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common core state standards for english language arts literacy in history/social studies science and technical subjects

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common core state standards for english language arts literacy in history/social studies science and technical subjects table of contents introduction standards for english language arts literacy in history social studies science and technical subjects k­5 college and career readiness anchor standards for reading reading standards for literature k­5 reading standards for informational text k­5 reading standards foundational skills k­5 college and career readiness anchor standards for writing writing standards k­5 3 standards for english language arts 6­12 college and career readiness anchor standards for reading 34 35 36 39 41 42 9 10 11 13 15 18 19 reading standards for literature 6­12 reading standards for informational text 6­12 college and career readiness anchor standards for writing writing standards 6­12 college and career readiness anchor standards for speaking and listening 48 speaking and listening standards 6­12 college and career readiness anchor standards for language language standards 6­12 language progressive skills by grade standard 10 range quality and complexity of student reading 6­12 49 51 52 56 57 college and career readiness anchor standards for speaking and listening 22 speaking and listening standards k­5 college and career readiness anchor standards for language language standards k­5 language progressive skills by grade standard 10 range quality and complexity of student reading k­5 staying on topic within a grade and across grades table of contents 23 25 26 30 31 33 standards for literacy in history/social studies science and technical subjects college and career readiness anchor standards for reading reading standards for literacy in history/social studies 6­12 reading standards for literacy in science and technical subjects 6­12 college and career readiness anchor standards for writing writing standards for literacy in history/social studies science and technical subjects 6­12 59 60 61 62 63 64 2 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects introduction the common core state standards for english language arts literacy in history/social studies science and technical subjects the standards are the culmination of an extended broad-based effort to fulfill the charge issued by the states to create the next generation of k­12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school the present work led by the council of chief state school officers ccsso and the national governors association nga builds on the foundation laid by states in their decades-long work on crafting high-quality education standards the standards also draw on the most important international models as well as research and input from numerous sources including state departments of education scholars assessment developers professional organizations educators from kindergarten through college and parents students and other members of the public in their design and content refined through successive drafts and numerous rounds of feedback the standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work as specified by ccsso and nga the standards are 1 research and evidence based 2 aligned with college and work expectations 3 rigorous and 4 internationally benchmarked a particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century globally competitive society the standards are intended to be a living work as new and better evidence emerges the standards will be revised accordingly the standards are an extension of a prior initiative led by ccsso and nga to develop college and career readiness ccr standards in reading writing speaking listening and language as well as in mathematics the ccr reading writing and speaking and listening standards released in draft form in september 2009 serve in revised form as the backbone for the present document grade-specific k­12 standards in reading writing speaking listening and language translate the broad and for the earliest grades seemingly distant aims of the ccr standards into age and attainment-appropriate terms the standards set requirements not only for english language arts ela but also for literacy in history/social studies science and technical subjects just as students must learn to read write speak listen and use language effectively in a variety of content areas so too must the standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines literacy standards for grade 6 and above are predicated on teachers of ela history/social studies science and technical subjects using their content area expertise to help students meet the particular challenges of reading writing speaking listening and language in their respective fields it is important to note that the 6­12 literacy standards in history/social studies science and technical subjects are not meant to replace content standards in those areas but rather to supplement them states may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards as a natural outgrowth of meeting the charge to define college and career readiness the standards also lay out a vision of what it means to be a literate person in the twenty-first century indeed the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace students who meet the standards readily undertake the close attentive reading that is at the heart of understanding and enjoying complex works of literature they habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally they actively seek the wide deep and thoughtful engagement with high-quality literary and informational texts that builds knowledge enlarges experience and broadens worldviews they reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic in short students who meet the standards develop the skills in reading writing speaking and listening that are the foundation for any creative and purposeful expression in language june 2 2010 3 introduction

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common core state standards for english language arts literacy in history/social studies science and technical subjects key design considerations ccr and grade-specific standards the ccr standards anchor the document and define general cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed the k­12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school the ccr and high school grades 9­12 standards work in tandem to define the college and career readiness line the former providing broad standards the latter providing additional specificity hence both should be considered when developing college and career readiness assessments students advancing through the grades are expected to meet each year s gradespecific standards retain or further develop skills and understandings mastered in preceding grades and work steadily toward meeting the more general expectations described by the ccr standards research and media skills blended into the standards as a whole to be ready for college workforce training and life in a