Ela-Lit 9-12 Obj Stems Ev2

Common
Core State Standards

for English Language Arts
GRADES 9-12
OBJECTIVE STEMS
Grades 9-10
EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 2

Reading Literature
Cite strong and thorough textual evidence to support analysis.
Cite strong and thorough textual evidence to support analysis Cite strong and thorough textual evidence to support analysis of
9-10.RL.1 of what the text says explicitly as well as inferences drawn from what the text says explicitly.
text.
Cite strong and thorough textual evidence to support inferences
drawn from the text.
Determine a theme or central idea of a text.
Determine a theme or central idea of a text and analyze in Analyze in detail its development over the course of the text.
9-10.RL.2 detail its development over the course of the text, including
how it emerges and is shaped and rened by specic details; Analyze how it emerges and is shaped and rened by specic
provide an objecHve summary of the text. details.
Provide an objecHve summary of the text.
Analyze how complex characters (e.g., those with mulHple or
conicHng moHvaHons) develop over the course of a text.
conicHng moHvaHons) develop over the course of a text, Analyze how complex characters (e.g., those with mulHple or
9-10.RL.3
interact with other characters and advance the plot or develop conicHng moHvaHons) interact with other characters.
the theme.
conicHng moHvaHons) advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in
a text, including guraHve and connotaHve meanings.
Determine the meaning of words and phrases as they are used Analyze the impact of specic word choices on meaning (e.g.,
in a text, including guraHve and connotaHve meanings; how the language evokes a sense of Hme and place; how it sets a
9-10.RL.4 analyze the impact of specic word choices on meaning and formal or informal tone).
tone (e.g., how the language evokes a sense of Hme and place;
how it sets a formal or informal tone). Analyze the impact of specic word choices on tone (e.g., how
the language evokes a sense of Hme and place; how it sets a
formal or informal tone).

Reading Literature
Analyze how an authors choices concerning how to
structure a text create such eects as mystery, tension, or
surprise.
Analyze how an authors choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate Analyze how an authors choices
9-10.RL.5 Hme (e.g., pacing, ashbacks) create such eects as mystery, concerning how to order events (e.g., parallel plots) create such
tension, or surprise. eects as mystery, tension, or surprise.

Analyze how an authors choices concerning how to
manipulate Hme (e.g., pacing, ashbacks) create such eects as
mystery, tension, or surprise.
Analyze a parHcular point of view or cultural experience Analyze a parHcular point of view or cultural experience reected
9-10.RL.6
reected in a work of literature from outside the United States, in a work of literature from outside the United States, drawing
drawing on a wide reading of world literature. on a wide reading of world literature.
Analyze the representaHon of a subject or a key scene in two Analyze the representaHon of a subject or a key scene in two
dierent arHsHc mediums, including what is emphasized or dierent arHsHc mediums, including what is emphasized or
9-10.RL.7
absent in each treatment (e.g., Audens Musee des Beaux absent in each treatment .
Arts and Breughels Landscape with the Fall of Icarus).
9-10.RL.8 Not applicable to literature
Analyze how an author draws on and transforms source Analyze how an author draws on source materials in a specic
9-10.RL9 materials in a specic work (e.g., how Shakespeare treats a work.
theme or topic from Ovid or the Bible or how a later author Analyze how an author transforms source materials in a specic
draws on a play by Shakespeare). work.
By the end of grade 9, read and comprehend literature, 9th graders read and comprehend literature, including stories,
including stories, dramas, and poems, in the grades 910 text dramas, and poems, in the grades 910 text complexity band
9-10.RL. complexity band prociently, with scaolding as needed at the prociently, with scaolding as needed at the high end of the
10 high end of the range. By the end of grade 10, read and range. 10th graders, read and comprehend literature, including
comprehend literature, including stories, dramas, and poems, stories, dramas, and poems, at the high end of the grades 910
at the high end of the grades 910 text complexity band text complexity band independently and
independently and prociently. prociently.
Reading Informa?on
Cite strong and thorough text evidence to support analysis of
Cite strong and thorough textual evidence to support analysis what the text says explicitly.
9-10.RI.1 of what the text says explicitly as well as inferences drawn from
the text. Cite strong and thorough text evidence to support inferences
drawn from the text.
Determine a central idea of a text.

Determine a central idea of a text and analyze its development
Analyze the development of a central idea over the course of the
9-10.RI.2 over the course of the text, including how it emerges and is
text, including how it emerges and is shaped and rened by
shaped and rened by specic details; provide an objecHve
specic details.
summary of the text.
Analyze how the author unfolds an analysis or series of ideas or

events, including the order in which the points are made.
Analyze how the author unfolds an analysis or series of ideas
or events, including the order in which the points are made, Analyze how the author unfolds an analysis or series of ideas or
9-10.RI.3
how they are introduced and developed, and the connecHons events, including how they are introduced and developed.
that are drawn between them.
Analyze how the author unfolds an analysis or series of ideas or
events, including the connecHons that are drawn between them.
Determine the meaning of words and phrases as they are used Determine the meaning of words and phrases as they are used in
in a text, including guraHve, connotaHve, and technical a text including, guraHve, connotaHve, and technical meaning.
9-10.RI.4 meanings; analyze the cumulaHve impact of specic word Analyze the cumulaHve impact of specic word choices on
choices on meaning and tone (e.g., how the language of a meaning and tone (e.g., how the language of a court opinion
court opinion diers from that of a newspaper.) diers from that of a newspaper.

