6 - 12 Only - Nevada Academic Content Standards For Ela

STANDARDS FOR
English Language Arts

__________
6–12
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College and Career Readiness Anchor Standards for Reading
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. 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.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to
gathering, assessing, and applying information from print and digital sources.
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Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.
Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works,
these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and
deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and
images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts
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Reading Standards for Literature 6–12 [RL]
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also
infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet
each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Grade 6 students: Grade 7 students: Grade 8 students:

Key Ideas and Details Key Ideas and Details Key Ideas and Details
1. Cite textual evidence to support analysis of what 1. Cite several pieces of textual evidence to support 1. Cite the textual evidence that most strongly
the text says explicitly as well as inferences analysis of what the text says explicitly as well as supports an analysis of what the text says
drawn from the text. inferences drawn from the text. explicitly as well as inferences drawn from the
text.
2. Determine a theme or central idea of a text and 2. Determine a theme or central idea of a text and 2. Determine a theme or central idea of a text and
how it is conveyed through particular details; analyze its development over the course of the analyze its development over the course of the
provide a summary of the text distinct from text; provide an objective summary of the text. text, including its relationship to the characters,
personal opinions or judgments. setting, and plot; provide an objective summary
of the text.
3. Describe how a particular story’s or drama’s plot 3. Analyze how particular elements of a story or 3. Analyze how particular lines of dialogue or
unfolds in a series of episodes as well as how drama interact (e.g., how setting shapes the incidents in a story or drama propel the action,
the characters respond or change as the plot characters or plot). reveal aspects of a character, or provoke a
moves toward a resolution. decision.
Craft and Structure Craft and Structure Craft and Structure
4. Determine the meaning of words and phrases as 4. Determine the meaning of words and phrases as 4. Determine the meaning of words and phrases as
they are used in a text, including figurative and they are used in a text, including figurative and they are used in a text, including figurative and
connotative meanings; analyze the impact of a connotative meanings; analyze the impact of connotative meanings; analyze the impact of
specific word choice on meaning and tone. rhymes and other repetitions of sounds (e.g., specific word choices on meaning and tone,
alliteration) on a specific verse or stanza of a including analogies or allusions to other texts.
poem or section of a story or drama.
5. Analyze how a particular sentence, chapter, 5. Analyze how a drama’s or poem’s form or 5. Compare and contrast the structure of two or
scene, or stanza fits into the overall structure of a structure (e.g., soliloquy, sonnet) contributes to more texts and analyze how the differing
text and contributes to the development of the its meaning. structure of each text contributes to its meaning
theme, setting, or plot. and style.
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6. Explain how an author develops the point of view 6. Analyze how an author develops and contrasts 6. Analyze how differences in the points of view of
of the narrator or speaker in a text. the points of view of different characters or the characters and the audience or reader (e.g.,
narrators in a text. created through the use of dramatic irony) create
such effects as suspense or humor.
Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading 7. Compare and contrast a written story, drama, or 7. Analyze the extent to which a filmed or live
a story, drama, or poem to listening to or viewing poem to its audio, filmed, staged, or multimedia production of a story or drama stays faithful to or
an audio, video, or live version of the text, version, analyzing the effects of techniques departs from the text or script, evaluating the
including contrasting what they “see” and “hear” unique to each medium (e.g., lighting, sound, choices made by the director or actors.
when reading the text to what they perceive color, or camera focus and angles in a film).
when they listen or watch.
8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)
9. Compare and contrast texts in different forms or 9. Compare and contrast a fictional portrayal of a 9. Analyze how a modern work of fiction draws on
genres (e.g., stories and poems; historical novels time, place, or character and a historical account themes, patterns of events, or character types
and fantasy stories) in terms of their approaches of the same period as a means of understanding from myths, traditional stories, or religious works
to similar themes and topics. how authors of fiction use or alter history. such as the Bible, including describing how the
material is rendered new.
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend
literature, including stories, dramas, and poems, literature, including stories, dramas, and poems, literature, including stories, dramas, and poems,
in the grades 6–8 text complexity band in the grades 6–8 text complexity band at the high end of grades 6–8 text complexity
proficiently, with scaffolding as needed at the proficiently, with scaffolding as needed at the band independently and proficiently.
high end of the range. high end of the range.
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The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing
broad standards, the latter providing additional specificity.
Grade 9-10 students: Grade 11-12 students:

