CCLS ELA Progressive Continuums-Gr6-12 Literacy

CCLS ELA Progressive Continuums
LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND

TECHNICAL SUBJECTS (6-12)
Reading Standards for Reading Standards for

Literacy in History/Social Literacy in Science and
Studies Technical Subjects
• pages 1-7 • pages 8-14
Writing Standards for

Literacy in History/Social
Studies, Science, and
Technical Subjects
• pages 15-26
Retrieved on 1-10-14 from CCSS ELA Progressive Continuums and Matrices © Copyright 2012-2013. Janet A. Hale,
Curriculum Mapping 101 http://ccsselaapp.com/ ($1.99 and password needed)
Literacy in History/Social Studies
Key Ideas and Details
Boldface = New learning Italics = Same learning from previous grade level(s)
RH._.1 RH._.2
Grades 6 - 8 Grades 6 - 8
RH.6-8.1 Cite specific textual evidence to support analysis of primary RH.6-8.2 Determine the central ideas or information of a primary or
and secondary sources. secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
RI.6.1 • RI.7.1 • RI.8.1
RI.6.2 • RI.7.2 • RI.8.2
Grades 9 - 10
Grades 9 - 10
RH.9-10.1 Cite specific textual evidence to support analysis of primary
and secondary sources, attending to such features as the date and RH.9-10.2 Determine the central ideas or information of a primary or
origin of the information. secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
RI.9-10.1
RI.9-10.2
Grades 11 - 12
Grades 11 - 12
RH.11-12.1 Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details RH.11-12.2 Determine the central ideas or information of a primary or
to an understanding of the text as a whole. secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RI.11-12.1
RI.11-12.2
1
RH._.3
Grades 6 - 8
RH.6-8.3 Identify key steps in a text’s description of a process related

to history/social studies (e.g., how a bill becomes law, how interest
rates are raised or lowered).
RI.6.3 • RI.7.3 • RI.8.3
Grades 9 - 10
RH.9-10.3 Analyze in detail a series of events described in a

text; determine whether earlier events caused later ones or simply
preceded them.
RI.9-10.3
Grades 11 - 12
RH.11-12.3 Evaluate various explanations for actions or events and

determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
RI.11-12.3
2
Craft and Structure
RH._.4 RH._.5
RH.6-8.4 Determine the meaning of words and phrases as RH.6-8.5 Describe how a text presents information (e.g.,
they are used in a text, including vocabulary specific to sequentially, comparatively, causally).
domains related to history/social studies.
RI.6.5 • RI.7.5 • RI.8.5
RI.6.4 • RI.7.4 • RI.8.4
Grades 9 - 10
Grades 9 - 10
RH.9-10.5 Analyze how a text uses structure to emphasize key
RH.9-10.4 Determine the meaning of words and phrases as they points or advance an explanation or analysis.
are used in a text, including vocabulary describing political,
social, or economic aspects of history/social studies. RI.9-10.5
RI.9-10.4 Grades 11 - 12
Grades 11 - 12 RH.11-12.5 Analyze in detail how a complex primary source

is structured, including how key sentences, paragraphs, and
RH.11-12.4 Determine the meaning of words and phrases as they larger portions of the text contribute to the whole.
are used in a text, including analyzing how an author uses and
refines the meaning of a key term over the course of a text(e.g., RI.11-12.5
how Madison defines faction in Federalist No. 10).
RI.11-12.4
3
Craft and Structure
RH._.6
Grades 6 - 8
RH.6-8.6 Identify aspects of a text that reveal an author’s

point of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
RI.6.6 • RI.7.6 • RI.8.6
Grades 9 - 10
RH.9-10.6 Compare the point of view of two or

more authors for how they treat the same or similar topics,
including which details they include and emphasize in their
respective accounts.
RI.9-10.6
Grades 11 - 12
RH.11-12.6 Evaluate authors’ differing points of view on the