Reading Informa?on
Analyze in detail how an author's ideas or claims are developed
by parHcular sentences, paragraphs, or larger porHons of a text
Analyze in detail how an author's ideas or claims are developed (e.g., a secHon or chapter).
9-10.RI.5 and rened by parHcular sentences, paragraphs, or larger
porHons of a text (e.g., a secHon or chapter). Analyze in detail how an author's ideas or claims are rened by
parHcular sentences, paragraphs, or larger porHons of a text
(e.g., a secHon or chapter).
Determine an author's point of view in a text.

Determine an author's point of view or purpose in a text and
9-10.RI.6 Determine an author's purpose in a text.
analyze how an author uses rhetoric to advance that point of
view or purpose. Analyze how an author uses rhetoric to advance that point of
view or purpose.
Analyze various accounts of a subject told in dierent mediums Analyze various accounts of a subject told in dierent mediums.
9-10.RI.7 (e.g., a person's life story in both print and mulHmedia),
determining which details are emphasized in each account. Determine which details are emphasized in each account.
Delineate the argument and specic claims in a text.

Delineate and evaluate the argument and specic claims in a
text, assessing whether the reasoning is valid and the evidence Evaluate the argument and specic claims in a text.
9-10.RI.8
is relevant and sucient; idenHfy false statements and Determine whether the reasoning is valid and sucient.
fallacious reasoning.
IdenHfy false statements and fallacious reasoning.
Analyze seminal U.S. documents of historical and literary Analyze seminal U.S. documents of historical and literary
signicance (e.g., Washington's Farewell Address, the signicance.
9-10.RI.9
Gehysburg Address, Roosevelt's Four Freedoms speech, King's Analyze seminal U.S. documents of historical and literary
"Leher from Birmingham Jail"), including how they address signicance including how they address related themes and
related themes and concepts. concepts.

Reading Literature
By the end of grade 9, read and comprehend literary noncHon 9th graders read and comprehend literary noncHon in the
in the grades 910 text complexity band prociently, with grades 910 text complexity band prociently, with scaolding as
9-10.RI.
10
scaolding as needed at the high end of the range. needed at the high end of the range.
By the end of grade 10, read and comprehend literary 10th graders read and comprehend literary noncHon at the high
noncHon at the high end of the grades 910 text complexity end of the grades 910 text complexity band independently and
band independently and prociently. prociently.

Wri?ng
Introduce precise claim(s); disHnguish the claim(s) from alternate
or opposing claims; and create an organizaHon that establishes
clear relaHonships among claim(s), counterclaims, reasons, and
evidence.
Develop claim(s) and counterclaims fairly; supply evidence for
each while poinHng out the strengths and limitaHons of both,
anHcipaHng the audience's knowledge level and concerns.
Write arguments to support claims in an analysis of
Use words, phrases, and clauses to link the major secHons of the
9-10.W.1 substanHve topics or texts, using valid reasoning and relevant
text; create cohesion; clarify the relaHonships between claim(s)
and sucient evidence.
and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal style and objecHve tone; ahend
to the norms and convenHons of the discipline in which they are
wriHng.
Provide a concluding statement or secHon that supports the
argument presented.

Wri?ng
Introduce a topic; organize complex ideas, concepts, and
informaHon to make important connecHons and disHncHons;
include formanng (e.g., headings), graphics (e.g., gures, tables),
and mulHmedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sucient facts,
extended deniHons, concrete details, quotaHons, or other
informaHon and examples appropriate to the audiences
knowledge of the topic.
Write informaHve/explanatory texts to examine and convey
complex ideas, concepts, and informaHon clearly and Use appropriate and varied transiHons to link the major secHons
9-10.W.2 of the text, create cohesion, and clarify the relaHonships among
accurately through the eecHve selecHon, organizaHon, and
analysis of content. complex ideas and concepts.
Use precise language and domain-specic vocabulary to manage
the complexity of the topic.
Establish and maintain a formal style and objecHve tone while
ahending to the norms and convenHons of the discipline in which
they are wriHng.
Provide a concluding statement or secHon that follows from and
supports the informaHon or explanaHon presented.

