technology, including the Internet, to produce and 6. Use technology, including the Internet, to produce and 6. Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with publish writing and link to and cite sources as well as to publish writing and present the relationships between
others; demonstrate sufficient command of keyboarding interact and collaborate with others, including linking to information and ideas efficiently as well as to interact and
skills to type a minimum of three pages in a single sitting. and citing sources. collaborate with others.



7. Conduct short research projects to answer a question, 7. Conduct short research projects to answer a question, 7. Conduct short research projects to answer a question
drawing on several sources and refocusing the inquiry drawing on several sources and generating additional (including a self-generated question), drawing on several
when appropriate. related, focused questions for further research and sources and generating additional related, focused questions
investigation. that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital 8. Gather relevant information from multiple print and digital 8. Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or sources, using search terms effectively; assess the sources, using search terms effectively; assess the credibility
paraphrase the data and conclusions of others while credibility and accuracy of each source; and quote or and accuracy of each source; and quote or paraphrase the
avoiding plagiarism and providing basic bibliographic paraphrase the data and conclusions of others while data and conclusions of others while avoiding plagiarism and
information for sources. avoiding plagiarism and following a standard format for following a standard format for citation.
citation.
9. Draw evidence from literary or informational texts to 9. Draw evidence from literary or informational texts to 9. Draw evidence from literary or informational texts to
support analysis, reflection, and research. support analysis, reflection, and research. support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., a. Apply grade 7 Reading standards to literature a. Apply grade 8 Reading standards to literature (e.g.,
“Compare and contrast texts in different forms or (e.g., “Compare and contrast a fictional portrayal of a “Analyze how a modern work of fiction draws on
genres [e.g., stories and poems; historical novels and time, place, or character and a historical account of themes, patterns of events, or character types from
fantasy stories] in terms of their approaches to similar the same period as a means of understanding how myths, traditional stories, or religious works such as
themes and topics”). authors of fiction use or alter history”). the Bible, including describing how the material is
b. Apply grade 6 Reading standards to literary nonfiction b. Apply grade 7 Reading standards to literary nonfiction rendered new”).
(e.g., “Trace and evaluate the argument and specific (e.g. “Trace and evaluate the argument and specific b. Apply grade 8 Reading standards to literary nonfiction
claims in a text, distinguishing claims that are claims in a text, assessing whether the reasoning is (e.g., “Delineate and evaluate the argument and
supported by reasons and evidence from claims that sound and the evidence is relevant and sufficient to specific claims in a text, assessing whether the
are not”). support the claims”). reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
Range of Writing
research, reflection, and revision) and shorter time frames research, reflection, and revision) and shorter time frames research, reflection, and revision) and shorter time frames (a
(a single sitting or a day or two) for a range of discipline- (a single sitting or a day or two) for a range of discipline- single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences. specific tasks, purposes, and audiences. specific tasks, purposes, and audiences.
Responding to Literature Responding to Literature
111. Create and present a text or art work in response to literary Responding to Literature 11. Create a presentation, art work, or text in response to a
work. 11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections
a. Develop a perspective or theme supported by relevant literary work with a commentary that identifies and explains divergences from the original.
details. connections. a. Make well-supported personal, cultural, textual, and
b. Recognize and illustrate social, historical, and cultural a. Make deliberate, personal, cultural, textual, and thematic connections across genres.
features in the presentation of literary texts. thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms b. Create poetry, stories, plays, and other literary forms
c. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work). (e.g. videos, art work). (e.g. videos, art work).


1. Write arguments to support claims in an analysis of substantive topics or texts, using valid 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to
formulate an argument. formulate an argument.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
and create an organization that establishes clear relationships among claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
counterclaims, reasons, and evidence. logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
out the strengths and limitations of both in a manner that anticipates the audience’s evidence for each while pointing out the strengths and limitations of both in a manner
knowledge level and concerns. that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the
and clarify the relationships between claim(s) and reasons, between reasons and text, create cohesion, and clarify the relationships between claim(s) and reasons,
evidence, and between claim(s) and counterclaims. between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms d. Establish and maintain a formal style and objective tone while attending to the norms and
and conventions of the discipline in which they are writing. conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument e. Provide a concluding statement or section that follows from and supports the argument
presented. presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis information clearly and accurately through the effective selection, organization, and analysis of
of content. content.
a. Introduce a topic; organize complex ideas, concepts, and information to make a. Introduce a topic; organize complex ideas, concepts, and information so that each new
important connections and distinctions; include formatting (e.g., headings), graphics element builds on that which precedes it to create a unified whole; include formatting
(e.g., figures, tables), and multimedia when useful to aiding comprehension. (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, comprehension.
concrete details, quotations, or other information and examples appropriate to the b. Develop the topic thoroughly by selecting the most significant and relevant facts,
audience’s knowledge of the topic. extended definitions, concrete details, quotations, or other information and examples
c. Use appropriate and varied transitions to link the major sections of the text, create appropriate to the audience’s knowledge of the topic.
cohesion, and clarify the relationships among complex ideas and concepts. c. Use appropriate and varied transitions and syntax to link the major sections of the text,
d. Use precise language and domain-specific vocabulary to manage the complexity of the create cohesion, and clarify the relationships among complex ideas and concepts.
topic. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,
e. Establish and maintain a formal style and objective tone while attending to the norms simile, and analogy to manage the complexity of the topic.
and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and
f. Provide a concluding statement or section that follows from and supports the conventions of the discipline in which they are writing.
information or explanation presented (e.g., articulating implications or the significance f. Provide a concluding statement or section that follows from and supports the information
of the topic). or explanation presented (e.g., articulating implications or the significance of the topic).

