Standards Progression Grades 6 8 by lg5Vgs

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									                                            College and Career Readiness Anchor Standards for Reading
                                                                      Key Ideas and Details - Literature
                 Anchor                                        Grade 6                                        Grade 7                                       Grade 8
1. Read closely to determine what the        1. Cite textual evidence to support            1. Cite several pieces of textual evidence    1. Cite the textual evidence that most
text says explicitly and to make logical     analysis of what the text says explicitly as   to support analysis of what the text says     strongly supports an analysis of what the
inferences from it; cite specific textual    well as inferences drawn from the text.        explicitly as well as inferences drawn from   text says explicitly as well as inferences
evidence when writing or speaking to                                                        the text.                                     drawn from the text.
support conclusions drawn from the
text.
2. Determine central ideas or themes of      2. Determine a theme or central idea of a      2. Determine a theme or central idea of a     2. Determine a theme or central idea of a
a text and analyze their development;        text and how it is conveyed through            text and analyze its development over the     text and analyze its development over the
summarize the key supporting details         particular details; provide a summary of       course of the text; provide an objective      course of the text, including its relationship
and ideas.                                   the text distinct from personal opinions or    summary of the text.                          to the characters, setting, and plot; provide
                                             judgments.                                                                                   an objective summary of the text.
3. Analyze how and why individuals,          3. Describe how a particular story’s or        3. Analyze how particular elements of a       3. Analyze how particular lines of dialogue
events, and ideas develop and interact       drama’s plot unfolds in a series of            story or drama interact (e.g., how setting    or incidents in a story or drama propel the
over the course of a text.                   episodes as well as how the characters         shapes the characters or plot).               action, reveal aspects of a character, or
                                             respond or change as the plot moves                                                          provoke a decision.
                                             toward a resolution.                                                                         Craft and Structure
                                            College and Career Readiness Anchor Standards for Reading
                                                                         Craft and Structure - Literature
                 Anchor                                        Grade 6                                      Grade 7                                        Grade 8
4. Interpret words and phrases as they       4. Determine the meaning of words and         4. Determine the meaning of words and         4. Determine the meaning of words and
are used in a text, including                phrases as they are used in a text,           phrases as they are used in a text,           phrases as they are used in a text,
determining technical, connotative, and      including figurative and connotative          including figurative and connotative          including figurative and connotative
figurative meanings, and analyze how         meanings; analyze the impact of a specific    meanings; analyze the impact of rhymes        meanings; analyze the impact of specific
specific word choices shape meaning          word choice on meaning and tone.              and other repetitions of sounds (e.g.,        word choices on meaning and tone,
or tone.                                                                                   alliteration) on a specific verse or stanza   including analogies or allusions to other
                                                                                           of a poem or section of a story or drama.     texts.
5. Analyze the structure of texts,           5. Analyze how a particular sentence,         5. Analyze how a drama’s or poem’s form       5. Compare and contrast the structure of
including how specific sentences,            chapter, scene, or stanza fits into the       or structure (e.g., soliloquy, sonnet)        two or more texts and analyze how the
paragraphs, and larger portions of the       overall structure of a text and contributes   contributes to its meaning.                   differing structure of each text contributes
text (e.g., a section, chapter, scene, or    to the development of the theme, setting,                                                   to its meaning and style.
stanza) relate to each other and the         or plot.
whole.
6. Assess how point of view or purpose       6. Explain how an author develops the         6. Analyze how an author develops and         6.Analyze how differences in the points of
shapes the content and style of a text.      point of view of the narrator or speaker in   contrasts the points of view of different     view of the characters and the audience or
                                             a text.                                       characters or narrators in a text.            reader (e.g., created through the use of
                                                                                                                                         dramatic irony) create such effects as
                                                                                                                                         suspense or humor.
                                           College and Career Readiness Anchor Standards for Reading
                                                            Integration of Knowledge and Ideas - Literature
                 Anchor                                       Grade 6                                       Grade 7                                         Grade 8
7. Integrate and evaluate content           7. Compare and contrast the experience        7. Compare and contrast a written story,       7. Analyze the extent to which a filmed or
presented in diverse formats and            of reading a story, drama, or poem to         drama, or poem to its audio, filmed,           live production of a story or drama stays
media, including visually and               listening to or viewing an audio, video, or   staged, or multimedia version, analyzing       faithful to or departs from the text or script,
quantitatively, as well as in words.        live version of the text, including           the effects of techniques unique to each       evaluating the choices made by the
                                            contrasting what they “see” and “hear”        medium (e.g., lighting, sound, color, or       director or actors.
                                            when reading the text to what they            camera focus and angles in a film).
                                            perceive when they listen or watch.
