Common Core State Standards Initiative

Common Core
State Standards for

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

Common Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social Studies, Science, and Technical Subjects

Table of Contents
Introduction 3 Standards for English Language Arts 6–12 34

Standards for English Language Arts & Literacy in History/ College and Career Readiness Anchor Standards for Reading 35
Social Studies, Science, and Technical Subjects K–5 9
Reading Standards for Literature 6–12 36
College and Career Readiness Anchor Standards for Reading 10
Reading Standards for Informational Text 6–12 39
Reading Standards for Literature K–5 11
College and Career Readiness Anchor Standards for Writing 41
Reading Standards for Informational Text K–5 13
Writing Standards 6–12 42
Reading Standards: Foundational Skills K–5 15
College and Career Readiness Anchor Standards for Speaking and Listening 48
Speaking and Listening Standards 6–12 49
Writing Standards K–5 19
College and Career Readiness Anchor Standards for Language 51
College and Career Readiness Anchor Standards for Speaking and Listening 22
Language Standards 6–12 52
Speaking and Listening Standards K–5 23
Language Progressive Skills, by Grade 56
College and Career Readiness Anchor Standards for Language 25
Standard 10: Range, Quality, and Complexity of Student Reading 6–12 57
Language Standards K–5 26

Language Progressive Skills, by Grade 30 Standards for Literacy in History/Social Studies,
Science, and Technical Subjects 59
Standard 10: Range, Quality, and Complexity of Student Reading K–5 31
College and Career Readiness Anchor Standards for Reading 60
Staying on Topic Within a Grade and Across Grades 33
Reading Standards for Literacy in History/Social Studies 6–12 61
| TABLE OF CONTENTS

Reading Standards for Literacy in Science and Technical Subjects 6–12 62


Writing Standards for Literacy in History/Social Studies, Science,
and Technical Subjects 6–12 64
2


Introduction

The Common Core State Standards for English Language Arts & Literacy in The Standards set requirements not only for English language arts (ELA)
History/Social Studies, Science, and Technical Subjects (“the Standards”) are but also for literacy in history/social studies, science, and technical subjects.
the culmination of an extended, broad-based effort to fulfill the charge issued Just as students must learn to read, write, speak, listen, and use language
by the states to create the next generation of K–12 standards in order to help effectively in a variety of content areas, so too must the Standards specify
ensure that all students are college and career ready in literacy no later than the the literacy skills and understandings required for college and career
end of high school. readiness in multiple disciplines. Literacy standards for grade 6 and above
are predicated on teachers of ELA, history/social studies, science, and
The present work, led by the Council of Chief State School Officers (CCSSO) technical subjects using their content area expertise to help students meet
and the National Governors Association (NGA), builds on the foundation laid by the particular challenges of reading, writing, speaking, listening, and language
states in their decades-long work on crafting high-quality education standards. in their respective fields. It is important to note that the 6–12 literacy
The Standards also draw on the most important international models as well standards in history/social studies, science, and technical subjects are not
as research and input from numerous sources, including state departments meant to replace content standards in those areas but rather to supplement
of education, scholars, assessment developers, professional organizations, them. States may incorporate these standards into their standards for those
educators from kindergarten through college, and parents, students, and other subjects or adopt them as content area literacy standards.
members of the public. In their design and content, refined through successive
drafts and numerous rounds of feedback, the Standards represent a synthesis of As a natural outgrowth of meeting the charge to define college and career
the best elements of standards-related work to date and an important advance readiness, the Standards also lay out a vision of what it means to be a literate
over that previous work. person in the twenty-first century. Indeed, the skills and understandings
students are expected to demonstrate have wide applicability outside the
As specified by CCSSO and NGA, the Standards are (1) research and evidence classroom or workplace. Students who meet the Standards readily undertake
based, (2) aligned with college and work expectations, (3) rigorous, and the close, attentive reading that is at the heart of understanding and enjoying
(4) internationally benchmarked. A particular standard was included in the complex works of literature. They habitually perform the critical reading
document only when the best available evidence indicated that its mastery was necessary to pick carefully through the staggering amount of information
essential for college and career readiness in a twenty-first-century, globally available today in print and digitally. They actively seek the wide, deep, and
competitive society. The Standards are intended to be a living work: as new and thoughtful engagement with high-quality literary and informational texts
better evidence emerges, the Standards will be revised accordingly. that builds knowledge, enlarges experience, and broadens worldviews.
They reflexively demonstrate the cogent reasoning and use of evidence
The Standards are an extension of a prior initiative led by CCSSO and NGA to that is essential to both private deliberation and responsible citizenship in a
develop College and Career Readiness (CCR) standards in reading, writing, democratic republic. In short, students who meet the Standards develop the
speaking, listening, and language as well as in mathematics. The CCR Reading, skills in reading, writing, speaking, and listening that are the foundation for any
Writing, and Speaking and Listening Standards, released in draft form in creative and purposeful expression in language.
September 2009, serve, in revised form, as the backbone for the present
document. Grade-specific K–12 standards in reading, writing, speaking, listening, June 2, 2010
and language translate the broad (and, for the earliest grades, seemingly
distant) aims of the CCR standards into age- and attainment-appropriate terms.
| introduction
3


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

Students advancing through the grades are expected to meet each year’s grade- Shared responsibility for students’ literacy development
specific standards, retain or further develop skills and understandings mastered
The Standards insist that instruction in reading, writing, speaking, listening,
in preceding grades, and work steadily toward meeting the more general
and language be a shared responsibility within the school. The K–5 standards
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 grades
6–12 standards are divided into two sections, one for ELA and the other for
Grade levels for K–8; grade bands for 9–10 and 11–12
history/social studies, science, and technical subjects. This division reflects the
The Standards use individual grade levels in kindergarten through grade 8 to unique, time-honored place of ELA teachers in developing students’ literacy
provide useful specificity; the Standards use two-year bands in grades 9–12 to skills while at the same time recognizing that teachers in other areas must have
allow schools, districts, and states flexibility in high school course design. a role in this development as well.

Part of the motivation behind the interdisciplinary approach to literacy
A focus on results rather than means promulgated by the Standards is extensive research establishing the need
for college and career ready students to be proficient in reading complex
By emphasizing required achievements, the Standards leave room for teachers, informational text independently in a variety of content areas. Most of the
curriculum developers, and states to determine how those goals should be required reading in college and workforce training programs is informational
reached and what additional topics should be addressed. Thus, the Standards in structure and challenging in content; postsecondary education programs
do not mandate such things as a particular writing process or the full range of typically provide students with both a higher volume of such reading than is
metacognitive strategies that students may need to monitor and direct their generally required in K–12 schools and comparatively little scaffolding.
thinking and learning. Teachers are thus free to provide students with whatever
tools and knowledge their professional judgment and experience identify as
The Standards are not alone in calling for a special emphasis on informational
most helpful for meeting the goals set out in the Standards.
text. The 2009 reading framework of the National Assessment of Educational
Progress (NAEP) requires a high and increasing proportion of informational text
on its assessment as students advance through the grades.
An integrated model of literacy
Although the Standards are divided into Reading, Writing, Speaking and
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 write
| introduction

about what they read. Likewise, Speaking and Listening standard 4 sets the
expectation that students will share findings from their research.
4


Distribution of Literary and Informational Passages by Grade in Distribution of Communicative Purposes by Grade
the 2009 NAEP Reading Framework in the 2011 NAEP Writing Framework

Grade Literary Informational Grade To Persuade To Explain To Convey Experience
4 50% 50% 4 30% 35% 35%

8 45% 55% 8 35% 35% 30%

12 30% 70% 12 40% 40% 20%
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assess- Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National
ment of Educational Progress. Washington, DC: U.S. Government Printing Office. Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

The Standards aim to align instruction with this framework so that many more It follows that writing assessments aligned with the Standards should adhere to
students than at present can meet the requirements of college and career the distribution of writing purposes across grades outlined by NAEP.
readiness. In K–5, the Standards follow NAEP’s lead in balancing the reading
of literature with the reading of informational texts, including texts in history/
Focus and coherence in instruction and assessment
social studies, science, and technical subjects. In accord with NAEP’s growing
emphasis on informational texts in the higher grades, the Standards demand While the Standards delineate specific expectations in reading, writing,
that a significant amount of reading of informational texts take place in and speaking, listening, and language, each standard need not be a separate focus
outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires for instruction and assessment. Often, several standards can be addressed by
much greater attention to a specific category of informational text—literary a single rich task. For example, when editing writing, students address Writing
nonfiction—than has been traditional. Because the ELA classroom must focus standard 5 (“Develop and strengthen writing as needed by planning, revising,
on literature (stories, drama, and poetry) as well as literary nonfiction, a great editing, rewriting, or trying a new approach”) as well as Language standards 1–3
deal of informational reading in grades 6–12 must take place in other classes if (which deal with conventions of standard English and knowledge of language).
the NAEP assessment framework is to be matched instructionally.1 To measure When drawing evidence from literary and informational texts per Writing
students’ growth toward college and career readiness, assessments aligned with standard 9, students are also demonstrating their comprehension skill in relation
the Standards should adhere to the distribution of texts across grades cited in to specific standards in Reading. When discussing something they have
the NAEP framework. read or written, students are also demonstrating their speaking and listening
skills. The CCR anchor standards themselves provide another source of focus
NAEP likewise outlines a distribution across the grades of the core purposes and coherence.
and types of student writing. The 2011 NAEP framework, like the Standards,
cultivates the development of three mutually reinforcing writing capacities: The same ten CCR anchor standards for Reading apply to both literary and
writing to persuade, to explain, and to convey real or imagined experience. informational texts, including texts in history/social studies, science, and
Evidence concerning the demands of college and career readiness gathered technical subjects. The ten CCR anchor standards for Writing cover numerous
during development of the Standards concurs with NAEP’s shifting emphases: text types and subject areas. This means that students can develop mutually
standards for grades 9–12 describe writing in all three forms, but, consistent reinforcing skills and exhibit mastery of standards for reading and writing across
with NAEP, the overwhelming focus of writing throughout high school should a range of texts and classrooms.
be on arguments and informative/explanatory texts.2
| introduction

1
The percentages on the table reflect the sum of student reading, not just reading in ELA
settings. Teachers of senior English classes, for example, are not required to devote 70
percent of reading to informational texts. Rather, 70 percent of student reading across the
grade should be informational.
2
As with reading, the percentages in the table reflect the sum of student writing, not just
writing in ELA settings.
5


What is Not Covered by the Standards
The Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:

1. The Standards define what all students are expected to know and be 5. It is also beyond the scope of the Standards to define the full range of
able to do, not how teachers should teach. For instance, the use of supports appropriate for English language learners and for students
play with young children is not specified by the Standards, but it is with special needs. At the same time, all students must have the
welcome as a valuable activity in its own right and as a way to help opportunity to learn and meet the same high standards if they are to
students meet the expectations in this document. Furthermore, while access the knowledge and skills necessary in their post–high school
the Standards make references to some particular forms of content, lives.
including mythology, foundational U.S. documents, and Shakespeare,
they do not—indeed, cannot—enumerate all or even most of the Each grade will include students who are still acquiring English.
content that students should learn. The Standards must therefore For those students, it is possible to meet the standards in reading,
be complemented by a well-developed, content-rich curriculum writing, speaking, and listening without displaying native-like control
consistent with the expectations laid out in this document. of conventions and vocabulary.

2. While the Standards focus on what is most essential, they do not The Standards should also be read as allowing for the widest
describe all that can or should be taught. A great deal is left to possible range of students to participate fully from the outset and
the discretion of teachers and curriculum developers. The aim of as permitting appropriate accommodations to ensure maximum
the Standards is to articulate the fundamentals, not to set out an participation of students with special education needs. For example,
exhaustive list or a set of restrictions that limits what can be taught for students with disabilities reading should allow for the use of
beyond what is specified herein. Braille, screen-reader technology, or other assistive devices, while
writing should include the use of a scribe, computer, or speech-to-
3. The Standards do not define the nature of advanced work for students text technology. In a similar vein, speaking and listening should be
who meet the Standards prior to the end of high school. For those interpreted broadly to include sign language.
students, advanced work in such areas as literature, composition,
language, and journalism should be available. This work should provide 6. While the ELA and content area literacy components described
the next logical step up from the college and career readiness baseline herein are critical to college and career readiness, they do not
established here. define the whole of such readiness. Students require a wide-
ranging, rigorous academic preparation and, particularly in the early
4. The Standards set grade-specific standards but do not define the grades, attention to such matters as social, emotional, and physical
intervention methods or materials necessary to support students development and approaches to learning. Similarly, the Standards
who are well below or well above grade-level expectations. No set of define literacy expectations in history/social studies, science, and
grade-specific standards can fully reflect the great variety in abilities, technical subjects, but literacy standards in other areas, such
needs, learning rates, and achievement levels of students in any given as mathematics and health education, modeled on those in this
classroom. However, the Standards do provide clear signposts along document are strongly encouraged to facilitate a comprehensive,
the way to the goal of college and career readiness for all students. schoolwide literacy program.
| introduction
6


Students Who are College and Career Ready
in Reading, Writing, Speaking, Listening, and Language
The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students
advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and
regularity these capacities of the literate individual.

They demonstrate independence. They comprehend as well as critique.
Students can, without significant scaffolding, comprehend and evaluate Students are engaged and open-minded—but discerning—readers and listeners.
complex texts across a range of types and disciplines, and they can construct They work diligently to understand precisely what an author or speaker is
effective arguments and convey intricate or multifaceted information. Likewise, saying, but they also question an author’s or speaker’s assumptions and
students are able independently to discern a speaker’s key points, request premises and assess the veracity of claims and the soundness of reasoning.
clarification, and ask relevant questions. They build on others’ ideas, articulate
their own ideas, and confirm they have been understood. Without prompting,
they demonstrate command of standard English and acquire and use a They value evidence.
wide-ranging vocabulary. More broadly, they become self-directed learners,
Students cite specific evidence when offering an oral or written interpretation
effectively seeking out and using resources to assist them, including teachers,
of a text. They use relevant evidence when supporting their own points in
peers, and print and digital reference materials.
writing and speaking, making their reasoning clear to the reader or listener, and
they constructively evaluate others’ use of evidence.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter They use technology and digital media strategically and capably.
by engaging with works of quality and substance. They become proficient
Students employ technology thoughtfully to enhance their reading, writing,
in new areas through research and study. They read purposefully and listen
speaking, listening, and language use. They tailor their searches online to
attentively to gain both general knowledge and discipline-specific expertise.
acquire useful information efficiently, and they integrate what they learn using
They refine and share their knowledge through writing and speaking.
technology with what they learn offline. They are familiar with the strengths and
limitations of various technological tools and mediums and can select and use
They respond to the varying demands of audience, task, purpose, those best suited to their communication goals.
and discipline.
They come to understand other perspectives and cultures.
Students adapt their communication in relation to audience, task, purpose, and
discipline. They set and adjust purpose for reading, writing, speaking, listening, Students appreciate that the twenty-first-century classroom and workplace
and language use as warranted by the task. They appreciate nuances, such as are settings in which people from often widely divergent cultures and who
how the composition of an audience should affect tone when speaking and represent diverse experiences and perspectives must learn and work together.
how the connotations of words affect meaning. They also know that different Students actively seek to understand other perspectives and cultures through
disciplines call for different types of evidence (e.g., documentary evidence in reading and listening, and they are able to communicate effectively with
history, experimental evidence in science). people of varied backgrounds. They evaluate other points of view critically
and constructively. Through reading great classic and contemporary works
of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different
than their own.
| introduction
7