Standards for English Language Arts| 6-12 60


3. Write narratives to develop real or imagined experiences or events using effective technique, 3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, a. Engage and orient the reader by setting out a problem, situation, or observation and its
establishing one or multiple point(s) of view, and introducing a narrator and/or significance, establishing one or multiple point(s) of view, and introducing a narrator
characters; create a smooth progression of experiences or events. and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters. plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole. create a coherent whole and build toward a particular tone and outcome (e.g., a sense
d. Use precise words and phrases, telling details, and sensory language to convey a vivid of mystery, suspense, growth, or resolution).
picture of the experiences, events, setting, and/or characters. d. Use precise words and phrases, telling details, and sensory language to convey a vivid
e. Provide a conclusion that follows from and reflects on what is experienced, observed, picture of the experiences, events, setting, and/or characters.
or resolved over the course of the narrative. e. Provide a conclusion that follows from and reflects on what is experienced, observed,
f. Adapt voice, awareness of audience, and use of language to accommodate a variety of or resolved over the course of the narrative.
cultural contexts. f. Adapt voice, awareness of audience, and use of language to accommodate a variety of
cultural contexts.
4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.) defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 1–3 audience. (Editing for conventions should demonstrate command of Language standards 1–3
up to and including grades 9–10 on page 55.) up to and including grades 11–12 on page 55.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared 6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and writing products in response to ongoing feedback, including new arguments or information.
to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including a 7. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation. subject under investigation.
a. Explore topics dealing with different cultures and world viewpoints. a. Explore topics dealing with different cultures and world viewpoints.

8. Gather relevant information from multiple authoritative print and digital sources, using 8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research advanced searches effectively; assess the strengths and limitations of each source in terms of
question; integrate information into the text selectively to maintain the flow of ideas, the task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a

avoiding plagiarism and following a standard format for citation. standard format for citation.



Research to Build and Present Knowledge (continued)
9. Draw evidence from literary or informational texts to support analysis, reflection, and 9. Draw evidence from literary or informational texts to support analysis, reflection, and
research. research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of
and transforms source material in a specific work [e.g., how Shakespeare treats a theme eighteenth-, nineteenth- and early-twentieth-century foundational works of American
or topic from Ovid or the Bible or how a later author draws on a play by literature, including how two or more texts from the same period treat similar themes
Shakespeare]”). or topics”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is valid and the reasoning in seminal U.S. texts, including the application of constitutional principles
the evidence is relevant and sufficient; identify false statements and fallacious and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and
reasoning”). dissents] and the premises, purposes, and arguments in works of public advocacy [e.g.,
The Federalist, presidential addresses]”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and 10. 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 shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences. audiences.
Responding to Literatur Responding to Literatur
11. Create literary texts that demonstrate knowledge and understanding of a wide variety of texts 11. Create interpretive and responsive texts to demonstrate knowledge and a sophisticated
of recognized literary merit. understanding of the connections between life and the literary work.
a. Engage in a wide range of prewriting experiences, such as using a variety of visual a. Engage in using a wide range of prewriting strategies, such as visual representations and the
representations, to express personal, social, and cultural connections and insights. creation of factual and interpretive questions, to express personal, social and cultural
b. Identify, analyze, and use elements and techniques of various genres of literature. connections and insights.
c. Develop critical and interpretive texts from more than one perspective, including historical b. Identify, analyze, and use elements and techniques of various genres of literature, such as
and cultural. allegory, stream of consciousness, irony, and ambiguity, to affect meaning.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). c. Develop innovative perspectives on texts, including historical, cultural, sociological, and
psychological contexts.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).


College and Career Readiness Anchor Standards for Speaking and Listening
broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

4. Present information, findings, and supporting evidence such that listeners 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, demonstrating command of formal
English when indicated or appropriate.