Wri?ng
Engage and orient the reader by senng out a problem, situaHon,
or observaHon, establishing one or mulHple point(s) of view, and
introducing a narrator and/or characters; create a smooth
progression of experiences or events.
Use narraHve techniques, such as dialogue, pacing, descripHon,
reecHon, and mulHple plot lines, to develop experiences,
events, and/or characters.
Write narraHves to develop real or imagined experiences or
9-10.W.3 events using eecHve technique, well-chosen details, and well- Use a variety of techniques to sequence events so that they build
structured event sequences. on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
senng, and/or characters.
Provide a conclusion that follows from and reects on what is
experienced, observed, or resolved over the course of the
narraHve.
Produce clear and coherent wriHng in which the development, Produce clear and coherent wriHng in which development and
9-10.W.4 organizaHon, and style are appropriate to task, purpose, and organizaHon are appropriate to task, purpose and audience.
audience. (Grade-specic expectaHons for wriHng types are Produce clear and coherent wriHng in which style is appropriate
dened in standards 1-3 above.). to task, purpose and audience.
Develop wriHng as needed by planning, focusing on addressing
Develop and strengthen wriHng as needed by planning, what is most signicant for a specic purpose and audience.
revising, ediHng, rewriHng, or trying a new approach, focusing
9-10.W.5
on addressing what is most signicant for a specic purpose Strengthen wriHng as needed by revising, ediHng, rewriHng, or
and audience. trying a new approach, focusing on addressing what is most
signicant for a specic purpose and audience.

Wri?ng
Use technology, including the Internet, to produce and publish
individual or shared wriHng products.
Use technology, including the Internet, to produce, publish,
and update individual or shared wriHng products, taking Use technology, including the Internet, to update individual or
9-10.W.6
advantage of technology's capacity to link to other informaHon shared wriHng products.
and to display informaHon exibly and dynamically.
Take advantage of technologys capacity to link to other
informaHon and to display informaHon exibly and dynamically.
Conduct short research projects to answer a quesHon (including
a self-generated quesHon) or solve a problem.
Conduct short as well as more sustained research projects to
answer a quesHon (including a self-generated quesHon) or Conduct more sustained research projects to answer a quesHon
9-10.W.7 solve a problem; narrow or broaden the inquiry when (including a self-generated quesHon) or solve a problem.
appropriate; synthesize mulHple sources on the subject, Narrow or broaden the inquiry when appropriate.
demonstraHng understanding of the subject under
invesHgaHon.
Synthesize mulHple sources on the subject, demonstraHng
understanding of the subject under invesHgaHon.
Gather relevant informaHon from mulHple authoritaHve print

Gather relevant informaHon from mulHple authoritaHve print and digital sources, using advanced searches eecHvely.
and digital sources, using advanced searches eecHvely; assess Assess the usefulness of each source in answering the research
9-10.W.8 the usefulness of each source in answering the research quesHon.
quesHon; integrate informaHon into the text selecHvely to
maintain the ow of ideas, avoiding plagiarism and following a Integrate informaHon into the text selecHvely to maintain the
standard format for citaHon. ow of ideas, avoiding plagiarism and following a standard
format for citaHon.

Wri?ng
Draw evidence from literary texts to support analysis, reecHon,
and research by applying grades 9-10
9-10.W.9 Draw evidence from literary or informaHonal texts to support Reading standards to literature.
analysis, reecHon, and research. Draw evidence from informaHonal texts to support analysis,
reecHon, and research by applying grades 9-10 Reading
standards to literary noncHon.
Write rouHnely over extended Hme frames (Hme for research, Write rouHnely over extended Hme for a range of tasks,
9-10.W.
reecHon, and revision) and shorter Hme frames (a single purposes, and audiences.
10
sinng or a day or two) for a range of tasks, purposes, and Write rouHnely for shorter Hme frames for a range of tasks,
audiences. purposes, and audiences.

Speaking and Listening
Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparaHon by
referring to evidence from texts and other research on the topic
or issue to sHmulate a thoughpul, well-reasoned exchange of
ideas.
IniHate and parHcipate eecHvely in a range of collaboraHve Work with peers to set rules for collegial discussions and
discussions (one-on-one, in groups, and teacher-led) with decision-making, clear goals and deadlines, and individual roles.
9-10.SL.1 diverse partners on grades 9-10 topics, texts, and issues, Propel conversaHons by posing and responding to quesHons that
building on others' ideas and expressing their own clearly and relate the current discussion to broader themes or larger ideas;
persuasively. acHvely incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
Respond thoughpully to diverse perspecHves, summarize points
of agreement and disagreement, and, when warranted, to qualify
or jusHfy their own views and understanding and make new
connecHons in light of the evidence and reasoning presented.
Integrate mulHple sources of informaHon presented in diverse
Integrate mulHple sources of informaHon presented in diverse media or formats (e.g., visually, quanHtaHvely, orally).
9-10.SL.2
media or formats (e.g., visually, quanHtaHvely, orally)
evaluaHng the credibility and accuracy of each source. Evaluate the credibility and accuracy of each source and noHng
any discrepancies among the data.
Evaluate a speaker's point of view, idenHfying any fallacious
reasoning or exaggerated or distorted evidence.
Evaluate a speaker's point of view, reasoning, and use of Evaluate a speakers reasoning, idenHfying any
9-10.SL.3 evidence and rhetoric, idenHfying any fallacious reasoning or fallacious reasoning or exaggerated or distorted evidence.
exaggerated or distorted evidence.
Evaluate a speakers use of evidence and rhetoric,
idenHfying any fallacious reasoning or exaggerated or distorted
evidence.