same historical event or issue by assessing the authors’ claims,
reasoning, and evidence.
RI.11-12.6
4
Integration of Knowledge and Ideas
RH._.7 RH._.8
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, RH.6-8.8 Distinguish among fact, opinion, and reasoned
photographs, videos, or maps) with other information in print judgment in a text.
and digital texts.
RI.6.8 • RI.7.8 • RI.8.8
RI.6.7 • RI.7.7 • RI.8.7
Grades 9 - 10
Grades 9 - 10
RH.9-10.8 Assess the extent to which the reasoning and
RH.9-10.7 Integrate quantitative or technical analysis (e.g., evidence in a text support the author’s claims.
charts, research data) with qualitative analysis in print or
digital text. RI.9-10.8
RI.9-10.7 Grades 11 - 12
Grades 11 - 12 RH.11-12.8 Evaluate an author’s premises, claims, and

evidence by corroborating or challenging them with other
RH.11-12.7 Integrate and evaluate multiple sources information.
of information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address RI.11-12.8
a question or solve a problem.
RI.11-12.7
5
RH._.9
Grades 6 - 8
RH.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
RI.6.9 • RI.7.9 • RI.8.9
Grades 9 - 10
RH.9-10.9 Compare and contrast treatments of the same
topic in several primary and secondary sources.
RI.9-10.9
Grades 11 - 12
RH.11-12.9 Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an
idea or event, noting discrepancies among sources.
RI.11-12.9
6
Range of Reading and Level of Text Complexity
RH._.10
Grades 6 - 8
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.
RI.6.10 • RI.7.10 • RI.8.10
Grades 9 - 10
RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band
RI.9-10.10
Grades 11 - 12
RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band
RI.11-12.10
7
Literacy in Science & Technical Subjects
RST._.1 RST._.2
Grade 6 - 8 Grade 6 - 8
RST.6-8.1 Cite specific textual evidence to support analysis of RST.6-8.2 Determine the central ideas or conclusions of a
science and technical texts. text; provide an accurate summary of the text distinct from
prior knowledge or opinions.
RI.6.1 • RI.7.1 • RI.8.1
RI.6.2 • RI.7.2 • RI.8.2
Grades 9 - 10
Grade 9 - 10
RST.9-10.1 Cite specific textual evidence to support analysis of
science and technical texts, attending to the precise details of RST.9-10.2 Determine the central ideas or conclusions of a
explanations or descriptions. text; trace the text’s explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate
RI.9-10.1 summary of the text.
Grades 11 - 12 RI.9-10.2
RST.11-12.1 Cite specific textual evidence to support analysis of Grade 11 - 12

science and technical texts, attending to important distinctions
the author makes and to any gaps or inconsistencies in the RST.11-12.2 Determine the central ideas or conclusions of a
account. text; summarize complex concepts, processes, or information
presented in a text by paraphrasing them in simpler but still
RI.11-12.1 accurate terms.
RI.11-12.2
8
RST._.3
Grade 6 - 8
RST.6-8.3 Follow precisely a multistep procedure when

carrying out experiments, taking measurements, or
performing technical tasks.
RI.6.3 • RI.7.3 • RI.8.3
Grades 9 - 10
RST.9-10.3 Follow precisely a complex multistep procedure

when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or
exceptions defined in the text.
RI.9-10.3
Grades 11 - 12
RST.11-12.3 Follow precisely a complex multistep procedure

when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based
on explanations in the text.
RI.11-12.3
9
Craft and Structure
RST._.4 RST._.5
RST.6-8.4 Determine the meaning of symbols, key terms, and RST.6-8.5 Analyze the structure an author uses to organize a
other domain-specific words and phrases as they are used in a text, including how the major sections contribute to the whole
specific scientific or technical context relevant to grades 6-8 and to an understanding of the topic.
texts and topics.
RI.6.5 • RI.7.5 • RI.8.5
RI.6.4 • RI.7.4 • RI.8.4
Grades 9 - 10
Grades 9 - 10
RST.9-10.5 Analyze the structure of the relationships among
RST.9-10.4 Determine the meaning of symbols, key terms, and concepts in a text, including relationships among key terms
other domain-specific words and phrases as they are used in a (e.g., force, friction, reaction force, energy).
specific scientific or technical context relevant to grades 9-
10 texts and topics. RI.9-10.5
RI.9-10.4 Grades 11 - 12
Grades 11 - 12 RST.11-12.5 Analyze how the text structures information or