How to Read This Document to the college and career readiness level. Whatever they are reading, students
must also show a steadily growing ability to discern more from and make fuller
use of text, including making an increasing number of connections among ideas
Overall Document Organization and between texts, considering a wider range of textual evidence, and becoming
The Standards comprise three main sections: a comprehensive K–5 section more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
and two content area–specific sections for grades 6–12, one for ELA and one
for history/social studies, science, and technical subjects. Three appendices Writing: Text types, responding to reading, and research
accompany the main document.
The Standards acknowledge the fact that whereas some writing skills, such
Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, as the ability to plan, revise, edit, and publish, are applicable to many types of
Speaking and Listening, and Language strands; the 6–12 history/ social studies, writing, other skills are more properly defined in terms of specific writing types:
science, and technical subjects section focuses on Reading and Writing. Each arguments, informative/explanatory texts, and narratives. Standard 9 stresses
strand is headed by a strand-specific set of College and Career Readiness the importance of the writing-reading connection by requiring students to draw
Anchor Standards that is identical across all grades and content areas. upon and write about evidence from literary and informational texts. Because
of the centrality of writing to most forms of inquiry, research standards are
Standards for each grade within K–8 and for grades 9–10 and 11–12 follow the prominently included in this strand, though skills important to research are
CCR anchor standards in each strand. Each grade-specific standard (as these infused throughout the document.
standards are collectively referred to) corresponds to the same-numbered
CCR anchor standard. Put another way, each CCR anchor standard has an Speaking and Listening: Flexible communication and collaboration
accompanying grade-specific standard translating the broader CCR statement
into grade-appropriate end-of-year expectations. Including but not limited to skills necessary for formal presentations, the
Speaking and Listening standards require students to develop a range of
Individual CCR anchor standards can be identified by their strand, CCR status, broadly useful oral communication and interpersonal skills. Students must learn
and number (R.CCR.6, for example). Individual grade-specific standards can to work together, express and listen carefully to ideas, integrate information
be identified by their strand, grade, and number (or number and letter, where from oral, visual, quantitative, and media sources, evaluate what they hear, use
applicable), so that RI.4.3, for example, stands for Reading, Informational Text, media and visual displays strategically to help achieve communicative purposes,
grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand and adapt speech to context and task.
designations can be found in brackets alongside the full strand title.
Language: Conventions, effective use, and vocabulary
Who is responsible for which portion of the Standards The Language standards include the essential “rules” of standard written
A single K–5 section lists standards for reading, writing, speaking, listening, and spoken English, but they also approach language as a matter of craft
and language across the curriculum, reflecting the fact that most or all of the and informed choice among alternatives. The vocabulary standards focus on
instruction students in these grades receive comes from one teacher. Grades understanding words and phrases, their relationships, and their nuances and on
6–12 are covered in two content area–specific sections, the first for the English acquiring new vocabulary, particularly general academic and domain-specific
language arts teacher and the second for teachers of history/social studies, words and phrases.
science, and technical subjects. Each section uses the same CCR anchor
standards but also includes grade-specific standards tuned to the literacy Appendices A, B, and C
requirements of the particular discipline(s).
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
Key Features of the Standards text exemplars illustrating the complexity, quality, and range of reading appropriate
for various grade levels with accompanying sample performance tasks. Appendix
Reading: Text complexity and the growth of comprehension C includes annotated samples demonstrating at least adequate performance in
| introduction

student writing at various grade levels.
The Reading standards place equal emphasis on the sophistication of what
students read and the skill with which they read. Standard 10 defines a grade-by-
grade “staircase” of increasing text complexity that rises from beginning reading
8


STANDARDS FOR

&
Literacy in History/Social Studies,
K–5


College and Career Readiness Anchor Standards for Reading Note on range and content
of student 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 To build a foundation for college
below by number. The CCR and grade-specific standards are necessary complements—the former and career readiness, students
providing broad standards, the latter providing additional specificity—that together define the skills and must read widely and deeply from
understandings that all students must demonstrate. among a broad range of high-quality,
increasingly challenging literary and
Key Ideas and Details informational texts. Through extensive
reading of stories, dramas, poems,
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
and myths from diverse cultures and
textual evidence when writing or speaking to support conclusions drawn from the text.
different time periods, students gain
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting literary and cultural knowledge as
details and ideas.
well as familiarity with various text
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. structures and elements. By reading
texts in history/social studies, science,
and other disciplines, students build
Craft and Structure
a foundation of knowledge in these
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and fields that will also give them the
figurative meanings, and analyze how specific word choices shape meaning or tone.
background to be better readers in all
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., content areas. Students can only gain
a section, chapter, scene, or stanza) relate to each other and the whole.
this foundation when the curriculum is
6. Assess how point of view or purpose shapes the content and style of a text. intentionally and coherently structured
to develop rich content knowledge
within and across grades. Students
Integration of Knowledge and Ideas also acquire the habits of reading
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as independently and closely, which are
well as in words.* essential to their future success.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
10 | K-5 | Reading

*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
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
RL RL

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:
Key Ideas and Details
1. With prompting and support, ask and answer 1. Ask and answer questions about key details in a 1. Ask and answer such questions as who, what,
questions about key details in a text. text. where, when, why, and how to demonstrate
understanding of key details in a text.

2. With prompting and support, retell familiar 2. Retell stories, including key details, and 2. Recount stories, including fables and folktales
stories, including key details. demonstrate understanding of their central from diverse cultures, and determine their central
message or lesson. message, lesson, or moral.

3. With prompting and support, identify characters, 3. Describe characters, settings, and major events in 3. Describe how characters in a story respond to
settings, and major events in a story. a story, using key details. major events and challenges.

Craft and Structure
4. Ask and answer questions about unknown words 4. Identify words and phrases in stories or poems 4. Describe how words and phrases (e.g., regular
in a text. that suggest feelings or appeal to the senses. beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.

5. Recognize common types of texts (e.g., 5. Explain major differences between books that tell 5. Describe the overall structure of a story, including
storybooks, poems). stories and books that give information, drawing describing how the beginning introduces the
on a wide reading of a range of text types. story and the ending concludes the action.

6. With prompting and support, name the author 6. Identify who is telling the story at various points 6. Acknowledge differences in the points of view of
and illustrator of a story and define the role of in a text. characters, including by speaking in a different
each in telling the story. voice for each character when reading dialogue
aloud.

Integration of Knowledge and Ideas
7. With prompting and support, describe the 7. Use illustrations and details in a story to describe 7. Use information gained from the illustrations and
relationship between illustrations and the story in its characters, setting, or events. words in a print or digital text to demonstrate
which they appear (e.g., what moment in a story understanding of its characters, setting, or plot.
an illustration depicts).

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)

9. With prompting and support, compare and 9. Compare and contrast the adventures and 9. Compare and contrast two or more versions
| K-5 | Reading: Literature

contrast the adventures and experiences of experiences of characters in stories. of the same story (e.g., Cinderella stories) by
characters in familiar stories. different authors or from different cultures.

10. Actively engage in group reading activities with 10. With prompting and support, read prose and 10. By the end of the year, read and comprehend
purpose and understanding. poetry of appropriate complexity for grade 1. literature, including stories and poetry, in the
grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
11


Reading Standards for Literature K–5 RL

Grade 3 students: Grade 4 students: Grade 5 students:
1. Ask and answer questions to demonstrate 1. Refer to details and examples in a text when 1. Quote accurately from a text when explaining
understanding of a text, referring explicitly to the explaining what the text says explicitly and when what the text says explicitly and when drawing
text as the basis for the answers. drawing inferences from the text. inferences from the text.

2. Recount stories, including fables, folktales, and 2. Determine a theme of a story, drama, or poem 2. Determine a theme of a story, drama, or poem
myths from diverse cultures; determine the from details in the text; summarize the text. from details in the text, including how characters
central message, lesson, or moral and explain in a story or drama respond to challenges or
how it is conveyed through key details in the text. how the speaker in a poem reflects 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 3. Compare and contrast two or more characters,
motivations, or feelings) and explain how their in a story or drama, drawing on specific details settings, or events in a story or drama, drawing
actions contribute to the sequence of events. in the text (e.g., a character’s thoughts, words, or on specific details in the text (e.g., how
actions). characters interact).

Craft and Structure
4. Determine the meaning of words and phrases as 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases
they are used in a text, distinguishing literal from as they are used in a text, including those as they are used in a text, including figurative
nonliteral language. that allude to significant characters found in language such as metaphors and similes.
mythology (e.g., Herculean).

5. Refer to parts of stories, dramas, and poems 5. Explain major differences between poems, 5. Explain how a series of chapters, scenes, or
when writing or speaking about a text, using drama, and prose, and refer to the structural stanzas fits together to provide the overall
terms such as chapter, scene, and stanza; elements of poems (e.g., verse, rhythm, meter) structure of a particular story, drama, or poem.
describe how each successive part builds on and drama (e.g., casts of characters, settings,
earlier sections. descriptions, dialogue, stage directions) when
writing or speaking about a text.

6. Distinguish their own point of view from that of 6. Compare and contrast the point of view from which 6. Describe how a narrator’s or speaker’s point of
the narrator or those of the characters. different stories are narrated, including the difference view influences how events are described.
between first- and third-person narrations.

7. Explain how specific aspects of a text’s 7. Make connections between the text of a story 7. Analyze how visual and multimedia elements
illustrations contribute to what is conveyed or drama and a visual or oral presentation of contribute to the meaning, tone, or beauty of a
by the words in a story (e.g., create mood, the text, identifying where each version reflects text (e.g., graphic novel, multimedia presentation
emphasize aspects of a character or setting). specific descriptions and directions in the text. of fiction, folktale, myth, poem).
| K-5 | Reading: Literature


9. Compare and contrast the themes, settings, and 9. Compare and contrast the treatment of similar 9. Compare and contrast stories in the same genre
plots of stories written by the same author about themes and topics (e.g., opposition of good and (e.g., mysteries and adventure stories) on their
the same or similar characters (e.g., in books evil) and patterns of events (e.g., the quest) in approaches to similar themes and topics.
from a series). stories, myths, and traditional literature from
different cultures.

10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, literature, including stories, dramas, and poetry, in literature, including stories, dramas, and poetry,
at the high end of the grades 2–3 text complexity the grades 4–5 text complexity band proficiently, at the high end of the grades 4–5 text complexity
band independently and proficiently. with scaffolding as needed at the high end of the band independently and proficiently.
range.
12


Reading Standards for Informational Text K–5 RI

1. With prompting and support, ask and answer 1. Ask and answer questions about key details in a 1. Ask and answer such questions as who, what,
questions about key details in a text. text. where, when, why, and how to demonstrate
understanding of key details in a text.

2. With prompting and support, identify the main 2. Identify the main topic and retell key details of a 2. Identify the main topic of a multiparagraph text
topic and retell key details of a text. text. as well as the focus of specific paragraphs within
the text.

3. With prompting and support, describe the 3. Describe the connection between two 3. Describe the connection between a series of
connection between two individuals, events, individuals, events, ideas, or pieces of information historical events, scientific ideas or concepts, or
ideas, or pieces of information in a text. in a text. steps in technical procedures in a text.

Craft and Structure
4. With prompting and support, ask and answer 4. Ask and answer questions to help determine or 4. Determine the meaning of words and phrases in a
questions about unknown words in a text. clarify the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
text.

5. Identify the front cover, back cover, and title 5. Know and use various text features (e.g., 5. Know and use various text features (e.g.,
page of a book. headings, tables of contents, glossaries, captions, bold print, subheadings, glossaries,
electronic menus, icons) to locate key facts or indexes, electronic menus, icons) to locate key
information in a text. facts or information in a text efficiently.

6. Name the author and illustrator of a text and 6. Distinguish between information provided by 6. Identify the main purpose of a text, including
define the role of each in presenting the ideas or pictures or other illustrations and information what the author wants to answer, explain, or
information in a text. provided by the words in a text. describe.

7. With prompting and support, describe the 7. Use the illustrations and details in a text to 7. Explain how specific images (e.g., a diagram
relationship between illustrations and the text describe its key ideas. showing how a machine works) contribute to and
in which they appear (e.g., what person, place, clarify a text.
thing, or idea in the text an illustration depicts).

8. With prompting and support, identify the 8. Identify the reasons an author gives to support 8. Describe how reasons support specific points the
| K-5 | Reading: informational text

reasons an author gives to support points in a points in a text. author makes in a text.
text.

9. With prompting and support, identify basic 9. Identify basic similarities in and differences 9. Compare and contrast the most important points
similarities in and differences between two between two texts on the same topic (e.g., in presented by two texts on the same topic.
texts on the same topic (e.g., in illustrations, illustrations, descriptions, or procedures).
descriptions, or procedures).

10. Actively engage in group reading activities with 10. With prompting and support, read informational 10. By the end of year, read and comprehend
purpose and understanding. texts appropriately complex for grade 1. informational 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.
13


Reading Standards for Informational Text K–5 RI

1. Ask and answer questions to demonstrate 1. Refer to details and examples in a text when 1. Quote accurately from a text when explaining
understanding of a text, referring explicitly to the explaining what the text says explicitly and when what the text says explicitly and when drawing
text as the basis for the answers. drawing inferences from the text. inferences from the text.

2. Determine the main idea of a text; recount the 2. Determine the main idea of a text and explain 2. Determine two or more main ideas of a text and
key details and explain how they support the how it is supported by key details; summarize the explain how they are supported by key details;
main idea. text. summarize the text.

3. Describe the relationship between a series of 3. Explain events, procedures, ideas, or concepts in 3. Explain the relationships or interactions between
historical events, scientific ideas or concepts, a historical, scientific, or technical text, including two or more individuals, events, ideas, or
or steps in technical procedures in a text, using what happened and why, based on specific concepts in a historical, scientific, or technical
language that pertains to time, sequence, and information in the text. text based on specific information in the text.
cause/effect.

Craft and Structure
4. Determine the meaning of general academic 4. Determine the meaning of general academic 4. Determine the meaning of general academic
and domain-specific words and phrases in a text and domain-specific words or phrases in a text and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area. relevant to a grade 4 topic or subject area. relevant to a grade 5 topic or subject area.

5. Use text features and search tools (e.g., key 5. Describe the overall structure (e.g., chronology, 5. Compare and contrast the overall structure
words, sidebars, hyperlinks) to locate information comparison, cause/effect, problem/solution) of (e.g., chronology, comparison, cause/effect,
relevant to a given topic efficiently. events, ideas, concepts, or information in a text problem/solution) of events, ideas, concepts, or
or part of a text. information in two or more texts.

6. Distinguish their own point of view from that of 6. Compare and contrast a firsthand and 6. Analyze multiple accounts of the same event
the author of a text. secondhand account of the same event or or topic, noting important similarities and
topic; describe the differences in focus and the differences in the point of view they represent.
information provided.

7. Use information gained from illustrations (e.g., 7. Interpret information presented visually, orally, or 7. Draw on information from multiple print or digital
maps, photographs) and the words in a text to quantitatively (e.g., in charts, graphs, diagrams, sources, demonstrating the ability to locate
demonstrate understanding of the text (e.g., time lines, animations, or interactive elements an answer to a question quickly or to solve a
| K-5 | Reading: informational text

where, when, why, and how key events occur). on Web pages) and explain how the information problem efficiently.
contributes to an understanding of the text in
which it appears.

8. Describe the logical connection between 8. Explain how an author uses reasons and evidence 8. Explain how an author uses reasons and evidence
particular sentences and paragraphs in a text to support particular points in a text. to support particular points in a text, identifying
(e.g., comparison, cause/effect, first/second/third which reasons and evidence support which
in a sequence). point(s).

