High School ELA South Dakota Standards

Demonstrate command of standard English grammar and usage when writing or speaking. Consult references as needed.

Apply the understanding that usage is a matter of convention, can change over time and within different contexts, and is sometimes contested.

Resolve issues of complex or contested grammar and usage.

Understand the purpose or value of nonstandard English grammar and usage (e.g., artistic or stylistic choices, dialects, colloquialisms).

Demonstrate command of standard English mechanics and conventions. Consult references as needed.

Apply the understanding that mechanics are a matter of convention, can change over time and within different contexts, and are sometimes contested.

Resolve issues of complex or contested mechanics and conventions.

Understand the purpose or value of nonstandard English mechanics and conventions (e.g., artistic or stylistic choices in capitalization, punctuation, and spelling).

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) to determine the meaning of a word or phrase.

Analyze morphology to explore different meanings or parts of speech (e.g., conceive, conception, conceivable).

Consult general and specialized reference materials to find the pronunciation of a word, explore its meaning, its part of speech, its etymology, or its standard usage.

Demonstrate understanding of semantics.

Analyze figurative language in context and its role in the text.

Analyze word relationships (morphology, etymology, linguistics) and their role in creating nuanced meaning.

Analyze connotative meanings of words with similar denotations.

Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Demonstrate independence in gathering a broad, deep, and precise vocabulary.

Understand the importance of vocabulary knowledge in comprehension or expression.

Accurately cite strong, relevant, and thorough textual evidence to support analysis of what the text says explicitly and inferentially, including determining where the text is open for interpretation.

By the end of the year, independently read and comprehend literary nonfiction and informational texts representing a variety of genres, cultures, and perspectives that exhibit complexity appropriate for at least grade 11 and 12.

Demonstrate proficiency in reading and comprehending grade-appropriate texts.

Self-select texts for personal enjoyment, interest, and academic tasks.

Read widely to understand diverse perspectives and viewpoints.

Determine two or more central ideas or claims of a text.

Analyze and evaluate their development over the course of the text, including how they interact and build on one another within a complex text.

Provide an objective summary of the text to support analysis.

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Interpret figurative, connotative, and technical meanings. Analyze how an author uses and refines key term(s) as they shape meaning or tone.

Analyze and evaluate the effectiveness of text structure in an exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to its overall rhetorical effectiveness. Evaluate a text for bias, misinformation, propaganda, counter arguments, and/or fallacies.

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, verbally, quantitatively) in order to address a question or solve a problem.

Delineate and evaluate the reasoning in seminal U.S. and British/global texts, including the validity, relevancy, and sufficiency of founding principles, legal reasoning, and arguments.

Analyze foundational U.S. and British/global documents of historical and literary significance. Evaluate the approaches of two or more authors for their central ideas, purposes, and rhetorical features.

Accurately cite strong, relevant, and thorough textual evidence to support analysis of what the text says explicitly and inferentially, including determining where the text is open for interpretation.

By the end of the year, independently read and comprehend literary texts representing a variety of genres, cultures, and perspectives that exhibit complexity appropriate for at least grade 11 and 12.

Demonstrate proficiency in reading and comprehending grade-appropriate texts.

Self-select texts for personal enjoyment, interest, and academic tasks.

Read widely to understand multiple perspectives and diverse viewpoints.

Determine two or more themes or central ideas of a text.

Analyze and evaluate their development over the course of the text, including how they interact and build on one another within a complex account.

Provide an objective summary of the text to support thematic analysis.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a text (e.g., context, setting, theme, plot events, structure, and character development).

Interpret the impact of specific word choices and figurative language on meaning, mood, and tone, including words with multiple meanings (e.g., connotation, jargon, allusions, colloquialisms).

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze how the author's background, point of view, and/or purpose shapes the content and style from diverse texts. Evaluate the author's choice of what is stated explicitly or implicitly. Reflect on how personal experiences impact interpretations of a text.

Analyze multiple interpretations of a story, drama, or poem in different artistic mediums, evaluating how each version interprets the source text.

Not applicable to literature

Analyze a variety of foundational works of American, British or World literature, two or more texts from the same period. Evaluate how an author draws on, alludes to, or transforms source material to provide a deeper and more thorough interpretation of the text.

Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Collaborate with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Integrate multiple sources of information when presenting. Evaluate information presented in diverse media or formats (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Present content appropriate to the audience, task, and purpose while respecting intellectual property.

