Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical

Subject
Grades 11-12
Reading: Literature
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences d
leaves matters uncertain.

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the tex
produce a complex account; provide an objective summary of the text.

3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g.,
characters are introduced and developed).

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative me
meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Inclu

5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to b
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what i
understatement).

Integration of Knowledge and Ideas

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded
the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American

period treat similar themes or topics.

Range of Reading and Level of Text Complexity

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-C
needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and p
complexity band independently and proficiently.

Reading: Informational Text

Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences d
leaves matters uncertain.
 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including
complex analysis; provide an objective summary of the text.

3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and tech
the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, includi
and engaging.

6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing ho
persuasiveness or beauty of the text.

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quan
question or solve a problem.

8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles an
majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, p

9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary
the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rh

Range of Reading and Level of Text Complexity

10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band profi
range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity b

Writing
 Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant an
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while p
manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, a
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis

e. Provide a concluding statement or section that follows from and supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and ac
analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that w
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
appropriate to the audience's knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clar

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to man
 e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis

f. Provide a concluding statement or section that follows from and supports the information or explanation presen
topic).

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, an
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing
narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop exp

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the cours

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purp
writing types are defined in standards 1-3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
purpose and audience.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in res
information.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoidin
following a standard format for citation.

9. Draw evidence form literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- a
American literature, including how two or more texts from the same period treat similar themes or topics").

b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in semin
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purpo
Federalist, presidential addresses]").

Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
purposes
Speaking & Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) wit
issues, building on others' ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that prepara
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearin
verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of a
determine what additional information or research is required to deepen the investigation or complete the task.
 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, ora
problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, lin
used.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, au

5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentation
evidence and to add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or ap

Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of Engl

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
a. Observe hyphenation conventions.

b. Spell correctly.
 Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices
reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an und
reading.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 readi
strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a senten

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., con

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and di
clarify its precise meaning, its part of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writin
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important

Reading Standards for Literacy in History/Social Studies

Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from
whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that m
ideas.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evi
uncertain.

Craft and Structure

 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses an
text (e.g., how Madison defines faction in Federalist No. 10)

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger

6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, rea

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quan
question or solve a problem.

8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity ba

Reading Standards for Literacy in Science and Technical Subjects

Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions
the account.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information prese
accurate terms.
 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or perform
explanations in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
11-12 texts and topics.

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding o

6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative
solve a problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when pos
other sources of information.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understandin
conflicting information when possible.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
that logically sequences the claim(s), counterclaims, reasons, and evidence.
 b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for eac
claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values,

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, a
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis

e. Provide a concluding statement or section that follows from or supports the argument presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on tha
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
appropriate to the audience's knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to man
stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provid
topic).
 Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purp

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
purpose and audience.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in res
information.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitti
purposes, and audiences.
PQRC Module

08: How do I avoid plagiarism and find my own voice?

05: What counts as evidence?

05: What counts as evidence?

06: How do I write a thesis statement?
07: How do I organize my argument?

06: How do I write a thesis statement?

07: How do I organize my argument?

07: How do I organize my argument?

07: How do I organize my argument?

07: How do I organize my argument?

07: How do I organize my argument?

05: What counts as evidence?

05: What counts as evidence?

05: What counts as evidence?

08: How do I avoid plagiarism and find my own voice?

05: What counts as evidence?

06: How do I write a thesis statement?
07: How do I organize my argument?

05: What counts as evidence?

07: How do I organize my argument?

07: How do I organize my argument?

04: How do I evaluate sources?

05: What counts as evidence?
07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

02: How do I choose a topic?

06: How do I write a thesis statement?

04: How do I evaluate sources?

05: What counts as evidence?

05: What counts as evidence?

05: What counts as evidence?

04: How do I evaluate sources?

05: What counts as evidence?
05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?

05: What counts as evidence?

06: How do I write a thesis statement?
07: How do I organize my argument?

07: How do I organize my argument?

09: What do I look for when I revise?

06: How do I write a thesis statement?

07: How do I organize my argument?
09: What do I look for when I revise?

06: How do I write a thesis statement?

09: What do I look for when I revise?

06: How do I write a thesis statement?

07: How do I organize my argument?
09: What do I look for when I revise?

05: What counts as evidence?

06: How do I write a thesis statement?
07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?
05: What counts as evidence?
06: How do I write a thesis statement?
09: What do I look for when I revise?

06: How do I write a thesis statement?

07: How do I organize my argument?

06: How do I write a thesis statement?

07: How do I organize my argument?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

01: Where do I start?

02: How do I choose a topic?
06: How do I write a thesis statement?
07: How do I organize my argument?
09: What do I look for when I revise?

01: Where do I start?

02: How do I choose a topic?
03: Where do I find information?
04: How do I evaluate sources?
05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?
07: How do I organize my argument?

05: What counts as evidence?