9. Compare and contrast the most important points 9. Integrate information from two texts on the same 9. Integrate information from several texts on the
and key details presented in two texts on the topic in order to write or speak about the subject same topic in order to write or speak about the
same topic. knowledgeably. subject knowledgeably.

10. By the end of the year, read and comprehend 10. By the end of year, read and comprehend 10. By the end of the year, read and comprehend
informational texts, including history/social informational texts, including history/social studies, informational texts, including history/social
studies, science, and technical texts, at the high science, and technical texts, in the grades 4–5 text studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band complexity band proficiently, with scaffolding as end of the grades 4–5 text complexity band
independently and proficiently. needed at the high end of the range. independently and proficiently.
14


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,
b. Recognize that spoken words are represented in written language by capitalization, ending punctuation).
specific sequences 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 2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). (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),
c. Blend and segment onsets and rimes of single-syllable spoken words. including consonant blends.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does spoken single-syllable words.
not include CVCs ending with /l/, /r/, or /x/.) d. Segment spoken single-syllable words into their complete sequence of
e. Add or substitute individual sounds (phonemes) in simple, one-syllable individual sounds (phonemes).
words to make new words.
| K-5 | Reading: foundational skills

*
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.
15


Note: In kindergarten children are expected to demonstrate increasing awareness and competence in the areas that follow.

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

necessary. necessary.
16



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

Fluency
4. Read with sufficient accuracy and fluency to 4. Read with sufficient accuracy and fluency to 4. Read with sufficient accuracy and fluency to
support comprehension. support comprehension. support comprehension.
a. Read on-level text with purpose and a. Read on-level text with purpose and a. Read on-level text with purpose and
understanding. understanding. understanding.
b. Read on-level prose and poetry orally with b. Read on-level prose and poetry orally with b. Read on-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 recognition and understanding, rereading as recognition and understanding, rereading as
necessary. necessary. necessary.
17


College and Career Readiness Anchor Standards for Writing Note on range and content
of student writing
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 To build a foundation for college
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. and career readiness, students need
to learn to use writing as a way of
offering and supporting opinions,
Text Types and Purposes* demonstrating understanding of
the subjects they are studying,
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and conveying real and imagined
and sufficient evidence.
experiences and events. They learn
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately to appreciate that a key purpose of
through the effective selection, organization, and analysis of content.
writing is to communicate clearly to
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, an external, sometimes unfamiliar
and well-structured event sequences.
audience, and they begin to adapt
the form and content of their writing
Production and Distribution of Writing to accomplish a particular task and
purpose. They develop the capacity
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
to build knowledge on a subject
purpose, and audience.
through research projects and to
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. respond analytically to literary and
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. informational sources. To meet these
goals, students must devote significant
time and effort to writing, producing
Research to Build and Present Knowledge numerous pieces over short and
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating extended time frames throughout the
understanding of the subject under investigation. year.
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.
| K-5 | writing

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
18


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.

Text Types and Purposes
1. Use a combination of drawing, dictating, and 1. Write opinion pieces in which they introduce the 1. Write opinion pieces in which they introduce the
writing to compose opinion pieces in which they topic or name the book they are writing about, topic or book they are writing about, state an
tell a reader the topic or the name of the book state an opinion, supply a reason for the opinion, opinion, supply reasons that support the opinion,
they are writing about and state an opinion or and provide some sense of closure. use linking words (e.g., because, and, also) to
preference about the topic or book (e.g., My connect opinion and reasons, and provide a
favorite book is . . .). concluding statement or section.

2. Use a combination of drawing, dictating, and 2. Write informative/explanatory texts in which they 2. Write informative/explanatory texts in which
writing to compose informative/explanatory name a topic, supply some facts about the topic, they introduce a topic, use facts and definitions
texts in which they name what they are writing and provide some sense of closure. to develop points, and provide a concluding
about and supply some information about the statement or section.
topic.
3. Use a combination of drawing, dictating, and 3. Write narratives in which they recount two or 3. Write narratives in which they recount a well-
writing to narrate a single event or several more appropriately sequenced events, include elaborated event or short sequence of events,
loosely linked events, tell about the events in some details regarding what happened, use include details to describe actions, thoughts,
the order in which they occurred, and provide a temporal words to signal event order, and and feelings, use temporal words to signal event
reaction to what happened. provide some sense of closure. order, and provide a sense of closure.

Production and Distribution of Writing
4. (Begins in grade 3) 4. (Begins in grade 3) 4. (Begins in grade 3)

5. With guidance and support from adults, respond 5. With guidance and support from adults, focus on 5. With guidance and support from adults and
to questions and suggestions from peers and a topic, respond to questions and suggestions peers, focus on a topic and strengthen writing as
add details to strengthen writing as needed. from peers, and add details to strengthen writing needed by revising and editing.
as needed.

6. With guidance and support from adults, explore 6. With guidance and support from adults, use a 6. With guidance and support from adults, use a
a variety of digital tools to produce and publish variety of digital tools to produce and publish variety of digital tools to produce and publish
writing, including in collaboration with peers. writing, including in collaboration with peers. writing, including in collaboration with peers.

Research to Build and Present Knowledge
7. Participate in shared research and writing 7. Participate in shared research and writing 7. Participate in shared research and writing
projects (e.g., explore a number of books by projects (e.g., explore a number of “how-to” projects (e.g., read a number of books on a
a favorite author and express opinions about books on a given topic and use them to write a single topic to produce a report; record science
them). sequence of instructions). observations).

8. With guidance and support from adults, 8. With guidance and support from adults, 8. Recall information from experiences or gather
recall information from experiences or gather recall information from experiences or gather information from provided sources to answer a
| K-5 | writing

information from provided sources to answer a information from provided sources to answer a question.
question. question.


Range of Writing
19



1. Write opinion pieces on topics or texts, supporting 1. Write opinion pieces on topics or texts, supporting a 1. Write opinion pieces on topics or texts, supporting a
a point of view with reasons. point of view with reasons and information. point of view with reasons and information.
a. Introduce the topic or text they are writing a. Introduce a topic or text clearly, state an a. Introduce a topic or text clearly, state an
about, state an opinion, and create an opinion, and create an organizational structure opinion, and create an organizational structure
organizational structure that lists reasons. in which related ideas are grouped to support in which ideas are logically grouped to support
b. Provide reasons that support the opinion. the writer’s purpose. the writer’s purpose.
c. Use linking words and phrases (e.g., because, b. Provide reasons that are supported by facts b. Provide logically ordered reasons that are
therefore, since, for example) to connect and details. supported by facts and details.
opinion and reasons. c. Link opinion and reasons using words and c. Link opinion and reasons using words, phrases,
d. Provide a concluding statement or section. phrases (e.g., for instance, in order to, in and clauses (e.g., consequently, specifically).
addition). d. Provide a concluding statement or section
d. Provide a concluding statement or section related to the opinion presented.
related to the opinion presented.
2. Write informative/explanatory texts to examine a 2. Write informative/explanatory texts to examine a 2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly. topic and convey ideas and information clearly. topic and convey ideas and information clearly.
a. Introduce a topic and group related a. Introduce a topic clearly and group related a. Introduce a topic clearly, provide a general
information together; include illustrations information in paragraphs and sections; observation and focus, and group related
when useful to aiding comprehension. include formatting (e.g., headings), information logically; include formatting (e.g.,
b. Develop the topic with facts, definitions, and illustrations, and multimedia when useful to headings), illustrations, and multimedia when
details. aiding comprehension. useful to aiding comprehension.
c. Use linking words and phrases (e.g., also, b. Develop the topic with facts, definitions, b. Develop the topic with facts, definitions,
another, and, more, but) to connect ideas concrete details, quotations, or other concrete details, quotations, or other
within categories of information. information and examples related to the topic. information and examples related to the topic.
d. Provide a concluding statement or section. c. Link ideas within categories of information c. Link ideas within and across categories of
using words and phrases (e.g., another, for information using words, phrases, and clauses
example, also, because). (e.g., in contrast, especially).
d. Use precise language and domain-specific d. Use precise language and domain-specific
vocabulary to inform about or explain the vocabulary to inform about or explain the
topic. topic.
e. Provide a concluding statement or section e. Provide a concluding statement or section
related to the information or explanation related to the information or explanation
presented. presented.

3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined
experiences or events using effective technique, experiences or events using effective technique, experiences or events using effective technique,
descriptive details, and clear event sequences. descriptive details, and clear event sequences. descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator a. Orient the reader by establishing a a. Orient the reader by establishing a situation
and/or characters; organize an event sequence situationand introducing a narrator and/or and introducing a narrator and/or characters;
that unfolds naturally. characters; organize an event sequence that organize an event sequence that unfolds
b. Use dialogue and descriptions of actions, unfolds naturally. naturally.
thoughts, and feelings to develop experiences b. Use dialogue and description to develop b. Use narrative techniques, such as dialogue,
and events or show the response of characters experiences and events or show the responses description, and pacing, to develop
| K-5 | writing

to situations. of characters to situations. experiences and events or show the responses
c. Use temporal words and phrases to signal c. Use a variety of transitional words and phrases of characters to situations.
event order. to manage the sequence of events. c. Use a variety of transitional words, phrases,
d. Provide a sense of closure. d. Use concrete words and phrases and sensory and clauses to manage the sequence of events.
details to convey experiences and events d. Use concrete words and phrases and sensory
precisely. details to convey experiences and events
e. Provide a conclusion that follows from the precisely.
narrated experiences or events. e. Provide a conclusion that follows from the
narrated experiences or events.
20



4. With guidance and support from adults, 4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the
produce writing in which the development development and organization are appropriate development and organization are appropriate
and organization are appropriate to task and to task, purpose, and audience. (Grade-specific to task, purpose, and audience. (Grade-specific
purpose. (Grade-specific expectations for writing expectations for writing types are defined in expectations for writing types are defined in
types are defined in standards 1–3 above.) standards 1–3 above.) standards 1–3 above.)

5. With guidance and support from peers and 5. With guidance and support from peers and 5. With guidance and support from peers and adults,
adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed develop and strengthen writing as needed by
by planning, revising, and editing. (Editing for by planning, revising, and editing. (Editing for planning, revising, editing, rewriting, or trying a
conventions should demonstrate command of conventions should demonstrate command of new approach. (Editing for conventions should
Language standards 1–3 up to and including Language standards 1–3 up to and including demonstrate command of Language standards 1–3
grade 3 on pages 28 and 29.) grade 4 on pages 28 and 29.) up to and including grade 5 on pages 28 and 29.)

6. With guidance and support from adults, use 6. With some guidance and support from adults, 6. With some guidance and support from adults,
technology to produce and publish writing (using use technology, including the Internet, to use technology, including the Internet, to
keyboarding skills) as well as to interact and produce and publish writing as well as to interact produce and publish writing as well as to interact
collaborate with others. and collaborate with others; demonstrate and collaborate with others; demonstrate
sufficient command of keyboarding skills to type sufficient command of keyboarding skills to type
a minimum of one page in a single sitting. a minimum of two pages in a single sitting.

7. Conduct short research projects that build 7. Conduct short research projects that build 7. Conduct short research projects that use several
knowledge about a topic. knowledge through investigation of different sources to build knowledge through investigation
aspects of a topic. of different aspects of a topic.

8. Recall information from experiences or gather 8. Recall relevant information from experiences or 8. Recall relevant information from experiences or
information from print and digital sources; take gather relevant information from print and digital gather relevant information from print and digital
brief notes on sources and sort evidence into sources; take notes and categorize information, sources; summarize or paraphrase information
provided categories. and provide a list of sources. in notes and finished work, and provide a list of
sources.

9. (Begins in grade 4) 9. Draw evidence from literary or informational 9. Draw evidence from literary or informational texts
texts to support analysis, reflection, and research. to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature a. Apply grade 5 Reading standards to literature
(e.g., “Describe in depth a character, setting, (e.g., “Compare and contrast two or more
or event in a story or drama, drawing on characters, settings, or events in a story or a
specific details in the text [e.g., a character’s drama, drawing on specific details in the text
thoughts, words, or actions].”). [e.g., how characters interact]”).
b. Apply grade 4 Reading standards to b. Apply grade 5 Reading standards to
informational texts (e.g., “Explain how an informational texts (e.g., “Explain how
author uses reasons and evidence to support an author uses reasons and evidence to
particular points in a text”). support particular points in a text, identifying
which reasons and evidence support which
point[s]”).
| K-5 | writing

Range of Writing
10. Write routinely over extended time frames (time 10. Write routinely over extended time frames (time 10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for time frames (a single sitting or a day or two) for time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and a range of discipline-specific tasks, purposes, and a range of discipline-specific tasks, purposes, and
audiences. audiences. audiences.
21


College and Career Readiness Anchor Standards Note on range and content
of student speaking and
for Speaking and Listening
listening
CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter and career readiness, students must
providing additional specificity—that together define the skills and understandings that all students must demonstrate.
have ample opportunities to take
part in a variety of rich, structured
Comprehension and Collaboration conversations—as part of a whole
class, in small groups, and with a
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. partner. Being productive members
of these conversations requires
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally. that students contribute accurate,
relevant information; respond to
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
and develop what others have said;
make comparisons and contrasts; and
Presentation of Knowledge and Ideas analyze and synthesize a multitude of
ideas in various domains.
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.
New technologies have broadened
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding and expanded the role that speaking
of presentations.
and listening play in acquiring
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when and sharing knowledge and have
indicated or appropriate.
tightened their link to other forms
of communication. Digital texts
confront students with the potential
for continually updated content and
dynamically changing combinations of
words, graphics, images, hyperlinks,
and embedded video and audio.
| K-5 | speaking and listening
22


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.

Comprehension and Collaboration
1. Participate in collaborative conversations with 1. Participate in collaborative conversations with 1. Participate in collaborative conversations with
diverse partners about kindergarten topics and diverse partners about grade 1 topics and texts diverse partners about grade 2 topics and texts
texts with peers and adults in small and larger with peers and adults in small and larger groups. with peers and adults in small and larger groups.
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 with care, speaking one gaining the floor in respectful ways, listening to
listening to others and taking turns speaking at a time about the topics and texts under others with care, speaking one at a time about
about the topics and texts under discussion). discussion). the topics and texts under discussion).
b. Continue a conversation through multiple b. Build on others’ talk in conversations by b. Build on others’ talk in conversations by linking
exchanges. responding to the comments of others through their comments to the remarks of others.
multiple exchanges. c. Ask for clarification and further explanation
c. Ask questions to clear up any confusion about as needed about the topics and texts under
the topics and texts under discussion. discussion.

2. Confirm understanding of a text read aloud or 2. Ask and answer questions about key details in a 2. Recount or describe key ideas or details from a
information presented orally or through other text read aloud or information presented orally or text read aloud or information presented orally or
media by asking and answering questions through other media. through other media.
about key details and requesting clarification if
something is not understood.
3. Ask and answer questions in order to seek help, 3. Ask and answer questions about what a speaker 3. Ask and answer questions about what a speaker
get information, or clarify something that is not says in order to gather additional information or says in order to clarify comprehension, gather
understood. clarify something that is not understood. additional information, or deepen understanding
of a topic or issue.
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and 4. Describe people, places, things, and events with 4. Tell a story or recount an experience with
events and, with prompting and support, provide relevant details, expressing ideas and feelings appropriate facts and relevant, descriptive details,
additional detail. clearly. speaking audibly in coherent sentences.

5. Add drawings or other visual displays to 5. Add drawings or other visual displays to 5. Create audio recordings of stories or poems;
descriptions as desired to provide additional descriptions when appropriate to clarify ideas, add drawings or other visual displays to stories

detail. thoughts, and feelings. or recounts of experiences when appropriate to
clarify ideas, thoughts, and feelings.