technological society students need the ability to gather comprehend evaluate synthesize and report on information and ideas to conduct original research in order to answer questions or solve problems and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new the need to conduct research and to produce and consume media is embedded into every aspect of today s curriculum in like fashion research and media skills and understandings are embedded throughout the standards rather than treated in a separate section shared responsibility for students literacy development the standards insist that instruction in reading writing speaking listening and language be a shared responsibility within the school the k­5 standards include expectations for reading writing speaking listening and language applicable to a range of subjects including but not limited to ela the grades 6­12 standards are divided into two sections one for ela and the other for history/social studies science and technical subjects this division reflects the unique time-honored place of ela teachers in developing students literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well part of the motivation behind the interdisciplinary approach to literacy promulgated by the standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas most of the required reading in college and workforce training programs is informational in structure and challenging in content postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in k­12 schools and comparatively little scaffolding the standards are not alone in calling for a special emphasis on informational text the 2009 reading framework of the national assessment of educational progress naep requires a high and increasing proportion of informational text on its assessment as students advance through the grades grade levels for k­8 grade bands for 9­10 and 11­12 the standards use individual grade levels in kindergarten through grade 8 to provide useful specificity the standards use two-year bands in grades 9­12 to allow schools districts and states flexibility in high school course design a focus on results rather than means by emphasizing required achievements the standards leave room for teachers curriculum developers and states to determine how those goals should be reached and what additional topics should be addressed thus the standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the standards an integrated model of literacy although the standards are divided into reading writing speaking and listening and language strands for conceptual clarity the processes of communication are closely connected as reflected throughout this document for example writing standard 9 requires that students be able to write about what they read likewise speaking and listening standard 4 sets the expectation that students will share findings from their research 4 introduction

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common core state standards for english language arts literacy in history/social studies science and technical subjects distribution of literary and informational passages by grade in the 2009 naep reading framework grade 4 8 12 distribution of communicative purposes by grade in the 2011 naep writing framework grade 4 8 12 literary 50 45 30 informational 50 55 70 to persuade 30 35 40 to explain 35 35 40 to convey experience 35 30 20 source national assessment governing board 2008 reading framework for the 2009 national assessment of educational progress washington dc u.s government printing office source national assessment governing board 2007 writing framework for the 2011 national assessment of educational progress pre-publication edition iowa city ia act inc the standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness in k­5 the standards follow naep s lead in balancing the reading of literature with the reading of informational texts including texts in history social studies science and technical subjects in accord with naep s growing emphasis on informational texts in the higher grades the standards demand that a significant amount of reading of informational texts take place in and outside the ela classroom fulfilling the standards for 6­12 ela requires much greater attention to a specific category of informational text literary nonfiction than has been traditional because the ela classroom must focus on literature stories drama and poetry as well as literary nonfiction a great deal of informational reading in grades 6­12 must take place in other classes if the naep assessment framework is to be matched instructionally.1 to measure students growth toward college and career readiness assessments aligned with the standards should adhere to the distribution of texts across grades cited in the naep framework naep likewise outlines a distribution across the grades of the core purposes and types of student writing the 2011 naep framework like the standards cultivates the development of three mutually reinforcing writing capacities writing to persuade to explain and to convey real or imagined experience evidence concerning the demands of college and career readiness gathered during development of the standards concurs with naep s shifting emphases standards for grades 9­12 describe writing in all three forms but consistent with naep the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.2 it follows that writing assessments aligned with the standards should adhere to the distribution of writing purposes across grades outlined by naep focus and coherence in instruction and assessment while the standards delineate specific expectations in reading writing speaking listening and language each standard need not be a separate focus for instruction and assessment often several standards can be addressed by a single rich task for example when editing writing students address writing standard 5 develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach as well as language standards 1­3 which deal with conventions of standard english and knowledge of language when drawing evidence from literary and informational texts per writing standard 9 students are also demonstrating their comprehension skill in relation to specific standards in reading when discussing something they have read or written students are also demonstrating their speaking and listening skills the ccr anchor standards themselves provide another source of focus and coherence the same ten ccr anchor standards for reading apply to both literary and informational texts including texts in history/social studies science and technical subjects the ten ccr anchor standards for writing cover numerous text types and subject areas this means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms introduction 1 the percentages on the table reflect the sum of student reading not just reading in ela settings teachers of senior english classes for example are not required to devote 70 percent of reading to informational texts rather 70 percent of student reading across the grade should be informational 2 as with reading the percentages in the table reflect the sum of student writing