Present informaHon, ndings, and supporHng evidence clearly,
Present informaHon, ndings, and supporHng evidence clearly, concisely, and logically.
concisely, and logically such that listeners can follow the line of
9-10.SL.4 Present such that listeners can follow the line of reasoning and
reasoning and the organizaHon, development, substance, and
style are appropriate to purpose, audience, and task. the organizaHon, development, substance, and style are
appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical,
Make strategic use of digital media in presentaHons to enhance
audio, visual, and interacHve elements) in presentaHons to
9.-10.SL.5 understanding of ndings, reasoning, and evidence and to add
enhance understanding of ndings, reasoning, and evidence
interest.
and to add interest.
Adapt speech to a variety of contexts.
9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstraHng Adapt speech to a variety of tasks.
command of formal English when indicated or appropriate.
Demonstrate command of formal English when indicated or
appropriate.

Language
Use parallel structure.
Demonstrate command of the convenHons of standard English Use various types of phrases and clauses (noun, verb, adjecHval,
9-10.L.1
grammar and usage when wriHng or speaking. adverbial, parHcipial, preposiHonal, absolute) to add variety and
interest to wriHng or presentaHons.
Use a semicolon (and perhaps a conjuncHve adverb) to link two
or more closely related independent clauses.
Demonstrate command of the convenHons of standard English
9-10.L.2 Use a colon to introduce a list or quotaHon.
capitalizaHon, punctuaHon, and spelling when wriHng.
Spell correctly.
Apply knowledge of language to understand how language Write and edit work so that it conforms to the guidelines in a
funcHons in dierent contexts, to make eecHve choices for style manual appropriate for the discipline and wriHng type.
9-10.L.3
meaning or style, and to comprehend more fully when reading
or listening.

Language
Use context as a clue to the meaning of a word or phrase.
IdenHfy and correctly use paherns of word changes that
indicate dierent meanings or parts of speech (e.g., analyze,
Determine or clarify the meaning of unknown and mulHple- analysis, analyHcal; advocate, advocacy).
meaning words and phrases based on grades 9-10 reading and
9-10.L.4 Consult general and specialized reference materials to nd the
content, choosing exibly from a range of strategies.
pronunciaHon of a word or determine or clarify its precise

meaning, its part of speech, or its etymology.
Verify the preliminary determinaHon of the meaning of a word or
phrase.
Interpret gures of speech (e.g., euphemism, oxymoron) in
context and analyze the role of gures of speech in the text.
Demonstrate understanding of guraHve language, word
9-10.L.5
relaHonships, and nuances in word meanings. Analyze nuances in the meaning of words with similar
denotaHons.
Acquire and use accurately general academic words and phrases,
sucient for reading, wriHng, speaking, and listening at the
college and career readiness level.
Acquire and use accurately general academic and domain-
specic words and phrases, sucient for reading, wriHng, Acquire and use accurately domain-specic words and phrases,
speaking, and listening at the college and career readiness sucient for reading, wriHng, speaking, and listening at the
9-10.L.6
level; demonstrate independence in gathering vocabulary college and career readiness level.
knowledge when considering a word or phrase important to
Students will demonstrate independence in gathering vocabulary
comprehension or expression.
knowledge when considering a word or phrase important to
comprehension or expression.


Grades 11-12

Reading Literature
Cite strong and thorough textual evidence to support analysis of
11-12.RL. of what the text says explicitly as well as inferences drawn from Cite strong and thorough textual evidence to support inferences
1 the text, including determining where the text leaves mahers drawn from the text.
uncertain.
Determine where the text leaves mahers uncertain.
Determine two or more themes or central idea of a text.

Determine two or more themes or central ideas of a text and
Analyze their development over the course of the text.
11-12.RL. analyze their development over the course of the text, including
2 how they interact and build on one another to produce a Determine two or more themes or central ideas of a text how
complex account; provide an objecHve summary of the text. they interact and build on one another to produce a complex
account.
Analyze the impact of the authors choices regarding how to Analyze the impact of the authors choices regarding how to
11-12.RL. develop and relate elements of a story or drama (e.g., where a develop and relate elements of a story or drama.
3 story is set, how the acHon is ordered, how the characters are
introduced and developed).

Determine the meaning of words and phrases as they are used a text, including guraHve and connotaHve meanings.
in the text, including guraHve and connotaHve meanings;
11-12.RL. analyze the impact of specic word choices on meaning and Analyze the impact of specic word choices on meaning and
4 tone, including words with mulHple meanings or language that tone, including words with mulHple meanings or language that is
is parHcularly fresh, engaging, or beauHful. (Include parHcularly fresh, engaging, or beauHful.
Shakespeare as well as other authors.)