8. Delineate and evaluate the argument      8. (Not applicable to literature)             8. (Not applicable to literature)              8. (Not applicable to literature)
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            9. Compare and contrast texts in different    9. Compare and contrast a fictional            9. Analyze how a modern work of fiction
address similar themes or topics in         forms or genres (e.g., stories and poems;     portrayal of a time, place, or character and   draws on themes, patterns of events, or
order to build knowledge or to compare      historical novels and fantasy stories) in     a historical account of the same period as     character types from myths, traditional
the approaches the authors take.            terms of their approaches to similar          a means of understanding how authors of        stories, or religious works such as the
                                            themes and topics.                            fiction use or alter history.                  Bible, including describing how the
                                                                                                                                         material is rendered new.
                                   College and Career Readiness Anchor Standards for Reading
                                             Range of Reading and Level of Text Complexity - Literature
              Anchor                                 Grade 6                                     Grade 7                                     Grade 8
10. Read and comprehend complex     10. By the end of the year, read and        10.By the end of the year, read and         10. By the end of the year, read and
literary and informational texts    comprehend literature, including stories,   comprehend literature, including stories,   comprehend literature, including stories,
independently and proficiently.     dramas, and poems, in the grades 6–8        dramas, and poems, in the grades 6–8        dramas, and poems, at the high end of
                                    text complexity band proficiently, with     text complexity band proficiently, with     grades 6–8 text complexity band
                                    scaffolding as needed at the high end of    scaffolding as needed at the high end of    independently and proficiently.
                                    the range.                                  the range.
                                            College and Career Readiness Anchor Standards for Reading
                                                                    Key Ideas and Details - Informational
                 Anchor                                        Grade 6                                       Grade 7                                         Grade 8
1. Read closely to determine what the        1. Cite textual evidence to support            1. Cite several pieces of textual evidence     1. Cite the textual evidence that most
text says explicitly and to make logical     analysis of what the text says explicitly as   to support analysis of what the text says      strongly supports an analysis of what the
inferences from it; cite specific textual    well as inferences drawn from the text.        explicitly as well as inferences drawn from    text says explicitly as well as inferences
evidence when writing or speaking to                                                        the text.                                      drawn from the text.
support conclusions drawn from the
text.
2. Determine central ideas or themes of      2. Determine a central idea of a text and      2. Determine two or more central ideas in      2. Determine a central idea of a text and
a text and analyze their development;        how it is conveyed through particular          a text and analyze their development over      analyze its development over the course
summarize the key supporting details         details; provide a summary of the text         the course of the text; provide an objective   of the text, including its relationship to
and ideas.                                   distinct from personal opinions or             summary of the text.                           supporting ideas; provide an objective
                                             judgments.                                                                                    summary of the text.
3. Analyze how and why individuals,          3. Analyze in detail how a key individual,     3. Analyze the interactions between            3. Analyze how a text makes connections
events, and ideas develop and interact       event, or idea is introduced, illustrated,     individuals, events, and ideas in a text       among and distinctions between
over the course of a text.                   and elaborated in a text (e.g., through        (e.g., how ideas influence individuals or      individuals, ideas, or events (e.g., through
                                             examples or anecdotes).                        events, or how individuals influence ideas     comparisons, analogies, or categories).
                                                                                            or events).
                                            College and Career Readiness Anchor Standards for Reading
                                                                     Craft and Structure - Informational
                 Anchor                                        Grade 6                                       Grade 7                                       Grade 8
4. Interpret words and phrases as they       4. Determine the meaning of words and          4. Determine the meaning of words and         4. Determine the meaning of words and
are used in a text, including                phrases as they are used in a text,            phrases as they are used in a text,           phrases as they are used in a text,
determining technical, connotative, and      including figurative, connotative, and         including figurative, connotative, and        including figurative, connotative, and
figurative meanings, and analyze how         technical meanings.                            technical meanings; analyze the impact of     technical meanings; analyze the impact of
specific word choices shape meaning                                                         a specific word choice on meaning and         specific word choices on meaning and
or tone.                                                                                    tone.                                         tone, including analogies or allusions to
                                                                                                                                          other texts.
5. Analyze the structure of texts,           5. Analyze how a particular sentence,          5. Analyze the structure an author uses to    5. Analyze in detail the structure of a
including how specific sentences,            paragraph, chapter, or section fits into the   organize a text, including how the major      specific paragraph in a text, including the
paragraphs, and larger portions of the       overall structure of a text and contributes    sections contribute to the whole and to the   role of particular sentences in developing
text (e.g., a section, chapter, scene, or    to the development of the ideas.               development of the ideas.                     and refining a key concept.
stanza) relate to each other and the
whole.
6. Assess how point of view or purpose       6. Determine an author’s point of view or      6. Determine an author’s point of view or     6. Determine an author’s point of view or
shapes the content and style of a text.      purpose in a text and explain how it is        purpose in a text and analyze how the         purpose in a text and analyze how the
                                             conveyed in the text.                          author distinguishes his or her position      author acknowledges and responds to
                                                                                            from that of others.                          conflicting evidence or viewpoints.