not just writing in ela settings 5 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects what is not covered by the standards the standards should be recognized for what they are not as well as what they are the most important intentional design limitations are as follows 1 the standards define what all students are expected to know and be able to do not how teachers should teach for instance the use of play with young children is not specified by the standards but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document furthermore while the standards make references to some particular forms of content including mythology foundational u.s documents and shakespeare they do not indeed cannot enumerate all or even most of the content that students should learn the standards must therefore be complemented by a well-developed content-rich curriculum consistent with the expectations laid out in this document while the standards focus on what is most essential they do not describe all that can or should be taught a great deal is left to the discretion of teachers and curriculum developers the aim of the standards is to articulate the fundamentals not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein the standards do not define the nature of advanced work for students who meet the standards prior to the end of high school for those students advanced work in such areas as literature composition language and journalism should be available this work should provide the next logical step up from the college and career readiness baseline established here the standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations no set of grade-specific standards can fully reflect the great variety in abilities needs learning rates and achievement levels of students in any given classroom however the standards do provide clear signposts along the way to the goal of college and career readiness for all students 5 it is also beyond the scope of the standards to define the full range of supports appropriate for english language learners and for students with special needs at the same time all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post­high school lives each grade will include students who are still acquiring english for those students it is possible to meet the standards in reading writing speaking and listening without displaying native-like control of conventions and vocabulary the standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs for example for students with disabilities reading should allow for the use of braille screen-reader technology or other assistive devices while writing should include the use of a scribe computer or speech-totext technology in a similar vein speaking and listening should be interpreted broadly to include sign language 2 3 6 4 while the ela and content area literacy components described herein are critical to college and career readiness they do not define the whole of such readiness students require a wideranging rigorous academic preparation and particularly in the early grades attention to such matters as social emotional and physical development and approaches to learning similarly the standards define literacy expectations in history/social studies science and technical subjects but literacy standards in other areas such as mathematics and health education modeled on those in this document are strongly encouraged to facilitate a comprehensive schoolwide literacy program 6 introduction

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common core state standards for english language arts literacy in history/social studies science and technical subjects students who are college and career ready in reading writing speaking listening and language the descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document as students advance through the grades and master the standards in reading writing speaking listening and language they are able to exhibit with increasing fullness and regularity these capacities of the literate individual they demonstrate independence students can without significant scaffolding comprehend and evaluate complex texts across a range of types and disciplines and they can construct effective arguments and convey intricate or multifaceted information likewise students are able independently to discern a speaker s key points request clarification and ask relevant questions they build on others ideas articulate their own ideas and confirm they have been understood without prompting they demonstrate command of standard english and acquire and use a wide-ranging vocabulary more broadly they become self-directed learners effectively seeking out and using resources to assist them including teachers peers and print and digital reference materials they comprehend as well as critique students are engaged and open-minded but discerning readers and listeners they work diligently to understand precisely what an author or speaker is saying but they also question an author s or speaker s assumptions and premises and assess the veracity of claims and the soundness of reasoning they value evidence students cite specific evidence when offering an oral or written interpretation of a text they use relevant evidence when supporting their own points in writing and speaking making their reasoning clear to the reader or listener and they constructively evaluate others use of evidence they build strong content knowledge students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance they become proficient in new areas through research and study they read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise they refine and share their knowledge through writing and speaking they use technology and digital media strategically and capably students employ technology thoughtfully to enhance their reading writing speaking listening and language use they tailor their searches online to acquire useful information efficiently and they integrate what they learn using technology with what they learn offline they are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals they respond to the varying demands of audience task purpose and discipline students adapt their communication in relation to audience task purpose and discipline they set and adjust purpose for reading writing speaking listening and language use as warranted by the task they appreciate nuances such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning they also know that different disciplines call for different types of evidence e.g documentary evidence in history experimental evidence in science they come to understand other perspectives and cultures students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together students actively seek to understand other perspectives and cultures through reading and listening and they are able to communicate effectively with people of varied backgrounds they evaluate other points of view critically and constructively through reading great classic and contemporary works of literature representative of a variety of periods cultures and worldviews students can vicariously inhabit worlds and have experiences much different than their own 7 introduction