Demonstrate organization, development, substance, and style.

Demonstrate effective nonverbal communication (eye contact, facial expressions, gestures, presence, and proximity).

Demonstrate effective verbal communication (volume, pace, tone, enunciation).

Make strategic use of digital media and visual displays in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech and communication to a variety of contexts, audiences, tasks. Use self-reflection and feedback from others. Demonstrate a command of standard English conventions when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Use appropriate and varied transitions and syntax to fluently link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and clear, engaging voice while attending to the norms and conventions of the discipline in which they are writing.

Craft an effective conclusion.

Write routinely over extended time frames (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; independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

Elaborate on the topic thoroughly by selecting the most relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use appropriate and varied syntax to fluently link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Establish a clear, engaging voice.

Craft an effective conclusion.

Write narratives or other creative texts (e.g., poetry, digital composition, graphic stories, memoirs) to develop real or imagined experiences or events using effective technique and established voice, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create an intentional progression of experiences or events.

Use a variety of literary or narrative techniques or poetic devices.

Use a variety of techniques to sequence events to create a coherent whole and build toward a particular tone and outcome.

Use strong, effective word choice and figurative language.

Establish a clear, engaging voice.

Craft an effective conclusion, when appropriate to the genre.

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

Use a writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use feedback from peers, adults, and/or digital tools, as appropriate. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

Use technology to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained, focused research. Use appropriate methodology to demonstrate a thorough understanding of the subject under investigation.

Gather relevant information from multiple credible sources.

Use advanced searches effectively.

Assess the strengths and limitations of each source (e.g., relevance, accuracy, and credibility) in terms of the task, purpose, and audience.

Fluently integrate information (e.g., paraphrases, summaries, direct quotations, elaborations, and attributions).

Avoid plagiarism and overreliance on one source. Follow a standard format for citation.

Draw relevant evidence from literary or informational texts to support analysis, reflection, narrative and creative texts, and research, applying one or more grade 11-12 standards for Reading Literature or Reading Informational Text as needed.

Language

Reading Informational Text

Reading Literature

Speaking and Listening

Writing

By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

Accurately cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Determine the central ideas or information of primary or secondary sources.

Evaluate how ideas develop over the course of a text.

Summarize the key supporting details and ideas.

Evaluate various explanations for events, ideas, or individual actions. Determine what text(s) state expressly and inferentially, acknowledging where the text is open for interpretation.

Interpret the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines key terms over the course of a text.

Analyze in detail how a complex primary or secondary source is structured to advance an explanation or analysis.

Evaluate differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Evaluate a text for bias, misinformation, or propaganda.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and verbally) in order to address a question or solve a problem.

Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Accurately cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

By the end of grade 12 read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently.

Determine the central ideas of a text.

Analyze and evaluate the text’s development of a complex process, phenomenon, or concept.

Provide an accurate and objective summary of the text.

Analyze a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Determine the meaning of symbols, equations, graphical and tabular representations, domain-specific and content- specific words and phrases including relationships among key terms (e.g., force, friction, reaction force, energy) as they are used in a specific scientific or technical context relevant to grades 11-12 grade level texts and topics.

Analyze how a text is structured (e.g. section, paragraphs, graphs, diagrams) to emphasize key points or advance an explanation or analysis.

Analyze how the author’s purpose or point of view shapes the style and content when providing an explanation, describing a procedure, or discussing an experiment in a text.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Write arguments focused on discipline-specific content.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying valid and sufficient data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplined- appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

Use appropriate and varied transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Craft a concluding statement or section that follows from or supports the argument presented.

Write routinely and independently over extended time frames (for research, reflection, and revision) and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use appropriate and varied transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish a clear voice.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Not applicable as a separate requirement. Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology to produce, revise, edit, and/or publish individual or shared writing products, and interact or collaborate with others, in response to ongoing feedback, including new arguments or information.

Conduct short as well as more sustained research; narrow or broaden the inquiry when appropriate; demonstrate understanding of the subject under investigation using multiple sources.

Gather relevant information from multiple sources; use advanced searches effectively; assess the relevance, accuracy, and credibility of each source; and fluently integrate information (e.g. paraphrases, summaries, direct quotations, elaborations, and attributions). Avoid plagiarism and follow a standard format for citation.

Draw relevant evidence from informational and/or literary fiction or non-fiction texts to support written analysis, reflection, and research.