                                           College and Career Readiness Anchor Standards for Reading
                                                         Integration of Knowledge and Ideas - Informational
                 Anchor                                      Grade 6                                        Grade 7                                         Grade 8
7. Integrate and evaluate content           7. Integrate information presented in         7. Compare and contrast a text to an            7. Evaluate the advantages and
presented in diverse formats and            different media or formats (e.g., visually,   audio, video, or multimedia version of the      disadvantages of using different mediums
media, including visually and               quantitatively) as well as in words to        text, analyzing each medium’s portrayal of      (e.g., print or digital text, video,
quantitatively, as well as in words.        develop a coherent understanding of a         the subject (e.g., how the delivery of a        multimedia) to present a particular topic or
                                            topic or issue.                               speech affects the impact of the words).        idea.
8. Delineate and evaluate the argument      8. Trace and evaluate the argument and        8. Trace and evaluate the argument and          8. Delineate and evaluate the argument
and specific claims in a text, including    specific claims in a text, distinguishing     specific claims in a text, assessing            and specific claims in a text, assessing
the validity of the reasoning as well as    claims that are supported by reasons and      whether the reasoning is sound and the          whether the reasoning is sound and the
the relevance and sufficiency of the        evidence from claims that are not.            evidence is relevant and sufficient to          evidence is relevant and sufficient;
evidence.                                                                                 support the claims.                             recognize when irrelevant evidence is
                                                                                                                                          introduced.
9. Analyze how two or more texts            9. Compare and contrast one author’s          9. Analyze how two or more authors              9. Analyze a case in which two or more
address similar themes or topics in         presentation of events with that of another   writing about the same topic shape their        texts provide conflicting information on the
order to build knowledge or to compare      (e.g., a memoir written by and a biography    presentations of key information by             same topic and identify where the texts
the approaches the authors take.            on the same person).                          emphasizing different evidence or               disagree on matters of fact or
                                                                                          advancing different interpretations of facts.   interpretation.
                                   College and Career Readiness Anchor Standards for Reading
                                          Range of Reading and Level of Text Complexity - Informational
              Anchor                                  Grade 6                                       Grade 7                                      Grade 8
10. Read and comprehend complex     10. By the end of the year, read and          10. By the end of the year, read and          10. By the end of the year, read and
literary and informational texts    comprehend literary nonfiction in the         comprehend literary nonfiction in the         comprehend literary nonfiction at the high
independently and proficiently.     grades 6–8 text complexity band               grades 6–8 text complexity band               end of the grades 6–8 text complexity
                                    proficiently, with scaffolding as needed at   proficiently, with scaffolding as needed at   band independently and proficiently.
                                    the high end of the range.                    the high end of the range.
                                          College and Career Readiness Anchor Standards for Writing
                                                                         Text Types and Purposes
                Anchor                                       Grade 6                                         Grade 7                                        Grade 8
1. Write arguments to support claims in    1. Write arguments to support claims with       1. Write arguments to support claims with       1. Write arguments to support claims with
an analysis of substantive topics or       clear reasons and relevant evidence.            clear reasons and relevant evidence.            clear reasons and relevant evidence.
texts, using valid reasoning and           Introduce claim(s) and organize the              Introduce claim(s), acknowledge                Introduce claim(s), acknowledge and
relevant and sufficient evidence.          reasons and evidence clearly.                       alternate or opposing claims, and               distinguish the claim(s) from alternate
                                            Support claim(s) with clear reasons               organize the reasons and evidence               or opposing claims, and organize the
                                               and relevant evidence, using credible           logically.                                      reasons and evidence logically.
                                               sources and demonstrating an                 Support claim(s) with logical reasoning        Support claim(s) with logical reasoning
                                               understanding of the topic or text.             and relevant evidence, using accurate,          and relevant evidence, using accurate,
                                            Use words, phrases, and clauses to                credible sources and demonstrating an           credible sources and demonstrating an
                                               clarify the relationships among                 understanding of the topic or text.             understanding of the topic or text.
                                               claim(s) and reasons.                        Use words, phrases, and clauses to             Use words, phrases, and clauses to
                                            Establish and maintain a formal style.            create cohesion and clarify the                 create cohesion and clarify the
                                            Provide a concluding statement or                 relationships among claim(s), reasons,          relationships among claim(s),
                                               section that follows from the argument          and evidence.                                   counterclaims, reasons, and evidence.
                                               presented.                                   Establish and maintain a formal style.         Establish and maintain a formal style.
                                                                                            Provide a concluding statement or              Provide a concluding statement or
                                                                                               section that follows from and supports          section that follows from and supports
                                                                                               the argument presented.                         the argument presented.
2. Write informative/explanatory texts     2. Write informative/explanatory texts to       2. Write informative/explanatory texts to       2. Write informative/explanatory texts to
to examine and convey complex ideas        examine a topic and convey ideas,               examine a topic and convey ideas,               examine a topic and convey ideas,
and information clearly and accurately     concepts, and information through the           concepts, and information through the           concepts, and information through the
through the effective selection,           selection, organization, and analysis of        selection, organization, and analysis of        selection, organization, and analysis of
organization, and analysis of content.     relevant content.                               relevant content.                               relevant content.