Key Ideas and Details Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text 1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
2. Determine a theme or central idea of a text and analyze in detail its 2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how it emerges and is development over the course of the text, including how they interact and build
shaped and refined by specific details; provide an objective summary of the on one another to produce a complex account; provide an objective summary
text. of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting 3. Analyze the impact of the author’s choices regarding how to develop and
motivations) develop over the course of a text, interact with other characters, relate elements of a story or drama (e.g., where a story is set, how the action
and advance the plot or develop the theme. is ordered, how the characters are introduced and developed).
Craft and Structure Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, 4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact including figurative and connotative meanings; analyze the impact of specific
of specific word choices on meaning and tone (e.g., how the language word choices on meaning and tone, including words with multiple meanings
evokes a sense of time and place; how it sets a formal or informal tone). or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
5. Analyze how an author’s choices concerning how to structure a text, order 5. Analyze how an author’s choices concerning how to structure specific parts of
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, a text (e.g., the choice of where to begin or end a story, the choice to provide
flashbacks) create such effects as mystery, tension, or surprise. a comedic or tragic resolution) contribute to its overall structure and meaning
as well as its aesthetic impact.
6. Analyze a particular point of view or cultural experience reflected in a work of 6. Analyze a case in which grasping point of view requires distinguishing what is
literature from outside the United States, drawing on a wide reading of world directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
literature. or understatement).
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Integration of Knowledge and Ideas Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key scene in two different artistic 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
mediums, including what is emphasized or absent in each treatment (e.g., live production of a play or recorded novel or poetry), evaluating how each
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of version interprets the source text. (Include at least one play by Shakespeare
Icarus). and one play by an American dramatist.)
8. (Not applicable to literature) 8. (Not applicable to literature)
9. Analyze how an author draws on and transforms source material in a specific 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or century foundational works of American literature, including how two or more
how a later author draws on a play by Shakespeare). texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literature, including stories, 10. By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range. with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity band dramas, and poems, at the high end of the grades 11–CCR text complexity
independently and proficiently. band independently and proficiently.
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Reading Standards for Informational Text 6–12 [RI]
Key Ideas and Details Key Ideas and Details Key Ideas and Details
1. Cite textual evidence to support analysis of what 1. Cite several pieces of textual evidence to support 1. Cite the textual evidence that most strongly
the text says explicitly as well as inferences analysis of what the text says explicitly as well as supports an analysis of what the text says
drawn from the text. inferences drawn from the text. explicitly as well as inferences drawn from the
text.
2. Determine a central idea of a text and how it is 2. Determine two or more central ideas in a text 2. Determine a central idea of a text and analyze its
conveyed through particular details; provide a and analyze their development over the course development over the course of the text,
summary of the text distinct from personal of the text; provide an objective summary of the including its relationship to supporting ideas;
opinions or judgments. text. provide an objective summary of the text.
3. Analyze in detail how a key individual, event, or 3. Analyze the interactions between individuals, 3. Analyze how a text makes connections among
idea is introduced, illustrated, and elaborated in a events, and ideas in a text (e.g., how ideas and distinctions between individuals, ideas, or
text (e.g., through examples or anecdotes). influence individuals or events, or how events (e.g., through comparisons, analogies, or
individuals influence ideas or events). categories).
4. Determine the meaning of words and phrases as 4. Determine the meaning of words and phrases as 4. Determine the meaning of words and phrases as
they are used in a text, including figurative, they are used in a text, including figurative, they are used in a text, including figurative,
connotative, and technical meanings. connotative, and technical meanings; analyze connotative, and technical meanings; analyze
the impact of a specific word choice on meaning the impact of specific word choices on meaning
and tone. and tone, including analogies or allusions to
other texts.
5. Analyze how a particular sentence, paragraph, 5. Analyze the structure an author uses to organize 5. Analyze in detail the structure of a specific
chapter, or section fits into the overall structure a text, including how the major sections paragraph in a text, including the role of
of a text and contributes to the development of contribute to the whole and to the development particular sentences in developing and refining a
the ideas. of the ideas. key concept.
6. Determine an author’s point of view or purpose in 6. Determine an author’s point of view or purpose in 6. Determine an author’s point of view or purpose in
a text and explain how it is conveyed in the text. a text and analyze how the author distinguishes a text and analyze how the author acknowledges
his or her position from that of others. and responds to conflicting evidence or
viewpoints.
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Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas
7. Integrate information presented in different 7. Compare and contrast a text to an audio, video, 7. Evaluate the advantages and disadvantages of
media or formats (e.g., visually, quantitatively) as or multimedia version of the text, analyzing each using different mediums (e.g., print or digital text,
well as in words to develop a coherent medium’s portrayal of the subject (e.g., how the video, multimedia) to present a particular topic or
understanding of a topic or issue. delivery of a speech affects the impact of the idea.
words).
8. Trace and evaluate the argument and specific 8. Trace and evaluate the argument and specific 8. Delineate and evaluate the argument and
claims in a text, distinguishing claims that are claims in a text, assessing whether the reasoning specific claims in a text, assessing whether the
supported by reasons and evidence from claims is sound and the evidence is relevant and reasoning is sound and the evidence is relevant
that are not. sufficient to support the claims. and sufficient; recognize when irrelevant
evidence is introduced.
9. Compare and contrast one author’s presentation 9. Analyze how two or more authors writing about 9. Analyze a case in which two or more texts
of events with that of another (e.g., a memoir the same topic shape their presentations of key provide conflicting information on the same topic
written by and a biography on the same person). information by emphasizing different evidence or and identify where the texts disagree on matters
advancing different interpretations of facts. of fact or interpretation.
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend 10. By the end of the year, read and comprehend
literary nonfiction in the grades 6–8 text literary nonfiction in the grades 6–8 text literary nonfiction at the high end of the grades
complexity band proficiently, with scaffolding as complexity band proficiently, with scaffolding as 6–8 text complexity band independently and
needed at the high end of the range. needed at the high end of the range. proficiently.
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Key Ideas and Details Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text 1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
2. Determine a central idea of a text and analyze its development over the 2. Determine two or more central ideas of a text and analyze their development
course of the text, including how it emerges and is shaped and refined by over the course of the text, including how they interact and build on one
specific details; provide an objective summary of the text. another to provide a complex analysis; provide an objective summary of the
text.
3. Analyze how the author unfolds an analysis or series of ideas or events, 3. Analyze a complex set of ideas or sequence of events and explain how
including the order in which the points are made, how they are introduced specific individuals, ideas, or events interact and develop over the course of
and developed, and the connections that are drawn between them. the text.
Craft and Structure Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, 4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the including figurative, connotative, and technical meanings; analyze how an
cumulative impact of specific word choices on meaning and tone (e.g., how author uses and refines the meaning of a key term or terms over the course
the language of a court opinion differs from that of a newspaper). of a text (e.g., how Madison defines faction in Federalist No. 10).
5. Analyze in detail how an author’s ideas or claims are developed and refined 5. Analyze and evaluate the effectiveness of the structure an author uses in his
by particular sentences, paragraphs, or larger portions of a text (e.g., a or her exposition or argument, including whether the structure makes points
section or chapter). clear, convincing, and engaging.
6. Determine an author’s point of view or purpose in a text and analyze how an 6. Determine an author’s point of view or purpose in a text in which the rhetoric
author uses rhetoric to advance that point of view or purpose. is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.
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Integration of Knowledge and Ideas Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums (e.g., a 7. Integrate and evaluate multiple sources of information presented in different
person’s life story in both print and multimedia), determining which details are media or formats (e.g., visually, quantitatively) as well as in words in order to
emphasized in each account. address a question or solve a problem.
8. Delineate and evaluate the argument and specific claims in a text, assessing 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
whether the reasoning is valid and the evidence is relevant and sufficient; application of constitutional principles and use of legal reasoning (e.g., in U.S.
identify false statements and fallacious reasoning. Supreme Court majority opinions and dissents) and the premises, purposes,
and arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
9. Analyze seminal U.S. documents of historical and literary significance (e.g., 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four documents of historical and literary significance (including The Declaration of
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they Independence, the Preamble to the Constitution, the Bill of Rights, and
address related themes and concepts. Lincoln’s Second Inaugural Address) for their themes, purposes, and
rhetorical features.
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literary nonfiction in the grades 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high 11–CCR text complexity band proficiently, with scaffolding as needed at the
end of the range. high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 9–10 text complexity band independently and proficiently. end of the grades 11–CCR text complexity band independently and
proficiently.
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College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A (http://www.corestandards.org/assets/Appendix_A.pdf) for definitions of key writing types.
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Note on range and content of student writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced,
imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words,
information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies
within argument and explanation within narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating,
refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from
their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first- draft text
under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
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Writing Standards 6–12 [W]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and
applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the
development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected
to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student
writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C
(http://www.corestandards.org/assets/Appendix_C.pdf).