6. Speak audibly and express thoughts, feelings, and 6. Produce complete sentences when appropriate 6. Produce complete sentences when appropriate to
ideas clearly. to task and situation. (See grade 1 Language task and situation in order to provide requested
standards 1 and 3 on page 26 for specific detail or clarification. (See grade 2 Language
expectations.) standards 1 and 3 on pages 26 and 27 for specific
expectations.)
23


Speaking and Listening Standards K–5 sl

1. Engage effectively in a range of collaborative 1. Engage effectively in a range of collaborative 1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher- discussions (one-on-one, in groups, and teacher- discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and led) with diverse partners on grade 4 topics and led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing texts, building on others’ ideas and expressing texts, building on others’ ideas and expressing
their own clearly. their own clearly. their own clearly.
a. Come to discussions prepared, having read a. Come to discussions prepared, having read a. Come to discussions prepared, having read
or studied required material; explicitly draw or studied required material; explicitly draw or studied required material; explicitly draw
on that preparation and other information on that preparation and other information on that preparation and other information
known about the topic to explore ideas under known about the topic to explore ideas under known about the topic to explore ideas under
discussion. discussion. discussion.
b. Follow agreed-upon rules for discussions (e.g., b. Follow agreed-upon rules for discussions and b. Follow agreed-upon rules for discussions and
gaining the floor in respectful ways, listening to carry out assigned roles. carry out assigned roles.
others with care, speaking one at a time about c. Pose and respond to specific questions to c. Pose and respond to specific questions by
the topics and texts under discussion). clarify or follow up on information, and make making comments that contribute to the
c. Ask questions to check understanding of comments that contribute to the discussion discussion and elaborate on the remarks of
information presented, stay on topic, and link and link to the remarks of others. others.
their comments to the remarks of others. d. Review the key ideas expressed and explain d. Review the key ideas expressed and draw
d. Explain their own ideas and understanding in their own ideas and understanding in light of conclusions in light of information and
light of the discussion. the discussion. knowledge gained from the discussions.

2. Determine the main ideas and supporting details 2. Paraphrase portions of a text read aloud or 2. Summarize a written text read aloud or
of a text read aloud or information presented in information presented in diverse media and information presented in diverse media and
diverse media and formats, including visually, formats, including visually, quantitatively, and formats, including visually, quantitatively, and
quantitatively, and orally. orally. orally.

3. Ask and answer questions about information from 3. Identify the reasons and evidence a speaker 3. Summarize the points a speaker makes and
a speaker, offering appropriate elaboration and provides to support particular points. explain how each claim is supported by reasons
detail. and evidence.

4. Report on a topic or text, tell a story, or recount 4. Report on a topic or text, tell a story, or recount 4. Report on a topic or text or present an opinion,
an experience with appropriate facts and relevant, an experience in an organized manner, using sequencing ideas logically and using appropriate
descriptive details, speaking clearly at an appropriate facts and relevant, descriptive details facts and relevant, descriptive details to support
understandable pace. to support main ideas or themes; speak clearly at main ideas or themes; speak clearly at an

an understandable pace. understandable pace.

5. Create engaging audio recordings of stories 5. Add audio recordings and visual displays to 5. Include multimedia components (e.g., graphics,
or poems that demonstrate fluid reading at an presentations when appropriate to enhance the sound) and visual displays in presentations when
understandable pace; add visual displays when development of main ideas or themes. appropriate to enhance the development of main
appropriate to emphasize or enhance certain facts ideas or themes.
or details.

6. Speak in complete sentences when appropriate to 6. Differentiate between contexts that call for formal 6. Adapt speech to a variety of contexts and tasks,
task and situation in order to provide requested English (e.g., presenting ideas) and situations using formal English when appropriate to task and
detail or clarification. (See grade 3 Language where informal discourse is appropriate (e.g., situation. (See grade 5 Language standards 1 and
standards 1 and 3 on pages 28 and 29 for specific small-group discussion); use formal English when 3 on pages 28 and 29 for specific expectations.)
expectations.) appropriate to task and situation. (See grade 4
Language standards 1 on pages 28 and 29 for
specific expectations.)
24


College and Career Readiness Anchor Standards for Language Note on range and content
of student language use
CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter
and career readiness in language,
students must gain control over many
conventions of standard English
Conventions of Standard English grammar, usage, and mechanics
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. as well as learn other ways to
use language to convey meaning
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. effectively. They must also be able to
determine or clarify the meaning of
grade-appropriate words encountered
Knowledge of Language through listening, reading, and media
3. Apply knowledge of language to understand how language functions in different contexts, to make effective use; come to appreciate that words
choices for meaning or style, and to comprehend more fully when reading or listening. have nonliteral meanings, shadings of
meaning, and relationships to other
words; and expand their vocabulary
Vocabulary Acquisition and Use in the course of studying content. The
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, inclusion of Language standards in
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. their own strand should not be taken
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. as an indication that skills related
to conventions, effective language
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 use, and vocabulary are unimportant
gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. to reading, writing, speaking, and
listening; indeed, they are inseparable
from such contexts.
| K-5 | language
25


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 30 for a complete list and
Appendix A for an example of how these skills develop in sophistication.

Conventions of Standard English
1. Demonstrate command of the conventions of 1. Demonstrate command of the conventions of 1. Demonstrate command of the conventions of
standard English grammar and usage when standard English grammar and usage when standard English grammar and usage when writing
writing or speaking. writing or speaking. 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
c. Form regular plural nouns orally by adding /s/ c. Use singular and plural nouns with matching plural nouns (e.g., feet, children, teeth, mice,
or /es/ (e.g., dog, dogs; wish, wishes). verbs in basic sentences (e.g., He hops; We fish).
d. Understand and use question words hop). c. Use reflexive pronouns (e.g., myself, ourselves).
(interrogatives) (e.g., who, what, where, when, d. Use personal, possessive, and indefinite d. Form and use the past tense of frequently
why, how). pronouns (e.g., I, me, my; they, them, their; occurring irregular verbs (e.g., sat, hid, told).
e. Use the most frequently occurring anyone, everything). e. Use adjectives and adverbs, and choose
prepositions (e.g., to, from, in, out, on, off, for, e. Use verbs to convey a sense of past, present, between them depending on what is to be
of, by, with). and future (e.g., Yesterday I walked home; modified.
f. Produce and expand complete sentences in Today I walk home; Tomorrow I will walk f. Produce, expand, and rearrange complete
shared language activities. home). simple and compound sentences (e.g., The boy
f. Use frequently occurring adjectives. watched the movie; The little boy watched the
g. Use frequently occurring conjunctions (e.g., movie; The action movie was watched by the
and, but, or, so, because). 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.

standard English capitalization, punctuation, and standard English capitalization, punctuation, and standard English capitalization, punctuation, and
spelling when writing. spelling when writing. spelling when writing.
a. Capitalize the first word in a sentence and the a. Capitalize dates and names of people. a. Capitalize holidays, product names, and
pronoun I. b. Use end punctuation for sentences. geographic names.
b. Recognize and name end punctuation. c. Use commas in dates and to separate single b. Use commas in greetings and closings of
| K-5 | language

c. Write a letter or letters for most consonant words in a series. letters.
and short-vowel sounds (phonemes). d. Use conventional spelling for words with c. Use an apostrophe to form contractions and
d. Spell simple words phonetically, drawing on common spelling patterns and for frequently frequently occurring possessives.
knowledge of sound-letter relationships. occurring irregular words. d. Generalize learned spelling patterns when
e. Spell untaught words phonetically, drawing on writing words (e.g., cage → badge; boy → boil).
phonemic awareness and spelling conventions. e. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
26



Knowledge of Language
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.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on and multiple-meaning words and phrases based multiple-meaning words and phrases based on
kindergarten reading and content. on grade 1 reading and content, choosing flexibly grade 2 reading and content, choosing flexibly
a. Identify new meanings for familiar words and from an array of strategies. from an array of strategies.
apply them accurately (e.g., knowing duck is a a. Use sentence-level context as a clue to the a. Use sentence-level context as a clue to the
bird and learning the verb to duck). meaning of a word or phrase. meaning of a word or phrase.
b. Use the most frequently occurring inflections b. Use frequently occurring affixes as a clue to b. Determine the meaning of the new word
and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, the meaning of a word. formed when a known prefix is added to a
-less) as a clue to the meaning of an unknown c. Identify frequently occurring root words (e.g., known word (e.g., happy/unhappy, tell/retell).
word. look) and their inflectional forms (e.g., looks, c. Use a known root word as a clue to the
looked, looking). meaning of an unknown word with the same
root (e.g., addition, 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 5. With guidance and support from adults, 5. Demonstrate understanding of word relationships
word relationships and nuances in word meanings. demonstrate understanding of word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., and nuances in word meanings. a. Identify real-life connections between words
shapes, foods) to gain a sense of the concepts a. Sort words into categories (e.g., colors, and their use (e.g., describe foods that are
the categories represent. clothing) to gain a sense of the concepts the spicy or juicy).
b. Demonstrate understanding of frequently categories represent. b. Distinguish shades of meaning among closely
occurring verbs and adjectives by relating b. Define words by category and by one or more related verbs (e.g., toss, throw, hurl) and closely
them to their opposites (antonyms). key attributes (e.g., a duck is a bird that swims; related adjectives (e.g., thin, slender, skinny,
c. Identify real-life connections between words a tiger is a large cat with stripes). scrawny).
and their use (e.g., note places at school that c. Identify real-life connections between words
are colorful). and their use (e.g., note places at home that
d. Distinguish shades of meaning among verbs are cozy).
describing the same general action (e.g., d. Distinguish shades of meaning among verbs
walk, march, strut, prance) by acting out the differing in manner (e.g., look, peek, glance,
meanings. stare, glare, scowl) and adjectives differing in
intensity (e.g., large, gigantic) by defining or
choosing them or by acting out the meanings.
| K-5 | language

6. Use words and phrases acquired through 6. Use words and phrases acquired through 6. Use words and phrases acquired through
conversations, reading and being read to, and conversations, reading and being read to, and conversations, reading and being read to, and
responding to texts. responding to texts, including using frequently responding to texts, including using adjectives
occurring conjunctions to signal simple and adverbs to describe (e.g., When other kids are
relationships (e.g., because). happy that makes me happy).
27



a. Explain the function of nouns, pronouns, verbs, a. Use relative pronouns (who, whose, whom, a. Explain the function of conjunctions,
adjectives, and adverbs in general and their which, that) and relative adverbs (where, prepositions, and interjections in general and
functions in particular sentences. when, why). their function in particular sentences.
b. Form and use regular and irregular plural b. Form and use the progressive (e.g., I was b. Form and use the perfect (e.g., I had walked; I
nouns. walking; I am walking; I will be walking) verb have walked; I will have walked) verb tenses.
c. Use abstract nouns (e.g., childhood). tenses. c. Use verb tense to convey various times,
d. Form and use regular and irregular verbs. c. Use modal auxiliaries (e.g., can, may, must) to sequences, states, and conditions.
convey various conditions. d. Recognize and correct inappropriate shifts in
e. Form and use the simple (e.g., I walked; I walk;
I will walk) verb tenses. d. Order adjectives within sentences according verb tense.*
to conventional patterns (e.g., a small red bag e. Use correlative conjunctions (e.g., either/or,
f. Ensure subject-verb and pronoun-antecedent
rather than a red small bag). neither/nor).
agreement.*
e. Form and use prepositional phrases.
g. Form and use comparative and superlative
adjectives and adverbs, and choose between f. Produce complete sentences, recognizing
them depending on what is to be modified. and correcting inappropriate fragments and
run-ons.*
h. Use coordinating and subordinating
conjunctions. g. Correctly use frequently confused words (e.g.,
to, too, 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 b. Use a comma to separate an introductory
c. Use commas and quotation marks in dialogue. direct speech and quotations from a text. element from the rest of the sentence.
d. Form and use possessives. c. Use a comma before a coordinating c. Use a comma to set off the words yes and no
conjunction in a compound sentence. (e.g., Yes, thank you), to set off a tag question
e. Use conventional spelling for high-frequency
d. Spell grade-appropriate words correctly, from the rest of the sentence (e.g., It’s true, isn’t
and other studied words and for adding
consulting references as needed. it?), and to indicate direct address (e.g., Is that
suffixes to base words (e.g., sitting, smiled,
you, Steve?).
cries, happiness).
d. Use underlining, quotation marks, or italics to
f. Use spelling patterns and generalizations
indicate titles of works.
(e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful e. Spell grade-appropriate words correctly,
word parts) in writing words. consulting references as needed.
g. Consult reference materials, including
beginning dictionaries, as needed to check
| K-5 | language

and correct spellings.
28



3. Use knowledge of language and its conventions 3. Use knowledge of language and its conventions 3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening. when writing, speaking, reading, or listening. when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.* a. Choose words and phrases to convey ideas a. Expand, combine, and reduce sentences for
b. Recognize and observe differences between precisely.* meaning, reader/listener interest, and style.
the conventions of spoken and written b. Choose punctuation for effect.* b. Compare and contrast the varieties of English
standard English. c. Differentiate between contexts that call (e.g., dialects, registers) used in stories, dramas,
for formal English (e.g., presenting ideas) or poems.
and situations where informal discourse is
appropriate (e.g., small-group discussion).
4. Determine or clarify the meaning of unknown 4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and
and multiple-meaning word and phrases based multiple-meaning words and phrases based on multiple-meaning words and phrases based on
on grade 3 reading and content, choosing flexibly grade 4 reading and content, choosing flexibly grade 5 reading and content, choosing flexibly
from a range of strategies. from a range of strategies. from a range of strategies.
a. Use sentence-level context as a clue to the a. Use context (e.g., definitions, examples, or a. Use context (e.g., cause/effect relationships
meaning of a word or phrase. restatements in text) as a clue to the meaning and comparisons in text) as a clue to the
b. Determine the meaning of the new word of a word or phrase. meaning of a word or phrase.
formed when a known affix is added to a b. Use common, grade-appropriate Greek and b. Use common, grade-appropriate Greek and
known word (e.g., agreeable/disagreeable, Latin affixes and roots as clues to the meaning Latin affixes and roots as clues to the meaning
comfortable/uncomfortable, care/careless, of a word (e.g., telegraph, photograph, of a word (e.g., photograph, photosynthesis).
heat/preheat). autograph). c. Consult reference materials (e.g., dictionaries,
c. Use a known root word as a clue to the c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
meaning of an unknown word with the same glossaries, thesauruses), both print and digital, to find the pronunciation and determine or
root (e.g., company, companion). to find the pronunciation and determine or clarify the precise meaning of key words and
d. Use glossaries or beginning dictionaries, both clarify the precise meaning of key words and phrases.
print and digital, to determine or clarify the phrases.
precise meaning of key words and phrases.
5. Demonstrate understanding of word relationships 5. Demonstrate understanding of figurative 5. Demonstrate understanding of figurative language,
and nuances in word meanings. language, word relationships, and nuances in word word relationships, and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings meanings. a. Interpret figurative language, including similes
of words and phrases in context (e.g., take a. Explain the meaning of simple similes and and metaphors, in context.
steps). metaphors (e.g., as pretty as a picture) in b. Recognize and explain the meaning of common
b. Identify real-life connections between words context. idioms, adages, and proverbs.
and their use (e.g., describe people who are b. Recognize and explain the meaning of c. Use the relationship between particular words
friendly or helpful). common idioms, adages, and proverbs. (e.g., synonyms, antonyms, homographs) to
c. Distinguish shades of meaning among related c. Demonstrate understanding of words by better understand each of the words.
words that describe states of mind or degrees relating them to their opposites (antonyms)
of certainty (e.g., knew, believed, suspected, and to words with similar but not identical
| K-5 | language

heard, wondered). meanings (synonyms).