Reading Literature
Analyze how an authors choices concerning how to structure Analyze how an authors choices concerning how to structure
specic parts of a text (e.g., the choice of where to begin or end specic parts of a contribute to its overall structure and meaning.
11-12.RL.
5 a story, the choice to provide a comedic or tragic resoluHon)
contribute to its overall structure and meaning as well as its Analyze how an authors choices concerning how to structure
aestheHc impact. specic parts of a contribute to its aestheHc impact.
11-12.RL. Analyze a case in which grasping point of view requires Analyze a case in which grasping point of view requires
6 disHnguishing what is directly stated in a text from what is disHnguishing what is directly stated in a text from what is really
really meant (e.g., saHre, sarcasm, irony, or understatement). meant.
Analyze mulHple interpretaHons of a story, drama, or poem Analyze mulHple interpretaHons of a story, drama, or poem,
(e.g., recorded or live producHon of a play or recorded novel or evaluaHng how each version interprets the source text.
11-12.RL.
7 poetry), evaluaHng how each version interprets the source
text. (Include at least one play by Shakespeare and one play by
an American dramaHst.)
11-12.RL.
8 Not applicable to literature
Demonstrate knowledge of eighteenth-, nineteenth- and early- Demonstrate knowledge of eighteenth-, nineteenth- and early-
11-12.RL
twenHeth-century foundaHonal works of American literature, twenHeth-century foundaHonal works of American literature.
9
including how two or more texts from the same period treat IdenHfy how two or more texts from the same period treat
similar themes or topics. similar themes or topics.
By the end of grade 11, read and comprehend literature, 11th graders read and comprehend literature, including stories,
including stories, dramas, and poems, in the grades 11 CCR dramas, and poems, in the grades 11 text complexity band
text complexity band prociently, with scaolding as needed at prociently, with scaolding as needed at the high end of the
11-12.RL. the high end of the range. range.
10 By the end of grade 12, read and comprehend literature, 12th graders read and comprehend literature, including stories,
including stories, dramas, and poems, at the high end of the dramas, and poems, at the high end of the grades 12 text
grades 12 CCR text complexity band independently and complexity band independently and prociently.
prociently.


Reading Informa?on
Cite strong and thorough text evidence to support analysis of
11-12.RI. of what the text says explicitly as well as inferences drawn from
1 the text, including determining where the text leaves mahers Cite strong and thorough text evidence to support inferences
uncertain. drawn from the text.
Determining where the text leaves mahers uncertain.
Determine two or more central ideas of a text.
Determine two or more central ideas of a text and analyze their
11-12.RI. Analyze the development of a central idea over the course of the
development over the course of the text, including how they
2 text, including how they interact and build on one another to
interact and build on one another to provide a complex
provide a complex analysis.
analysis; provide an objecHve summary of the text.
Analyze a complex set of ideas or sequence of events and explain

how specic individuals interact and develop over the course of
the text.
Analyze a complex set of ideas or sequence of events and Analyze a complex set of ideas or sequence of events and explain
11-12.RI.
3 explain how specic individuals, ideas, or events interact and how specic ideas interact and develop over the course of the
develop over the course of the text. text.
Analyze a complex set of ideas or sequence of events and explain
how specic events interact and develop over the course of the
text.
in a text, including guraHve, connotaHve, and technical a text including, guraHve, connotaHve, and technical meaning.
11-12.RI.
4 meanings; analyze how an author uses and renes the
meaning of a key term or terms over the course of a text (e.g., Analyze how an author uses and renes the meaning of a key
how Madison denes fac$on in Federalist No. 10). term or terms over the course of a text.

Reading Informa?on
Analyze the eecHveness of the structure an author uses in his or
her exposiHon or argument, including whether the structure
Analyze and evaluate the eecHveness of the structure an
makes points clear, convincing, and engaging.
11-12.RI. author uses in his or her exposiHon or argument, including
5 whether the structure makes points clear, convincing, and Evaluate the eecHveness of the structure an author uses in his
engaging. or her exposiHon or argument, including whether the structure
makes points clear, convincing, and engaging.
Determine an author's point of view in a text in which the

rhetoric is parHcularly eecHve.
Determine an authors point of view or purpose in a text in
11-12.RI.
6
which the rhetoric is parHcularly eecHve, analyzing how style Determine an author's purpose in a text in which the rhetoric is
and content contribute to the power, persuasiveness, or beauty parHcularly eecHve.
of the text.
Analyze how style and content contribute to the power,
persuasiveness, or beauty of the text.
Integrate and evaluate mulHple sources of informaHon presented
Integrate and evaluate mulHple sources of informaHon in dierent media or formats as well as in words in order to
11-12.RI. presented in dierent media or formats (e.g., visually, address a quesHon.
7 quanHtaHvely) as well as in words in order to address a Integrate and evaluate mulHple sources of informaHon presented
quesHon or solve a problem. in dierent media or formats as well as in words in order to
solve a problem.
Delineate the reasoning in seminal U.S. texts, including the
applicaHon of consHtuHonal principles and use of legal reasoning.
Delineate and evaluate the reasoning in seminal U.S. texts,
including the applicaHon of consHtuHonal principles and use of Evaluate the reasoning in seminal U.S. texts, including the
11-12.RI. legal reasoning (e.g., in U.S. Supreme Court majority opinions applicaHon of consHtuHonal principles and use of legal reasoning.
8 and dissents) and the premises, purposes, and arguments in Delineate the premises, purposes, and arguments in works of
works of public advocacy (e.g., The Federalist, presidenHal public advocacy .
addresses).
Evaluate the premises, purposes, and arguments in works of
public advocacy