Text Types and Purposes Text Types and Purposes Text Types and Purposes
1. Write arguments to support claims with clear 1. Write arguments to support claims with clear 1. Write arguments to support claims with clear
reasons and relevant evidence. reasons and relevant evidence. reasons and relevant evidence.
a. Introduce claim(s) and organize the a. Introduce claim(s), acknowledge alternate a. Introduce claim(s), acknowledge and
reasons and evidence clearly. or opposing claims, and organize the distinguish the claim(s) from alternate or
b. Support claim(s) with clear reasons and reasons and evidence logically. opposing claims, and organize the reasons
relevant evidence, using credible sources b. Support claim(s) with logical reasoning and evidence logically.
and demonstrating an understanding of and relevant evidence, using accurate, b. Support claim(s) with logical reasoning and
the topic or text. credible sources and demonstrating an relevant evidence, using accurate, credible
c. Use words, phrases, and clauses to understanding of the topic or text. sources and demonstrating an
clarify the relationships among claim(s) c. Use words, phrases, and clauses to understanding of the topic or text.
and reasons. create cohesion and clarify the c. Use words, phrases, and clauses to create
d. Establish and maintain a formal style. relationships among claim(s), reasons, cohesion and clarify the relationships
and evidence. among claim(s), counterclaims, reasons,
e. Provide a concluding statement or section
d. Establish and maintain a formal style. and evidence.
that follows from the argument presented.
e. Provide a concluding statement or section d. Establish and maintain a formal style.
that follows from and supports the e. Provide a concluding statement or section
argument presented. that follows from and supports the
argument presented.
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2. Write informative/explanatory texts to examine a 2. Write informative/explanatory texts to examine a 2. Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and topic and convey ideas, concepts, and topic and convey ideas, concepts, and
information through the selection, organization, information through the selection, organization, information through the selection, organization,
and analysis of relevant content. and analysis of relevant content. and analysis of relevant content.
a. Introduce a topic; organize ideas, a. Introduce a topic clearly, previewing what a. Introduce a topic clearly, previewing what
concepts, and information, using is to follow; organize ideas, concepts, and is to follow; organize ideas, concepts, and
strategies such as definition, information, using strategies such as information into broader categories;
classification, comparison/contrast, and definition, classification, include formatting (e.g., headings),
cause/effect; include formatting (e.g., comparison/contrast, and cause/ effect; graphics (e.g., charts, tables), and
headings), graphics (e.g., charts, tables), include formatting (e.g., headings), multimedia when useful to aiding
and multimedia when useful to aiding graphics (e.g., charts, tables), and comprehension.
comprehension. multimedia when useful to aiding b. Develop the topic with relevant, well-
b. Develop the topic with relevant facts, comprehension. chosen facts, definitions, concrete details,
definitions, concrete details, quotations, b. Develop the topic with relevant facts, quotations, or other information and
or other information and examples. definitions, concrete details, quotations, or examples.
c. Use appropriate transitions to clarify the other information and examples. c. Use appropriate and varied transitions to
relationships among ideas and concepts. c. Use appropriate transitions to create create cohesion and clarify the
d. Use precise language and domain- cohesion and clarify the relationships relationships among ideas and concepts.
specific vocabulary to inform about or among ideas and concepts. d. Use precise language and domain-
explain the topic. d. Use precise language and domain-specific specific vocabulary to inform about or
e. Establish and maintain a formal style. vocabulary to inform about or explain the explain the topic.
topic. e. Establish and maintain a formal style.
f. Provide a concluding statement or section
that follows from the information or e. Establish and maintain a formal style. f. Provide a concluding statement or section
explanation presented. f. Provide a concluding statement or section that follows from and supports the
that follows from and supports the information or explanation presented.
information or explanation presented.
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3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined
experiences or events using effective technique, experiences or events using effective technique, experiences or events using effective technique,
relevant descriptive details, and well-structured relevant descriptive details, and well-structured relevant descriptive details, and well-structured
event sequences. event sequences. event sequences.
a. Engage and orient the reader by a. Engage and orient the reader by a. Engage and orient the reader by
establishing a context and introducing a establishing a context and point of view establishing a context and point of view
narrator and/or characters; organize an and introducing a narrator and/or and introducing a narrator and/or
event sequence that unfolds naturally and characters; organize an event sequence characters; organize an event sequence
logically. that unfolds naturally and logically. that unfolds naturally and logically.
b. Use narrative techniques, such as b. Use narrative techniques, such as b. Use narrative techniques, such as
dialogue, pacing, and description, to dialogue, pacing, and description, to dialogue, pacing, description, and
develop experiences, events, and/or develop experiences, events, and/or reflection, to develop experiences,
characters. characters. events, and/or characters.
c. Use a variety of transition words, phrases, c. Use a variety of transition words, phrases, c. Use a variety of transition words,
and clauses to convey sequence and and clauses to convey sequence and phrases, and clauses to convey
signal shifts from one time frame or signal shifts from one time frame or sequence, signal shifts from one time
setting to another. setting to another. frame or setting to another, and show the
d. Use precise words and phrases, relevant d. Use precise words and phrases, relevant relationships among experiences and
descriptive details, and sensory language descriptive details, and sensory language events.
to convey experiences and events. to capture the action and convey d. Use precise words and phrases, relevant
e. Provide a conclusion that follows from the experiences and events. descriptive details, and sensory
narrated experiences or events. e. Provide a conclusion that follows from language to capture the action and
and reflects on the narrated experiences convey experiences and events.
or events. e. Provide a conclusion that follows from
and reflects on the narrated experiences
or events.
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Production and Distribution of Writing Production and Distribution of Writing Production and Distribution of Writing
4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the
development, organization, and style are development, organization, and style are development, organization, and style are
appropriate to task, purpose, and audience. appropriate to task, purpose, and audience. appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are (Grade-specific expectations for writing types are (Grade-specific expectations for writing types are
defined in standards 1–3 above.) defined in standards 1–3 above.) defined in standards 1–3 above.)
5. With some guidance and support from peers and 5. With some guidance and support from peers and 5. With some guidance and support from peers and
adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying by planning, revising, editing, rewriting, or trying by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should a new approach, focusing on how well purpose a new approach, focusing on how well purpose
demonstrate command of Language standards and audience have been addressed. (Editing for and audience have been addressed. (Editing for
1–3 up to and including grade 6 on pages 90- conventions should demonstrate command of conventions should demonstrate command of
91.) Language standards 1–3 up to and including Language standards 1–3 up to and including
grade 7 on pages 90-91.) grade 8 on pages 90-91.)
6. Use technology, including the Internet, to 6. Use technology, including the Internet, to 6. Use technology, including the Internet, to
produce and publish writing as well as to interact produce and publish writing and link to and cite produce and publish writing and present the
and collaborate with others; demonstrate sources as well as to interact and collaborate relationships between information and ideas
sufficient command of keyboarding skills to type with others, including linking to and citing efficiently as well as to interact and collaborate
a minimum of three pages in a single sitting. sources. with others.
Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge
7. Conduct short research projects to answer a 7. Conduct short research projects to answer a 7. Conduct short research projects to answer a
question, drawing on several sources and question, drawing on several sources and question (including a self-generated question),
refocusing the inquiry when appropriate. generating additional related, focused questions drawing on several sources and generating
for further research and investigation. additional related, focused questions that allow
for multiple avenues of exploration.
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Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge
8. Gather relevant information from multiple print 8. Gather relevant information from multiple print 8. Gather relevant information from multiple print
and digital sources; assess the credibility of each and digital sources, using search terms and digital sources, using search terms
source; and quote or paraphrase the data and effectively; assess the credibility and accuracy of effectively; assess the credibility and accuracy of
conclusions of others while avoiding plagiarism each source; and quote or paraphrase the data each source; and quote or paraphrase the data
and providing basic bibliographic information for and conclusions of others while avoiding and conclusions of others while avoiding
sources. plagiarism and following a standard format for plagiarism and following a standard format for