6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate
conversational, general academic, and domain- general academic and domain-specific words general academic and domain-specific words
specific words and phrases, including those that and phrases, including those that signal precise and phrases, including those that signal contrast,
signal spatial and temporal relationships (e.g., actions, emotions, or states of being (e.g., quizzed, addition, and other logical relationships (e.g.,
After dinner that night we went looking for them). whined, stammered) and that are basic to a however, although, nevertheless, similarly,
particular topic (e.g., wildlife, conservation, and moreover, in addition).
endangered when discussing animal preservation).
29


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 9–10 11–12

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.
| K-5 | language

*
Subsumed by L.7.3a
†
Subsumed by L.9–10.1a
‡
30


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 ques-
tions 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 Includes biographies and autobiographies; books about history, social
stories, folktales, legends, brief familiar scenes the subgenres of the narrative studies, science, and the arts; technical texts, including directions,
| K–5 | Reading standard 10

fables, fantasy, realistic fiction, poem, limerick, and free verse forms, and information displayed in graphs, charts, or maps; and digital
and myth poem sources on a range of topics
31


* Read-aloud
** Read-along

Texts Illustrating the Complexity, Quality, and Range of Student Reading K–5
Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction and Historical, Scientific, and Technical Texts

 Over in the Meadow by John Langstaff (traditional) (c1800)*  My Five Senses by Aliki (1962)**
 A Boy, a Dog, and a Frog by Mercer Mayer (1967)  Truck by Donald Crews (1980)
K*  Pancakes for Breakfast by Tomie DePaola (1978)  I Read Signs by Tana Hoban (1987)
 A Story, A Story by Gail E. Haley (1970)*  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)**
 Mr. Popper’s Penguins by Richard Atwater (1938)*  Starfish by Edith Thacher Hurd (1962)
1*  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)
 Charlotte’s Web by E. B. White (1952)*  From Seed to Plant by Gail Gibbons (1991)
2–3  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)
 “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)
4–5
 “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
| K–5 | Reading standard 10

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.

*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 knowl-
edge. 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.
32


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

• Germ Stories by Arthur • The Endocrine System by
• Fuel the Body by Doering • Muscles by Seymour Simon
Kornberg (2007) Rebecca Olien (2006)
Tourville (2008) (1998)
• All About Scabs by • The Exciting Endocrine System
• Bones by Seymour Simon
GenichiroYagu (1998) by John Burstein (2009)
(1998)
• The Astounding Nervous System
Crabtree Publishing (2009)
• The Nervous System by Joelle
Riley (2004)
33


STANDARDS FOR

6–12


of student reading
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 number. To become college and career ready,
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter
students must grapple with works
of exceptional craft and thought
whose range extends across genres,
Key Ideas and Details cultures, and centuries. Such works
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual offer profound insights into the human
evidence when writing or speaking to support conclusions drawn from the text. condition and serve as models for
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details students’ own thinking and writing.
and ideas. Along with high-quality contemporary
works, these texts should be chosen
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
from among seminal U.S. documents,
the classics of American literature, and
Craft and Structure the timeless dramas of Shakespeare.
Through wide and deep reading of
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. literature and literary nonfiction of
steadily increasing sophistication,
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. students gain a reservoir of literary
and cultural knowledge, references,
6. Assess how point of view or purpose shapes the content and style of a text.
and images; the ability to evaluate
intricate arguments; and the capacity
Integration of Knowledge and Ideas to surmount the challenges posed by
complex texts.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.*
| 6-12 | English Language Arts | Reading

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


*
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.
35


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 1. Cite several pieces of textual evidence to support 1. Cite the textual evidence that most strongly
the text says explicitly as well as inferences drawn analysis of what the text says explicitly as well as supports an analysis of what the text says explicitly
from the text. inferences drawn from the text. as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and 2. Determine a theme or central idea of a text and 2. Determine a theme or central idea of a text and
how it is conveyed through particular details; analyze its development over the course of the analyze its development over the course of the text,
provide a summary of the text distinct from text; provide an objective summary of the text. including its relationship to the characters, setting,
personal opinions or judgments. and plot; provide an objective summary of the text.

3. Describe how a particular story’s or drama’s plot 3. Analyze how particular elements of a story or 3. Analyze how particular lines of dialogue or
unfolds in a series of episodes as well as how the drama interact (e.g., how setting shapes the incidents in a story or drama propel the action,
characters respond or change as the plot moves characters or plot). reveal aspects of a character, or provoke a decision.
toward a resolution.

Craft and Structure
4. Determine the meaning of words and phrases as 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases
they are used in a text, including figurative and as they are used in a text, including figurative as they are used in a text, including figurative
connotative meanings; analyze the impact of a and connotative meanings; analyze the impact and connotative meanings; analyze the impact
specific word choice on meaning and tone. of rhymes and other repetitions of sounds (e.g., of specific word choices on meaning and tone,
alliteration) on a specific verse or stanza of a including analogies or allusions to other texts.
| 6-12 | English Language Arts | Reading: literature

poem or section of a story or drama.
5. Analyze how a particular sentence, chapter, 5. Analyze how a drama’s or poem’s form or 5. Compare and contrast the structure of two or more
scene, or stanza fits into the overall structure of structure (e.g., soliloquy, sonnet) contributes to texts and analyze how the differing structure of
a text and contributes to the development of the its meaning. each text contributes to its meaning and style.
theme, setting, or plot.
6. Explain how an author develops the point of view 6. Analyze how an author develops and contrasts 6. Analyze how differences in the points of view of the
of the narrator or speaker in a text. the points of view of different characters or characters and the audience or reader (e.g., created
narrators in a text. through the use of dramatic irony) create such
effects as suspense or humor.
36



7. Compare and contrast the experience of reading 7. Compare and contrast a written story, drama, or 7. Analyze the extent to which a filmed or live
a story, drama, or poem to listening to or viewing poem to its audio, filmed, staged, or multimedia production of a story or drama stays faithful to
an audio, video, or live version of the text, version, analyzing the effects of techniques unique or departs from the text or script, evaluating the
including contrasting what they “see” and “hear” to each medium (e.g., lighting, sound, color, or choices made by the director or actors.
when reading the text to what they perceive camera focus and angles in a film).
when they listen or watch.

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

10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in literature, including stories, dramas, and poems, in literature, including stories, dramas, and poems, at
the grades 6–8 text complexity band proficiently, the grades 6–8 text complexity band proficiently, the high end of grades 6–8 text complexity band
with scaffolding as needed at the high end of the with scaffolding as needed at the high end of the independently and proficiently.
range. range.
37


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 1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. says explicitly as 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 2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how it emerges and is development over the course of the text, including how they interact and build
shaped and refined by specific details; provide an objective summary of the on one another to produce a complex account; provide an objective summary of
text. the text.

3. Analyze how complex characters (e.g., those with multiple or conflicting 3. Analyze the impact of the author’s choices regarding how to develop and
motivations) develop over the course of a text, interact with other characters, relate elements of a story or drama (e.g., where a story is set, how the action is
and advance the plot or develop the theme. ordered, how the characters are introduced and developed).

Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, 4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact including figurative and connotative meanings; analyze the impact of specific
of specific word choices on meaning and tone (e.g., how the language evokes word choices on meaning and tone, including words with multiple meanings or
a sense of time and place; how it sets a formal or informal tone). language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)

5. Analyze how an author’s choices concerning how to structure a text, order 5. Analyze how an author’s choices concerning how to structure specific parts of

events within it (e.g., parallel plots), and manipulate time (e.g., pacing, a text (e.g., the choice of where to begin or end a story, the choice to provide a
flashbacks) create such effects as mystery, tension, or surprise. comedic or tragic resolution) 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 6. Analyze a case in which grasping point of view requires distinguishing what is
literature from outside the United States, drawing on a wide reading of world directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
literature. understatement).

7. Analyze the representation of a subject or a key scene in two different artistic 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
mediums, including what is emphasized or absent in each treatment (e.g., production of a play or recorded novel or poetry), evaluating how each version
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of interprets the source text. (Include at least one play by Shakespeare and one
Icarus). play by an American dramatist.)

8. (Not applicable to literature) 8. (Not applicable to literature)

9. Analyze how an author draws on and transforms source material in a specific 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or foundational works of American literature, including how two or more texts from
how a later author draws on a play by Shakespeare). the same period treat similar themes or topics.

10. By the end of grade 9, read and comprehend literature, including stories, 10. By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range. scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity band dramas, and poems, at the high end of the grades 11–CCR text complexity band
independently and proficiently. independently and proficiently.
38


Reading Standards for Informational Text 6–12 RI

1. Cite textual evidence to support analysis of 1. Cite several pieces of textual evidence to support 1. Cite the textual evidence that most strongly supports
what the text says explicitly as well as inferences analysis of what the text says explicitly as well as an analysis of what the text says explicitly as well as
drawn from the text. inferences drawn from the text. inferences drawn from the text.

2. Determine a central idea of a text and how it 2. Determine two or more central ideas in a text 2. Determine a central idea of a text and analyze its
is conveyed through particular details; provide and analyze their development over the course development over the course of the text, including its
a summary of the text distinct from personal of the text; provide an objective summary of the relationship to supporting ideas; provide an objective
opinions or judgments. text. summary of the text.

3. Analyze in detail how a key individual, event, or 3. Analyze the interactions between individuals, 3. Analyze how a text makes connections among and
idea is introduced, illustrated, and elaborated in a events, and ideas in a text (e.g., how ideas distinctions between individuals, ideas, or events
text (e.g., through examples or anecdotes). influence individuals or events, or how individuals (e.g., through comparisons, analogies, or categories).
influence ideas or events).

Craft and Structure
4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases as they
as they are used in a text, including figurative, as they are used in a text, including figurative, are used in a text, including figurative, connotative,
connotative, and technical meanings. connotative, and technical meanings; analyze the and technical meanings; analyze the impact of
impact of a specific word choice on meaning and specific word choices on meaning and tone,
| 6-12 | English Language Arts | Reading: informational text

tone. including analogies or allusions to other texts.

5. Analyze how a particular sentence, paragraph, 5. Analyze the structure an author uses to organize 5. Analyze in detail the structure of a specific
chapter, or section fits into the overall structure a text, including how the major sections paragraph in a text, including the role of particular
of a text and contributes to the development of contribute to the whole and to the development sentences in developing and refining a key concept.
the ideas. of the ideas.
6. Determine an author’s point of view or purpose 6. Determine an author’s point of view or 6. Determine an author’s point of view or purpose in a
in a text and explain how it is conveyed in the purpose in a text and analyze how the author text and analyze how the author acknowledges and
text. distinguishes his or her position from that of responds to conflicting evidence or viewpoints.
others.

7. Integrate information presented in different 7. Compare and contrast a text to an audio, video, 7. Evaluate the advantages and disadvantages of using
media or formats (e.g., visually, quantitatively) or multimedia version of the text, analyzing each different mediums (e.g., print or digital text, video,
as well as in words to develop a coherent medium’s portrayal of the subject (e.g., how the multimedia) to present a particular topic or idea.
understanding of a topic or issue. delivery of a speech affects the impact of the
words).

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

10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend literary
literary nonfiction in the grades 6–8 text literary nonfiction in the grades 6–8 text nonfiction at the high end of the grades 6–8 text
complexity band proficiently, with scaffolding as complexity band proficiently, with scaffolding as complexity band independently and proficiently.
needed at the high end of the range. needed at the high end of the range.
39


Reading Standards for Informational Text 6–12 RI

1. Cite strong and thorough textual evidence to support analysis of what the text 1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.

2. Determine a central idea of a text and analyze its development over the course 2. Determine two or more central ideas of a text and analyze their development
of the text, including how it emerges and is shaped and refined by specific over the course of the text, including how they interact and build on one another
details; provide an objective summary of the text. to provide a complex analysis; provide an objective summary of the text.

3. Analyze how the author unfolds an analysis or series of ideas or events, 3. Analyze a complex set of ideas or sequence of events and explain how specific
including the order in which the points are made, how they are introduced and individuals, ideas, or events interact and develop over the course of the text.
developed, and the connections that are drawn between them.

Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, 4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the including figurative, connotative, and technical meanings; analyze how an author
cumulative impact of specific word choices on meaning and tone (e.g., how the uses and refines the meaning of a key term or terms over the course of a text
| 6-12 | English Language Arts | Reading: informational text

language of a court opinion differs from that of a newspaper). (e.g., how Madison defines faction in Federalist No. 10).

5. Analyze in detail how an author’s ideas or claims are developed and refined by 5. Analyze and evaluate the effectiveness of the structure an author uses in his or
particular sentences, paragraphs, or larger portions of a text (e.g., a section or her exposition or argument, including whether the structure makes points clear,
chapter). convincing, and engaging.

6. Determine an author’s point of view or purpose in a text and analyze how an 6. Determine an author’s point of view or purpose in a text in which the rhetoric is
author uses rhetoric to advance that point of view or purpose. particularly 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 7. Integrate and evaluate multiple sources of information presented in different
person’s life story in both print and multimedia), determining which details are media or formats (e.g., visually, quantitatively) as well as in words in order to
emphasized in each account. address a question or solve a problem.

8. Delineate and evaluate the argument and specific claims in a text, assessing 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
whether the reasoning is valid and the evidence is relevant and sufficient; application of constitutional principles and use of legal reasoning (e.g., in U.S.
identify false statements and fallacious reasoning. Supreme Court majority opinions 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., 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four documents of historical and literary significance (including The Declaration of
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
address related themes and concepts. Second Inaugural Address) for their themes, purposes, and rhetorical features.

10. By the end of grade 9, read and comprehend literary nonfiction in the grades 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high 11–CCR text complexity band proficiently, with scaffolding as needed at the high
end of the range. end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high By the end of grade 12, read and comprehend literary nonfiction at the high end
end of the grades 9–10 text complexity band independently and proficiently. of the grades 11–CCR text complexity band independently and proficiently.
40


of student writing
end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. For students, writing is a key means
of asserting and defending claims,
showing what they know about a
subject, and conveying what they
Text Types and Purposes* have experienced, imagined, thought,
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and felt. To be college- and career-
and sufficient evidence. ready writers, students must take
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately task, purpose, and audience into
through the effective selection, organization, and analysis of content. careful consideration, choosing words,
information, structures, and formats
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences. deliberately. They need to know how
to combine elements of different
kinds of writing—for example, to use
Production and Distribution of Writing narrative strategies within argument
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, and explanation within narrative—
purpose, and audience. to produce complex and nuanced
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. writing. They need to be able to
use technology strategically when
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
creating, refining, and collaborating on
writing. They have to become adept
Research to Build and Present Knowledge at gathering information, evaluating
sources, and citing material accurately,
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
reporting findings from their research
understanding of the subject under investigation.
| 6-12 | English Language Arts | writing

and analysis of sources in a clear
and cogent manner. They must have
the flexibility, concentration, and
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. fluency to produce high-quality first-
draft text under a tight deadline as
well as the capacity to revisit and
Range of Writing
make improvements to a piece of
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a writing over multiple drafts when
circumstances encourage or require it.