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common core state standards for english language arts literacy in history/social studies science and technical subjects how to read this document overall document organization the standards comprise three main sections a comprehensive k­5 section and two content area­specific sections for grades 6­12 one for ela and one for history/social studies science and technical subjects three appendices accompany the main document each section is divided into strands k­5 and 6­12 ela have reading writing speaking and listening and language strands the 6­12 history social studies science and technical subjects section focuses on reading and writing each strand is headed by a strand-specific set of college and career readiness anchor standards that is identical across all grades and content areas standards for each grade within k­8 and for grades 9­10 and 11­12 follow the ccr anchor standards in each strand each grade-specific standard as these standards are collectively referred to corresponds to the same-numbered ccr anchor standard put another way each ccr anchor standard has an accompanying grade-specific standard translating the broader ccr statement into grade-appropriate end-of-year expectations individual ccr anchor standards can be identified by their strand ccr status and number r.ccr.6 for example individual grade-specific standards can be identified by their strand grade and number or number and letter where applicable so that ri.4.3 for example stands for reading informational text grade 4 standard 3 and w.5.1a stands for writing grade 5 standard 1a strand designations can be found in brackets alongside the full strand title to the college and career readiness level whatever they are reading students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts considering a wider range of textual evidence and becoming more sensitive to inconsistencies ambiguities and poor reasoning in texts writing text types responding to reading and research the standards acknowledge the fact that whereas some writing skills such as the ability to plan revise edit and publish are applicable to many types of writing other skills are more properly defined in terms of specific writing types arguments informative/explanatory texts and narratives standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts because of the centrality of writing to most forms of inquiry research standards are prominently included in this strand though skills important to research are infused throughout the document speaking and listening flexible communication and collaboration including but not limited to skills necessary for formal presentations the speaking and listening standards require students to develop a range of broadly useful oral communication and interpersonal skills students must learn to work together express and listen carefully to ideas integrate information from oral visual quantitative and media sources evaluate what they hear use media and visual displays strategically to help achieve communicative purposes and adapt speech to context and task who is responsible for which portion of the standards a single k­5 section lists standards for reading writing speaking listening and language across the curriculum reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher grades 6­12 are covered in two content area­specific sections the first for the english language arts teacher and the second for teachers of history/social studies science and technical subjects each section uses the same ccr anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular disciplines language conventions effective use and vocabulary the language standards include the essential rules of standard written and spoken english but they also approach language as a matter of craft and informed choice among alternatives the vocabulary standards focus on understanding words and phrases their relationships and their nuances and on acquiring new vocabulary particularly general academic and domain-specific words and phrases appendices a b and c appendix a contains supplementary material on reading writing speaking and listening and language as well as a glossary of key terms appendix b consists of text exemplars illustrating the complexity quality and range of reading appropriate for various grade levels with accompanying sample performance tasks appendix c includes annotated samples demonstrating at least adequate performance in student writing at various grade levels key features of the standards introduction reading text complexity and the growth of comprehension the reading standards place equal emphasis on the sophistication of what students read and the skill with which they read standard 10 defines a grade-bygrade staircase of increasing text complexity that rises from beginning reading 8 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects standards for english language arts literacy in history/social studies science and technical subjects k­5

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common core state standards for english language arts literacy in history/social studies science and technical subjects college and career readiness anchor standards for reading the k­5 standards on the following pages define what students should understand and be able to do by the end of each grade they correspond to the college and career readiness ccr anchor standards below by number the ccr and grade-specific standards are necessary complements the former providing broad standards the latter providing additional specificity that together define the skills and understandings that all students must demonstrate note on range and content of student reading to build a foundation for college and career readiness students must read widely and deeply from among a broad range of high-quality increasingly challenging literary and informational texts through extensive reading of stories dramas poems and myths from diverse cultures and different time periods students gain literary and cultural knowledge as well as familiarity with various text structures and elements by reading texts in history/social studies science and other disciplines students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades students also acquire the habits of reading independently and closely which are essential to their future success key ideas and details 1 2 3 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 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 craft and structure 4 5 6 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 integration of knowledge and ideas 7 8 9 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 range of reading and level of text complexity 10 read and comprehend complex literary and informational texts independently and proficiently 10 k-5 reading please see research to build and present knowledge in writing and comprehension and collaboration in speaking and listening for additional standards relevant to gathering assessing and applying information from print and digital sources.