citation. citation.
9. Draw evidence from literary or informational texts 9. Draw evidence from literary or informational texts 9. Draw evidence from literary or informational texts
to support analysis, reflection, and research. to support analysis, reflection, and research. to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to a. Apply grade 7 Reading standards to a. Apply grade 8 Reading standards to
literature (e.g., “Compare and contrast literature (e.g., “Compare and contrast a literature (e.g., “Analyze how a modern
texts in different forms or genres [e.g., fictional portrayal of a time, place, or work of fiction draws on themes, patterns
stories and poems; historical novels and character and a historical account of the of events, or character types from myths,
fantasy stories] in terms of their same period as a means of understanding traditional stories, or religious works such
approaches to similar themes and how authors of fiction use or alter as the Bible, including describing how
topics”). history”). the material is rendered new”).
b. Apply grade 6 Reading standards to b. Apply grade 7 Reading standards to b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Trace and literary nonfiction (e.g. “Trace and literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims evaluate the argument and specific claims evaluate the argument and specific
in a text, distinguishing claims that are in a text, assessing whether the reasoning claims in a text, assessing whether the
supported by reasons and evidence from is sound and the evidence is relevant and reasoning is sound and the evidence is
claims that are not”). sufficient to support the claims”). relevant and sufficient; recognize when
irrelevant evidence is introduced”).
10. Write routinely over extended time frames (time 10. Write routinely over extended time frames (time 10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a time frames (a single sitting or a day or two) for a time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and
audiences. audiences. audiences.
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Text Types and Purposes Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or 1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or a. Introduce precise, knowledgeable claim(s), establish the significance
opposing claims, and create an organization that establishes clear of the claim(s), distinguish the claim(s) from alternate or opposing
relationships among claim(s), counterclaims, reasons, and evidence. claims, and create an organization that logically sequences claim(s),
b. Develop claim(s) and counterclaims fairly, supplying evidence for counterclaims, reasons, and evidence.
each while pointing out the strengths and limitations of both in a b. Develop claim(s) and counterclaims fairly and thoroughly, supplying
manner that anticipates the audience’s knowledge level and the most relevant evidence for each while pointing out the strengths
concerns. and limitations of both in a manner that anticipates the audience’s
c. Use words, phrases, and clauses to link the major sections of the knowledge level, concerns, values, and possible biases.
text, create cohesion, and clarify the relationships between claim(s) c. Use words, phrases, and clauses as well as varied syntax to link the
and reasons, between reasons and evidence, and between claim(s) major sections of the text, create cohesion, and clarify the
and counterclaims. relationships between claim(s) and reasons, between reasons and
d. Establish and maintain a formal style and objective tone while evidence, and between claim(s) and counterclaims.
attending to the norms and conventions of the discipline in which d. Establish and maintain a formal style and objective tone while
they are writing. attending to the norms and conventions of the discipline in which they
e. Provide a concluding statement or section that follows from and are writing.
supports the argument presented. e. Provide a concluding statement or section that follows from and
supports the argument presented.
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2. Write informative/explanatory texts to examine and convey complex ideas, 2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content. selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information a. Introduce a topic; organize complex ideas, concepts, and information
to make important connections and distinctions; include formatting so that each new element builds on that which precedes it to create a
(e.g., headings), graphics (e.g., figures, tables), and multimedia when unified whole; include formatting (e.g., headings), graphics (e.g.,
useful to aiding comprehension. figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, b. Develop the topic thoroughly by selecting the most significant and
extended definitions, concrete details, quotations, or other information relevant facts, extended definitions, concrete details, quotations, or
and examples appropriate to the audience’s knowledge of the topic. other information and examples appropriate to the audience’s
c. Use appropriate and varied transitions to link the major sections of the knowledge of the topic.
text, create cohesion, and clarify the relationships among complex c. Use appropriate and varied transitions and syntax to link the major
ideas and concepts. sections of the text, create cohesion, and clarify the relationships
d. Use precise language and domain-specific vocabulary to manage the among complex ideas and concepts.
complexity of the topic. d. Use precise language, domain-specific vocabulary, and techniques
e. Establish and maintain a formal style and objective tone while such as metaphor, simile, and analogy to manage the complexity of
attending to the norms and conventions of the discipline in which they the topic.
are writing. e. Establish and maintain a formal style and objective tone while
f. Provide a concluding statement or section that follows from and attending to the norms and conventions of the discipline in which they
supports the information or explanation presented (e.g., articulating are writing.
implications or the significance of the topic). f. 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).
80
3. Write narratives to develop real or imagined experiences or events using 3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event effective technique, well-chosen details, and well-structured event
sequences. sequences.
a. Engage and orient the reader by setting out a problem, situation, or a. Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and observation and its significance, establishing one or multiple point(s)
introducing a narrator and/or characters; create a smooth of view, and introducing a narrator and/or characters; create a
progression of experiences or events. smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, reflection, and multiple plot lines, to develop experiences, events,
and/or characters. and/or characters.
c. Use a variety of techniques to sequence events so that they build on c. Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole. one another to create a coherent whole and build toward a particular
d. Use precise words and phrases, telling details, and sensory tone and outcome (e.g., a sense of mystery, suspense, growth, or
language to convey a vivid picture of the experiences, events, resolution).
setting, and/or characters. d. Use precise words and phrases, telling details, and sensory
e. Provide a conclusion that follows from and reflects on what is language to convey a vivid picture of the experiences, events,
experienced, observed, or resolved over the course of the narrative. setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, 4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.) expectations for writing types are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, 5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and should demonstrate command of Language standards 1–3 up to and
including grades 9–10 on page 94.) including grades 11–12 on page 94.)
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Production and Distribution of Writing Production and Distribution of Writing
6. Use technology, including the Internet, to produce, publish, and update 6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s individual or shared writing products in response to ongoing feedback,
capacity to link to other information and to display information flexibly and including new arguments or information.
dynamically.
Research to Build and Present Knowledge Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a 7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation. subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital 8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each sources, using advanced searches effectively; assess the strengths and
source in answering the research question; integrate information into the text limitations of each source in terms of the task, purpose, and audience;
selectively to maintain the flow of ideas, avoiding plagiarism and following a integrate information into the text selectively to maintain the flow of ideas,
standard format for citation. avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, 9. Draw evidence from literary or informational texts to support analysis,
reflection, and research. reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how a. Apply grades 11–12 Reading standards to literature (e.g.,
an author draws on and transforms source material in a specific work “Demonstrate knowledge of eighteenth-, nineteenth- and early-
[e.g., how Shakespeare treats a theme or topic from Ovid or the Bible twentieth-century foundational works of American literature, including
or how a later author draws on a play by Shakespeare]”). how two or more texts from the same period treat similar themes or
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., topics”).
“Delineate and evaluate the argument and specific claims in a text, b. Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
assessing whether the reasoning is valid and the evidence is relevant “Delineate and evaluate the reasoning in seminal U.S. texts, including
and sufficient; identify false statements and fallacious reasoning”). the application of constitutional principles and use of legal reasoning
[e.g., in U.S. Supreme Court Case majority opinions and dissents]
and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
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Range of Writing Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and 10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences. of tasks, purposes, and audiences.
83
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Note on range and content of student speaking and listening

