Explain how specific images contribute to and clarify a text. First grade students use questioning to clarify understanding of unknown words. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. By the end of grade 10, read and understand informational texts at the high end of the text complexity band proficiently and independently for sustained periods of time.
Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, ccss writing anchor standards, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.
Seventh grade students cite more than one piece of textual evidence to support their ideas. Fifth grade students add the ability to quote accurately from the text to support their answers. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
With assistance, kindergarten students ask and answer questions regarding new vocabulary. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Seventh grade students examine the effect of an author's word choice on the text's meaning and tone.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
With prompting and support, ask and answer questions about words in a text. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
Explain how an author uses reasons and evidence to support particular points in a text. Third grade students compare and contrast key details.
See Appendix A for definitions of key writing types. With assistance, kindergarten students ask and answer questions about key details. Fourth grade students use specific information in the text to describe what happened and why. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem efficiently.
With prompting and support, identify the main topic and retell key details of a text. Third grade students add the ability to refer to the text explicitly to support their answers.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Sixth grade students establish the central idea of a text.English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Writing The K standards on the following pages define what students should understand and be able to do by the end of each grade.
College and Career Readiness Anchor Standards The K Common Core standards defi ne what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Production and Distribution of Writing 5 (PDW) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
body (CCSS, p. 33); in the Standards, domain-speciﬁc words and phrases are analogous to Tier Three words (Lan- guage, p. 33). Editing – A part of writing and preparing presentations concerned chieﬂy with improving the clarity, organization. For example, when editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards (which deal with conventions of standard English and knowledge of language).
College and Career Readiness Anchor Standards The K Common Core standards defi ne what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.Download