                                            Introduce a topic; organize ideas,             Introduce a topic clearly, previewing          Introduce a topic clearly, previewing
                                               concepts, and information, using                what is to follow; organize ideas,              what is to follow; organize ideas,
                                               strategies such as definition,                  concepts, and information, using                concepts, and information into broader
                                               classification, comparison/contrast,            strategies such as definition,                  categories; include formatting (e.g.,
                                               and cause/effect; include formatting            classification, comparison/contrast,            headings), graphics (e.g., charts,
                                               (e.g., headings), graphics (e.g., charts,       and cause/effect; include formatting            tables), and multimedia when useful to
                                               tables), and multimedia when useful to          (e.g., headings), graphics (e.g., charts,       aiding comprehension.
                                             aiding comprehension.                        tables), and multimedia when useful to      Develop the topic with relevant, well-
                                            Develop the topic with relevant facts,       aiding comprehension.                        chosen facts, definitions, concrete
                                             definitions, concrete details,            Develop the topic with relevant facts,         details, quotations, or other
                                             quotations, or other information and         definitions, concrete details,               information and examples.
                                             examples.                                    quotations, or other information and        Use appropriate and varied transitions
                                            Use appropriate transitions to clarify       examples.                                    to create cohesion and clarify the
                                             the relationships among ideas and         Use appropriate transitions to create          relationships among ideas and
                                             concepts.                                    cohesion and clarify the relationships       concepts.
                                            Use precise language and domain-             among ideas and concepts.                   Use precise language and domain-
                                             specific vocabulary to inform about or    Use precise language and domain-               specific vocabulary to inform about or
                                             explain the topic.                           specific vocabulary to inform about or       explain the topic.
                                            Establish and maintain a formal style.       explain the topic.                          Establish and maintain a formal style.
                                            Provide a concluding statement or         Establish and maintain a formal style.        Provide a concluding statement or
                                             section that follows from the             Provide a concluding statement or              section that follows from and supports
                                             information or explanation presented.        section that follows from and supports       the information or explanation
                                                                                          the information or explanation               presented.
                                                                                          presented.
3. Write narratives to develop real or   3. Write narratives to develop real or       3. Write narratives to develop real or       3. Write narratives to develop real or
imagined experiences or events using     imagined experiences or events using         imagined experiences or events using         imagined experiences or events using
effective technique, well-chosen         effective technique, relevant descriptive    effective technique, relevant descriptive    effective technique, relevant descriptive
details, and well-structured event       details, and well-structured event           details, and well-structured event           details, and well-structured event
sequences.                               sequences.                                   sequences.                                   sequences.
                                          Engage and orient the reader by             Engage and orient the reader by             Engage and orient the reader by
                                             establishing a context and introducing       establishing a context and point of          establishing a context and point of
                                             a narrator and/or characters; organize       view and introducing a narrator and/or       view and introducing a narrator and/or
                                             an event sequence that unfolds               characters; organize an event                characters; organize an event
                                             naturally and logically.                     sequence that unfolds naturally and          sequence that unfolds naturally and
                                          Use narrative techniques, such as              logically.                                   logically.
                                             dialogue, pacing, and description, to     Use narrative techniques, such as           Use narrative techniques, such as
                                             develop experiences, events, and/or          dialogue, pacing, and description, to        dialogue, pacing, description, and
                                             characters.                                  develop experiences, events, and/or          reflection, to develop experiences,
                                          Use a variety of transition words,             characters.                                  events, and/or characters.
                                             phrases, and clauses to convey            Use a variety of transition words,          Use a variety of transition words,
                                             sequence and signal shifts from one          phrases, and clauses to convey               phrases, and clauses to convey
                                             time frame or setting to another.            sequence and signal shifts from one          sequence, signal shifts from one time
                                          Use precise words and phrases,                 time frame or setting to another.            frame or setting to another, and show
    relevant descriptive details, and           Use precise words and phrases,             the relationships among experiences
    sensory language to convey                   relevant descriptive details, and          and events.
    experiences and events.                      sensory language to capture the action    Use precise words and phrases,
   Provide a conclusion that follows from       and convey experiences and events.         relevant descriptive details, and
    the narrated experiences or events.         Provide a conclusion that follows from     sensory language to capture the action
                                                 and reflects on the narrated               and convey experiences and events.
                                                 experiences or events.                    Provide a conclusion that follows from
                                                                                            and reflects on the narrated
                                                                                            experiences or events.
                                           College and Career Readiness Anchor Standards for Writing
                                                                 Production and Distribution of Writing
                Anchor                                       Grade 6                                        Grade 7                                        Grade 8
4. Produce clear and coherent writing       4. Produce clear and coherent writing in      4. Produce clear and coherent writing in        4. Produce clear and coherent writing in
in which the development,                   which the development, organization, and      which the development, organization, and        which the development, organization, and
organization, and style are appropriate     style are appropriate to task, purpose, and   style are appropriate to task, purpose, and     style are appropriate to task, purpose, and
to task, purpose, and audience.             audience. (Grade-specific expectations for    audience. (Grade-specific expectations for      audience. (Grade-specific expectations for
                                            writing types are defined in standards 1–3    writing types are defined in standards 1–3      writing types are defined in standards 1–3
                                            above.)                                       above.)                                         above.)