To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in
small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make
comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline.
Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on
others’ meritorious ideas while expressing their own clearly and persuasively.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other
forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that
students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in
response to change.
84
Speaking and Listening Standards 6–12 [SL]
The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and
applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.

Comprehension and Collaboration Comprehension and Collaboration Comprehension and Collaboration
1. Engage effectively in a range of collaborative 1. Engage effectively in a range of collaborative 1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher- discussions (one-on-one, in groups, and teacher- discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, led) with diverse partners on grade 7 topics, led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and texts, and issues, building on others’ ideas and texts, and issues, building on others’ ideas and
expressing their own clearly. expressing their own clearly. expressing their own clearly.
a. Come to discussions prepared, having a. Come to discussions prepared, having a. Come to discussions prepared, having
read or studied required material; read or researched material under study; read or researched material under study;
explicitly draw on that preparation by explicitly draw on that preparation by explicitly draw on that preparation by
referring to evidence on the topic, text, or referring to evidence on the topic, text, or referring to evidence on the topic, text, or
issue to probe and reflect on ideas under issue to probe and reflect on ideas under issue to probe and reflect on ideas under
discussion. discussion. discussion.
b. Follow rules for collegial discussions, set b. Follow rules for collegial discussions, b. Follow rules for collegial discussions and
specific goals and deadlines, and define track progress toward specific goals and decision-making, track progress toward
individual roles as needed. deadlines, and define individual roles as specific goals and deadlines, and define
c. Pose and respond to specific questions needed. individual roles as needed.
with elaboration and detail by making c. Pose questions that elicit elaboration and c. Pose questions that connect the ideas of
comments that contribute to the topic, respond to others’ questions and several speakers and respond to others’
text, or issue under discussion. comments with relevant observations and questions and comments with relevant
d. Review the key ideas expressed and ideas that bring the discussion back on evidence, observations, and ideas.
demonstrate understanding of multiple topic as needed. d. Acknowledge new information expressed
perspectives through reflection and d. Acknowledge new information expressed by others, and, when warranted, qualify or
paraphrasing. by others and, when warranted, modify justify their own views in light of the
their own views. evidence presented.
85
Comprehension and Collaboration Comprehension and Collaboration Comprehension and Collaboration
2. Interpret information presented in diverse media 2. Analyze the main ideas and supporting details 2. Analyze the purpose of information presented in
and formats (e.g., visually, quantitatively, orally) presented in diverse media and formats (e.g., diverse media and formats (e.g., visually,
and explain how it contributes to a topic, text, or visually, quantitatively, orally) and explain how quantitatively, orally) and evaluate the motives
issue under study. the ideas clarify a topic, text, or issue under (e.g., social, commercial, political) behind its
study. presentation.
3. Delineate a speaker’s argument and specific 3. Delineate a speaker’s argument and specific 3. Delineate a speaker’s argument and specific
claims, distinguishing claims that are supported claims, evaluating the soundness of the claims, evaluating the soundness of the
by reasons and evidence from claims that are reasoning and the relevance and sufficiency of reasoning and relevance and sufficiency of the
not. the evidence. evidence and identifying when irrelevant
evidence is introduced.
Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas 4. Present claims and findings, emphasizing salient 4. Present claims and findings, emphasizing salient
logically and using pertinent descriptions, facts, points in a focused, coherent manner with points in a focused, coherent manner with
and details to accentuate main ideas or themes; pertinent descriptions, facts, details, and relevant evidence, sound valid reasoning, and
use appropriate eye contact, adequate volume, examples; use appropriate eye contact, well-chosen details; use appropriate eye contact,
and clear pronunciation. adequate volume, and clear pronunciation. adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, 5. Include multimedia components and visual 5. Integrate multimedia and visual displays into
images, music, sound) and visual displays in displays in presentations to clarify claims and presentations to clarify information, strengthen
presentations to clarify information. findings and emphasize salient points. claims and evidence, and add interest.
6. Adapt speech to a variety of contexts and tasks, 6. Adapt speech to a variety of contexts and tasks, 6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when demonstrating command of formal English when demonstrating command of formal English when
indicated or appropriate. (See grade 6 Language indicated or appropriate. (See grade 7 Language indicated or appropriate. (See grade 8 Language
standards 1 and 3 on pages 90-91 for specific standards 1 and 3 on pages 90-91 for specific standards 1 and 3 on pages 90-91 for specific
expectations.) expectations.) expectations.)
86