Speaking and Listening Standards 6–12 [SL]
The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
1. Engage effectively in a range of collaborative discussions 1. Engage effectively in a range of collaborative discussions (one- 1. Engage effectively in a range of collaborative discussions (one-
(one-on-one, in groups, and teacher-led) with diverse on-one, in groups, and teacher-led) with diverse partners on on-one, in groups, and teacher-led) with diverse partners on
partners on grade 6 topics, texts, and issues, building on others’ grade 7 topics, texts, and issues, building on others’ ideas and grade 8 topics, texts, and issues, building on others’ ideas and
ideas and expressing their own clearly. expressing their own clearly. expressing their own clearly.
a. Come to discussions prepared, having read or studied a. Come to discussions prepared, having read or a. Come to discussions prepared, having read or researched
required material; explicitly draw on that preparation researched material under study; explicitly draw on that material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to preparation by referring to evidence on the topic, text, by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals or issue to probe and reflect on ideas under discussion. probe and reflect on ideas under discussion.
and deadlines, and define individual roles as needed. b. Follow rules for collegial discussions, track progress b. Follow rules for collegial discussions and decision-
c. Pose and respond to specific questions with toward specific goals and deadlines, and define making, track progress toward specific goals and
elaboration and detail by making comments that individual roles as needed. deadlines, and define individual roles as needed.
contribute to the topic, text, or issue under discussion. c. Pose questions that elicit elaboration and respond to c. Pose questions that connect the ideas of several speakers
d. Review the key ideas expressed and demonstrate others’ questions and comments with relevant and respond to others’ questions and comments with
understanding of multiple perspectives through observations and ideas that bring the discussion back on relevant evidence, observations, and ideas.
reflection and paraphrasing. topic as needed. d. Acknowledge new information expressed by others,
e. Seek to understand and communicate with individuals d. Acknowledge new information expressed by others and, when warranted, qualify or justify their own views
from different perspectives and cultural backgrounds. and, when warranted, modify their own views. in light of the evidence presented.
e. Seek to understand other perspectives and cultures and e. Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals communicate effectively with audiences or individuals
from varied backgrounds. from varied backgrounds.
2. Interpret information presented in diverse media and 2. Analyze the main ideas and supporting details presented in 2. Analyze the purpose of information presented in diverse
formats (e.g., visually, quantitatively, orally) and explain diverse media and formats (e.g., visually, quantitatively, media and formats (e.g., visually, quantitatively, orally) and
how it contributes to a topic, text, or issue under study. orally) and explain how the ideas clarify a topic, text, or issue evaluate the motives (e.g., social, commercial, political)
a. Use their experience and their knowledge of language and under study. behind its presentation.
logic, as well as culture, to think analytically, address a. Use their experience and their knowledge of language and a. Use their experience and their knowledge of language and
problems creatively, and advocate persuasively logic, as well as culture, to think analytically, address logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively problems creatively, and advocate persuasively.
3. Delineate a speaker’s argument and specific claims, 3. Delineate a speaker’s argument and specific claims, evaluating 3. Delineate a speaker’s argument and specific claims,
distinguishing claims that are supported by reasons and the soundness of the reasoning and the relevance and evaluating the soundness of the reasoning and relevance and
evidence from claims that are not. sufficiency of the evidence. sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
4. Present claims and findings, sequencing ideas logically and 4. Present claims and findings, emphasizing salient points in a 4. Present claims and findings, emphasizing salient points in a
using pertinent descriptions, facts, and details to accentuate focused, coherent manner with pertinent descriptions, facts, focused, coherent manner with relevant evidence, sound
main ideas or themes; use appropriate eye contact, adequate details, and examples; use appropriate eye contact, adequate valid reasoning, and well-chosen details; use appropriate eye
volume, and clear pronunciation. volume, and clear pronunciation. contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, 5. Include multimedia components and visual displays in 5. Integrate multimedia and visual displays into presentations to

music, sound) and visual displays in presentations to clarify presentations to clarify claims and findings and emphasize clarify information, strengthen claims and evidence, and add
information. salient points. interest.
6. Adapt speech to a variety of contexts and tasks, 6. Adapt speech to a variety of contexts and tasks, 6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated demonstrating command of formal English when indicated demonstrating command of formal English when indicated
or appropriate. (See grade 6 Language standards 1 and 3 on or appropriate. (See grade 7 Language standards 1 and 3 on or appropriate. (See grade 8 Language standards 1 and 3 on
page 53 for specific expectations.) page 53 for specific expectations.) page 53 for specific expectations.)


Speaking and Listening Standards 6–12 [SL]
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively. on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear
b. Work with peers to set rules for collegial discussions and decision-making (e.g., goals and deadlines, and establish individual roles as needed.
informal consensus, taking votes on key issues, presentation of alternate views), clear c. Propel conversations by posing and responding to questions that probe reasoning and
goals and deadlines, and individual roles as needed. evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,
c. Propel conversations by posing and responding to questions that relate the current or challenge ideas and conclusions; and promote divergent and creative perspectives.
discussion to broader themes or larger ideas; actively incorporate others into the d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
discussion; and clarify, verify, or challenge ideas and conclusions. made on all sides of an issue; resolve contradictions when possible; and determine what
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and additional information or research is required to deepen the investigation or complete
disagreement, and, when warranted, qualify or justify their own views and the task.
understanding and make new connections in light of the evidence and reasoning e. Seek to understand other perspectives and cultures and communicate effectively with
presented. audiences or individuals from varied backgrounds.
e. Seek to understand other perspectives and cultures and communicate effectively with
audiences or individuals from varied backgrounds.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., 2. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source. visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the
any fallacious reasoning or exaggerated or distorted evidence. stance, premises, links among ideas, word choice, points of emphasis, and tone used.
4. Present information, findings, and supporting evidence clearly, concisely, and logically such 4. Present information, findings, and supporting evidence, conveying a clear and distinct
that listeners can follow the line of reasoning and the organization, development, substance, perspective, such that listeners can follow the line of reasoning, alternative or opposing
and style are appropriate to purpose, audience, and task. perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for
specific expectations.) specific expectations.)


