| A | B | C | D | E | |
|---|---|---|---|---|---|
1 | Grade 6 Reading Standards | ||||
2 | Key Ideas and Details | ||||
3 | College and Career Readiness Anchor Standards for Reading 6-12 | Literature 6 | Informational Text 6 | Literacy in All Subject Areas 6-8 History/Social Studies Text | Literacy in All Subject Areas 6-8 Science/Technology Text |
4 | Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Cite specific textual evidence to support analysis of primary and secondary sources. | Cite specific textual evidence to support analysis of science and technical texts. |
5 | Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. | Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |
6 | Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). | Identify key steps in a text’s description of a process related to history/social studies (e.g., howa bill becomes law, how interest rates are raised or lowered). | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
7 | Craft and Structure | ||||
8 | College and Career Readiness Anchor Standards for Reading 6-12 | Literature 6 | Informational Text 6 | Literacy in All Subject Areas 6-8 History/Social Studies Text | Literacy in All Subject Areas 6-8 Science/Technology Text |
9 | Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
10 | Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. | 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. | Describe how a text presents information (e.g., sequentially, comparatively, causally). | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. |
11 | Assess how point of view or purpose shapes the content and style of a text. | Explain how an author develops the point of view of the narrator or speaker in a text. | Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text | 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). | Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. |
12 | Integration of Knowledge and Idea | ||||
13 | College and Career Readiness Anchor Standards for Reading 6-12 | Literature 6 | Informational Text 6 | Literacy in All Subject Areas 6-8 History/Social Studies Text | Literacy in All Subject Areas 6-8 Science/Technology Text |
14 | Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* | Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
15 | Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | (Not applicable to literature) | Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. | Distinguish among fact, opinion, and reasoned judgment in a text. | Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. |
16 | Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. | Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). | Analyze the relationship between a primary and secondary source on the same topic. | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. |
17 | Range of Reading & Level of Text Complexity | ||||
18 | College and Career Readiness Anchor Standards for Reading 6-12 | Literature 6 | Informational Text 6 | Literacy in All Subject Areas 6-8 History/Social Studies Text | Literacy in All Subject Areas 6-8 Science/Technology Text |
19 | Read and comprehend complex literary and informational texts independently and proficiently. | By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range | By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. | By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. | By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. |