Reading Informa?on
Analyze seventeenth-, eighteenth-, and nineteenth-century
foundaHonal U.S. documents of historical and literary
Analyze seventeenth-, eighteenth-, and nineteenth-century signicance for their themes.
11-12.RI. Analyze seventeenth-, eighteenth-, and nineteenth-century
signicance (including The DeclaraHon of Independence, the
9 foundaHonal U.S. documents of historical and literary
Preamble to the ConsHtuHon, the Bill of Rights, and Lincolns
signicance for their purposes.
Second Inaugural Address) for their themes, purposes, and
rhetorical features. Analyze seventeenth-, eighteenth-, and nineteenth-century
signicance for their rhetorical features.
By the end of grade 11, read and comprehend literary 11th graders read and comprehend literary noncHon in the
noncHon in the grades 11CCR text complexity band grades 11CCR text complexity band prociently, with scaolding
11-12.RI. prociently, with scaolding as needed at the high end of the as needed at the high end of the range.
10 range. 12th graders read and comprehend literary noncHon at the high
By the end of grade 12, read and comprehend literary end of the grades 11CCR text complexity band independently
noncHon at the high end of the grades 11CCR text and prociently.
complexity band independently and prociently.

Wri?ng
Introduce precise, knowledgeable claim(s), establish the
signicance of the claim(s), disHnguish the claim(s) from
alternate or opposing claims, and create an organizaHon that
logically sequences claim(s), counterclaims, reasons, and
evidence.
Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each while poinHng out
the strengths and limitaHons of both in a manner that anHcipates
the audiences knowledge level, concerns, values, and possible
Write arguments to support claims in an analysis of biases.
11-12.W.
1 substanHve topics or texts, using valid reasoning and relevant
and sucient evidence. Use words, phrases, and clauses as well as varied syntax to link
the major secHons of the text, create cohesion, and clarify the
relaHonships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objecHve tone; ahend
to the norms and convenHons of the discipline in which they are
wriHng.
Provide a concluding statement or secHon that supports the
argument presented.

Wri?ng
Introduce a topic; organize complex ideas, concepts, and
informaHon so that each new element builds on that which
precedes it to create a unied whole; include formanng (e.g.,
headings), graphics (e.g., gures, tables), and mulHmedia when
useful to aiding comprehension.
Develop the topic thoroughly by selecHng the most signicant
and relevant facts, extended deniHons, concrete details,
quotaHons, or other informaHon and examples appropriate to
the audiences knowledge of the topic.
Write informaHve/explanatory texts to examine and convey Use appropriate and varied transiHons and syntax to link the
11-12.W. complex ideas, concepts, and informaHon clearly and major secHons of the text, create cohesion, and clarify the
2 accurately through the eecHve selecHon, organizaHon, and relaHonships among complex ideas and concepts.
analysis of content.
Use precise language, domain-specic vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
they are wriHng.
supports the informaHon or explanaHon presented (e.g.,
arHculaHng implicaHons or the signicance of the topic).

Wri?ng
Engage and orient the reader by senng out a problem, situaHon,
or observaHon, establishing one or mulHple point(s) of view, and
introducing a narrator and/or characters; create a smooth
progression of experiences or events.
Use narraHve techniques, such as dialogue, pacing, descripHon,
reecHon, and mulHple plot lines, to develop experiences,
events, and/or characters.
Write narraHves to develop real or imagined experiences or Use a variety of techniques to sequence events so that they build
11-12.W.
3 events using eecHve technique, well-chosen details, and well- on one another to create a coherent whole and build toward a
structured event sequences. parHcular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resoluHon).
Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
senng, and/or characters.
Provide a conclusion that follows from and reects on what is
experienced, observed, or resolved over the course of the
narraHve.
Produce clear and coherent wriHng in which the development, Produce clear and coherent wriHng in which development and
11-12.W.
organizaHon, and style are appropriate to task, purpose, and organizaHon are appropriate to task, purpose and audience.
4
audience. (Grade-specic expectaHons for wriHng types are Produce clear and coherent wriHng in which style is appropriate
dened in standards 1-3 above.). to task, purpose and audience.
Develop wriHng as needed by planning, focusing on addressing
Develop and strengthen wriHng as needed by planning, what is most signicant for a specic purpose and audience.
11-12.W. revising, ediHng, rewriHng, or trying a new approach, focusing
5 on addressing what is most signicant for a specic purpose Strengthen wriHng as needed by revising, ediHng, rewriHng, or
and audience trying a new approach, focusing on addressing what is most

Wri?ng
Use technology, including the Internet, to produce and publish,
and update individual or shared wriHng products in response to
ongoing feedback.
Use technology, including the Internet, to produce, publish,
11-12.W.
6 and update individual or shared wriHng products in response Use technology, including the Internet to update individual or
to ongoing feedback, including new arguments or informaHon. shared wriHng including new arguments or informaHon in
response to ongoing feedback.
Conduct short research projects to answer a quesHon (including

a self-generated quesHon) or solve a problem.
answer a quesHon (including a self-generated quesHon) or Conduct more sustained research projects to answer a quesHon
11-12.W.
solve a problem; narrow or broaden the inquiry when (including a self-generated quesHon) or solve a problem.
7
appropriate; synthesize mulHple sources on the subject, Narrow or broaden the inquiry when appropriate.
invesHgaHon.
Synthesize mulHple sources on the subject, demonstraHng
understanding of the subject under invesHgaHon.