*
These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
41


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 1. Write arguments to support claims with clear 1. Write arguments to support claims with clear
reasons and relevant evidence. reasons and relevant evidence. reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons a. Introduce claim(s), acknowledge alternate or a. Introduce claim(s), acknowledge and
and evidence clearly. opposing claims, and organize the reasons and distinguish the claim(s) from alternate or
b. Support claim(s) with clear reasons and evidence logically. opposing claims, and organize the reasons and
relevant evidence, using credible sources and b. Support claim(s) with logical reasoning and evidence logically.
demonstrating an understanding of the topic relevant evidence, using accurate, credible b. Support claim(s) with logical reasoning and
or text. sources and demonstrating an understanding relevant evidence, using accurate, credible
c. Use words, phrases, and clauses to clarify the of the topic or text. sources and demonstrating an understanding
relationships among claim(s) and reasons. c. Use words, phrases, and clauses to create of the topic or text.
d. Establish and maintain a formal style. cohesion and clarify the relationships among c. Use words, phrases, and clauses to create
claim(s), reasons, and evidence. cohesion and clarify the relationships among
e. Provide a concluding statement or section
d. Establish and maintain a formal style. claim(s), counterclaims, reasons, and evidence.
that follows from the argument presented.
e. Provide a concluding statement or section d. Establish and maintain a formal style.
that follows from and supports the argument e. Provide a concluding statement or section
presented. that follows from and supports the argument
presented.

2. Write informative/explanatory texts to examine a 2. Write informative/explanatory texts to examine a 2. Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information topic and convey ideas, concepts, and information topic and convey ideas, concepts, and information
through the selection, organization, and analysis through the selection, organization, and analysis through the selection, organization, and analysis of
of relevant content. of relevant content. relevant content.

a. Introduce a topic; organize ideas, concepts, a. Introduce a topic clearly, previewing what a. Introduce a topic clearly, previewing what
and information, using strategies such as is to follow; organize ideas, concepts, and is to follow; organize ideas, concepts, and
definition, classification, comparison/contrast, information, using strategies such as definition, information into broader categories; include
and cause/effect; include formatting (e.g., classification, comparison/contrast, and cause/ formatting (e.g., headings), graphics (e.g.,
headings), graphics (e.g., charts, tables), effect; include formatting (e.g., headings), charts, tables), and multimedia when useful to
and multimedia when useful to aiding graphics (e.g., charts, tables), and multimedia aiding comprehension.
comprehension. when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen
b. Develop the topic with relevant facts, b. Develop the topic with relevant facts, facts, definitions, concrete details, quotations,
definitions, concrete details, quotations, or definitions, concrete details, quotations, or or other information and examples.
other information and examples. other information and examples. c. Use appropriate and varied transitions to create
c. Use appropriate transitions to clarify the c. Use appropriate transitions to create cohesion cohesion and clarify the relationships among
relationships among ideas and concepts. and clarify the relationships among ideas and ideas and concepts.
d. Use precise language and domain-specific concepts. d. Use precise language and domain-specific
vocabulary to inform about or explain the d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
topic. vocabulary to inform about or explain the e. Establish and maintain a formal style.
e. Establish and maintain a formal style. topic.
f. Provide a concluding statement or section that
f. Provide a concluding statement or section that e. Establish and maintain a formal style. follows from and supports the information or
follows from the information or explanation f. Provide a concluding statement or section explanation presented.
presented. that follows from and supports the information
or explanation presented.
42



Text Types and Purposes (continued)
3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined
experiences or events using effective technique, experiences or events using effective technique, experiences or events using effective technique,
relevant descriptive details, and well-structured relevant descriptive details, and well-structured relevant descriptive details, and well-structured
event sequences. event sequences. event sequences.
a. Engage and orient the reader by establishing a. Engage and orient the reader by establishing a. Engage and orient the reader by establishing
a context and introducing a narrator and/or a context and point of view and introducing a a context and point of view and introducing a
characters; organize an event sequence that narrator and/or characters; organize an event narrator and/or characters; organize an event
unfolds naturally and logically. sequence that unfolds naturally and logically. sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, b. Use narrative techniques, such as dialogue, b. Use narrative techniques, such as dialogue,
pacing, and description, to develop pacing, and description, to develop pacing, description, and reflection, to develop
experiences, events, and/or characters. experiences, events, and/or characters. experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and c. Use a variety of transition words, phrases, and c. Use a variety of transition words, phrases,
clauses to convey sequence and signal shifts clauses to convey sequence and signal shifts and clauses to convey sequence, signal shifts
from one time frame or setting to another. from one time frame or setting to another. from one time frame or setting to another, and
d. Use precise words and phrases, relevant d. Use precise words and phrases, relevant show the relationships among experiences and
descriptive details, and sensory language to descriptive details, and sensory language to events.
convey experiences and events. capture the action and convey experiences d. Use precise words and phrases, relevant
e. Provide a conclusion that follows from the and events. descriptive details, and sensory language to
narrated experiences or events. e. Provide a conclusion that follows from and capture the action and convey experiences and
reflects on the narrated experiences or events. events.
e. Provide a conclusion that follows from and
reflects on the narrated experiences or events.

4. Produce clear and coherent writing in which 4. Produce clear and coherent writing in which 4. Produce clear and coherent writing in which
the development, organization, and style are the development, organization, and style are the development, organization, and style are
appropriate to task, purpose, and audience. appropriate to task, purpose, and audience. appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are (Grade-specific expectations for writing types are (Grade-specific expectations for writing types are

defined in standards 1–3 above.) defined in standards 1–3 above.) defined in standards 1–3 above.)

5. With some guidance and support from peers and 5. With some guidance and support from peers and 5. With some guidance and support from peers and
adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying by planning, revising, editing, rewriting, or trying by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should a new approach, focusing on how well purpose a new approach, focusing on how well purpose
demonstrate command of Language standards and audience have been addressed. (Editing for and audience have been addressed. (Editing for
1–3 up to and including grade 6 on page 52.) conventions should demonstrate command of conventions should demonstrate command of
Language standards 1–3 up to and including grade Language standards 1–3 up to and including grade
7 on page 52.) 8 on page 52.)

6. Use technology, including the Internet, to produce 6. Use technology, including the Internet, to produce 6. Use technology, including the Internet, to produce
and publish writing as well as to interact and and publish writing and link to and cite sources and publish writing and present the relationships
collaborate with others; demonstrate sufficient as well as to interact and collaborate with others, between information and ideas efficiently as well
command of keyboarding skills to type a minimum including linking to and citing sources. as to interact and collaborate with others.
of three pages in a single sitting.
43



7. Conduct short research projects to answer 7. Conduct short research projects to answer 7. Conduct short research projects to answer a
a question, drawing on several sources and a question, drawing on several sources and question (including a self-generated question),
refocusing the inquiry when appropriate. generating additional related, focused questions drawing on several sources and generating
for further research and investigation. additional related, focused questions that allow for
multiple avenues of exploration.

8. Gather relevant information from multiple print 8. Gather relevant information from multiple print 8. Gather relevant information from multiple print
and digital sources; assess the credibility of each and digital sources, using search terms effectively; and digital sources, using search terms effectively;
source; and quote or paraphrase the data and assess the credibility and accuracy of each source; assess the credibility and accuracy of each source;
conclusions of others while avoiding plagiarism and quote or paraphrase the data and conclusions and quote or paraphrase the data and conclusions
and providing basic bibliographic information for of others while avoiding plagiarism and following of others while avoiding plagiarism and following a
sources. a standard format for citation. standard format for citation.

9. Draw evidence from literary or informational texts 9. Draw evidence from literary or informational texts 9. Draw evidence from literary or informational texts
to support analysis, reflection, and research. to support analysis, reflection, and research. to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature a. Apply grade 7 Reading standards to literature a. Apply grade 8 Reading standards to literature
(e.g., “Compare and contrast texts in different (e.g., “Compare and contrast a fictional (e.g., “Analyze how a modern work of fiction
forms or genres [e.g., stories and poems; portrayal of a time, place, or character and draws on themes, patterns of events, or
historical novels and fantasy stories] in terms a historical account of the same period as a character types from myths, traditional stories,
of their approaches to similar themes and means of understanding how authors of fiction or religious works such as the Bible, including
topics”). use or alter history”). describing how the material is rendered new”).
b. Apply grade 6 Reading standards to literary b. Apply grade 7 Reading standards to literary b. Apply grade 8 Reading standards to literary
nonfiction (e.g., “Trace and evaluate the nonfiction (e.g. “Trace and evaluate the nonfiction (e.g., “Delineate and evaluate
argument and specific claims in a text, argument and specific claims in a text, the argument and specific claims in a text,
distinguishing claims that are supported by assessing whether the reasoning is sound assessing whether the reasoning is sound
reasons and evidence from claims that are and the evidence is relevant and sufficient to and the evidence is relevant and sufficient;
not”). support the claims”). recognize when irrelevant evidence is
introduced”).

Range of Writing

for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for time frames (a single sitting or a day or two) for time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and a range of discipline-specific tasks, purposes, and a range of discipline-specific tasks, purposes, and
44



1. Write arguments to support claims in an analysis of substantive topics or texts, 1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or a. Introduce precise, knowledgeable claim(s), establish the significance of the
opposing claims, and create an organization that establishes clear claim(s), distinguish the claim(s) from alternate or opposing claims, and
relationships among claim(s), counterclaims, reasons, and evidence. create an organization that logically sequences claim(s), counterclaims,
b. Develop claim(s) and counterclaims fairly, supplying evidence for each reasons, and evidence.
while pointing out the strengths and limitations of both in a manner that b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
anticipates the audience’s knowledge level and concerns. most relevant evidence for each while pointing out the strengths and
c. Use words, phrases, and clauses to link the major sections of the text, limitations of both in a manner that anticipates the audience’s knowledge
create cohesion, and clarify the relationships between claim(s) and reasons, level, concerns, values, and possible biases.
between reasons and evidence, and between claim(s) and counterclaims. c. Use words, phrases, and clauses as well as varied syntax to link the major
d. Establish and maintain a formal style and objective tone while attending to sections of the text, create cohesion, and clarify the relationships between
the norms and conventions of the discipline in which they are writing. claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
e. Provide a concluding statement or section that follows from and supports
the argument presented. d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, 2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective concepts, and information clearly and accurately through the effective selection,
selection, organization, and analysis of content. organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to a. Introduce a topic; organize complex ideas, concepts, and information so
make important connections and distinctions; include formatting (e.g., that each new element builds on that which precedes it to create a unified
headings), graphics (e.g., figures, tables), and multimedia when useful to whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
aiding comprehension. multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended b. Develop the topic thoroughly by selecting the most significant and relevant
definitions, concrete details, quotations, or other information and examples facts, extended definitions, concrete details, quotations, or other information
appropriate to the audience’s knowledge of the topic. and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, c. Use appropriate and varied transitions and syntax to link the major sections
create cohesion, and clarify the relationships among complex ideas and of the text, create cohesion, and clarify the relationships among complex
concepts. ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the d. Use precise language, domain-specific vocabulary, and techniques such as
complexity of the topic. metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing. the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or the information or explanation presented (e.g., articulating implications or
the significance of the topic). the significance of the topic).
45



3. Write narratives to develop real or imagined experiences or events using 3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences. effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or a. Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a observation and its significance, establishing one or multiple point(s)
narrator and/or characters; create a smooth progression of experiences or of view, and introducing a narrator and/or characters; create a smooth
events. progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, b. Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters. and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole. another to create a coherent whole and build toward a particular tone and
d. Use precise words and phrases, telling details, and sensory language to outcome (e.g., a sense of mystery, suspense, growth, or resolution).
convey a vivid picture of the experiences, events, setting, and/or characters. d. Use precise words and phrases, telling details, and sensory language to
e. Provide a conclusion that follows from and reflects on what is experienced, convey a vivid picture of the experiences, events, setting, and/or characters.
observed, or resolved over the course of the narrative. e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.

4. Produce clear and coherent writing in which the development, organization, 4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.) expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, 5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades demonstrate command of Language standards 1–3 up to and including grades
9–10 on page 54.) 11–12 on page 54.)

6. Use technology, including the Internet, to produce, publish, and update 6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s individual or shared writing products in response to ongoing feedback,

capacity to link to other information and to display information flexibly and including new arguments or information.
dynamically.

7. Conduct short as well as more sustained research projects to answer a question 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 (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital 8. Gather relevant information from multiple authoritative print and digital sources,
sources, using advanced searches effectively; assess the usefulness of each using advanced searches effectively; assess the strengths and limitations of
source in answering the research question; integrate information into the text each source in terms of the task, purpose, and audience; integrate information
selectively to maintain the flow of ideas, avoiding plagiarism and following a into the text selectively to maintain the flow of ideas, avoiding plagiarism and
standard format for citation. overreliance on any one source and following a standard format for citation.
46



Research to Build and Present Knowledge (continued)
9. Draw evidence from literary or informational texts to support analysis, 9. Draw evidence from literary or informational texts to support analysis,
reflection, and research. reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
author draws on and transforms source material in a specific work [e.g., how knowledge of eighteenth-, nineteenth- and early-twentieth-century
Shakespeare treats a theme or topic from Ovid or the Bible or how a later foundational works of American literature, including how two or more texts
author draws on a play by Shakespeare]”). from the same period treat similar themes or topics”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate 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 and evaluate the reasoning in seminal U.S. texts, including the application
the reasoning is valid and the evidence is relevant and sufficient; identify of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
false statements and fallacious reasoning”). Court Case majority opinions and 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 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 revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. tasks, purposes, and audiences.
47


College and Career Readiness Anchor Standards Note on range and content of
for Speaking and Listening student speaking and listening
The grades 6–12 standards on the following pages define what students should understand and be able to do by the To become college and career
end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. ready, students must have ample
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter opportunities to take part in a variety
of rich, structured conversations—as
part of a whole class, in small groups,
Comprehension and Collaboration and with a partner—built around
important content in various domains.
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. They must be able to contribute
appropriately to these conversations,
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally. to make comparisons and contrasts,
and to analyze and synthesize a
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
multitude of ideas in accordance with
the standards of evidence appropriate
Presentation of Knowledge and Ideas to a particular discipline. Whatever
their intended major or profession, high
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
school graduates will depend heavily
organization, development, and style are appropriate to task, purpose, and audience.
on their ability to listen attentively to
| 6-12 | English Language Arts | speaking and listening

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
others so that they are able to build
of presentations.
on others’ meritorious ideas while
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when expressing their own clearly and
indicated or appropriate.
persuasively.

New technologies have broadened and
expanded the role that speaking and
listening play in acquiring and sharing
knowledge and have tightened their
link to other forms of communication.
The Internet has accelerated the
speed at which connections between
speaking, listening, reading, and writing
can be made, requiring that students
be ready to use these modalities nearly
simultaneously. Technology itself
is changing quickly, creating a new
urgency for students to be adaptable in
response to change.
48


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 1. Engage effectively in a range of collaborative 1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher- discussions (one-on-one, in groups, and teacher- discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, led) with diverse partners on grade 7 topics, led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and texts, and issues, building on others’ ideas and texts, and issues, building on others’ ideas and
expressing their own clearly. expressing their own clearly. expressing their own clearly.
a. Come to discussions prepared, having read or a. Come to discussions prepared, having read a. Come to discussions prepared, having read
studied required material; explicitly draw on or researched material under study; explicitly or researched material under study; explicitly
that preparation by referring to evidence on draw on that preparation by referring to draw on that preparation by referring to
the topic, text, or issue to probe and reflect on evidence on the topic, text, or issue to probe evidence on the topic, text, or issue to probe
ideas under discussion. and reflect on ideas under discussion. and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set b. Follow rules for collegial discussions, track b. Follow rules for collegial discussions and
specific goals and deadlines, and define progress toward specific goals and deadlines, decision-making, track progress toward
individual roles as needed. and define individual roles as needed. specific goals and deadlines, and define
c. Pose and respond to specific questions with c. Pose questions that elicit elaboration and individual roles as needed.
elaboration and detail by making comments respond to others’ questions and comments c. Pose questions that connect the ideas of
that contribute to the topic, text, or issue with relevant observations and ideas that bring several speakers and respond to others’
under discussion. the discussion back on topic as needed. questions and comments with relevant
d. Review the key ideas expressed and d. Acknowledge new information expressed by evidence, observations, and ideas.

demonstrate understanding of multiple others and, when warranted, modify their own d. Acknowledge new information expressed
perspectives through reflection and views. by others, and, when warranted, qualify or
paraphrasing. justify their own views in light of the evidence
presented.