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common core state standards for english language arts literacy in history/social studies science and technical subjects reading standards for literature k­5 rl rl the following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks rigor is also infused through the requirement that students read increasingly complex texts through the grades students advancing through the grades are expected to meet each year s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades kindergartners key ideas and details 1 with prompting and support ask and answer questions about key details in a text with prompting and support retell familiar stories including key details with prompting and support identify characters settings and major events in a story 1 grade 1 students ask and answer questions about key details in a text retell stories including key details and demonstrate understanding of their central message or lesson describe characters settings and major events in a story using key details 1 grade 2 students ask and answer such questions as who what where when why and how to demonstrate understanding of key details in a text recount stories including fables and folktales from diverse cultures and determine their central message lesson or moral describe how characters in a story respond to major events and challenges 2 2 2 3 3 3 craft and structure 4 ask and answer questions about unknown words in a text recognize common types of texts e.g storybooks poems with prompting and support name the author and illustrator of a story and define the role of each in telling the story 4 identify words and phrases in stories or poems that suggest feelings or appeal to the senses explain major differences between books that tell stories and books that give information drawing on a wide reading of a range of text types identify who is telling the story at various points in a text 4 describe how words and phrases e.g regular beats alliteration rhymes repeated lines supply rhythm and meaning in a story poem or song describe the overall structure of a story including describing how the beginning introduces the story and the ending concludes the action acknowledge differences in the points of view of characters including by speaking in a different voice for each character when reading dialogue aloud 5 5 5 6 6 6 integration of knowledge and ideas 7 with prompting and support describe the relationship between illustrations and the story in which they appear e.g what moment in a story an illustration depicts not applicable to literature with prompting and support compare and contrast the adventures and experiences of characters in familiar stories 7 use illustrations and details in a story to describe its characters setting or events 7 use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters setting or plot not applicable to literature compare and contrast two or more versions of the same story e.g cinderella stories by different authors or from different cultures 8 8 9 not applicable to literature compare and contrast the adventures and experiences of characters in stories 8 9 k-5 reading literature 9 range of reading and level of text complexity 10 actively engage in group reading activities with purpose and understanding 10 with prompting and support read prose and poetry of appropriate complexity for grade 1 10 by the end of the year read and comprehend literature including stories and poetry in the grades 2­3 text complexity band proficiently with scaffolding as needed at the high end of the range 11 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects reading standards for literature k­5 grade 3 students key ideas and details 1 ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers recount stories including fables folktales and myths from diverse cultures determine the central message lesson or moral and explain how it is conveyed through key details in the text describe characters in a story e.g their traits motivations or feelings and explain how their actions contribute to the sequence of events 1 refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text determine a theme of a story drama or poem from details in the text summarize the text 1 quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text rl grade 4 students grade 5 students 2 2 2 determine a theme of a story drama or poem from details in the text including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic summarize the text compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text e.g how characters interact 3 3 describe in depth a character setting or event in a story or drama drawing on specific details in the text e.g a character s thoughts words or actions 3 craft and structure 4 determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanza describe how each successive part builds on earlier sections distinguish their own point of view from that of the narrator or those of the characters 4 determine the meaning of words and phrases as they are used in a text including those that allude to significant characters found in mythology e.g herculean explain major differences between poems drama and prose and refer to the structural elements of poems e.g verse rhythm meter and drama e.g casts of characters settings descriptions dialogue stage directions when writing or speaking about a text compare and contrast the point of view from which different stories are narrated including the difference between first and third-person narrations 4 determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes explain how a series of chapters scenes or stanzas fits together to provide the overall structure of a particular story drama or poem 5 5 5 6 6 6 describe how a narrator s or speaker s point of view influences how events are described integration of knowledge and ideas 7 explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story