Comprehension and Collaboration Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one- 1. Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9–10 on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively. clearly and persuasively.
a. Come to discussions prepared, having read and researched material a. Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas. stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision- b. Work with peers to promote civil, democratic discussions and
making (e.g., informal consensus, taking votes on key issues, decision-making, set clear goals and deadlines, and establish
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
individual roles as needed. c. Propel conversations by posing and responding to questions that
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
relate the current discussion to broader themes or larger ideas; positions on a topic or issue; clarify, verify, or challenge ideas and
actively incorporate others into the discussion; and clarify, verify, or conclusions; and promote divergent and creative perspectives.
challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives; synthesize comments,
d. Respond thoughtfully to diverse perspectives, summarize points of claims, and evidence made on all sides of an issue; resolve
agreement and disagreement, and, when warranted, qualify or justify contradictions when possible; and determine what additional
their own views and understanding and make new connections in information or research is required to deepen the investigation or
light of the evidence and reasoning presented. complete the task.
2. Integrate multiple sources of information presented in diverse media or 2. Integrate multiple sources of information presented in diverse formats and
formats (e.g., visually, quantitatively, orally) evaluating the credibility and media (e.g., visually, quantitatively, orally) in order to make informed
accuracy of each source. decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted rhetoric, assessing the stance, premises, links among ideas, word choice,
evidence. points of emphasis, and tone used.
87
Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence clearly, concisely, and 4. Present information, findings, and supporting evidence, conveying a clear
logically such that listeners can follow the line of reasoning and the and distinct perspective, such that listeners can follow the line of reasoning,
organization, development, substance, and style are appropriate to purpose, alternative or opposing perspectives are addressed, and the organization,
audience, and task. development, substance, and style are appropriate to purpose, audience, and
a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of 6. Adapt speech to a variety of contexts and tasks, demonstrating a command
formal English when indicated or appropriate. (See grades 9–10 Language of formal English when indicated or appropriate. (See grades 11–12
standards 1 and 3 on page 94 for specific expectations.) Language standards 1 and 3 on page 94 for specific expectations.)
88
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Note on range and content of student language use

To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to
appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve
particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts
and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and
phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—
words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an
indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are
inseparable from such contexts.
89
Language Standards 6–12 [L]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and
applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 96 for a complete listing and
Appendix A (http://www.corestandards.org/assets/Appendix_A.pdf) for an example of how these skills develop in sophistication.

