Core Content Connectors by Common Core State Standards: English Language Arts-Language Reading Standards for Informational Text Grades 6-8
From NCSC Wiki
(Difference between revisions)
Jhunsucker (Talk | contribs) (→Reading Standards for Informational Text) |
|||
(4 intermediate revisions by 2 users not shown) | |||
Line 1: | Line 1: | ||
+ | {{BACK TO|[[Core Content Connectors]]}} | ||
+ | |||
=College and Career Readiness Anchor Standards for Reading= | =College and Career Readiness Anchor Standards for Reading= | ||
+ | |||
==Key Ideas and Details== | ==Key Ideas and Details== | ||
Line 7: | Line 10: | ||
# Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | # Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | ||
− | ===Reading Standards for Informational Text === | + | ===Reading Standards for Informational Text=== |
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
− | |width = " | + | |
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' |
+ | |||
+ | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | | style="background-color:#DAEEF3;"|1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | ||
+ | |||
| style="background-color:#DAEEF3;"|1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | | style="background-color:#DAEEF3;"|1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
+ | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
|- | |- | ||
− | + | | colspan=3|'''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.''' | ||
+ | |||
|- | |- | ||
|rowspan=2| | |rowspan=2| | ||
− | | | + | |
− | | | + | ||'''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.''' | ||
+ | |} | ||
− | |||
− | |||
− | |||
+ | {|border=1 | ||
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' |
+ | |||
+ | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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). | | style="background-color:#DAEEF3;"|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). | ||
− | |||
| style="background-color:#DAEEF3;"|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). | | style="background-color:#DAEEF3;"|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). | ||
− | |||
| style="background-color:#DAEEF3;"|3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). | | style="background-color:#DAEEF3;"|3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
|rowspan=3| | |rowspan=3| | ||
+ | |||
|rowspan=3| | |rowspan=3| | ||
+ | |||
|- | |- | ||
− | | | + | ||'''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== | ==Craft and Structure== | ||
Line 118: | Line 137: | ||
===Reading Standards for Informational Text=== | ===Reading Standards for Informational Text=== | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
− | |width = " | + | |
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' |
+ | |||
+ | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' | ||
+ | |||
|- | |- | ||
| style="background-color:#DAEEF3;"|4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | | style="background-color:#DAEEF3;"|4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' | ||
|- | |- | ||
|rowspan=2| | |rowspan=2| | ||
− | | | + | ||'''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.''' |
+ | |||
|} | |} | ||
+ | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
+ | |||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
− | + | ||
|- | |- | ||
|rowspan=3| | |rowspan=3| | ||
− | | | + | ||'''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.''' | ||
− | | | + | |} |
− | |||
− | |||
− | |||
− | |||
− | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|6. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. | | style="background-color:#DAEEF3;"|6. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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== | ==Integration of Knowledge and Ideas== | ||
Line 241: | Line 259: | ||
===Reading Standards for Informational Text=== | ===Reading Standards for Informational Text=== | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
− | |||
| style="background-color:#DAEEF3;"|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). | | style="background-color:#DAEEF3;"|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). | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
− | + | ||
− | + | ||
+ | |rowspan=2| | ||
+ | |rowspan=2| | ||
|- | |- | ||
− | | | + | ||'''6.RI.f1 Identify relevant details from several texts on the same topic (e.g., what are the important things that you learned?).''' |
+ | |} | ||
− | |||
− | |||
− | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
− | | | + | || |
− | | | + | |
+ | |} | ||
− | |||
− | |||
− | |||
− | |||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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). | | style="background-color:#DAEEF3;"|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). | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
+ | |rowspan=2| | ||
+ | ||'''7.RI.l1 Compare/contrast how two or more authors write about the same topic.''' | ||
− | | | + | |rowspan=2| |
− | + | ||
− | + | ||
|- | |- | ||
+ | ||'''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== | ==Range of Reading and Level of Text Complexity== | ||
Line 390: | Line 384: | ||
===Reading Standards for Informational Text=== | ===Reading Standards for Informational Text=== | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "833" style="background-color:#DAEEF3;"|'''Grade 6 students:''' |
+ | |width = "833" style="background-color:#DAEEF3;"|'''Grade 7 students:''' | ||
− | |width = " | + | |width = "834" style="background-color:#DAEEF3;"|'''Grade 8 students:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
− | |||
| style="background-color:#DAEEF3;"|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. | | style="background-color:#DAEEF3;"|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. | ||
|- | |- | ||
− | | | + | | colspan=3|'''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.''' | ||
− | | | + | |} |
− | + | [[Category: CCCs]] | |
− | + | [[Category: CCSS]] | |
− | + | [[Category: ELA]] | |
− | + | [[Category: Middle]] |
Latest revision as of 14:09, 29 July 2014
BACK TO Core Content Connectors
Contents |
[edit] College and Career Readiness Anchor Standards for Reading
[edit] Key Ideas and Details
- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
[edit] 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. |
[edit] Craft and Structure
- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
- Assess how point of view or purpose shapes the content and style of a text.
[edit] 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. |
[edit] Integration of Knowledge and Ideas
- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
[edit] 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. |
[edit] Range of Reading and Level of Text Complexity
- 10. Read and comprehend complex literary and informational texts independently and proficiently.
[edit] 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. |