Literacy in History/Social Studies

Literacy in Science and Technical Subjects

Writing in History/Social Studies, Science and Technical Subjects

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use parallel structure.

Use various types of phrases (noun, verb, adjectival, adverbial, participial, gerund, infinitive, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings, include a variety of sentence structures (syntax), and increase fluency in writing or presentations.

Demonstrate command of standard English mechanics and conventions; consult references as needed.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses and to link complex lists.

Use colons correctly.

Use hyphens, dashes, and other punctuation correctly.

Use standard English spelling and capitalization.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook) appropriate for the discipline and writing type.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) to determine the meaning of a word or phrase.

Use morphology to indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Demonstrate understanding of semantics.

Interpret figurative language (e.g., euphemism, oxymoron) in context and analyze its role in the text.

Analyze word relationships (morphology, etymology, and linguistics) and their role in creating nuanced meaning.

Analyze connotative meanings of words with similar denotations.

Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Demonstrate independence in gathering a broad and precise vocabulary.

Understand the importance of vocabulary knowledge in comprehension or expression.

Cite strong, relevant and thorough textual evidence to support analysis of what the text says explicitly and inferentially.

By the end of the year, independently read and comprehend literary nonfiction and informational texts representing a variety of genres, cultures, and perspectives that exhibit complexity appropriate for at least grade 9 and 10.

Demonstrate proficiency in reading and comprehending grade-appropriate texts.

Self-select texts for personal enjoyment, interest, and academic tasks.

Read widely to understand diverse perspectives and viewpoints.

Determine a central idea of a text.

Analyze its development over the course of the text, including how it is introduced, built, and refined by specific details.

Provide an objective summary of the text to support analysis.

Analyze a text to explain how specific individuals, ideas, or events interact and develop over the course of the text, including explicit and implicit connections.

Distinguish among figurative, connotative, and technical meanings. Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Analyze in detail how an author’s ideas or claims are developed and refined by particular text structures (e.g. sentences, paragraphs, or larger portions of a text).

Determine an author’s point of view or purpose in a text.

Analyze how an author uses rhetoric to advance that point of view or purpose.

Evaluate a text for bias and/or fallacies.

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Delineate and evaluate the argument and specific claims in a text.

Assess whether the reasoning is valid, and the evidence is relevant and sufficient.

Identify false statements and fallacious reasoning.

Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. Compare the approaches of two or more authors.

Cite strong, relevant and thorough textual evidence to support analysis of what the text says explicitly and inferentially.

By the end of the year, independently read and comprehend literary texts representing a variety of genres, cultures, and perspectives that exhibit complexity appropriate for at least grade 9 and 10.

Demonstrate proficiency in reading and comprehending grade-appropriate texts.

Self-select texts for personal enjoyment, interest, and academic tasks.

Read widely to understand multiple perspectives and diverse viewpoints.

Determine a theme or central idea of a text.

Analyze its development over the course of the text, including how it is introduced, built, and refined by specific details.

Provide an objective summary of the text to support thematic analysis.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) and events develop over the course of a text, interact with others, and advance the plot or develop the theme.

Analyze the impact of specific word choices and figurative language on meaning, mood, and tone (e.g., connotation, dialect, how the language evokes a sense of time and place; how it sets a formal or informal tone).

Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

Assess how point of view and/or author purpose shapes the content and style of culturally diverse texts, including those from outside the United States. Reflect on how personal experiences impact interpretations of a text.

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Not applicable to literature

Analyze a variety of related literary texts including how two or more texts from the same period treat similar themes or topics. Explain how an author draws upon or alludes to source material.

Initiate and participate effectively in a variety of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Collaborate with peers to set norms for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Evaluate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally). Evaluate the credibility and accuracy of each source. Integrate multiple sources of information when presenting.

Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any faulty reasoning or exaggerated or distorted evidence.

Present content appropriate to the audience, task, and purpose while respecting intellectual property.

Demonstrate organization, development, substance, and style.

Demonstrate effective nonverbal communication (eye contact, facial expressions, gestures, presence, and proximity).

Demonstrate effective verbal communication (volume, pace, tone, enunciation).

Integrate digital media and visual displays in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts, purposes, audiences, and tasks. Use self-reflection and feedback from others. Demonstrate a command of standard English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying valid and sufficient evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Use appropriate and varied transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and clear voice while attending to the norms and conventions of the discipline in which they are writing.

Craft a concluding statement or section that follows from and supports the argument presented.

Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames for a range of tasks, purposes, and audiences; independently select writing topics and formats for personal enjoyment, interest, academic tasks, and career readiness: cover letter, resume, letter of application, business letter.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use appropriate and varied transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish a clear voice.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write narratives or other creative texts (e.g., poetry, digital composition, graphic stories, memoirs) to develop real or imagined experiences or events using effective technique and voice, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative or literary techniques or poetic devices, such as dialogue, pacing, rhythm, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use strong, effective word choice and figurative language to convey a vivid picture of the experiences, events, setting, and/or characters.

Establish a clear voice.

Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

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

Use a writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing what is most significant for a specific purpose and audience.

Use guidance and support from peers, adults, and/or digital tools as needed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Use technology to produce, revise, edit, and/or publish individual or shared writing products, and interact or collaborate with others, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Conduct short as well as more sustained research; narrow or broaden the inquiry when appropriate; demonstrate understanding of the subject under investigation using multiple sources.

Gather relevant information from multiple sources.

Use advanced searches effectively.

Assess the relevance, accuracy, and credibility of each source.

Fluently integrate information (e.g. paraphrases, summaries, direct quotations, elaborations, and attributions).

Avoid plagiarism and follow a standard format for citation.

Draw relevant evidence from literary or informational texts to support analysis, reflection, narrative and creative texts, and research, applying one or more grade 9-10 standards for Reading Literature or Reading Informational Text as needed.

Language

Reading Informational Text

Reading Literature

Speaking and Listening

Writing

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Accurately cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Determine the central ideas of primary or secondary sources.

Analyze how ideas develop over the course of the text.

Provide an accurate summary.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Determine the meaning of words and phrases as they are used in a text, including domain-specific and content-specific vocabulary describing political, social, or economic aspects of history/social studies.

Analyze how a text is structured (e.g. section, chapters, paragraphs) to emphasize key points or advance an explanation or analysis.

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Evaluate the texts for bias.

Integrate and evaluate quantitative or technical analysis (e.g., charts, graphs, and research data) with qualitative analysis in print or digital text.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid, and the evidence is relevant and sufficient.

Compare and contrast treatments of the same topic in several primary and secondary sources to build knowledge.

Accurately cite specific textual evidence to support analysis of science and technical texts, attending to accurate and relevant details of explanations or descriptions.

By the end of grade 10 read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Determine the central ideas of a text.

Analyze the text’s development of a complex process, phenomenon, or concept.

Provide an accurate summary of the text.

Analyze a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Determine the meaning of symbols, equations, graphical and tabular representations, domain-specific and content- specific words and phrases including relationships among key terms (e.g., force, friction, reaction force, energy) as they are used in a specific scientific or technical context relevant to grades 9–10 grade level texts and topics.

Analyze how a text is structured (e.g. section, paragraphs, graphs, diagrams) to emphasize key points or advance an explanation or analysis.

Analyze how the author’s purpose or point of view shapes the style and content when providing an explanation, describing a procedure, or discussing an experiment in a text.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Delineate (break down) and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid, and the evidence is relevant and sufficient.

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Write arguments focused on discipline-specific content.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying valid and sufficient data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplined- appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

Use appropriate and varied transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Craft a concluding statement or section that follows from or supports the argument presented.

Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames for a range of tasks, purposes, and audiences; independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use appropriate and varied transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish a clear voice.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Not applicable as a separate requirement. Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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

Use a writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing what is most significant for a specific purpose and audience. Use guidance and support from peers, adults, and/or digital tools as needed.

Use technology to produce, revise, edit, and/or publish individual or shared writing products, and interact or collaborate with others, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Conduct short as well as more sustained research; narrow or broaden the inquiry when appropriate; demonstrate understanding of the subject under investigation using multiple sources.

Gather relevant information from multiple sources; use advanced searches effectively; assess the relevance, accuracy, and credibility of each source; and fluently integrate information. (e.g. paraphrases, summaries, direct quotations, elaborations, and attributions). Avoid plagiarism and follow a standard format for citation.

Draw relevant evidence from literary or informational texts to support analysis, reflection, narrative and creative texts, and research, applying one or more grade 9-10 standards for Reading Literature or Reading Informational Text as needed.

Literacy in History/Social Studies

Literacy in Science and Technical Subjects

Writing in History/Social Studies, Science and Technical Subjects

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references as needed.

