Core Content Connectors by Common Core State Standards: English Language Arts-Language Reading Standards for Informational Text Grades 6-8

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College and Career Readiness Anchor Standards for Reading

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.

Reading Standards for Informational Text

Grade 6 students:	Grade 7 students:	Grade 8 students:
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCCs
6.RI.d2 Use textual evidence to support inferences.	7.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.	8.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.
		8.RI.j2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text.

Grade 6 students:	Grade 7 students:	Grade 8 students:
2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.	2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.	2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
CCCs
6.RI.c2 Provide a summary of the text distinct from personal opinions or judgments.	7.RI.j2 Determine the central idea of a text	8.RI.j3 Determine two or more central ideas in a text.
	7.RI.j3 Analyze the development of the central idea over the course of the text.	8.RI.j4 Analyze the development of the central ideas over the course of the text.
	7.RI.j4 Provide/create an objective summary of a text.	8.RI.j5 Provide/create an objective summary of a text.

Grade 6 students:	Grade 7 students:	Grade 8 students:
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).	3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).	3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCCs
6.RI.g1 Identify key individuals, events, or ideas in a text.	7.RI.j5 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).	8.RI.j6 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
6.RI.g2 Determine how key individuals, events, or ideas are introduced in a text.
6.RI.g3 Determine how key individuals, events, or ideas are illustrated in a text.
6.RI.g4 Determine how key individuals, events, or ideas are elaborated or expanded on in 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.

Reading Standards for Informational Text

Grade 6 students:	Grade 7 students:	Grade 8 students:
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.	4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.	4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCCs
6.RWL.e3 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.	7.RWL.k4 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.	8.RWL.k4 Identify and interpret an analogy within a text.
	7.RWL.l3 Analyze how the use of figurative, connotative or technical terms affect the meaning or tone of text.	8.RWL.k5 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.
		8.RWL.l1 Analyze how the use of figurative, connotative or technical terms affects the meaning or tone of text.

Grade 6 students:	Grade 7 students:	Grade 8 students:
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.	5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.	5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
CCCs
No CCCs developed for this CCSS at this grade	7.RI.i1 Use signal words as a means of locating information.	8.RI.i1 Use signal words as a means of locating information.
	7.RI.i3 Outline a given text to show how ideas build upon one another.	8.RI.i3 Outline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph.
	7.RI.k1 Determine the structure of a text.	8.RI.k1 Determine the structure of a text.
	7.RI.k2 Determine how the information in each section contribute to the whole or to the development of ideas.	8.RI.k2 Determine how the information in each section contribute to the whole or to the development of ideas.

Grade 6 students:	Grade 7 students:	Grade 8 students:
6. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.	6. Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.	6. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCCs
6.RI.e1 Determine an author's point of view or purpose in a text and explain how it is conveyed.	7.RI.k6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.	8.RI.k3 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Integration of Knowledge and Ideas

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

Reading Standards for Informational Text

Grade 6 students:	Grade 7 students:	Grade 8 students:
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.	7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).	7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCCs
6.RI.b3 Identify what is learned from different media or formats compared to what is learned via written words or spoken words.	7.RI.l1 Compare/contrast how two or more authors write or present about the same topic.	No CCCs developed for this CCSS at this grade
6.RI.b4 Summarize information gained from a variety of sources including media or texts.
6.RI.f1 Identify relevant details from several texts on the same topic (e.g., what are the important things that you learned?).

Grade 6 students:	Grade 7 students:	Grade 8 students:
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.	8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.	8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCCs
6.RI.g5 Identify an argument or claim that the author makes.	7.RI.k3 Identify an argument or claim that the author makes.	8.RI.k4 Identify an argument or claim that the author makes.
6.RI.g6 Evaluate the claim or argument; determine if it is supported by evidence.	7.RI.k4 Evaluate the claim or argument to determine if they are supported by evidence.	8.RI.k5 Evaluate the claim or argument to determine if it is supported by evidence.
6.RI.g7 Distinguish claims or arguments from those that are supported by evidence from those that are not.	7.RI.k5 Distinguish claims or arguments from those that are supported by evidence from those that are not.

Grade 6 students:	Grade 7 students:	Grade 8 students:
9. Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).	9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.	9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
CCCs
6.RI.e3 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).	7.RI.j6 Use supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts.	8.RI.l1 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
	7.RI.l1 Compare/contrast how two or more authors write about the same topic.
	7.RI.l2 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Range of Reading and Level of Text Complexity

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

Reading Standards for Informational Text

Grade 6 students:	Grade 7 students:	Grade 8 students:
10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 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 literary nonfiction in the grades 6–8 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 literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
CCCs
6.HD.a1 Read or be read to a variety of texts including historical novels, fantasy stories and novels, poetry, fiction, and nonfiction novels.	7.HD.g1 Read or be read to a variety of texts including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.	8.HD.g1 Read or be read to a variety of texts including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.
6.RI.a1 Use a variety of strategies to (e.g., use context, affixes and roots) derive meaning from a variety of print/non-print texts.	7.RI.h1 Use a variety of strategies (e.g., use context, affixes and roots, use reference materials) to derive meaning from a variety of print/non-print texts.	8.RI.h1 Use a variety of strategies (e.g., use context, affixes and roots, use reference materials to derive meaning from a variety of print/non-print texts.