ideas into categories or hierarchies, demonstrating
RST.11-12.4 Determine the meaning of symbols, key terms, and understanding of the information or ideas.
other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 11- RI.11-12.5
12 texts and topics.
RI.11-12.4
10
Craft and Structure
RST._.6
Grades 6 - 8
RST.6-8.6 Analyze the author’s purpose in providing an

explanation, describing a procedure, or discussing an
experiment in a text.
RI.6.6 • RI.7.6 • RI.8.6
Grades 9 - 10

explanation, describing a procedure, or discussing an experiment
in a text, defining the question the author seeks to address.
RI.9-10.6
Grades 11 - 12

explanation, describing a procedure, or discussing an experiment
in a text, identifying important issues that remain unresolved.
RI.11-12.6
11
RST._.7 RST._.8
Grade 6 - 8 Grade 6 - 8
RST.6-8.7 Integrate quantitative or technical information RST.6-8.8 Distinguish among facts, reasoned judgment based
expressed in words in a text with a version of that on research findings, and speculation in a text.
information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table). RI.6.8 • RI.7.8 • RI.8.8
RI.6.7 • RI.7.7 • RI.8.7 Grades 9 - 10
Grades 9 - 10 RST.9-10.8 Assess the extent to which the reasoning and

evidence in a text support the author’s claim or a
RST.9-10.7 Translate quantitative or technical information recommendation for solving a scientific or technical problem.
expressed in words in a text into visual form (e.g., a table or
chart) and translate information expressed visually or RI.9-10.8
mathematically (e.g., in an equation) into words.
Grades 11 - 12
RI.9-10.7
RST.11-12.8 Evaluate the hypotheses, data, analysis, and
Grades 11 - 12 conclusions in a science or technical text, verifying the data
when possible and corroborating or challenging conclusions
RST.11-12.7 Integrate and evaluate multiple sources of with other sources of information.
information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to address RI.11-12.8
a question or solve a problem.
RI.11-12.7
12
RST._.9
Grade 6 - 8
RST.6-8.9 Compare and contrast the information gained

from experiments, simulations, video, or multimedia sources
with that gained from reading a text on the same topic.
RI.6.9 • RI.7.9 • RI.8.9
Grades 9 - 10
RST.9-10.9 Compare and contrast findings presented in a text

to those from other sources(including their
own experiments), noting when the findings support or
contradict previous explanations or accounts.
RI.9-10.9
Grades 11 - 12
RST.11-12.9 Synthesize information from a range of

sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
RI.11-12.9
13
Range of Reading and Level of Text Complexity
RST._.10
Grades 6 - 8
RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band
RI.6.10 • RI.7.10 • RI.8.10
Grades 9 - 10
RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently
and proficiently.
RI.9-10.10
Grades 11 - 12
RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
RI.11-12.10
14
Writing Literacy in History/Social Studies, Science & Technical Subjects
Text Types and Purposes
WHST._.1 Grades 9 - 10 e.)