College and Career Readiness Anchor Standards for Language

1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.

3. 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.

4. 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
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.


Language Standards 6–12 [L]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills
and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*). See the table on page 57 for a complete listing and Appendix A for an example of how these skills develop in sophistication.

a. Ensure that pronouns are in the proper case a. Explain the function of phrases and clauses in general a. Explain the function of verbals (gerunds, participles,
(subjective, objective, possessive). and their function in specific sentences. infinitives) in general and their function in particular
b. Use intensive pronouns (e.g., myself, ourselves). b. Choose among simple, compound, complex, and sentences.
c. Recognize and correct inappropriate shifts in pronoun compound-complex sentences to signal differing b. Form and use verbs in the active and passive voice.
number and person.* relationships among ideas. c. Form and use verbs in the indicative, imperative,
d. Recognize and correct vague pronouns (i.e., ones c. Place phrases and clauses within a sentence, interrogative, conditional, and subjunctive mood.
with unclear or ambiguous antecedents).* recognizing and correcting misplaced and dangling d. Recognize and correct inappropriate shifts in verb voice
e. Recognize variations from standard English in their modifiers.* and mood.*
own and others' writing and speaking, and identify
and use strategies to improve expression in
conventional language.*
a. Use punctuation (commas, parentheses, dashes) to set a. Use a comma to separate coordinate adjectives (e.g., a. Use punctuation (comma, ellipsis, dash) to indicate a
off nonrestrictive/parenthetical elements.* It was a fascinating, enjoyable movie but not He wore an pause or break.
b. Spell correctly. old[,] green shirt). b. Use an ellipsis to indicate an omission.
b. Spell correctly. c. Spell correctly.

3. Use knowledge of language and its conventions when 3. Use knowledge of language and its conventions when 3. Use knowledge of language and its conventions when writing,
writing, speaking, reading, or listening. writing, speaking, reading, or listening. speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener a. Choose language that expresses ideas precisely and a. Use verbs in the active and passive voice and in the
interest, and style.* concisely, recognizing and eliminating wordiness and conditional and subjunctive mood to achieve particular
b. Maintain consistency in style and tone.* redundancy.* effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).



4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and multiple-
multiple-meaning words and phrases based on grade 6 multiple-meaning words and phrases based on grade 7 meaning words or phrases based on grade 8 reading and
reading and content, choosing flexibly from a range of reading and content, choosing flexibly from a range of content, choosing flexibly from a range of strategies.
strategies. strategies. a. Use context (e.g., the overall meaning of a sentence or
a. Use context (e.g., the overall meaning of a sentence a. Use context (e.g., the overall meaning of a sentence paragraph; a word’s position or function in a sentence)
or paragraph; a word’s position or function in a or paragraph; a word’s position or function in a as a clue to the meaning of a word or phrase.
sentence) as a clue to the meaning of a word or sentence) as a clue to the meaning of a word or b. Use common, grade-appropriate Greek or Latin affixes
phrase. phrase. and roots as clues to the meaning of a word (e.g.,
b. Use common, grade-appropriate Greek or Latin b. Use common, grade-appropriate Greek or Latin precede, recede, secede).
affixes and roots as clues to the meaning of a word affixes and roots as clues to the meaning of a word c. Consult general and specialized reference materials
(e.g., audience, auditory, audible). (e.g., belligerent, bellicose, rebel). (e.g., dictionaries, glossaries, thesauruses), both print
c. Consult reference materials (e.g., dictionaries, c. Consult general and specialized reference materials and digital, to find the pronunciation of a word or
glossaries, thesauruses), both print and digital, to find (e.g., dictionaries, glossaries, thesauruses), both print determine or clarify its precise meaning or its part of
the pronunciation of a word or determine or clarify and digital, to find the pronunciation of a word or speech.
its precise meaning or its part of speech. determine or clarify its precise meaning or its part of d. Verify the preliminary determination of the meaning of
d. Verify the preliminary determination of the meaning speech. a word or phrase (e.g., by checking the inferred
of a word or phrase (e.g., by checking the inferred d. Verify the preliminary determination of the meaning meaning in context or in a dictionary).
meaning in context or in a dictionary). of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word 5. Demonstrate understanding of figurative language, word 5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. relationships, and nuances in word meanings. relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in a. Interpret figures of speech (e.g., literary, biblical, and a. Interpret figures of speech (e.g. verbal irony, puns) in
context. mythological allusions) in context. context.
b. Use the relationship between particular words (e.g., b. Use the relationship between particular words (e.g., b. Use the relationship between particular words to
cause/effect, part/whole, item/category) to better synonym/antonym, analogy) to better understand better understand each of the words.
understand each of the words. each of the words. c. Distinguish among the connotations (associations) of
c. Distinguish among the connotations (associations) of c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
words with similar denotations (definitions) (e.g., words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
stingy, scrimping, economical, unwasteful, thrifty). refined, respectful, polite, diplomatic, condescending).
6. Acquire and use accurately grade-appropriate general 6. Acquire and use accurately grade-appropriate general 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather academic and domain-specific words and phrases; gather academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or vocabulary knowledge when considering a word or vocabulary knowledge when considering a word or phrase
phrase important to comprehension or expression. phrase important to comprehension or expression. important to comprehension or expression.