5. Develop and strengthen writing as        5. With some guidance and support from        5. With some guidance and support from          5. With some guidance and support from
needed by planning, revising, editing,      peers and adults, develop and strengthen      peers and adults, develop and strengthen        peers and adults, develop and strengthen
rewriting, or trying a new approach.        writing as needed by planning, revising,      writing as needed by planning, revising,        writing as needed by planning, revising,
                                            editing, rewriting, or trying a new           editing, rewriting, or trying a new             editing, rewriting, or trying a new
                                            approach.                                     approach, focusing on how well purpose          approach, focusing on how well purpose
                                                                                          and audience have been addressed.               and audience have been addressed.
6. Use technology, including the            6. Use technology, including the Internet,    6. Use technology, including the Internet,      6. Use technology, including the Internet,
Internet, to produce and publish writing    to produce and publish writing as well as     to produce and publish writing and link to      to produce and publish writing and present
and to interact and collaborate with        to interact and collaborate with others;      and cite sources as well as to interact and     the relationships between information and
others.                                     demonstrate sufficient command of             collaborate with others, including linking to   ideas efficiently as well as to interact and
                                            keyboarding skills to type a minimum of       and citing sources.                             collaborate with others.
                                            three pages in a single sitting.
                                           College and Career Readiness Anchor Standards for Writing
                                                                Research to Build and Present Knowledge
                Anchor                                        Grade 6                                         Grade 7                                          Grade 8
7. Conduct short as well as more            7. Conduct short research projects to           7. Conduct short research projects to            7. Conduct short research projects to
sustained research projects based on        answer a question, drawing on several           answer a question, drawing on several            answer a question (including a self-
focused questions, demonstrating            sources and refocusing the inquiry when         sources and generating additional related,       generated question), drawing on several
understanding of the subject under          appropriate.                                    focused questions for further research and       sources and generating additional related,
investigation.                                                                              investigation.                                   focused questions that allow for multiple
                                                                                                                                             avenues of exploration.
8. Gather relevant information from         8. Gather relevant information from             8. Gather relevant information from              8. Gather relevant information from
multiple print and digital sources,         multiple print and digital sources; assess      multiple print and digital sources, using        multiple print and digital sources, using
assess the credibility and accuracy of      the credibility of each source; and quote or    search terms effectively; assess the             search terms effectively; assess the
each source, and integrate the              paraphrase the data and conclusions of          credibility and accuracy of each source;         credibility and accuracy of each source;
information while avoiding plagiarism.      others while avoiding plagiarism and            and quote or paraphrase the data and             and quote or paraphrase the data and
                                            providing basic bibliographic information       conclusions of others while avoiding             conclusions of others while avoiding
                                            for sources.                                    plagiarism and following a standard format       plagiarism and following a standard format
                                                                                            for citation.                                    for citation.
9. Draw evidence from literary or           9. Draw evidence from literary or               9. Draw evidence from literary or                9. Draw evidence from literary or
informational texts to support analysis,    informational texts to support analysis,        informational texts to support analysis,         informational texts to support analysis,
reflection, and research.                   reflection, and research.                       reflection, and research.                        reflection, and research.
                                             Apply grade 6 Reading standards to             Apply grade 7 Reading standards to              Apply grade 8 Reading standards to
                                                literature (e.g., “Compare and contrast         literature (e.g., “Compare and contrast          literature (e.g., “Analyze how a modern
                                                texts in different forms or genres [e.g.,       a fictional portrayal of a time, place, or       work of fiction draws on themes,
                                                stories and poems; historical novels            character and a historical account of            patterns of events, or character types
                                                and fantasy stories] in terms of their          the same period as a means of                    from myths, traditional stories, or
                                                approaches to similar themes and                understanding how authors of fiction             religious works such as the Bible,
                                                topics”).                                       use or alter history”).                          including describing how the material
                                             Apply grade 6 Reading standards to             Apply grade 7 Reading standards to                 is rendered new”).
                                                literary nonfiction (e.g., “Trace and           literary nonfiction (e.g. “Trace and          Apply grade 8 Reading standards to
                                                evaluate the argument and specific              evaluate the argument and specific               literary nonfiction (e.g., “Delineate and
                                                claims in a text, distinguishing claims         claims in a text, assessing whether the          evaluate the argument and specific
                                                that are supported by reasons and               reasoning is sound and the evidence              claims in a text, assessing whether the
                                                evidence from claims that are not”).            is relevant and sufficient to support the        reasoning is sound and the evidence
claims”).   is relevant and sufficient; recognize
            when irrelevant evidence is
            introduced”).