2. Interpret information presented in diverse media 2. Analyze the main ideas and supporting details 2. Analyze the purpose of information presented
and formats (e.g., visually, quantitatively, orally) presented in diverse media and formats (e.g., in diverse media and formats (e.g., visually,
and explain how it contributes to a topic, text, or visually, quantitatively, orally) and explain how the quantitatively, orally) and evaluate the motives
issue under study. ideas clarify a topic, text, or issue under study. (e.g., social, commercial, political) behind its
presentation.

3. Delineate a speaker’s argument and specific 3. Delineate a speaker’s argument and specific 3. Delineate a speaker’s argument and specific
claims, distinguishing claims that are supported by claims, evaluating the soundness of the reasoning claims, evaluating the soundness of the reasoning
reasons and evidence from claims that are not. and the relevance and sufficiency of the evidence. and relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.

4. Present claims and findings, sequencing ideas 4. Present claims and findings, emphasizing 4. Present claims and findings, emphasizing salient
logically and using pertinent descriptions, facts, salient points in a focused, coherent manner points in a focused, coherent manner with relevant
and details to accentuate main ideas or themes; with pertinent descriptions, facts, details, and evidence, sound valid reasoning, and well-chosen
use appropriate eye contact, adequate volume, examples; use appropriate eye contact, adequate details; use appropriate eye contact, adequate
and clear pronunciation. volume, and clear pronunciation. volume, and clear pronunciation.

5. Include multimedia components (e.g., graphics, 5. Include multimedia components and visual 5. Integrate multimedia and visual displays into
images, music, sound) and visual displays in displays in presentations to clarify claims and presentations to clarify information, strengthen
presentations to clarify information. findings and emphasize salient points. claims and evidence, and add 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 demonstrating command of formal English when demonstrating command of formal English when
indicated or appropriate. (See grade 6 Language indicated or appropriate. (See grade 7 Language indicated or appropriate. (See grade 8 Language
standards 1 and 3 on page 52 for specific standards 1 and 3 on page 52 for specific standards 1 and 3 on page 52 for specific
expectations.) expectations.) expectations.)
49


Speaking and Listening Standards 6–12 SL

1. Initiate and participate effectively in a range of collaborative discussions 1. Initiate and participate effectively in a range of collaborative discussions (one-
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
topics, texts, and issues, building on others’ ideas and expressing their own texts, and issues, building on others’ ideas and expressing their own clearly and
clearly and persuasively. persuasively.
a. Come to discussions prepared, having read and researched material under a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from study; explicitly draw on that preparation by referring to evidence from texts
texts and other research on the topic or issue to stimulate a thoughtful, and other research on the topic or issue to stimulate a thoughtful, well-
well-reasoned exchange of ideas. reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making b. Work with peers to promote civil, democratic discussions and decision-
(e.g., informal consensus, taking votes on key issues, presentation of making, set clear goals and deadlines, and establish individual roles as
alternate views), clear goals and deadlines, and individual roles as needed. needed.
c. Propel conversations by posing and responding to questions that relate the c. Propel conversations by posing and responding to questions that probe
current discussion to broader themes or larger ideas; actively incorporate reasoning and evidence; ensure a hearing for a full range of positions on a
others into the discussion; and clarify, verify, or challenge ideas and topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
conclusions. divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives, summarize points of d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
agreement and disagreement, and, when warranted, qualify or justify their and evidence made on all sides of an issue; resolve contradictions when
own views and understanding and make new connections in light of the possible; and determine what additional information or research is required

evidence and reasoning presented. to deepen the investigation or complete the task.

2. Integrate multiple sources of information presented in diverse media or formats 2. Integrate multiple sources of information presented in diverse formats and
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of media (e.g., visually, quantitatively, orally) in order to make informed decisions
each source. 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, 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence. assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.

4. Present information, findings, and supporting evidence clearly, concisely, 4. Present information, findings, and supporting evidence, conveying a clear
and logically such that listeners can follow the line of reasoning and the and distinct perspective, such that listeners can follow the line of reasoning,
organization, development, substance, and style are appropriate to purpose, alternative or opposing perspectives are addressed, and the organization,
audience, and task. 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 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. reasoning, and evidence and to add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating command 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 of formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 on pages 54 for specific expectations.) standards 1 and 3 on page 54 for specific expectations.)
50


College and Career Readiness Anchor Standards for Language Note on range and content
of student language use
end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. To be college and career ready in
language, students must have firm
control over the conventions of
standard English. At the same time,
Conventions of Standard English they must come to appreciate that
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. language is as at least as much a
matter of craft as of rules and be
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. able to choose words, syntax, and
punctuation to express themselves
and achieve particular functions and
Knowledge of Language rhetorical effects. They must also
3. Apply knowledge of language to understand how language functions in different contexts, to make effective have extensive vocabularies, built
choices for meaning or style, and to comprehend more fully when reading or listening. through reading and study, enabling
them to comprehend complex texts
and engage in purposeful writing
Vocabulary Acquisition and Use about and conversations around
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, content. They need to become
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. skilled in determining or clarifying
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. the meaning of words and phrases
they encounter, choosing flexibly
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 from an array of strategies to aid
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. them. They must learn to see an
individual word as part of a network
| 6-12 | English Language Arts | language

of other words—words, for example,
that have similar denotations but
different connotations. The inclusion
of Language standards in their
own strand should not be taken as
an indication that skills related to
conventions, effective language use,
and vocabulary are unimportant
to reading, writing, speaking, and
listening; indeed, they are inseparable
from such contexts.
51


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 56 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 a. Explain the function of verbals (gerunds,
(subjective, objective, possessive). in general and their function in specific participles, infinitives) in general and their
b. Use intensive pronouns (e.g., myself, sentences. function in particular sentences.
ourselves). b. Choose among simple, compound, complex, b. Form and use verbs in the active and passive
c. Recognize and correct inappropriate shifts in and compound-complex sentences to signal voice.
pronoun number and person.* differing relationships among ideas. c. Form and use verbs in the indicative, imperative,
d. Recognize and correct vague pronouns c. Place phrases and clauses within a sentence, interrogative, conditional, and subjunctive
(i.e., ones with unclear or ambiguous recognizing and correcting misplaced and mood.
antecedents).* dangling modifiers.* d. Recognize and correct inappropriate shifts in
e. Recognize variations from standard English verb voice and mood.*
in their own and others’ writing and
speaking, and identify and use strategies to
improve expression in conventional language.*

a. Use punctuation (commas, parentheses, a. Use a comma to separate coordinate a. Use punctuation (comma, ellipsis, dash) to
dashes) to set off nonrestrictive/parenthetical adjectives (e.g., It was a fascinating, enjoyable indicate a pause or break.

elements.* movie but not He wore an old[,] green shirt). b. Use an ellipsis to indicate an omission.
b. Spell correctly. b. Spell correctly. c. Spell correctly.

3. Use knowledge of language and its conventions 3. Use knowledge of language and its conventions 3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening. when writing, speaking, reading, or listening. when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/ a. Choose language that expresses ideas a. Use verbs in the active and passive voice and
listener interest, and style.* precisely and concisely, recognizing and in the conditional and subjunctive mood to
b. Maintain consistency in style and tone.* eliminating wordiness and redundancy.* achieve particular effects (e.g., emphasizing the
actor or the action; expressing uncertainty or
describing a state contrary to fact).
52



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-meaning words and phrases based on multiple-meaning words and phrases based on multiple-meaning words or phrases based on grade
grade 6 reading and content, choosing flexibly grade 7 reading and content, choosing flexibly 8 reading and content, choosing flexibly from a
from a range of strategies. from a range of strategies. range of strategies.
a. Use context (e.g., the overall meaning of a a. Use context (e.g., the overall meaning of a a. Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position sentence or paragraph; a word’s position sentence or paragraph; a word’s position or
or function in a sentence) as a clue to the or function in a sentence) as a clue to the function in a sentence) as a clue to the meaning
meaning of a word or phrase. meaning of a word or phrase. of a word or phrase.
b. Use common, grade-appropriate Greek or b. Use common, grade-appropriate Greek or b. Use common, grade-appropriate Greek or Latin
Latin affixes and roots as clues to the meaning Latin affixes and roots as clues to the meaning affixes and roots as clues to the meaning of a
of a word (e.g., audience, auditory, audible). of a word (e.g., belligerent, bellicose, rebel). word (e.g., precede, recede, secede).
c. Consult reference materials (e.g., dictionaries, c. Consult general and specialized reference c. Consult general and specialized reference
glossaries, thesauruses), both print and materials (e.g., dictionaries, glossaries, materials (e.g., dictionaries, glossaries,
digital, to find the pronunciation of a word or thesauruses), both print and digital, to find thesauruses), both print and digital, to find the
determine or clarify its precise meaning or its the pronunciation of a word or determine pronunciation of a word or determine or clarify
part of speech. or clarify its precise meaning or its part of its precise meaning or its part of speech.
d. Verify the preliminary determination of speech. d. Verify the preliminary determination of the
the meaning of a word or phrase (e.g., by d. Verify the preliminary determination of meaning of a word or phrase (e.g., by checking
checking the inferred meaning in context or in the meaning of a word or phrase (e.g., by the inferred meaning in context or in a
a dictionary). checking the inferred meaning in context or in dictionary).
a dictionary).

5. Demonstrate understanding of figurative 5. Demonstrate understanding of figurative 5. Demonstrate understanding of figurative language,
language, word relationships, and nuances in word language, word relationships, and nuances in word word relationships, and nuances in word meanings.
meanings. meanings. a. Interpret figures of speech (e.g. verbal irony,
a. Interpret figures of speech (e.g., a. Interpret figures of speech (e.g., literary, puns) in context.
personification) in context. biblical, and mythological allusions) in context. b. Use the relationship between particular words

b. Use the relationship between particular words b. Use the relationship between particular words to better understand each of the words.
(e.g., cause/effect, part/whole, item/category) (e.g., synonym/antonym, analogy) to better c. Distinguish among the connotations
to better understand each of the words. understand each of the words. (associations) of words with similar denotations
c. Distinguish among the connotations c. Distinguish among the connotations (definitions) (e.g., bullheaded, willful, firm,
(associations) of words with similar (associations) of words with similar persistent, resolute).
denotations (definitions) (e.g., stingy, denotations (definitions) (e.g., refined,
scrimping, economical, unwasteful, thrifty). respectful, polite, diplomatic, condescending).

6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate
general academic and domain-specific words general academic and domain-specific words general academic and domain-specific words
and phrases; gather vocabulary knowledge and phrases; gather vocabulary knowledge and phrases; gather vocabulary knowledge
when considering a word or phrase important to when considering a word or phrase important to when considering a word or phrase important to
comprehension or expression. comprehension or expression. comprehension or expression.
53



1. Demonstrate command of the conventions of standard English grammar and 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. usage when writing or speaking.
a. Use parallel structure.* a. Apply the understanding that usage is a matter of convention, can change
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, over time, and is sometimes contested.
prepositional, absolute) and clauses (independent, dependent; noun, b. Resolve issues of complex or contested usage, consulting references (e.g.,
relative, adverbial) to convey specific meanings and add variety and interest Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
to writing or presentations. Usage) as needed.

2. Demonstrate command of the conventions of standard English capitalization, 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more a. Observe hyphenation conventions.
closely related 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 3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening. comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the for guidance as needed; apply an understanding of syntax to the study of
discipline and writing type. complex texts when reading.
54



4. Determine or clarify the meaning of unknown and multiple-meaning words and 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 phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies. range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a 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 word’s position or function in a sentence) as a clue to the meaning of a word
or phrase. or phrase.
b. Identify and correctly use patterns of word changes that indicate different b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, meanings or parts of speech (e.g., conceive, conception, conceivable).
advocacy). c. Consult general and specialized reference materials (e.g., dictionaries,
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
glossaries, thesauruses), both print and digital, to find the pronunciation of of a word or determine or clarify its precise meaning, its part of speech, its
a word or determine or clarify its precise meaning, its part of speech, or its etymology, or its standard usage.
etymology. d. Verify the preliminary determination of the meaning of a word or phrase
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).
(e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language, word relationships, and 5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
analyze their role in the text. their role in 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 6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or knowledge when considering a word or phrase important to comprehension or
expression. expression.
55


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 9–10 11–12

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
†
‡
56


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 com-
plexity

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.
| 6-12 | English Language Arts | reading standard 10

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 Includes one-act and multi-act Includes the subgenres of Includes the subgenres of exposition, argument, and functional text in
adventure stories, historical plays, both in written form and narrative poems, lyrical poems, the form of personal essays, speeches, opinion pieces, essays about
fiction, mysteries, myths, on film free verse poems, sonnets, art or literature, biographies, memoirs, journalism, and historical,
science fiction, realistic fiction, odes, ballads, and epics scientific, technical, or economic accounts (including digital sources)
allegories, parodies, satire, and written for a broad audience
graphic novels
57


Texts Illustrating the Complexity, Quality, and Range of Student Reading 6–12
Literature: Stories, Dramas, Poetry Informational Texts: Literary Nonfiction

 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,
6–8  The Dark Is Rising by Susan Cooper (1973)
1940” by Winston Churchill (1940)
 Dragonwings by Laurence Yep (1975)
 Harriet Tubman: Conductor on the Underground Railroad by Ann
 Roll of Thunder, Hear My Cry by Mildred Taylor (1976) Petry (1955)
 Travels with Charley: In Search of America by John Steinbeck (1962)
 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 Allan Poe (1845)  “Gettysburg Address” by Abraham Lincoln (1863)
9–10  “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)
 “Ode on a Grecian Urn” by John Keats (1820)  Common Sense by Thomas Paine (1776)
| 6-12 | English Language Arts | reading standard 10

 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)
11–  The Great Gatsby by F. Scott Fitzgerald (1925)  “The Fallacy of Success” by G. K. Chesterton (1909)
CCR
 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.
58


STANDARDS FOR

Literacy in
History/Social Studies,
6–12


of student reading
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 number. Reading is critical to building
knowledge in history/social studies
as well as in science and technical
subjects. College and career ready
Key Ideas and Details reading in these fields requires
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual an appreciation of the norms and
evidence when writing or speaking to support conclusions drawn from the text. conventions of each discipline, such as
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details the kinds of evidence used in history
and ideas. and science; an understanding of
domain-specific words and phrases;
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
an attention to precise details; and
60 | 6-12 | History/Social Studies, science, and technical subjects | Reading

the capacity to evaluate intricate
Craft and Structure arguments, synthesize complex
information, and follow detailed
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. descriptions of events and concepts.
In history/social studies, for example,
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. students need to be able to analyze,
evaluate, and differentiate primary
6. Assess how point of view or purpose shapes the content and style of a text.
and secondary sources. When
reading scientific and technical
Integration of Knowledge and Ideas texts, students need to be able to
gain knowledge from challenging
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
texts that often make extensive use
well as in words.*
of elaborate diagrams and data to
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
convey information and illustrate
the relevance and sufficiency of the evidence.
concepts. Students must be able to
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the read complex informational texts
in these fields with independence
and confidence because the vast
Range of Reading and Level of Text Complexity majority of reading in college and
workforce training programs will
be sophisticated nonfiction. It is
important to note that these Reading
standards are meant to complement
the specific content demands of the
*
Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gath- disciplines, not replace them.
ering, assessing, and applying information from print and digital sources.