The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
1. Demonstrate command of the conventions of standard English grammar and usage when 1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. writing or speaking.
a. Use parallel structure.* a. Apply the understanding that usage is a matter of convention, can change over time, and
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, is sometimes contested.
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-
specific meanings and add variety and interest to writing or presentations. Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, 2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing. and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related a. Observe hyphenation conventions.
independent clauses. b. Spell correctly.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
3. Apply knowledge of language to understand how language functions in different contexts, to 3. 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 make effective choices for meaning or style, and to comprehend more fully when reading or
listening. listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as
Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. needed; apply an understanding of syntax to the study of complex texts when reading.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9–10 reading and content, choosing flexibly from a range of strategies. on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase. position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or b. Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology. clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary). checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word 5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
role in the text. the text.
b. Analyze nuances in the meaning of words with similar denotations. b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or demonstrate independence in gathering vocabulary knowledge when considering a word or


phrase important to comprehension or expression. phrase important to comprehension or expression.

Language Progressive Skills, by Grade
The 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– 11–
10 12
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
interest, 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
†
‡


Standard 10: Range, Quality, and Complexity of Student Reading 6–12

Measuring Text Complexity: Three Factors
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality 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 6–12
Students 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 Informational Text
Stories Drama Poetry Literary Nonfiction
Includes the subgenres of adventure stories, Includes one-act and Includes the subgenres of Includes the subgenres of exposition, argument, and functional text in the form
historical fiction, mysteries, myths, science multi-act plays, both in narrative poems, lyrical poems, of personal essays, speeches, opinion pieces, essays about art or literature,
fiction, realistic fiction, allegories, parodies, written form and on film free verse poems, sonnets, odes, biographies, memoirs, journalism, and historical, scientific, technical, or
satire, and graphic novels ballads, and epics economic accounts (including digital sources) written for a broad audience


Texts Illustrating the Complexity, Quality, and Range of Student Reading 6–12

Literature: Stories, Dramas, Poetry Informational Texts: Literary Nonfiction

6–8  Little Women by Louisa May Alcott (1869)  “Letter on Thomas Jefferson” by John Adams (1776)
 The Adventures of Tom Sawyer by Mark Twain (1876)  Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass (1845)
 “The Road Not Taken” by Robert Frost (1915)  “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” by Winston
 The Dark Is Rising by Susan Cooper (1973) Churchill (1940)
 Dragonwings by Laurence Yep (1975)  Harriet Tubman: Conductor on the Underground Railroad by Ann Petry (1955)
 Roll of Thunder, Hear My Cry by Mildred Taylor (1976)  Travels with Charley: In Search of America by John Steinbeck (1962)

9–10  The Tragedy of Macbeth by William Shakespeare (1592)  “Speech to the Second Virginia Convention” by Patrick Henry (1775)
 “Ozymandias” by Percy Bysshe Shelley (1817)  “Farewell Address” by George Washington (1796)
 “The Raven” by Edgar Allen Poe (1845)  “Gettysburg Address” by Abraham Lincoln (1863)
 “The Gift of the Magi” by O. Henry (1906)  “State of the Union Address” by Franklin Delano Roosevelt (1941)
 The Grapes of Wrath by John Steinbeck (1939)  “Letter from Birmingham Jail” by Martin Luther King, Jr. (1964)
 Fahrenheit 451 by Ray Bradbury (1953)  “Hope, Despair and Memory” by Elie Wiesel (1997)
 The Killer Angels by Michael Shaara (1975)
11–CCR  “Ode on a Grecian Urn” by John Keats (1820)  Common Sense by Thomas Paine (1776)
 Jane Eyre by Charlotte Brontë (1848)  Walden by Henry David Thoreau (1854)
 “Because I Could Not Stop for Death” by Emily Dickinson (1890)  “Society and Solitude” by Ralph Waldo Emerson (1857)
 The Great Gatsby by F. Scott Fitzgerald (1925)  “The Fallacy of Success” by G. K. Chesterton (1909)
 Their Eyes Were Watching God by Zora Neale Hurston (1937)  Black Boy by Richard Wright (1945)
 A Raisin in the Sun by Lorraine Hansberry (1959)  “Politics and the English Language” by George Orwell (1946)
 The Namesake by Jhumpa Lahiri (2003)  “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.