Provide a concluding statement or section that
Grades 6 - 8 WHST.9-10.1. Write arguments focused on follows from or supports the argument
discipline-specific content. presented.
WHST.6-8.1. Write arguments focused on
discipline-specific content. a.) W.9-10.1
Introduce precise claim(s), distinguish the
a.) claim(s) from alternate or opposing Grades 11 - 12
Introduce claim(s) about a topic or issue, claims, and create an organization that
acknowledge and distinguish the claim(s) establishes clear relationships WHST.11-12.1. Write arguments focused on
from alternate or opposing claims, and among the claim(s), counterclaims, reasons, discipline-specific content.
organize the reasons and evidence logically. and evidence.
a.)
b.) b.) Introduce precise, knowledgeable claim(s),est
Support claim(s) with logical reasoning and Develop claim(s) and counterclaims fairly, ablish the significance of the
relevant, accurate data and evidence that supplying data and evidence for each while claim(s),distinguish the claim(s) from
demonstrate an understanding of the topic pointing out the strengths and limitations of alternate or opposing claims, and create an
or text, using credible sources. both claim(s) and counterclaims in a organization that logically sequences the
discipline-appropriate form and in a claim(s), counterclaims, reasons, and
c.) manner that anticipates the audience’s evidence.
Use words, phrases, and clauses to create knowledge level and concerns.
cohesion and clarify the relationships b.)
among claim(s), counterclaims, reasons, c.) Develop claim(s) and counterclaims fairly and
and evidence. Use words, phrases, and clauses to link the thoroughly, supplying the most relevant data
major sections of the text, create cohesion, and evidence for each while pointing out the
d.) and clarify the relationships between claim(s) strengths and limitations of both claim(s) and
Establish and maintain a formal style. and reasons, between reasons and counterclaims in a discipline-appropriate
evidence, and between claim(s) and form that anticipates the audience’s
e.) counterclaims. knowledge level, concerns, values, and
Provide a concluding statement or section possible biases.
that follows from and supports the d.)
argument presented. Establish and maintain a formal style and c.)
objective tone while attending to the norms Use words, phrases, and clauses as well as
W.6.1 • W.7.1 • W.8.1 and conventions of the discipline in which varied syntax to link the major sections of the
they are writing. text, create cohesion, and clarify the
15
relationships between claim(s) and 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 discipline in which they
are writing.
e.)
Provide a concluding statement or section that
follows from or supports the argument
presented.
W.11-12.1
16
WHST._.2 e.) c.)

Establish and maintain a formal style and Use varied transitions and sentence
Grades 6 - 8 objective tone. structures to link the major sections of the
text, create cohesion, and clarify the
WHST.6-8.2. Write f.) relationships among ideas and concepts.
informative/explanatory texts, including the Provide a concluding statement or section
narration of historical events, scientific that follows from and supports the d.)
procedures/ experiments, or technical information or explanation presented. Use precise language and domain-specific
processes. vocabulary to manage the complexity of the
W.6.2 • W.7.2 • W.8.2 topic and convey a style appropriate to the
a.) discipline and context as well as to the
Introduce a topic clearly, previewing what Grades 9 - 10 expertise of likely readers.
is to follow; organize ideas, concepts, and
information into broader categories as WHST.9-10.2. Write informative/explanatory e.)
appropriate to achieving purpose; include texts, including the narration of historical Establish and maintain a formal style and
formatting (e.g., headings), graphics (e.g., events, scientific procedures/experiments, or objective tone while attending to the norms
charts, tables), and multimedia when useful technical processes. and conventions of the discipline in which
to aiding comprehension. they are writing.
a.)
b.) Introduce a topic and organize ideas, f.)
Develop the topic with relevant, well- concepts, and information to make important Provide a concluding statement or section that
chosen facts, definitions, concrete details, connections and distinctions; include follows from and supports the information or
quotations, or other information and formatting (e.g., headings), explanation presented (e.g., articulating
examples. graphics (e.g., figures, tables), and implications or the significance of the
multimedia when useful to aiding topic).
c.) comprehension.
Use appropriate and varied transitions to W.9-10.2
create cohesion and clarify the relationships b.)
among ideas and concepts. Develop the topic with well-chosen,
relevant, and
d.) sufficient facts, extended definitions,
Use precise language and domain-specific concrete details, quotations, or other
vocabulary to inform about or explain the information and examples appropriate to the
topic. audience’s knowledge of the topic.
17
Grades 11 - 12 complexity of the topic; convey