Demonstrate command of the conventions of standard English grammar; consult references as needed.

Use hyphens and dashes correctly.

Spell correctly; consult references as needed.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

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).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

Acquire and accurately use general academic and subject specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Accurately cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Evaluate various explanations for actions or events and determine which explanation best connects with textual evidence, acknowledging where the text leaves matters uncertain.

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Evaluate differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and verbally) in order to address a question or solve a problem.

Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Accurately cite strong, relevant, and thorough textual evidence to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text to support analysis.

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to its overall rhetorical effectiveness.

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, verbally, quantitatively) in order to address a question or solve a problem.

Delineate (break down) and evaluate the reasoning in seminal U.S. and global texts, including the application of founding principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.

Accurately cite strong, relevant, and thorough textual evidence to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

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

Read and comprehend grade level texts for academic tasks.

Self-select texts for personal enjoyment, interest, and academic tasks.

Read widely to understand multiple perspectives and diverse viewpoints.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text to support thematic analysis.

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language.

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze how point of view and/or author purpose requires distinguishing what is directly stated in text and what is implied.

Analyze multiple interpretations of a story, drama, or poem in different artistic mediums, evaluating how each version interprets the source text.

Not applicable to literature

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American or World literature, including how two or more texts from the same period treat similar themes or topics.

Accurately cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Precisely follow a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Determine the meaning of symbols, equations, graphical and tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grade level texts and topics.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Initiate and participate effectively in a range variety of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Collaborate with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Present information, findings, and supporting evidence while respecting intellectual property; convey a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts, audience, tasks, and feedback from self and others, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use transitional words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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; independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write narratives or other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use literary or narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

Produce clear and coherent writing in which the development, organization, style and tone are appropriate to grade-specific task, purpose, and audience.

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

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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

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

Draw relevant evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 11–12 Reading standards for literature to writing.

Apply grades 11–12 Reading standards for literary nonfiction to writing.

Write arguments focused on discipline-specific content.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use transitional words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write routinely and independently over extended time frames (for research, reflection, and revision) and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Not applicable as a separate requirement.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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

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

Draw relevant evidence from informational and/or literary fiction or non-fiction texts to support written analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of word relationships and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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

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.

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.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, ad well-structured event sequences.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Comprehension and Collaboration

Conventions of Standard English

Text Types and Purposes

Integration of Knowledge and Ideas

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

Text Types and Purposes

Range of Writing

Craft and Structure

Range of Reading and Level of Text Complexity

Reading Standards for Literacy in Science and Technical Subject

Language

Production and Distribution of Writing

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Craft and Structure

Vocabulary Acquisition and Use

Range of Writing

Craft and Structure

Text Types and Purposes

Integration of Knowledge and Ideas

College and Career Readiness Anchor Standards for Writing

Comprehension and Collaboration

Key Ideas and Details

Range of Writing

Vocabulary Acquisition and Use

Reading Standards for Literacy in History/Social Studies

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Presentation of Knowledge and Ideas

Key Ideas and Details

Knowledge of Language

Research to Build and Present Knowledge

Writing

Key Ideas and Details

Presentation of Knowledge and Ideas

Integration of Knowledge and Ideas

Key Ideas and Details

Research to Build and Present Knowledge

Knowledge of Language

Reading Standards for Literature

College and Career Readiness Anchor Standards for Reading

Speaking and Listening

Range of Reading and Level of Text Complexity

Craft and Structure

Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards for Speaking and Listening

Craft and Structure

Research to Build and Present Knowledge

Production and Distribution of Writing

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects

Production and Distribution of Writing

Key Ideas and Details

Range of Reading and Level of Text Complexity

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

Read and comprehend grade level texts for academic tasks.

Self-select texts for personal enjoyment, interest, and academic tasks.

Read widely to understand multiple perspectives and diverse viewpoints.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use parallel structure.

Use various types of phrases (noun, verb, adjectival, adverbial, participial, gerund, infinitive, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Demonstrate command of the conventions of standard English grammar; consult references as needed.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Use a colon to introduce a list or quotation.

Spell correctly

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook) appropriate for the discipline and writing type.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

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).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

Acquire and accurately use general academic and subject-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Accurately cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Analyze how a text is structured to emphasize key points or advance an explanation or analysis.

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integrate quantitative or technical analysis (e.g., charts, graphs, and research data) with qualitative analysis in print or digital text.

Assess the extent to which the reasoning and evidence in a text support the author's claims.