Standards for Literacy
in History/Social Studies,
6–12

by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.

7. Integrate and evaluate content presented in diverse formats and media, including visually and
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.


*Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gathering, assessing, and applying
information from print and digital sources.

Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 76

Reading Standards for Literacy in History/Social Studies 6–12 [RH]
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:
1. Cite specific textual evidence to support analysis of 1. Cite specific textual evidence to support analysis of 1. Cite specific textual evidence to support analysis of primary
primary and secondary sources. primary and secondary sources, attending to such features and secondary sources, connecting insights gained from
as the date and origin of the information. specific details to an understanding of the text as a whole.
2. Determine the central ideas or information of a primary or 2. Determine the central ideas or information of a primary or 2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the secondary source; provide an accurate summary of how secondary source; provide an accurate summary that makes
source distinct from prior knowledge or opinions. key events or ideas develop over the course of the text. clear the relationships among the key details and ideas.
3. Identify key steps in a text’s description of a process 3. Analyze in detail a series of events described in a text; 3. Evaluate various explanations for actions or events and
related to history/social studies (e.g., how a bill becomes determine whether earlier events caused later ones or determine which explanation best accords with textual
law, how interest rates are raised or lowered). simply preceded them. evidence, acknowledging where the text leaves matters
uncertain.
Craft and Structure
4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains used in a text, including vocabulary describing political, used in a text, including analyzing how an author uses and
related to history/social studies. social, or economic aspects of history/social studies. refines the meaning of a key term over the course of a text
(e.g., how Madison defines faction in Federalist No. 10).
5. Describe how a text presents information (e.g., 5. Analyze how a text uses structure to emphasize key points 5. Analyze in detail how a complex primary source is
sequentially, comparatively, causally). or advance an explanation or analysis. structured, including how key sentences, paragraphs, and
larger portions of the text contribute to the whole.
6. Identify aspects of a text that reveal an author’s point of 6. Compare the point of view of two or more authors for how 6. Evaluate authors’ differing points of view on the same
view or purpose (e.g., loaded language, inclusion or they treat the same or similar topics, including which details historical event or issue by assessing the authors’ claims,
avoidance of particular facts). they include and emphasize in their respective accounts. reasoning, and evidence.
7. Integrate visual information (e.g., in charts, graphs, 7. Integrate quantitative or technical analysis (e.g., charts, 7. Integrate and evaluate multiple sources of information
photographs, videos, or maps) with other information in research data) with qualitative analysis in print or digital presented in diverse formats and media (e.g., visually,
print and digital texts. text. quantitatively, as well as in words) in order to address a
question or solve a problem.
8. Distinguish among fact, opinion, and reasoned judgment in 8. Assess the extent to which the reasoning and evidence in a 8. Evaluate an author’s premises, claims, and evidence by
a text. text support the author’s claims. corroborating or challenging them with other information.
9. Analyze the relationship between a primary and secondary 9. Compare and contrast treatments of the same topic in 9. Integrate information from diverse sources, both primary
source on the same topic. several primary and secondary sources. and secondary, into a coherent understanding of an idea or
event, noting discrepancies among sources.
10. By the end of grade 8, read and comprehend history/social 10. By the end of grade 10, read and comprehend history/social 10. By the end of grade 12, read and comprehend history/social
studies texts in the grades 6–8 text complexity band studies texts in the grades 9–10 text complexity band studies texts in the grades 11-CCR text complexity band
independently and proficiently. independently and proficiently. independently and proficiently.

Reading Standards for Literacy in Science and Technical Subjects 6–12 [RST]