                                           College and Career Readiness Anchor Standards for Writing
                                                                              Range of Writing
                 Anchor                                      Grade 6                                       Grade 7                                       Grade 8
10. Write routinely over extended time      10. Write routinely over extended time        10. Write routinely over extended time        10. Write routinely over extended time
frames (time for research, reflection,      frames (time for research, reflection, and    frames (time for research, reflection, and    frames (time for research, reflection, and
and revision) and shorter time frames       revision) and shorter time frames (a single   revision) and shorter time frames (a single   revision) and shorter time frames (a single
(a single sitting or a day or two) for a    sitting or a day or two) for a range of       sitting or a day or two) for a range of       sitting or a day or two) for a range of
range of tasks, purposes, and               discipline-specific tasks, purposes, and      discipline-specific tasks, purposes, and      discipline-specific tasks, purposes, and
audiences.                                  audiences.                                    audiences.                                    audiences.
                             College and Career Readiness Anchor Standards for Speaking and Listening
                                                                  Comprehension and Collaboration
                Anchor                                      Grade 6                                        Grade 7                                       Grade 8
1. Prepare for and participate            1. Engage effectively in a range of             1. Engage effectively in a range of           1. Engage effectively in a range of
effectively in a range of conversations   collaborative discussions (one-on-one, in       collaborative discussions (one-on-one, in     collaborative discussions (one-on-one, in
and collaborations with diverse           groups, and teacher-led) with diverse           groups, and teacher-led) with diverse         groups, and teacher-led) with diverse
partners, building on others’ ideas and   partners on grade 6 topics, texts, and          partners on grade 7 topics, texts, and        partners on grade 8 topics, texts, and
expressing their own clearly and          issues, building on others’ ideas and           issues, building on others’ ideas and         issues, building on others’ ideas and
persuasively.                             expressing their own clearly.                   expressing their own clearly.                 expressing their own clearly.
                                           Come to discussions prepared, having           Come to discussions prepared, having         Come to discussions prepared, having
                                              read or studied required material;              read or researched material under             read or researched material under
                                              explicitly draw on that preparation by          study; explicitly draw on that                study; explicitly draw on that
                                              referring to evidence on the topic, text,       preparation by referring to evidence on       preparation by referring to evidence on
                                              or issue to probe and reflect on ideas          the topic, text, or issue to probe and        the topic, text, or issue to probe and
                                              under discussion.                               reflect on ideas under discussion.            reflect on ideas under discussion.
                                           Follow rules for collegial discussions,        Follow rules for collegial discussions,      Follow rules for collegial discussions
                                              set specific goals and deadlines, and           track progress toward specific goals          and decision-making, track progress
                                              define individual roles as needed.              and deadlines, and define individual          toward specific goals and deadlines,
                                           Pose and respond to specific                      roles as needed.                              and define individual roles as needed.
                                              questions with elaboration and detail        Pose questions that elicit elaboration       Pose questions that connect the ideas
                                              by making comments that contribute to           and respond to others’ questions and          of several speakers and respond to
                                              the topic, text, or issue under                 comments with relevant observations           others’ questions and comments with
                                              discussion.                                     and ideas that bring the discussion           relevant evidence, observations, and
                                           Review the key ideas expressed and                back on topic as needed.                      ideas.
                                              demonstrate understanding of multiple        Acknowledge new information                  Acknowledge new information
                                              perspectives through reflection and             expressed by others and, when                 expressed by others, and, when
                                              paraphrasing.                                   warranted, modify their own views.            warranted, qualify or justify their own
                                                                                                                                            views in light of the evidence
                                                                                                                                            presented.
2. Integrate and evaluate information     2. Interpret information presented in           2. Analyze the main ideas and supporting      2. Analyze the purpose of information
presented in diverse media and            diverse media and formats (e.g., visually,      details presented in diverse media and        presented in diverse media and formats
formats, including visually,              quantitatively, orally) and explain how it      formats (e.g., visually, quantitatively,      (e.g., visually, quantitatively, orally) and
quantitatively, and orally.               contributes to a topic, text, or issue under    orally) and explain how the ideas clarify a   evaluate the motives (e.g., social,
                                         study.                                        topic, text, or issue under study.          commercial, political) behind its
                                                                                                                                   presentation.
3. Evaluate a speaker’s point of view,   3. Delineate a speaker’s argument and         3. Delineate a speaker’s argument and       3. Delineate a speaker’s argument and
reasoning, and use of evidence and       specific claims, distinguishing claims that   specific claims, evaluating the soundness   specific claims, evaluating the soundness
rhetoric.                                are supported by reasons and evidence         of the reasoning and the relevance and      of the reasoning and relevance and
                                         from claims that are not.                     sufficiency of the evidence.                sufficiency of the evidence and identifying
                                                                                                                                   when irrelevant evidence is introduced.