a knowledgeable stance in a style that
WHST.11-12.2. Write responds to the discipline and context as well
informative/explanatory texts, including the as to the expertise of likely readers.
narration of historical events, scientific
procedures/experiments, or technical e.)
processes. Provide a concluding statement or section that
follows from and supports the information or
a.) explanation provided (e.g., articulating
Introduce a topic and implications or the significance of the topic).
organize complex ideas, concepts, and
information so that each new element builds W.11-12.2
on that which precedes it to create a unified
whole; include 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 details,
quotations, or other information and examples
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 the relationships among
complex ideas and concepts.
d.)
Use precise language, domain-specific
vocabulary and techniques such as
metaphor, simile, and analogy to manage the
18
WHST._.3
Grades 6 - 8 Grades 9 - 10 Grades 11 - 12
WHST.6-8.3. (See note; not applicable as a WHST.9-10.3. (See note; not applicable as a WHST.11-12.3. (See note; not applicable as a
separate requirement) separate requirement) separate requirement)
Note: Students’ narrative skills continue to Note: Students’ narrative skills continue to Note: Students’ narrative skills continue to
grow in these grades. The Standards grow in these grades. The Standards require grow in these grades. The Standards require
require that students be able to incorporate that students be able to incorporate narrative that students be able to incorporate narrative
narrative elements effectively into elements effectively into arguments and elements effectively into arguments and
arguments and informative/ explanatory informative/ explanatory texts. informative/ explanatory texts.
texts.
In history/social studies, students must be able In history/social studies, students must be able
In history/social studies, students must be to incorporate narrative accounts into their to incorporate narrative accounts into their
able to incorporate narrative accounts into analyses of individuals or events of historical analyses of individuals or events of historical
their analyses of individuals or events of import. In science and technical subjects, import. In science and technical subjects,
historical import. In science and technical students must be able to write precise enough students must be able to write precise enough
subjects, students must be able to write descriptions of the step-by-step procedures descriptions of the step-by-step procedures
precise enough descriptions of the step-by- they use in their investigations or technical they use in their investigations or technical
step procedures they use in their work that others can replicate them and work that others can replicate them and
investigations or technical work that others (possibly) reach the same results. (possibly) reach the same results.
can replicate them and (possibly) reach the
same results. W.9-10.3 W.11-12.3
W.6.3 • W.7.3 • W.8.3
19
Production and Distribution of Writing
WHST._.4
WHST.6-8.4. Produce clear and WHST.9-10.4. Produce clear and WHST.11-12.4. Produce clear and
coherent writing in which the coherent writing in which the coherent writing in which the
development, organization, and style development, organization, and style are development, organization, and style are
are appropriate to task, purpose, and appropriate to task, purpose, and appropriate to task, purpose, and
audience. audience. audience.
W.6.4 • W.7.4 • W.8.4 W.9-10.4 W.11-12.4
20
WHST._.5
WHST.6-8.5. With some guidance and WHST.9-10.5. Develop and strengthen WHST.11-12.5. Develop and strengthen
support from peers and adults, writing as needed by planning, revising, writing as needed by planning, revising,
develop and strengthen writing as editing, rewriting, or trying a new editing, rewriting, or trying a new
needed by planning, revising, editing, approach, focusing on addressing what approach, focusing on addressing what
rewriting, or trying a new approach, is most significant for a is most significant for a specific purpose
focusing on how well purpose and specific purpose and audience. and audience.
audience have been addressed.
W.9-10.5 W.11-12.5
W.6.5 • W.7.5 • W.8.5
21
WHST._.6
WHST.6-8.6. Use technology, including WHST.9-10.6. Use technology, including WHST.11-12.6. Use technology,
the Internet, to produce and publish the Internet, to produce, publish, including the Internet, to produce,
writing and present the relationships and update individual or publish, and update individual or shared
between information and ideas clearly shared writing products taking writing products in response to ongoing
and efficiently. advantage of technology’s capacity to feedback, including new arguments
link to other information and to or information.
W.6.6 • W.7.6 • W.8.6 display information flexibly and
dynamically. W.11-12.6
W.9-10.6
22
Research to Build and Present Knowledge
WHST._.7
WHST.6-8.7. Conduct short research WHST.9-10.7. Conduct short as well as WHST.11-12.7. Conduct short as well as
projects to answer a question more sustained research projects to more sustained research projects to
(including a self-generated question), answer a question (including a self- answer a question (including a self-
drawing on several sources and generated question) or solve a generated question) or solve a problem;
generating additional related, focused problem; narrow or broaden the narrow or broaden the inquiry when
questions that allow for multiple inquiry when appropriate; appropriate; synthesize multiple sources
avenues of exploration. synthesize multiple sources on the on the subject, demonstrating
subject, demonstrating understanding understanding of the subject under
W.6.7 • W.7.7 • W.8.7 of the subject under investigation. investigation.
W.9-10.7 W.11-12.7
23
WHST._.8
WHST.6-8.8. Gather relevant WHST.9-10.8. Gather relevant WHST.11-12.8. Gather relevant