1. Cite specific textual evidence to support analysis of science 1. Cite specific textual evidence to support analysis of science 1. Cite specific textual evidence to support analysis of science
and technical texts. and technical texts, attending to the precise details of and technical texts, attending to important distinctions the
explanations or descriptions. author makes and to any gaps or inconsistencies in the
account.
2. Determine the central ideas or conclusions of a text; 2. Determine the central ideas or conclusions of a text; trace 2. Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from the text’s explanation or depiction of a complex process, summarize complex concepts, processes, or information
prior knowledge or opinions. phenomenon, or concept; provide an accurate summary of presented in a text by paraphrasing them in simpler but still
the text. accurate terms.
3. Follow precisely a multistep procedure when carrying out 3. Follow precisely a complex multistep procedure when 3. Follow precisely a complex multistep procedure when
experiments, taking measurements, or performing carrying out experiments, taking measurements, or carrying out experiments, taking measurements, or
technical tasks. performing technical tasks, attending to special cases or performing technical tasks; analyze the specific results based
exceptions defined in the text. on explanations in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other 4. Determine the meaning of symbols, key terms, and other 4. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a domain-specific words and phrases as they are used in a domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6– specific scientific or technical context relevant to grades 9– specific scientific or technical context relevant to grades 11–
8 texts and topics. 10 texts and topics. 12 texts and topics.
5. Analyze the structure an author uses to organize a text, 5. Analyze the structure of the relationships among concepts 5. Analyze how the text structures information or ideas into
including how the major sections contribute to the whole in a text, including relationships among key terms (e.g., categories or hierarchies, demonstrating understanding of the
and to an understanding of the topic. force, friction, reaction force, energy). information or ideas.
6. Analyze the author’s purpose in providing an explanation, 6. Analyze the author’s purpose in providing an explanation, 6. Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a describing a procedure, or discussing an experiment in a describing a procedure, or discussing an experiment in a text,
text. text, defining the question the author seeks to address. identifying important issues that remain unresolved.
7. Integrate quantitative or technical information expressed 7. Translate quantitative or technical information expressed 7. Integrate and evaluate multiple sources of information
in words in a text with a version of that information in words in a text into visual form (e.g., a table or chart) presented in diverse formats and media (e.g., quantitative
expressed visually (e.g., in a flowchart, diagram, model, and translate information expressed visually or data, video, multimedia) in order to address a question or
graph, or table). mathematically (e.g., in an equation) into words. solve a problem.
8. Distinguish among facts, reasoned judgment based on 8. Assess the extent to which the reasoning and evidence in a 8. Evaluate the hypotheses, data, analysis, and conclusions in a
research findings, and speculation in a text. text support the author’s claim or a recommendation for science or technical text, verifying the data when possible and
solving a scientific or technical problem. corroborating or challenging conclusions with other sources
of information.
9. Compare and contrast the information gained from 9. Compare and contrast findings presented in a text to those 9. Synthesize information from a range of sources (e.g., texts,
experiments, simulations, video, or multimedia sources from other sources (including their own experiments), experiments, simulations) into a coherent understanding of a
with that gained from reading a text on the same topic. noting when the findings support or contradict previous process, phenomenon, or concept, resolving conflicting
explanations or accounts. information when possible.
10. By the end of grade 8, read and comprehend 10. By the end of grade 10, read and comprehend 10. By the end of grade 12, read and comprehend
science/technical texts in the grades 6–8 text complexity science/technical texts in the grades 9–10 text complexity science/technical texts in the grades 11-CCR text
band independently and proficiently. band independently and proficiently. complexity band independently and proficiently.


The 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
broad standards, the latter providing additional specificity—that together define the skills and understandings that
all students must demonstrate.

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details and well-structured event sequences.

4. Produce clear and coherent writing in which the development, organization, 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.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.

Range of Writing
10. 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.



Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR
anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing
additional specificity.
1. Write arguments focused on discipline-specific content. 1. Write arguments focused on discipline-specific content. 1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge a. Introduce precise claim(s), distinguish the claim(s) a. Introduce precise, knowledgeable claim(s), establish
and distinguish the claim(s) from alternate or opposing from alternate or opposing claims, and create an the significance of the claim(s), distinguish the
claims, and organize the reasons and evidence organization that establishes clear relationships among claim(s) from alternate or opposing claims, and create
logically. the claim(s), counterclaims, reasons, and evidence. an organization that logically sequences the claim(s),
b. Support claim(s) with logical reasoning and relevant, b. Develop claim(s) and counterclaims fairly, supplying counterclaims, reasons, and evidence.
accurate data and evidence that demonstrate an data and evidence for each while pointing out the b. Develop claim(s) and counterclaims fairly and
understanding of the topic or text, using credible strengths and limitations of both claim(s) and thoroughly, supplying the most relevant data and
sources. counterclaims in a discipline-appropriate form and in a evidence for each while pointing out the strengths and
c. Use words, phrases, and clauses to create cohesion and manner that anticipates the audience’s knowledge limitations of both claim(s) and counterclaims in a
clarify the relationships among claim(s), counterclaims, level and concerns. discipline-appropriate form that anticipates the
reasons, and evidence. c. Use words, phrases, and clauses to link the major audience’s knowledge level, concerns, values, and
d. Establish and maintain a formal style. sections of the text, create cohesion, and clarify the possible biases.
e. Provide a concluding statement or section that follows relationships between claim(s) and reasons, between c. Use words, phrases, and clauses as well as varied
from and supports the argument presented. reasons and evidence, and between claim(s) and syntax to link the major sections of the text, create
counterclaims. cohesion, and clarify the relationships between
d. Establish and maintain a formal style and objective claim(s) and reasons, between reasons and evidence,
tone while attending to the norms and conventions of and between claim(s) and counterclaims.
the discipline in which they are writing. d. Establish and maintain a formal style and objective
e. Provide a concluding statement or section that follows tone while attending to the norms and conventions of
from or supports the argument presented. the discipline in which they are writing.
e. Provide a concluding statement or section that follows
from or supports the argument presented.