e.g create mood emphasize aspects of a character or setting not applicable to literature compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters e.g in books from a series 7 make connections between the text of a story or drama and a visual or oral presentation of the text identifying where each version reflects specific descriptions and directions in the text not applicable to literature compare and contrast the treatment of similar themes and topics e.g opposition of good and evil and patterns of events e.g the quest in stories myths and traditional literature from different cultures 7 analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text e.g graphic novel multimedia presentation of fiction folktale myth poem not applicable to literature compare and contrast stories in the same genre e.g mysteries and adventure stories on their approaches to similar themes and topics k-5 reading literature 8 9 8 9 8 9 range of reading and level of text complexity 10 by the end of the year read and comprehend literature including stories dramas and poetry at the high end of the grades 2­3 text complexity band independently and proficiently 10 by the end of the year read and comprehend literature including stories dramas and poetry in the grades 4­5 text complexity band proficiently with scaffolding as needed at the high end of the range 10 by the end of the year read and comprehend literature including stories dramas and poetry at the high end of the grades 4­5 text complexity band independently and proficiently 12 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects reading standards for informational text k­5 kindergartners key ideas and details 1 with prompting and support ask and answer questions about key details in a text with prompting and support identify the main topic and retell key details of a text with prompting and support describe the connection between two individuals events ideas or pieces of information in a text 1 ask and answer questions about key details in a text identify the main topic and retell key details of a text describe the connection between two individuals events ideas or pieces of information in a text 1 ask and answer such questions as who what where when why and how to demonstrate understanding of key details in a text ri grade 1 students grade 2 students 2 2 2 identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text describe the connection between a series of historical events scientific ideas or concepts or steps in technical procedures in a text 3 3 3 craft and structure 4 with prompting and support ask and answer questions about unknown words in a text identify the front cover back cover and title page of a book 4 ask and answer questions to help determine or clarify the meaning of words and phrases in a text know and use various text features e.g headings tables of contents glossaries electronic menus icons to locate key facts or information in a text distinguish between information provided by pictures or other illustrations and information provided by the words in a text 4 determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area know and use various text features e.g captions bold print subheadings glossaries indexes electronic menus icons to locate key facts or information in a text efficiently identify the main purpose of a text including what the author wants to answer explain or describe 5 5 5 6 name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text 6 6 integration of knowledge and ideas 7 with prompting and support describe the relationship between illustrations and the text in which they appear e.g what person place thing or idea in the text an illustration depicts with prompting and support identify the reasons an author gives to support points in a text with prompting and support identify basic similarities in and differences between two texts on the same topic e.g in illustrations descriptions or procedures 7 use the illustrations and details in a text to describe its key ideas 7 explain how specific images e.g a diagram showing how a machine works contribute to and clarify a text describe how reasons support specific points the author makes in a text compare and contrast the most important points presented by two texts on the same topic k-5 reading informational text 8 8 identify the reasons an author gives to support points in a text identify basic similarities in and differences between two texts on the same topic e.g in illustrations descriptions or procedures 8 9 9 9 range of reading and level of text complexity 10 actively engage in group reading activities with purpose and understanding 10 with prompting and support read informational texts appropriately complex for grade 1 10 by the end of year read and comprehend informational texts including history/social studies science and technical texts in the grades 2­3 text complexity band proficiently with scaffolding as needed at the high end of the range 13 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects reading standards for informational text k­5 grade 3 students key ideas and details 1 ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers determine the main idea of a text recount the key details and explain how they support the main idea describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and cause/effect 1 refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text determine the main idea of a text and explain how it is supported by key details summarize the text explain events procedures ideas or concepts in a historical scientific or technical text including what happened and why based on specific information in the text 1 quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text ri grade 4 students grade 5 students 2 2 2 determine two or more main ideas of a text and explain how they are supported by key details summarize the text explain the relationships