                             College and Career Readiness Anchor Standards for Speaking and Listening
                                                                 Presentation of Knowledge and Ideas
                Anchor                                       Grade 6                                        Grade 7                                       Grade 8
4. Present information, findings, and      4. Present claims and findings,                 4. Present claims and findings,               4. Present claims and findings,
supporting evidence such that listeners    sequencing ideas logically and using            emphasizing salient points in a focused,      emphasizing salient points in a focused,
can follow the line of reasoning and the   pertinent descriptions, facts, and details to   coherent manner with pertinent                coherent manner with relevant evidence,
organization, development, and style       accentuate main ideas or themes; use            descriptions, facts, details, and examples;   sound valid reasoning, and well-chosen
are appropriate to task, purpose, and      appropriate eye contact, adequate               use appropriate eye contact, adequate         details; use appropriate eye contact,
audience.                                  volume, and clear pronunciation.                volume, and clear pronunciation               adequate volume, and clear pronunciation.
5. Make strategic use of digital media     5. Include multimedia components (e.g.,         5. Include multimedia components and          5. Integrate multimedia and visual displays
and visual displays of data to express     graphics, images, music, sound) and             visual displays in presentations to clarify   into presentations to clarify information,
information and enhance                    visual displays in presentations to clarify     claims and findings and emphasize salient     strengthen claims and evidence, and add
understanding of presentations.            information.                                    points.                                       interest.
6. Adapt speech to a variety of contexts   6. Adapt speech to a variety of contexts        6. Adapt speech to a variety of contexts      6. Adapt speech to a variety of contexts
and communicative tasks,                   and tasks, demonstrating command of             and tasks, demonstrating command of           and tasks, demonstrating command of
demonstrating command of formal            formal English when indicated or                formal English when indicated or              formal English when indicated or
English when indicated or appropriate.     appropriate.                                    appropriate.                                  appropriate.
                                    College and Career Readiness Anchor Standards for Language
                                                              Conventions of Standard English
                Anchor                                Grade 6                                         Grade 7                                        Grade 8
1. Demonstrate command of the        1. Demonstrate command of the                  1. Demonstrate command of the                  1. Demonstrate command of the
conventions of standard English      conventions of standard English grammar        conventions of standard English grammar        conventions of standard English grammar
grammar and usage when writing or    and usage when writing or speaking.            and usage when writing or speaking.            and usage when writing or speaking.
speaking.                             Ensure that pronouns are in the proper        Explain the function of phrases and           Explain the function of verbals
                                         case (subjective, objective,                   clauses in general and their function in       (gerunds, participles, infinitives) in
                                         possessive).                                   specific sentences.                            general and their function in particular
                                      Use intensive pronouns (e.g., myself,         Choose among simple, compound,                   sentences.
                                         ourselves).                                    complex, and compound-complex               Form and use verbs in the active and
                                      Recognize and correct inappropriate              sentences to signal differing                  passive voice.
                                         shifts in pronoun number and person.*          relationships among ideas.                  Form and use verbs in the indicative,
                                      Recognize and correct vague                   Place phrases and clauses within a               imperative, interrogative, conditional,
                                         pronouns (i.e., ones with unclear or           sentence, recognizing and correcting           and subjunctive mood.
                                         ambiguous antecedents).*                       misplaced and dangling modifiers.*          Recognize and correct inappropriate
                                      Recognize variations from standard                                                              shifts in verb voice and mood.*
                                         English in their own and others' writing
                                         and speaking, and identify and use
                                         strategies to improve expression in
                                         conventional language.*
2. Demonstrate command of the        2. Demonstrate command of the                  2. Demonstrate command of the                  2. Demonstrate command of the
conventions of standard English      conventions of standard English                conventions of standard English                conventions of standard English
capitalization, punctuation, and     capitalization, punctuation, and spelling      capitalization, punctuation, and spelling      capitalization, punctuation, and spelling
spelling when writing.               when writing.                                  when writing.                                  when writing.
                                      Use punctuation (commas,                      Use a comma to separate coordinate            Use punctuation (comma, ellipsis,
                                         parentheses, dashes) to set off                adjectives (e.g., It was a fascinating,        dash) to indicate a pause or break.
                                         nonrestrictive/parenthetical elements.*        enjoyable movie but not He wore an          Use an ellipsis to indicate an omission.
                                      Spell correctly.                                 old[,] green shirt).                        Spell correctly.
                                                                                     Spell correctly.
                                        College and Career Readiness Anchor Standards for Language
                                                                       Knowledge of Language
               Anchor                                     Grade 6                                    Grade 7                                      Grade 8
3. Apply knowledge of language to        3. Use knowledge of language and its        3. Use knowledge of language and its        3. Use knowledge of language and its
understand how language functions in     conventions when writing, speaking,         conventions when writing, speaking,         conventions when writing, speaking,
different contexts, to make effective    reading, or listening.                      reading, or listening.                      reading, or listening.
choices for meaning or style, and to      Vary sentence patterns for meaning,        Choose language that expresses             Use verbs in the active and passive
comprehend more fully when reading           reader/listener interest, and style.*       ideas precisely and concisely,              voice and in the conditional and
or listening.                             Maintain consistency in style and             recognizing and eliminating wordiness       subjunctive mood to achieve particular
                                             tone.*                                      and redundancy.*                            effects (e.g., emphasizing the actor or
                                                                                                                                     the action; expressing uncertainty or
                                                                                                                                     describing a state contrary to fact).