2. Write informative/explanatory texts, including the 2. Write informative/explanatory texts, including the 2. Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ narration of historical events, scientific procedures/ narration of historical events, scientific procedures/
experiments, or technical processes. experiments, or technical processes. experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to a. Introduce a topic and organize ideas, concepts, and a. Introduce a topic and organize complex ideas,
follow; organize ideas, concepts, and information into information to make important connections and concepts, and information so that each new element
broader categories as appropriate to achieving distinctions; include formatting (e.g., headings), builds on that which precedes it to create a unified
purpose; include formatting (e.g., headings), graphics graphics (e.g., figures, tables), and multimedia when whole; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to useful to aiding comprehension. (e.g., figures, tables), and multimedia when useful to
aiding comprehension. b. Develop the topic with well-chosen, relevant, and aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, sufficient facts, extended definitions, concrete details, b. Develop the topic thoroughly by selecting the most
definitions, concrete details, quotations, or other quotations, or other information and examples significant and relevant facts, extended definitions,
information and examples. appropriate to the audience’s knowledge of the topic. concrete details, quotations, or other information and
c. Use appropriate and varied transitions to create c. Use varied transitions and sentence structures to link examples appropriate to the audience’s knowledge of
cohesion and clarify the relationships among ideas and the major sections of the text, create cohesion, and the topic.
concepts. clarify the relationships among ideas and concepts. c. Use varied transitions and sentence structures to link
d. Use precise language and domain-specific vocabulary d. Use precise language and domain-specific vocabulary the major sections of the text, create cohesion, and
to inform about or explain the topic. to manage the complexity of the topic and convey a clarify the relationships among complex ideas and
e. Establish and maintain a formal style and objective style appropriate to the discipline and context as well concepts.
tone. as to the expertise of likely readers. d. Use precise language, domain-specific vocabulary and
f. Provide a concluding statement or section that follows e. Establish and maintain a formal style and objective techniques such as metaphor, simile, and analogy to
from and supports the information or explanation tone while attending to the norms and conventions of manage the complexity of the topic; convey a
presented. the discipline in which they are writing. knowledgeable stance in a style that responds to the
f. Provide a concluding statement or section that follows discipline and context as well as to the expertise of
from and supports the information or explanation likely readers.
presented (e.g., articulating implications or the e. Provide a concluding statement or section that follows
significance of the topic). from and supports the information or explanation
provided (e.g., articulating implications or the
significance of the topic).
3. (See note; not applicable as a separate requirement) 3. (See note; not applicable as a separate requirement) 3. (See note; not applicable as a separate requirement)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical
import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or
technical work that others can replicate them and (possibly) reach the same results.



4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to development, organization, and style are appropriate to development, organization, and style are appropriate to
task, purpose, and audience. task, purpose, and audience. task, purpose, and audience.
5. With some guidance and support from peers and adults, 5. Develop and strengthen writing as needed by planning, 5. Develop and strengthen writing as needed by planning,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, revising, editing, rewriting, or trying a new approach,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific focusing on addressing what is most significant for a specific
focusing on how well purpose and audience have been purpose and audience. purpose and audience.
addressed.
6. Use technology, including the Internet, to produce and 6. Use technology, including the Internet, to produce, 6. Use technology, including the Internet, to produce,
publish writing and present the relationships between publish, and update individual or shared writing products, publish, and update individual or shared writing products in
information and ideas clearly and efficiently. taking advantage of technology’s capacity to link to other response to ongoing feedback, including new arguments or
information and to display information flexibly and information.
dynamically.
7. Conduct short research projects to answer a question 7. Conduct short as well as more sustained research projects 7. Conduct short as well as more sustained research projects to
(including a self-generated question), drawing on several to answer a question (including a self-generated question) answer a question (including a self-generated question) or
sources and generating additional related, focused or solve a problem; narrow or broaden the inquiry when solve a problem; narrow or broaden the inquiry when
questions that allow for multiple avenues of exploration. appropriate; synthesize multiple sources on the subject, appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under demonstrating understanding of the subject under
investigation. investigation.
8. Gather relevant information from multiple print and digital 8. Gather relevant information from multiple authoritative 8. Gather relevant information from multiple authoritative
sources, using search terms effectively; assess the print and digital sources, using advanced searches print and digital sources, using advanced searches
credibility and accuracy of each source; and quote or effectively; assess the usefulness of each source in effectively; assess the strengths and limitations of each
paraphrase the data and conclusions of others while answering the research question; integrate information into source in terms of the specific task, purpose, and audience;
avoiding plagiarism and following a standard format for the text selectively to maintain the flow of ideas, avoiding integrate information into the text selectively to maintain
citation. plagiarism and following a standard format for citation. the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation.
9. Draw evidence from informational texts to support 9. Draw evidence from informational texts to support 9. Draw evidence from informational texts to support
analysis, reflection, and research. analysis, reflection, and research. analysis, reflection, and research.
Range of Writing
reflection and revision) and shorter time frames (a single reflection and revision) and shorter time frames (a single reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific sitting or a day or two) for a range of discipline-specific sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences. tasks, purposes, and audiences. tasks, purposes, and audiences.


Common core approved jan2011

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