Gather relevant informaHon from mulHple authoritaHve print and digital sources, using advanced searches eecHvely.
and digital sources, using advanced searches eecHvely; assess
11-12.W. the strengths and limitaHons of each source in terms of the Assess the strengths and limitaHons of each source in terms of
8 task, purpose, and audience; integrate informaHon into the the task, purpose, and audience.
text selecHvely to maintain the ow of ideas, avoiding
plagiarism and overreliance on any one source and following a Integrate informaHon into the text selecHvely to maintain the
standard format for citaHon. ow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citaHon.

Wri?ng
11-12.W.
Draw evidence from literary or informaHonal texts to support Apply grades 1112 Reading standards to literature.
9
analysis, reecHon, and research. Apply grades 1112 Reading standards to literary noncHon.
Write rouHnely over extended Hme frames (Hme for research, Write rouHnely over extended Hme for a range of tasks,
11-12.W.
reecHon, and revision) and shorter Hme frames (a single purposes, and audiences.
10
sinng or a day or two) for a range of tasks, purposes, and Write rouHnely for shorter Hme frames for a range of tasks,
audiences. purposes, and audiences.

Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparaHon by
referring to evidence from texts and other research on the topic
or issue to sHmulate a thoughpul, well-reasoned exchange of
ideas.
Work with peers to promote civil, democraHc discussions and
decision-making, set clear goals and deadlines, and establish
IniHate and parHcipate eecHvely in a range of collaboraHve individual roles as needed.
discussions (one-on-one, in groups, and teacher-led) with
11-12.SL. Propel conversaHons by posing and responding to quesHons that
1 diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and probe reasoning and evidence; ensure a hearing for a full range
persuasively. of posiHons on a topic or issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent and creaHve
perspecHves.
Respond thoughpully to diverse perspecHves; synthesize
comments, claims, and evidence made on all sides of an issue;
resolve contradicHons when possible; and determine what
addiHonal informaHon or research is required to deepen the
invesHgaHon or complete the task.
Integrate mulHple sources of informaHon presented in diverse Integrate mulHple sources of informaHon presented in diverse
11-12.SL. formats and media (e.g., visually, quanHtaHvely, orally) in media or formats (e.g., visually, quanHtaHvely, orally) in order to
2 order to make informed decisions and solve problems, make informed decisions and solve problems.
evaluaHng the credibility and accuracy of each source and Evaluate the credibility and accuracy of each source and noHng
noHng any discrepancies among the data. any discrepancies among the data.

Evaluate a speakers point of view assessing the stance,
premises, links among ideas, word choice, points of emphasis,
and tone used.
Evaluate a speakers point of view, reasoning, and use of Evaluate a speakers reasoning assessing the stance, premises,
11-12.SL.
3 evidence and rhetoric, assessing the stance, premises, links links among ideas, word choice, points of emphasis, and tone
among ideas, word choice, points of emphasis, and tone used. used.
Evaluate a speakers use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
Present informaHon, ndings, and supporHng evidence, Present informaHon, ndings, and supporHng evidence
conveying a clear and disHnct perspecHve, such that listeners conveying a clear and disHnct perspecHve.
11-12.SL. can follow the line of reasoning, alternaHve or opposing Present such that listeners can follow the line of reasoning,
4 perspecHves are addressed, and the organizaHon, alternaHve or opposing perspecHves are addressed, and the
development, substance, and style are appropriate to purpose, organizaHon, development, substance, and style are appropriate
audience, and a range of formal and informal tasks. to purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., textual, graphical,
Make strategic use of digital media in presentaHons to enhance
11-12.SL. audio, visual, and interacHve elements) in presentaHons to
5 understanding of ndings, reasoning, and evidence and to add
enhance understanding of ndings, reasoning, and evidence
interest.
and to add interest.
Adapt speech to a variety of contexts.
11-12.SL.
6
Adapt speech to a variety of contexts and tasks, demonstraHng Adapt speech to a variety of tasks.
a command of formal English when indicated or appropriate.
Demonstrate a command of formal English when indicated or
appropriate.

Language
Apply the understanding that usage is a maher of convenHon, can
change over Hme, and is someHmes contested.
11-12.L. Demonstrate command of the convenHons of standard English
1 Resolve issues of complex or contested usage, consulHng references
grammar and usage when wriHng or speaking. (e.g., Merriam-Websters Dic$onary of English Usage, Garners Modern
American Usage) as needed.
Observe hyphenaHon convenHons.
11-12.L. Demonstrate command of the convenHons of standard English
2 capitalizaHon, punctuaHon, and spelling when wriHng. Spell correctly.
Apply knowledge of language to understand how language Vary syntax for eect, consulHng references for guidance as
11-12.L. funcHons in dierent contexts, to make eecHve choices for needed; apply an understanding of syntax to the study of
3 meaning or style, and to comprehend more fully when reading complex texts when reading.
or listening.