07: How do I organize my argument?
05: What counts as evidence?
07: How do I organize my argument?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?
07: How do I organize my argument?

07: How do I organize my argument?

09: What do I look for when I revise?

01: Where do I start?

02: How do I choose a topic?
03: Where do I find information?
04: How do I evaluate sources?
05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

03: Where do I find information?

04: How do I evaluate sources?

09: What do I look for when I revise?

09: What do I look for when I revise?

03: Where do I find information?

09: What do I look for when I revise?

09: What do I look for when I revise?

09: What do I look for when I revise?

09: What do I look for when I revise?

09: What do I look for when I revise?

09: What do I look for when I revise?

03: Where do I find information?

09: What do I look for when I revise?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

09: What do I look for when I revise?

05: What counts as evidence?

04: How do I evaluate sources?

05: What counts as evidence?

04: How do I evaluate sources?

05: What counts as evidence?
09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

04: How do I evaluate sources?

05: What counts as evidence?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?
07: How do I organize my argument?

04: How do I evaluate sources?

05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?

03: Where do I find information?

04: How do I evaluate sources?

05: What counts as evidence?

07: How do I organize my argument?

05: What counts as evidence?

07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?

05: What counts as evidence?

06: How do I write a thesis statement?
07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?
03: Where do I find information?

06: How do I write a thesis statement?

07: How do I organize my argument?

06: How do I write a thesis statement?

07: How do I organize my argument?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?

04: How do I evaluate sources?

05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?

05: What counts as evidence?

07: How do I organize my argument?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?
07: How do I organize my argument?

02: How do I choose a topic?

03: Where do I find information?
04: How do I evaluate sources?
05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?
09: What do I look for when I revise?

04: How do I evaluate sources?

05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?

08: How do I avoid plagiarism and find my own voice?

09: What do I look for when I revise?

08: How do I avoid plagiarism and find my own voice?

09: What do I look for when I revise?

06: How do I write a thesis statement?

07: How do I organize my argument?

02: How do I choose a topic?

06: How do I write a thesis statement?
07: How do I organize my argument?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?

07: How do I organize my argument?

08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

07: How do I organize my argument?

08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

07: How do I organize my argument?

09: What do I look for when I revise?

01: Where do I start?

02: How do I choose a topic?
06: How do I write a thesis statement?
07: How do I organize my argument?
09: What do I look for when I revise?

01: Where do I start?

02: How do I choose a topic?
03: Where do I find information?
04: How do I evaluate sources?
05: What counts as evidence?
06: How do I write a thesis statement?
07: How do I organize my argument?
08: How do I avoid plagiarism and find my own voice?
09: What do I look for when I revise?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?

03: Where do I find information?

04: How do I evaluate sources?
05: What counts as evidence?
Standard
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Grades 11-12
Writing
Production and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking & Listening
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or form
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
Production and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
X

X
Standard
CCSS
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CCSS
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Grades 11-12
Reading: Informational Text
Craft and Structure
6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing ho
of the text.
Writing
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking & Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
sequences the claim(s), counterclaims, reasons, and evidence.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on tha
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
X

X
Standard
CCSS
CCSS
CCSS

CCSS

CCSS
CCSS

CCSS

CCSS
CCSS
CCSS

CCSS

CCSS

CCSS
CCSS

CCSS

CCSS
CCSS
CCSS
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CCSS

CCSS
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CCSS
CCSS

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CCSS
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CCSS
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CCSS
CCSS
CCSS

CCSS

CCSS
CCSS
Grades 11-12
Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and o
9. Draw evidence form literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- a
how two or more texts from the same period treat similar themes or topics").

b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in semin
reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in wo
Speaking & Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) wit
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that prepara
stimulate a thoughtful, well-reasoned exchange of ideas.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, ora
credibility and accuracy of each source and noting any discrepancies among the data.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or form
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentation
interest.
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of Engl
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Knowledge of Language
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 readi
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and di
meaning, its part of speech, its etymology, or its standard usage.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Reading Standards for Literacy in History/Social Studies
Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quan
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea
Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative d
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
the claim(s), counterclaims, reasons, and evidence.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
audience's knowledge of the topic.
Production and Distribution of Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism a
9. Draw evidence from informational texts to support analysis, reflection, and research.
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Grades 11-12
Reading: Literature
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Reading: Informational Text
Craft and Structure

5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, includi
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quan
problem.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band profi
of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independent
Writing
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism a
citation.
9. Draw evidence form literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- a
including how two or more texts from the same period treat similar themes or topics").

b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in semin
of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and argumen
addresses]").
Speaking & Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) wit
others' ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that prepara
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, ora
the credibility and accuracy of each source and noting any discrepancies among the data.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentation
add interest.
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that m

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evid
Craft and Structure
6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, rea
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quan
problem.
8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative d
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when pos
information.
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for eac
counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
audience's knowledge of the topic.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plag
format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
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Grades 11-12
Reading: Literature
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences d
uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the tex
account; provide an objective summary of the text.
Craft and Structure
Integration of Knowledge and Ideas
9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
themes or topics.
Range of Reading and Level of Text Complexity