Compare and contrast treatments of the same topic in several primary and secondary sources

Cite strong, relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

By the end of the year, read and comprehend literary nonfiction and informational text in the grades 9–10 text complexity with guidance and support as needed independently and proficiently.

Read and comprehend with proficiency at grade level.

Self-select texts for personal enjoyment, interest and academic tasks.

Read widely to understand multiple perspectives and diverse viewpoints

Determine a central idea of a text and analyze its development over the course of the text, including how it is introduced, built, and refined by specific details; provide an objective summary of the text to support analysis.

Analyze how the author structures an analysis or series of ideas or events, including sequence, introduction, development, and explicit and implicit connections.

Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings.

analyze the cumulative impact of specific word choices on meaning and tone.(e.g., how the language of a court opinion differs from that of a newspaper).

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Delineate (break down) and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

Cite strong, relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

By the end of the year, read and comprehend literary nonfiction and informational text in the grades 9–10 text complexity with guidance and support as needed independently and proficiently.

Read and comprehend with proficiency at grade level.

Self-select texts for personal enjoyment, interest and academic tasks.

Read widely to understand multiple perspectives and diverse viewpoints

Determine a theme or central idea of a text and analyze its development over the course of the text, including how it is introduced, built, and refined by specific details; provide an objective summary of the text to support thematic analysis.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

Analyze how point of view and/or author purpose shapes the content and style of culturally diverse texts, including those from outside the United States.

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Not applicable to literature

Analyze a variety of related literary texts and evaluate how an author draws on, alludes to, or transforms source material to provide a deeper and more thorough interpretation of the text.

Accurately cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

By the end of grade 10 read and comprehends science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Precisely follow a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Determine the meaning of symbols, equations, graphical and tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 grade level texts and topics.

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Initiate and participate effectively in a variety of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Collaborate with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.

Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any faulty reasoning or exaggerated or distorted evidence.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Integrate digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts, audiences, and tasks, using self-reflection and feedback from others, demonstrating a command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Use transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames for a range of tasks, purposes, and audiences; independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write narratives or other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative or literary techniques, such as dialogue, pacing, rhythm, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use precise words and phrases, telling details, and sensory and figurative language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

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

Use a writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing what is most significant for a specific purpose and audience. Use guidance and support from peers and adults as needed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

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

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw relevant evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 9–10 Reading standards for literature to writing.

Apply grades 9–10 Reading standards for literary fiction and nonfiction to writing

Write arguments focused on discipline-specific content.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

Use transitional words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write routinely and independently over extended time frames (for research, reflection and revision) and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Not applicable as a separate requirement.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

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

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw relevant evidence from informational and/or literary fiction or non-fiction texts to support analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of word relationships and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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

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.

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.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, ad well-structured event sequences.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Key Ideas and Details

Range of Reading and Level of Text Complexity

Research to Build and Present Knowledge

Text Types and Purposes

Language

Craft and Structure

Writing

Production and Distribution of Writing

Reading Standards for Literacy in Science and Technical Subject

Craft and Structure

Key Ideas and Details

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Production and Distribution of Writing

Key Ideas and Details

Knowledge of Language

Research to Build and Present Knowledge

Integration of Knowledge and Ideas

Craft and Structure

Integration of Knowledge and Ideas

Integration of Knowledge and Ideas

Production and Distribution of Writing

Key Ideas and Details

Literacy in History/Social Studies, Science, and Technical Subjects

Speaking and Listening

College and Career Readiness Anchor Standards for Language

Vocabulary Acquisition and Use

Range of Reading and Level of Text Complexity

Reading Standards for Informational Text

Text Types and Purposes

Reading Standards for Literacy in History/Social Studies

Craft and Structure

Knowledge of Language

Integration of Knowledge and Ideas

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

Range of Reading and Level of Text Complexity

Range of Writing

College and Career Readiness Anchor Standards for Speaking and Listening

Integration of Knowledge and Ideas

Comprehension and Collaboration

Craft and Structure

Range of Writing

Research to Build and Present Knowledge

Range of Writing

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects

Presentation of Knowledge and Ideas

Conventions of Standard English

Range of Reading and Level of Text Complexity

Comprehension and Collaboration

Range of Reading and Level of Text Complexity

Presentation of Knowledge and Ideas

Conventions of Standard English

Reading Standards for Literature

Vocabulary Acquisition and Use