                                         College and Career Readiness Anchor Standards for Language
                                                                    Vocabulary Acquisition and Use
                Anchor                                      Grade 6                                          Grade 7                                         Grade 8
4. Determine or clarify the meaning of    4. Determine or clarify the meaning of           4. Determine or clarify the meaning of          4. Determine or clarify the meaning of
unknown and multiple-meaning words        unknown and multiple-meaning words and           unknown and multiple-meaning words and          unknown and multiple-meaning words or
and phrases by using context clues,       phrases based on grade 6 reading and             phrases based on grade 7 reading and            phrases based on grade 8 reading and
analyzing meaningful word parts, and      content, choosing flexibly from a range of       content, choosing flexibly from a range of      content, choosing flexibly from a range of
consulting general and specialized        strategies.                                      strategies.                                     strategies.
reference materials, as appropriate.       Use context (e.g., the overall meaning          Use context (e.g., the overall meaning         Use context (e.g., the overall meaning
                                              of a sentence or paragraph; a word’s             of a sentence or paragraph; a word’s            of 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                 clue to the meaning of a word or                clue to the meaning of a word or
                                              phrase.                                          phrase.                                         phrase.
                                           Use common, grade-appropriate                   Use common, grade-appropriate                  Use common, grade-appropriate
                                              Greek or Latin affixes and roots as              Greek or Latin affixes and roots as             Greek or Latin affixes and roots as
                                              clues to the meaning of a word (e.g.,            clues to the meaning of a word (e.g.,           clues to the meaning of a word (e.g.,
                                              audience, auditory, audible).                    belligerent, bellicose, rebel).                 precede, recede, secede).
                                           Consult reference materials (e.g.,              Consult general and specialized                Consult general and specialized
                                              dictionaries, glossaries, thesauruses),          reference materials (e.g., dictionaries,        reference materials (e.g., dictionaries,
                                              both print and digital, to find the              glossaries, thesauruses), both print            glossaries, thesauruses), both print
                                              pronunciation of a word or determine             and digital, to find the pronunciation of       and digital, to find the pronunciation of
                                              or clarify its precise meaning or its part       a word or determine or clarify its              a word or determine or clarify its
                                              of speech.                                       precise meaning or its part of speech.          precise meaning or its part of speech.
                                           Verify the preliminary determination of         Verify the preliminary determination of        Verify the preliminary determination of
                                              the meaning of a word or phrase (e.g.,           the meaning of a word or phrase (e.g.,          the meaning of a word or phrase (e.g.,
                                              by checking the inferred meaning in              by checking the inferred meaning in             by checking the inferred meaning in
                                              context or in a dictionary).                     context or in a dictionary).                    context or in a dictionary).
5. Demonstrate understanding of word      5. Demonstrate understanding of figurative       5. Demonstrate understanding of figurative      5. Demonstrate understanding of figurative
relationships and nuances in word         language, word relationships, and                language, word relationships, and               language, word relationships, and
meanings.                                 nuances in word meanings.                        nuances in word meanings.                       nuances in word meanings.
                                           Interpret figures of speech (e.g.,              Interpret figures of speech (e.g.,             Interpret figures of speech (e.g. verbal
                                              personification) in context.                     literary, biblical, and mythological            irony, puns) in context.
                                           Use the relationship between                       allusions) in context.                       Use the relationship between
                                            particular words (e.g., cause/effect,         Use the relationship between                    particular words to better understand
                                            part/whole, item/category) to better           particular words (e.g., synonym                 each of the words.
                                            understand each of the words.                  /antonym, analogy) to better                   Distinguish among the connotations
                                           Distinguish among the connotations             understand each of the words.                   (associations) of words with similar
                                            (associations) of words with similar        Distinguish among the connotations                denotations (definitions) (e.g.,
                                            denotations (definitions) (e.g., stingy,       (associations) of words with similar            bullheaded, willful, firm, persistent,
                                            scrimping, economical, unwasteful,             denotations (definitions) (e.g., refined,       resolute).
                                            thrifty).                                      respectful, polite, diplomatic,
                                                                                           condescending).
6. Acquire and use accurately a range   6. Acquire and use accurately grade-           6. Acquire and use accurately grade-            6. Acquire and use accurately grade-
of general academic and domain-         appropriate general academic and               appropriate general academic and                appropriate general academic and
specific words and phrases sufficient   domain-specific words and phrases;             domain-specific words and phrases;              domain-specific words and phrases;
for reading, writing, speaking, and     gather vocabulary knowledge when               gather vocabulary knowledge when                gather vocabulary knowledge when
listening at the college and career     considering a word or phrase important to      considering a word or phrase important to       considering a word or phrase important to
readiness level; demonstrate            comprehension or expression.                   comprehension or expression.                    comprehension or expression.
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression.

								
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