Conventions of Standard English Conventions of Standard English Conventions of Standard English
1. Demonstrate command of the conventions of 1. Demonstrate command of the conventions of 1. Demonstrate command of the conventions of
standard English grammar and usage when standard English grammar and usage when standard English grammar and usage when
writing or speaking. writing or speaking. writing or speaking.
a. Ensure that pronouns are in the proper a. Explain the function of phrases and a. Explain the function of verbals (gerunds,
case (subjective, objective, possessive). clauses in general and their function in participles, infinitives) in general and
b. Use intensive pronouns (e.g., myself, specific sentences. their function in particular sentences.
ourselves). b. Choose among simple, compound, b. Form and use verbs in the active and
c. Recognize and correct inappropriate complex, and compound-complex passive voice.
shifts in pronoun number and person.* sentences to signal differing c. Form and use verbs in the indicative,
relationships among ideas. imperative, interrogative, conditional,
d. Recognize and correct vague pronouns
(i.e., ones with unclear or ambiguous c. Place phrases and clauses within a and subjunctive mood.
antecedents).* sentence, recognizing and correcting d. Recognize and correct inappropriate
misplaced and dangling modifiers.* shifts in verb voice and mood.*
e. Recognize variations from standard
English in their own and others’ writing
and speaking, and identify and use
strategies to improve expression in
conventional language.*
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Conventions of Standard English Conventions of Standard English Conventions of Standard English
2. Demonstrate command of the conventions of 2. Demonstrate command of the conventions of 2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and standard English capitalization, punctuation, and standard English capitalization, punctuation, and
spelling when writing. spelling when writing. spelling when writing.
a. Use punctuation (commas, parentheses, a. Use a comma to separate coordinate a. Use punctuation (comma, ellipsis, dash)
dashes) to set off adjectives (e.g., It was a fascinating, to indicate a pause or break.
nonrestrictive/parenthetical elements.* enjoyable movie but not He wore an b. Use an ellipsis to indicate an omission.
b. Spell correctly. old[,] green shirt).
c. Spell correctly.
b. Spell correctly.
Knowledge of Language Knowledge of Language Knowledge of Language
3. Use knowledge of language and its conventions 3. Use knowledge of language and its conventions 3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening. when writing, speaking, reading, or listening. when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, a. Choose language that expresses ideas a. Use verbs in the active and passive voice
reader/ listener interest, and style.* precisely and concisely, recognizing and and in the conditional and subjunctive
b. Maintain consistency in style and tone.* eliminating wordiness and redundancy.* mood to achieve particular effects (e.g.,
emphasizing the actor or the action;
expressing uncertainty or describing a
state contrary to fact).
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Vocabulary Acquisition and Use Vocabulary Acquisition and Use Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on multiple-meaning words and phrases based on multiple-meaning words or phrases based on
grade 6 reading and content, choosing flexibly grade 7 reading and content, choosing flexibly grade 8 reading and content, choosing flexibly
from a range of strategies. from a range of strategies. from a range of strategies.
a. Use context (e.g., the overall meaning of a. Use context (e.g., the overall meaning of a. Use context (e.g., the overall meaning of
a sentence or paragraph; a word’s a sentence or paragraph; a word’s a sentence or paragraph; a word’s
position or function in a sentence) as a position or function in a sentence) as a position or function in a sentence) as a
clue to the meaning of a word or phrase. clue to the meaning of a word or phrase. clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or b. Use common, grade-appropriate Greek or b. Use common, grade-appropriate Greek
Latin affixes and roots as clues to the Latin affixes and roots as clues to the or Latin affixes and roots as clues to the
meaning of a word (e.g., audience, meaning of a word (e.g., belligerent, meaning of a word (e.g., precede,
auditory, audible). bellicose, rebel). recede, secede).
c. Consult reference materials (e.g., c. Consult general and specialized reference c. Consult general and specialized
dictionaries, glossaries, thesauruses), materials (e.g., dictionaries, glossaries, reference materials (e.g., dictionaries,
both print and digital, to find the thesauruses), both print and digital, to find glossaries, thesauruses), both print and
pronunciation of a word or determine or the pronunciation of a word or determine digital, to find the pronunciation of a word
clarify its precise meaning or its part of or clarify its precise meaning or its part of or determine or clarify its precise
speech. speech. meaning or its part of speech.
d. Verify the preliminary determination of the d. Verify the preliminary determination of the d. Verify the preliminary determination of
meaning of a word or phrase (e.g., by meaning of a word or phrase (e.g., by the meaning of a word or phrase (e.g., by
checking the inferred meaning in context checking the inferred meaning in context checking the inferred meaning in context
or in a dictionary). or in a dictionary). or in a dictionary).
92
Vocabulary Acquisition and Use Vocabulary Acquisition and Use Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative 5. Demonstrate understanding of figurative 5. Demonstrate understanding of figurative
language, word relationships, and nuances in language, word relationships, and nuances in language, word relationships, and nuances in
word meanings. word meanings. word meanings.
a. Interpret figures of speech (e.g., a. Interpret figures of speech (e.g., literary, a. Interpret figures of speech (e.g. verbal
personification) in context. biblical, and mythological allusions) in irony, puns) in context.
b. Use the relationship between particular context. b. Use the relationship between particular
words (e.g., cause/effect, part/whole, b. Use the relationship between particular words to better understand each of the
item/category) to better understand each words (e.g., synonym/antonym, analogy) words.
of the words. to better understand each of the words. c. Distinguish among the connotations
c. Distinguish among the connotations c. Distinguish among the connotations (associations) of words with similar
(associations) of words with similar (associations) of words with similar denotations (definitions) (e.g.,
denotations (definitions) (e.g., stingy, denotations (definitions) (e.g., refined, bullheaded, willful, firm, persistent,
scrimping, economical, unwasteful, respectful, polite, diplomatic, resolute).
thrifty). condescending).
6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate 6. Acquire and use accurately grade-appropriate
general academic and domain-specific words general academic and domain-specific words general academic and domain-specific words
and phrases; gather vocabulary knowledge when and phrases; gather vocabulary knowledge when and phrases; gather vocabulary knowledge when
considering a word or phrase important to considering a word or phrase important to considering a word or phrase important to
comprehension or expression. comprehension or expression. comprehension or expression.
93