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 1. Cite specific textual evidence to support analysis 1. Cite specific textual evidence to support analysis
of primary and secondary sources. of primary and secondary sources, attending of primary and secondary sources, connecting
to such features as the date and origin of the insights gained from specific details to an
information. understanding of the text as a whole.

2. Determine the central ideas or information of a 2. Determine the central ideas or information of a 2. Determine the central ideas or information of a
primary or secondary source; provide an accurate primary or secondary source; provide an accurate primary or secondary source; provide an accurate
summary of the source distinct from prior summary of how key events or ideas develop over summary that makes clear the relationships among
knowledge or opinions. the course of the text. the key details and ideas.

3. Identify key steps in a text’s description of a 3. Analyze in detail a series of events described in 3. Evaluate various explanations for actions or events
process related to history/social studies (e.g., how a text; determine whether earlier events caused and determine which explanation best accords
a bill becomes law, how interest rates are raised later ones or simply preceded them. with textual evidence, acknowledging where the
or lowered). text leaves matters uncertain.

Craft and Structure
4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases as
as they are used in a text, including vocabulary as they are used in a text, including vocabulary they are used in a text, including analyzing how an
specific to domains related to history/social describing political, social, or economic aspects of author uses and refines the meaning of a key term
studies. history/social studies. 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 5. Analyze in detail how a complex primary source
sequentially, comparatively, causally). key points or advance an explanation or analysis. is 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 6. Compare the point of view of two or more 6. Evaluate authors’ differing points of view on the
| 6-12 | History/Social Studies | Reading

point of view or purpose (e.g., loaded language, authors for how they treat the same or similar same historical event or issue by assessing the
inclusion or avoidance of particular facts). topics, including which details they include and authors’ claims, reasoning, and evidence.
emphasize in their respective accounts.

7. Integrate visual information (e.g., in charts, 7. Integrate quantitative or technical analysis (e.g., 7. Integrate and evaluate multiple sources of
graphs, photographs, videos, or maps) with other charts, research data) with qualitative analysis in information presented in diverse formats and media
information in print and digital texts. print or digital text. (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned 8. Assess the extent to which the reasoning and 8. Evaluate an author’s premises, claims, and evidence
judgment in a text. evidence in a text support the author’s claims. by corroborating or challenging them with other
information.

9. Analyze the relationship between a primary and 9. Compare and contrast treatments of the same 9. Integrate information from diverse sources,
secondary source on the same topic. topic in several primary and secondary sources. both primary 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 10. By the end of grade 10, read and comprehend 10. By the end of grade 12, read and comprehend
history/social studies texts in the grades 6–8 text history/social studies texts in the grades 9–10 text history/social studies texts in the grades 11–CCR text
complexity band independently and proficiently. complexity band independently and proficiently. complexity band independently and proficiently.
61


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

1. Cite specific textual evidence to support analysis 1. Cite specific textual evidence to support analysis 1. Cite specific textual evidence to support analysis of
of science and technical texts. of science and technical texts, attending to the science and technical texts, attending to important
precise details of explanations or descriptions. distinctions the author makes and to any gaps or
inconsistencies in the account.

2. Determine the central ideas or conclusions of a 2. Determine the central ideas or conclusions of a 2. Determine the central ideas or conclusions of a
text; provide an accurate summary of the text text; trace the text’s explanation or depiction of text; summarize complex concepts, processes, or
distinct from prior knowledge or opinions. a complex process, phenomenon, or concept; information presented in a text by paraphrasing
provide an accurate summary of the text. them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when 3. Follow precisely a complex multistep procedure 3. Follow precisely a complex multistep procedure
carrying out experiments, taking measurements, when carrying out experiments, taking when carrying out experiments, taking
or performing technical tasks. measurements, or performing technical tasks, measurements, or performing technical tasks;
attending to special cases or exceptions defined analyze the specific results based on explanations
in the text. in the text.

Craft and Structure
4. Determine the meaning of symbols, key terms, 4. Determine the meaning of symbols, key terms, 4. Determine the meaning of symbols, key terms, and
and other domain-specific words and phrases as and other domain-specific words and phrases as other domain-specific words and phrases as they
they are used in a specific scientific or technical they are used in a specific scientific or technical are used in a specific scientific or technical context
context relevant to grades 6–8 texts and topics. context relevant to grades 9–10 texts and topics. relevant to grades 11–12 texts and topics.

5. Analyze the structure an author uses to organize a 5. Analyze the structure of the relationships among 5. Analyze how the text structures information or
text, including how the major sections contribute concepts in a text, including relationships among ideas into categories or hierarchies, demonstrating
to the whole and to an understanding of the topic. key terms (e.g., force, friction, reaction force, understanding of the information or ideas.
energy).
| 6-12 | science and technical subjects: reading

6. Analyze the author’s purpose in providing an 6. Analyze the author’s purpose in providing an 6. Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing explanation, describing a procedure, or discussing explanation, describing a procedure, or discussing
an experiment in a text. an experiment in a text, defining the question the an experiment in a text, identifying important
author seeks to address. issues that remain unresolved.

7. Integrate quantitative or technical information 7. Translate quantitative or technical information 7. Integrate and evaluate multiple sources of
expressed in words in a text with a version of that expressed in words in a text into visual form information presented in diverse formats and
information expressed visually (e.g., in a flowchart, (e.g., a table or chart) and translate information media (e.g., quantitative data, video, multimedia) in
diagram, model, graph, or table). expressed visually or mathematically (e.g., in an order to address a question or solve a problem.
equation) into words.
8. Distinguish among facts, reasoned judgment 8. Assess the extent to which the reasoning and 8. Evaluate the hypotheses, data, analysis, and
based on research findings, and speculation in a evidence in a text support the author’s claim conclusions in a science or technical text, verifying
text. or a recommendation for solving a scientific or the data when possible and corroborating or
technical problem. challenging conclusions with other sources of
information.
9. Compare and contrast the information gained 9. Compare and contrast findings presented in a text 9. Synthesize information from a range of sources
from experiments, simulations, video, or to those from other sources (including their own (e.g., texts, experiments, simulations) into a
multimedia sources with that gained from reading experiments), noting when the findings support or coherent understanding of a process, phenomenon,
a text on the same topic. contradict previous explanations or accounts. or concept, resolving conflicting 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 science/technical texts in the grades 9–10 text science/technical texts in the grades 11–CCR text
62

complexity band independently and proficiently. complexity band independently and proficiently. complexity band independently and proficiently.


of student writing
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 number. For students, writing is a key means
of asserting and defending claims,
showing what they know about a
subject, and conveying what they
Text Types and Purposes* have experienced, imagined, thought,
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and felt. To be college and career
and sufficient evidence. ready writers, students must take
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately task, purpose, and audience into
through the effective selection, organization, and analysis of content. careful consideration, choosing words,
information, structures, and formats
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details
and well-structured event sequences. deliberately. They need to be able to
63 | 6-12 | History/Social Studies, Science, and Technical Subjects | Writing

use technology strategically when
creating, refining, and collaborating on
Production and Distribution of Writing writing. They have to become adept
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, at gathering information, evaluating
purpose, and audience. sources, and citing material accurately,
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. reporting findings from their research
and analysis of sources in a clear
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
and cogent manner. They must have
the flexibility, concentration, and
Research to Build and Present Knowledge fluency to produce high-quality first-
draft text under a tight deadline
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
and the capacity to revisit and
understanding of the subject under investigation.
make improvements to a piece of
writing over multiple drafts when
circumstances encourage or require
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. it. To meet these goals, students must
devote significant time and effort to
writing, producing numerous pieces
Range of Writing
over short and long time frames
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a throughout the year.

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


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 1. Write arguments focused on discipline-specific 1. Write arguments focused on discipline-specific
content. content. content.
a. Introduce claim(s) about a topic or issue, a. Introduce precise claim(s), distinguish the a. Introduce precise, knowledgeable claim(s),
acknowledge and distinguish the claim(s) from claim(s) from alternate or opposing claims, establish the significance of the claim(s),
alternate or opposing claims, and organize the and create an organization that establishes distinguish the claim(s) from alternate or
reasons and evidence logically. clear relationships among the claim(s), opposing claims, and create an organization
b. Support claim(s) with logical reasoning and counterclaims, reasons, and evidence. that logically sequences the claim(s),
relevant, accurate data and evidence that b. Develop claim(s) and counterclaims fairly, counterclaims, reasons, and evidence.
| 6-12 | History/Social Studies, Science, and Technical Subjects | Writing

demonstrate an understanding of the topic or supplying data and evidence for each while b. Develop claim(s) and counterclaims fairly and
text, using credible sources. pointing out the strengths and limitations thoroughly, supplying the most relevant data
c. Use words, phrases, and clauses to create of both claim(s) and counterclaims in a and evidence for each while pointing out the
cohesion and clarify the relationships among discipline-appropriate form and in a manner strengths and limitations of both claim(s) and
claim(s), counterclaims, reasons, and evidence. that anticipates the audience’s knowledge counterclaims in a discipline-appropriate form
d. Establish and maintain a formal style. level and concerns. that anticipates the audience’s knowledge
c. Use words, phrases, and clauses to link the level, concerns, values, and possible biases.
e. Provide a concluding statement or section
that follows from and supports the argument major sections of the text, create cohesion, c. Use words, phrases, and clauses as well as
presented. and clarify the relationships between claim(s) varied syntax to link the major sections of
and reasons, between reasons and evidence, the text, create cohesion, and clarify the
and between claim(s) and counterclaims. relationships between claim(s) and reasons,
d. Establish and maintain a formal style and between reasons and evidence, and between
objective tone while attending to the norms claim(s) and counterclaims.
and conventions of the discipline in which they d. Establish and maintain a formal style and
are writing. objective tone while attending to the norms
e. Provide a concluding statement or section and conventions of the discipline in which they
that follows from or supports the argument are writing.
presented. e. Provide a concluding statement or section
that follows from or supports the argument
presented.
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2. Write informative/explanatory texts, including 2. Write informative/explanatory texts, including 2. Write informative/explanatory texts, including
the narration of historical events, scientific the narration of historical events, scientific the narration of historical events, scientific
procedures/ experiments, or technical processes. procedures/ experiments, or technical processes. procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what a. Introduce a topic and organize ideas, a. Introduce a topic and organize complex ideas,
is to follow; organize ideas, concepts, and concepts, and information to make important concepts, and information so that each new
information into broader categories as connections and distinctions; include element builds on that which precedes it to
appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., create a unified whole; include formatting
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to (e.g., headings), graphics (e.g., figures,
charts, tables), and multimedia when useful to aiding comprehension. tables), and multimedia when useful to aiding
aiding comprehension. b. Develop the topic with well-chosen, relevant, comprehension.
b. Develop the topic with relevant, well-chosen and sufficient facts, extended definitions, b. Develop the topic thoroughly by selecting the
facts, definitions, concrete details, quotations, concrete details, quotations, or other most significant and relevant facts, extended

or other information and examples. information and examples appropriate to the definitions, concrete details, quotations, or
c. Use appropriate and varied transitions to audience’s knowledge of the topic. other information and examples appropriate to
create cohesion and clarify the relationships c. Use varied transitions and sentence structures the audience’s knowledge of the topic.
among ideas and concepts. to link the major sections of the text, create c. Use varied transitions and sentence structures
d. Use precise language and domain-specific cohesion, and clarify the relationships among to link the major sections of the text, create
vocabulary to inform about or explain the ideas and concepts. cohesion, and clarify the relationships among
topic. d. Use precise language and domain-specific complex ideas and concepts.
e. Establish and maintain a formal style and vocabulary to manage the complexity of d. Use precise language, domain-specific
objective tone. the topic and convey a style appropriate to vocabulary and techniques such as metaphor,
the discipline and context as well as to the simile, and analogy to manage the complexity
f. Provide a concluding statement or section that
expertise of likely readers. of the topic; convey a knowledgeable stance
follows from and supports the information or
e. Establish and maintain a formal style and in a style that responds to the discipline and
explanation presented.
objective tone while attending to the norms context as well as to the expertise of likely
and conventions of the discipline in which they readers.
are writing. e. Provide a concluding statement or section
f. Provide a concluding statement or section that follows from and supports the information
that follows from and supports the information or explanation provided (e.g., articulating
or explanation presented (e.g., articulating implications or the significance of the topic).
implications or the significance of the topic).

3. (See note; not applicable as a separate 3. (See note; not applicable as a separate 3. (See note; not applicable as a separate
requirement) requirement) 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.
65



4. Produce clear and coherent writing in which 4. Produce clear and coherent writing in which 4. Produce clear and coherent writing in which
the development, organization, and style are the development, organization, and style are the development, organization, and style are
appropriate to task, purpose, and audience. appropriate to task, purpose, and audience. appropriate to task, purpose, and audience.

5. With some guidance and support from peers and 5. Develop and strengthen writing as needed by 5. Develop and strengthen writing as needed by
adults, develop and strengthen writing as needed planning, revising, editing, rewriting, or trying planning, revising, editing, rewriting, or trying
by planning, revising, editing, rewriting, or trying a a new approach, focusing on addressing what a new approach, focusing on addressing what
new approach, focusing on how well purpose and is most significant for a specific purpose and is most significant for a specific purpose and
audience have been addressed. audience. audience.

6. Use technology, including the Internet, to produce 6. Use technology, including the Internet, to produce, 6. Use technology, including the Internet, to produce,
and publish writing and present the relationships publish, and update individual or shared writing publish, and update individual or shared writing

between information and ideas clearly and products, taking advantage of technology’s products in response to ongoing feedback,
efficiently. capacity to link to other information and to display including new arguments or information.
information flexibly and dynamically.

7. Conduct short research projects to answer a 7. Conduct short as well as more sustained research 7. Conduct short as well as more sustained research
question (including a self-generated question), projects to answer a question (including a self- projects to answer a question (including a self-
drawing on several sources and generating generated question) or solve a problem; narrow or generated question) or solve a problem; narrow or
additional related, focused questions that allow for broaden the inquiry when appropriate; synthesize broaden the inquiry when appropriate; synthesize
multiple avenues of exploration. multiple sources on the subject, demonstrating multiple sources on the subject, demonstrating
understanding of the subject under investigation. understanding of the subject under investigation.

8. Gather relevant information from multiple print 8. Gather relevant information from multiple 8. Gather relevant information from multiple
and digital sources, using search terms effectively; authoritative print and digital sources, using authoritative print and digital sources, using
assess the credibility and accuracy of each source; advanced searches effectively; assess the advanced searches effectively; assess the
and quote or paraphrase the data and conclusions usefulness of each source in answering the strengths and limitations of each source in terms
of others while avoiding plagiarism and following research question; integrate information into the of the specific task, purpose, and audience;
a standard format for citation. text selectively to maintain the flow of ideas, integrate information into the text selectively to
avoiding plagiarism and following a standard maintain the flow of ideas, avoiding plagiarism and
format for citation. 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
for reflection and revision) and shorter time for reflection and revision) and shorter time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a frames (a single sitting or a day or two) for a frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and
66

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