information from multiple print and information from information from multiple authoritative
digital sources, using search terms multiple authoritative print and digital print and digital sources, using advanced
effectively; assess the credibility and sources, using advanced searches searches effectively; assess the strengths
accuracy of each source; and quote or effectively; assess the usefulness of each and limitations of each source in terms
paraphrase the data and conclusions of source in answering the research of the specific task, purpose, and
others while avoiding plagiarism and question; integrate information into the audience; integrate information into the
following a standard format for text selectively to maintain the flow of text selectively to maintain the flow of
citation. ideas, avoiding plagiarism and following ideas, avoiding plagiarism and
a standard format for citation. overreliance on any one source and
W.6.8 • W.7.8 • W.8.8 following a standard format for citation.
W.9-10.8
W.11-12.8
24
WHST._.9
WHST.6-8.9. Draw evidence from WHST.9-10.9. Draw evidence from WHST.11-12.9. Draw evidence from
informational texts to support analysis informational texts to support analysis, informational texts to support analysis,
reflection, and research. reflection, and research. reflection, and research.
W.6.9 • W.7.9 • W.8.9 W.9-10.9 W.11-12.9
25
Range of Writing
WHST._.10
Grades 6 - 8
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.6.10 • W.7.10 • W.8.10
Grades 9 - 10
WHST.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
W.9-10.10
Grades 11 - 12
WHST.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
W.11-12.10
26

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CCLS ELA Progressive Continuums

LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND

Reading Standards for Reading Standards for

Writing Standards for

RH.6-8.3 Identify key steps in a text’s description of a process related

RI.6.3 • RI.7.3 • RI.8.3

RH.9-10.3 Analyze in detail a series of events described in a

RH.11-12.3 Evaluate various explanations for actions or events and

Grades 11 - 12 RH.11-12.5 Analyze in detail how a complex primary source

RH.6-8.6 Identify aspects of a text that reveal an author’s

RI.6.6 • RI.7.6 • RI.8.6

RH.9-10.6 Compare the point of view of two or

RH.11-12.6 Evaluate authors’ differing points of view on the

Grades 11 - 12 RH.11-12.8 Evaluate an author’s premises, claims, and

RI.6.9 • RI.7.9 • RI.8.9

RI.6.10 • RI.7.10 • RI.8.10

RST.11-12.1 Cite specific textual evidence to support analysis of Grade 11 - 12

RST.6-8.3 Follow precisely a multistep procedure when

RI.6.3 • RI.7.3 • RI.8.3

RST.9-10.3 Follow precisely a complex multistep procedure

RST.11-12.3 Follow precisely a complex multistep procedure

Grades 11 - 12 RST.11-12.5 Analyze how the text structures information or

RST.6-8.6 Analyze the author’s purpose in providing an

RI.6.6 • RI.7.6 • RI.8.6

RST.9-10.6 Analyze the author’s purpose in providing an

RST.11-12.6 Analyze the author’s purpose in providing an

RI.6.7 • RI.7.7 • RI.8.7 Grades 9 - 10

Grades 9 - 10 RST.9-10.8 Assess the extent to which the reasoning and

RST.6-8.9 Compare and contrast the information gained

RI.6.9 • RI.7.9 • RI.8.9

RST.9-10.9 Compare and contrast findings presented in a text

RST.11-12.9 Synthesize information from a range of

RI.6.10 • RI.7.10 • RI.8.10

WHST._.1 Grades 9 - 10 e.)

relationships between claim(s) and reasons,

WHST._.2 e.) c.)

Grades 11 - 12 complexity of the topic; convey

W.6.3 • W.7.3 • W.8.3

W.6.4 • W.7.4 • W.8.4 W.9-10.4 W.11-12.4

WHST.6-8.8. Gather relevant WHST.9-10.8. Gather relevant WHST.11-12.8. Gather relevant

W.6.9 • W.7.9 • W.8.9 W.9-10.9 W.11-12.9

W.6.10 • W.7.10 • W.8.10

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