Conventions of Standard English Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. usage when writing or speaking.
a. Use parallel structure.* a. Apply the understanding that usage is a matter of convention, can
b. Use various types of phrases (noun, verb, adjectival, adverbial, change over time, and is sometimes contested.
participial, prepositional, absolute) and clauses (independent, b. Resolve issues of complex or contested usage, consulting references
dependent; noun, relative, adverbial) to convey specific meanings (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s
and add variety and interest to writing or presentations. Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or a. Observe hyphenation conventions.
more closely related independent clauses. b. Spell correctly.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Knowledge of Language Knowledge of Language
3. Apply knowledge of language to understand how language functions in 3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening. comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful
manual (e.g., MLA Handbook, Turabian’s Manual for Writers) Sentences) for guidance as needed; apply an understanding of
appropriate for the discipline and writing type. syntax to the study of complex texts when reading.
94
Vocabulary Acquisition and Use Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words 4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 9–10 reading and content, choosing flexibly and phrases based on grades 11–12 reading and content, choosing flexibly
from a range of strategies. from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or a. Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate b. Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze, analysis, different meanings or parts of speech (e.g., conceive, conception,
analytical; advocate, advocacy). conceivable).
c. Consult general and specialized reference materials (e.g., c. Consult general and specialized reference materials (e.g., dictionaries,
dictionaries, glossaries, thesauruses), both print and digital, to find glossaries, thesauruses), both print and digital, to find the
the pronunciation of a word or determine or clarify its precise pronunciation of a word or determine or clarify its precise meaning, its
meaning, its part of speech, or its etymology. part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or d. Verify the preliminary determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a phrase (e.g., by checking the inferred meaning in context or in a
dictionary). dictionary).
5. Demonstrate understanding of figurative language, word relationships, and 5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context a. Interpret figures of speech (e.g., hyperbole, paradox) in context and
and analyze their role in the text. analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations. b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and 6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to vocabulary knowledge when considering a word or phrase important to
comprehension or expression. comprehension or expression.
95
Language Progressive Skills, by Grade
The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied
to increasingly sophisticated writing and speaking.
Standard 3 4 5 6 7 8 9-10 11-12
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. x x x x x x x x
L.3.3a. Choose words and phrases for effect. x x x x x x x x
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate
- x x x x x x x
fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their). - x x x x x x x
L.4.3a. Choose words and phrases to convey ideas precisely.* - x x x - - - -
L.4.3b. Choose punctuation for effect. - x x x x x x x
L.5.1d. Recognize and correct inappropriate shifts in verb tense. - - x x x x x x
L.5.2a. Use punctuation to separate items in a series.** - - x x x x - -
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. - - - x x x x x
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
- - - x x x x x
antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and
speaking, and identify and use strategies to improve expression in - - - x x x x x
conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off
- - - x x x x x
nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.*** - - - x x x x -
L.6.3b. Maintain consistency in style and tone. - - - x x x x x
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting
- - - - x x x x
misplaced and dangling modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing
- - - - x x x x
and eliminating wordiness and redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood. - - - - - x x x
L.9–10.1a. Use parallel structure. - - - - - - x x
*Subsumed by L.7.3a
**Subsumed by L.9–10.1a
***Subsumed by L.11–12.3a
96
Standard 10: Range, Quality, and Complexity of Student Reading K–5
Measuring Text Complexity: Three Factors
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and
knowledge demands
Quantitative evaluation of the text: Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task
variables (such as purpose and the complexity generated by the task assigned
and the questions posed)
Note: More detailed information on text complexity and how it is measured is contained in Appendix A (http://www.corestandards.org/assets/Appendix_A.pdf).
Range of Text Types for 6–12

Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
Literature Literature Literature Informational Text
Stories Dramas Poetry Literary Nonfiction
Includes the subgenres of Includes one-act and multi- Includes the subgenres of Includes the subgenres of exposition, argument, and functional text
adventure stories, historical act plays, both in written form narrative poems, lyrical in the form of personal essays, speeches, opinion pieces, essays
fiction, mysteries, myths, and on film poems, free verse poems, about art or literature, biographies, memoirs, journalism, and
science fiction, realistic sonnets, odes, ballads, and historical, scientific, technical, or economic accounts (including
fiction, allegories, parodies, epics digital sources) written for a broad audience
satire, and graphic novels
97
Texts Illustrating the Complexity, Quality, and Range of Student Reading 6-12
Grade Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction and Historical, Scientific, and
Technical Texts
6-8 • Little Women by Louisa May Alcott (1869) • “Letter on Thomas Jefferson” by John Adams (1776)
• The Adventures of Tom Sawyer by Mark Twain (1876) • Narrative of the Life of Frederick Douglass, an American Slave by
• “The Road Not Taken” by Robert Frost (1915) Frederick Douglass (1845)
• The Dark Is Rising by Susan Cooper (1973) • “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th,
• Dragonwings by Laurence Yep (1975) 1940” by Winston Churchill (1940)
• Roll of Thunder, Hear My Cry by Mildred Taylor (1976) • Harriet Tubman: Conductor on the Underground Railroad by Ann
Petry (1955)
• Travels with Charley: In Search of America by John Steinbeck
(1962)
9-10 • The Tragedy of Macbeth by William Shakespeare (1592) • “Speech to the Second Virginia Convention” by Patrick Henry
• “Ozymandias” by Percy Bysshe Shelley (1817) (1775)
• “The Raven” by Edgar Allan Poe (1845) • “Farewell Address” by George Washington (1796)
• “The Gift of the Magi” by O. Henry (1906) • “Gettysburg Address” by Abraham Lincoln (1863)
• The Grapes of Wrath by John Steinbeck (1939) • “State of the Union Address” by Franklin Delano Roosevelt (1941)
• Fahrenheit 451 by Ray Bradbury (1953) • “Letter from Birmingham Jail” by Martin Luther King, Jr. (1964)
• The Killer Angels by Michael Shaara (1975) • “Hope, Despair and Memory” by Elie Wiesel (1997)
11- • “Ode on a Grecian Urn” by John Keats (1820) • Common Sense by Thomas Paine (1776)
CCR • Jane Eyre by Charlotte Brontë (1848) • Walden by Henry David Thoreau (1854)
• “Because I Could Not Stop for Death” by Emily Dickinson (1890) • “Society and Solitude” by Ralph Waldo Emerson (1857)
• The Great Gatsby by F. Scott Fitzgerald (1925) • “The Fallacy of Success” by G. K. Chesterton (1909)
• Their Eyes Were Watching God by Zora Neale Hurston (1937) • Black Boy by Richard Wright (1945)
• A Raisin in the Sun by Lorraine Hansberry (1959) • “Politics and the English Language” by George Orwell (1946)
• The Namesake by Jhumpa Lahiri (2003) • “Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995)
Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of topics and genres. (See
Appendix B (http://www.corestandards.org/assets/Appendix_B.pdf) for excerpts of these and other texts illustrative of grades 6–12 text complexity, quality, and
range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow
students to study those topics or themes in depth.
98

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STANDARDS FOR

English Language Arts

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Grade 6 students: Grade 7 students: Grade 8 students:

Grade 9-10 students: Grade 11-12 students:

Grade 9-10 students: Grade 11-12 students:

Production and Distribution of Writing

Research to Build and Present Knowledge

Grade 6 students: Grade 7 students: Grade 8 students:

Grade 9-10 students: Grade 11-12 students:

Presentation of Knowledge and Ideas

Note on range and content of student speaking and listening

Grade 6 students: Grade 7 students: Grade 8 students:

Grade 9-10 students: Grade 11-12 students:

Vocabulary Acquisition and Use

Note on range and content of student language use

Grade 6 students: Grade 7 students: Grade 8 students:

Grade 9-10 students: Grade 11-12 students:

Measuring Text Complexity: Three Factors

Range of Text Types for 6–12

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