or interactions between two or more individuals events ideas or concepts in a historical scientific or technical text based on specific information in the text 3 3 3 craft and structure 4 determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area use text features and search tools e.g key words sidebars hyperlinks to locate information relevant to a given topic efficiently distinguish their own point of view from that of the author of a text 4 determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area describe the overall structure e.g chronology comparison cause/effect problem/solution of events ideas concepts or information in a text or part of a text compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided 4 determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area compare and contrast the overall structure e.g chronology comparison cause/effect problem/solution of events ideas concepts or information in two or more texts analyze multiple accounts of the same event or topic noting important similarities and differences in the point of view they represent 5 5 5 6 6 6 integration of knowledge and ideas 7 use information gained from illustrations e.g maps photographs and the words in a text to demonstrate understanding of the text e.g where when why and how key events occur 7 interpret information presented visually orally or quantitatively e.g in charts graphs diagrams time lines animations or interactive elements on web pages and explain how the information contributes to an understanding of the text in which it appears explain how an author uses reasons and evidence to support particular points in a text 7 draw on information from multiple print or digital sources demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently k-5 reading informational text 8 describe the logical connection between particular sentences and paragraphs in a text e.g comparison cause/effect first/second/third in a sequence compare and contrast the most important points and key details presented in two texts on the same topic 8 8 explain how an author uses reasons and evidence to support particular points in a text identifying which reasons and evidence support which points integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably 9 9 integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably 9 range of reading and level of text complexity 10 by the end of the year read and comprehend informational texts including history/social studies science and technical texts at the high end of the grades 2­3 text complexity band independently and proficiently 10 by the end of year read and comprehend informational texts including history/social studies science and technical texts in the grades 4­5 text complexity band proficiently with scaffolding as needed at the high end of the range 10 by the end of the year read and comprehend informational texts including history/social studies science and technical texts at the high end of the grades 4­5 text complexity band independently and proficiently 14 |

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common core state standards for english language arts literacy in history/social studies science and technical subjects reading standards foundational skills k­5 rf these standards are directed toward fostering students understanding and working knowledge of concepts of print the alphabetic principle and other basic conventions of the english writing system these foundational skills are not an end in and of themselves rather they are necessary and important components of an effective comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines instruction should be differentiated good readers will need much less practice with these concepts than struggling readers will the point is to teach students what they need to learn and not what they already know to discern when particular children or activities warrant more or less attention note in kindergarten children are expected to demonstrate increasing awareness and competence in the areas that follow kindergartners print concepts 1 demonstrate understanding of the organization and basic features of print a follow words from left to right top to bottom and page by page b recognize that spoken words are represented in written language by specific sequences of letters c understand that words are separated by spaces in print d recognize and name all upper and lowercase letters of the alphabet 1 grade 1 students demonstrate understanding of the organization and basic features of print a recognize the distinguishing features of a sentence e.g first word capitalization ending punctuation phonological awareness 2 demonstrate understanding of spoken words syllables and sounds phonemes a recognize and produce rhyming words b count pronounce blend and segment syllables in spoken words c blend and segment onsets and rimes of single-syllable spoken words d isolate and pronounce the initial medial vowel and final sounds phonemes in three-phoneme consonant-vowel-consonant or cvc words this does not include cvcs ending with /l /r or /x e add or substitute individual sounds phonemes in simple one-syllable words to make new words 2 demonstrate understanding of spoken words syllables and sounds phonemes a distinguish long from short vowel sounds in spoken single-syllable words b orally produce single-syllable words by blending sounds phonemes including consonant blends c isolate and pronounce initial medial vowel and final sounds phonemes in spoken single-syllable words d segment spoken single-syllable words into their complete sequence of individual sounds phonemes k-5 reading foundational skills words syllables or phonemes written in /slashes/refer to their pronunciation or phonology thus /cvc is a word with three phonemes regardless of the number of letters in the spelling of the word 15 |

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