Core Content Connectors by Common Core State Standards: English Language Arts-Language Reading Standards for Informational Text Grades 6-8
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Contents |
College and Career Readiness Anchor Standards for Reading
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.
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.
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7.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.
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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:
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Grade 7 students:
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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:
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Grade 7 students:
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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).
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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).
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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
- 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.
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:
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Grade 7 students:
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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.
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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.
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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.
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8.RI.k2 Determine how the information in each section contribute to the whole or to the development of ideas. |
Grade 6 students:
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Grade 7 students:
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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.
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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.
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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.
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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.
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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
- 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.
Reading Standards for Informational Text
Grade 6 students:
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Grade 7 students:
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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.
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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).
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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.
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7.RI.l1 Compare/contrast how two or more authors write or present about the same topic.
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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:
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Grade 7 students:
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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.
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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.
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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.
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7.RI.k3 Identify an argument or claim that the author makes.
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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.
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7.RI.k4 Evaluate the claim or argument to determine if they are supported by evidence.
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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.
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7.RI.k5 Distinguish claims or arguments from those that are supported by evidence from those that are not. |
Grade 6 students:
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Grade 7 students:
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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).
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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.
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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).
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7.RI.j6 Use supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts.
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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:
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Grade 7 students:
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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.
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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.
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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.
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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.
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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.
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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.
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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. |