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-C
end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high e
Reading: Informational Text
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences d
uncertain.
2. Determine two or more central ideas of a text and analyze their development over the course of the text, including
provide an objective summary of the text.
3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact
Craft and Structure

5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, includi
Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quan
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles an
dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses)
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary
Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band profi
grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently a
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant an
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while p
the audience's knowledge level, concerns, values, and possible biases.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and ac
 b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
audience's knowledge of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, an
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and o
9. Draw evidence form literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- a
including how two or more texts from the same period treat similar themes or topics").

b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in semin
legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments i
Speaking & Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) wit
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that prepara
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearin
ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of a
information or research is required to deepen the investigation or complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, ora
credibility and accuracy of each source and noting any discrepancies among the data.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or form
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that m

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evid
Craft and Structure
6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, rea
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quan
problem.
8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
 Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity ba
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information prese
Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative d
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when pos
information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understandin
when possible.
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for eac
counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
audience's knowledge of the topic.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism a
citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
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Grades 11-12
Reading: Literature
Key Ideas and Details
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the tex
account; provide an objective summary of the text.
3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g.,
introduced and developed).
Reading: Informational Text
Key Ideas and Details
2. Determine two or more central ideas of a text and analyze their development over the course of the text, including
provide an objective summary of the text.
Craft and Structure
6. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing ho
text.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant an
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while p
audience's knowledge level, concerns, values, and possible biases.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
e. Provide a concluding statement or section that follows from and supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and ac
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that w
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
audience's knowledge of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis

f. Provide a concluding statement or section that follows from and supports the information or explanation presen
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, an
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing
create a smooth progression of experiences or events.
Production and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking & Listening
Presentation of Knowledge and Ideas
 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or form
Reading Standards for Literacy in History/Social Studies
Integration of Knowledge and Ideas
8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information prese
Craft and Structure
5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding o
6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a
Integration of Knowledge and Ideas
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when pos
information.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for eac
counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on tha
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
audience's knowledge of the topic.
Production and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
X

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Grades 11-12
Reading: Literature
Key Ideas and Details
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the tex
produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g.,
characters are introduced and developed).
Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative me
meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Inclu
5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to b
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what i
understatement).
Integration of Knowledge and Ideas
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded
the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Reading: Informational Text
Key Ideas and Details
2. Determine two or more central ideas of a text and analyze their development over the course of the text, including
complex analysis; provide an objective summary of the text.

3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and tech
the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, includi
and engaging.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant an
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while p
manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, a
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and ac
analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that w
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
appropriate to the audience's knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clar
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to man
f. Provide a concluding statement or section that follows from and supports the information or explanation presen
topic).
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, an
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing
narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop exp
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the cours
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purp
types are defined in standards 1-3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
purpose and audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking & Listening
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) wit
issues, building on others' ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that prepara
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearin
verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of a
determine what additional information or research is required to deepen the investigation or complete the task.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, ora
problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, lin
used.
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, an
Language
Knowledge of Language
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
 b. Analyze nuances in the meaning of words with similar denotations.
Reading Standards for Literacy in History/Social Studies
Craft and Structure

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quan
question or solve a problem.
8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity ba
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions
account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information prese
accurate terms.
Craft and Structure
5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding o

6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a
Integration of Knowledge and Ideas
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when pos
other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understandin
conflicting information when possible.
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for eac
claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values,
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on tha
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
appropriate to the audience's knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
 d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to man
stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provid
topic).
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purp
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
purpose and audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
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Grades 11-12
Reading: Literature
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences d
leaves matters uncertain.
Reading: Informational Text
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences d
leaves matters uncertain.
Craft and Structure
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, includi
and engaging.
Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and ac
analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
appropriate to the audience's knowledge of the topic.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to man
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking & Listening
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, an
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions
account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information prese
accurate terms.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, a
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to man
stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
 Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
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Grades 11-12
Reading: Informational Text
Craft and Structure
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, includi
and engaging.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant an
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, a
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and ac
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that w
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
appropriate to the audience's knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clar
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to man
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, an

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop exp
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the cours
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purp
writing types are defined in standards 1-3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
purpose and audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
Speaking & Listening
Comprehension and Collaboration
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, lin
tone used.
Presentation of Knowledge and Ideas
 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listen
opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, au
6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or ap
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of Engl
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices
when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an und
reading.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 readi
strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a senten
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., con
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and di
clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writin
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
Reading Standards for Literacy in History/Social Studies
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses an
text (e.g., how Madison defines faction in Federalist No. 10)

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information prese
accurate terms.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
 a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, a
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the dis
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to man
stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provid
the topic).
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purp
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focus
purpose and audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated questio
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
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