Language
Use context as a clue to the meaning of a word or phrase.
IdenHfy and correctly use paherns of word changes that
indicate dierent meanings or parts of speech (e.g., conceive,
concepHon, conceivable).
Determine or clarify the meaning of unknown and mulHple-
Consult general and specialized reference materials (e.g.,
11-12.L. meaning words and phrases based on grades 11-12 reading
4
dicHonaries, glossaries, thesauruses), both print and digital, to
and content, choosing exibly from a range of strategies.
nd the pronunciaHon of a word or determine or clarify its

precise meaning, its part of speech, its etymology, or its standard
usage.
Verify the preliminary determinaHon of the meaning of a word or
phrase.
Interpret gures of speech (e.g., hyperbole, paradox) in context
and analyze their role in the text.
11-12.L. Demonstrate understanding of guraHve language, word
5 relaHonships, and nuances in word meanings. Analyze nuances in the meaning of words with similar
denotaHons.
Acquire and use accurately general academic and domain-
Acquire and use accurately general academic and domain- specic words and phrases, sucient for reading, wriHng,
specic words and phrases, sucient for reading, wriHng, speaking, and listening at the college and career readiness level.
11-12.L. speaking, and listening at the college and career readiness
6 level; demonstrate independence in gathering vocabulary Students will demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to knowledge when considering a word or phrase important to
comprehension or expression. comprehension or expression.


Grades 9-10
Reading for Literacy in
History/Social Studies

Reading for Literacy in History/Social Studies
Cite specic textual evidence to support the analysis of primary
sources, ahending to such features as the date and origin of the
Cite specic textual evidence to support analysis of primary informaHon.
9-10.RH.1 and secondary sources, ahending to such features as the date
and origin of the informaHon. Cite specic textual evidence to support the analysis of
secondary sources, ahending to such features as the date and
origin of the informaHon.
Determine the central ideas or informaHon of a primary source.
Determine the central ideas or informaHon of a primary or Determine the central ideas or informaHon of a secondary
9-10.RH.2
secondary source; provide an accurate summary of how key source.
events or ideas develop over the course of the text.
Provide an accurate summary of of how key events or ideas
develop over the course of the text.
Analyze in detail a series of events described in a text.
Analyze in detail a series of events described in a text;
9-10.RH.3 determine whether earlier events caused later ones or simply Analyze a series of events described in a text and determine
preceded them. whether earlier events caused later ones or simply preceded
them.
Determine the meaning of words and phrases as they are used a text, including vocabulary describing poliHcal, social, or
9-10.RH.4 in a text, including vocabulary describing poliHcal, social, or economic aspects of history/social studies.
economic aspects of history/social studies.
Analyze how a text uses structure to emphasize key.

Analyze how a text uses structure to emphasize key points or
9-10.RH.5 advance an explanaHon or analysis.
Analyze how a text uses structure to advance an explanaHon or
analysis.

Compare the point of view of two or more authors for how they

treat the same or similar topics.
Compare the point of view of two or more authors for how
9-10.RH.6 they treat the same or similar topics, including which details
Compare the point of view of two or more authors for how they
they include and emphasize in their respecHve accounts.
treat the same or similar topics, including which details they

include and emphasize in their respecHve accounts.
Integrate quanHtaHve analysis with qualitaHve analysis in print or

digital text.
9-10.RH.7 Integrate quanHtaHve or technical analysis (e.g., charts,
research data) with qualitaHve analysis in print or digital text. Integrate technical analysis with qualitaHve analysis in print or
digital text.
Assess the extent to which the reasoning and evidence in a text

Assess the extent to which the reasoning and evidence in a
9-10.RH.8 support the authors claims.
text support the authors claims.

Compare and contrast treatments of the same topic in several Compare and contrast treatments of the same topic in several
9-10.RH.9 primary and secondary sources.
primary and secondary sources.
By the end of grade 10, read and comprehend history/social By the end of grade 10, read and comprehend history/social
9-10.RH.10 studies texts in the grades 910 text complexity band studies texts in the grades 910 text complexity band
independently and prociently. independently and prociently.

Grades 9-10
Science and Technical
Subjects

Reading for Literacy in Science and Technical Subjects
Cite specic textual evidence to support the analysis of science
texts, ahending to the precise details of explanaHons or
Cite specic textual evidence to support analysis of science and descripHons.
9-10.RST.1 technical texts, ahending to the precise details of explanaHons
or descripHons. Cite specic textual evidence to support the analysis of technical
texts, ahending to the precise details of explanaHons or
descripHons.
Determine the central ideas or conclusions of a text.
Determine the central ideas or conclusions of a text; trace the
9-10.RST.2 texts explanaHon or depicHon of a complex process, Trace a texts explanaHon or depicHon of a complex process,
phenomenon, or concept; provide an accurate summary of the phenomenon, or concept.
text.
Provide an accurate summary of a text.
Follow precisely a complex mulHstep procedure when carrying
out experiments, ahending to special cases or excepHons dened
in the text.
Follow precisely a complex mulHstep procedure when taking
out experiments, taking measurements, or performing
9-10.RST.3 measurements, ahending to special cases or excepHons dened
technical tasks, ahending to special cases or excepHons
in the text.
dened in the text.
Follow precisely a complex mulHstep procedure when
performing technical tasks, ahending to special cases or
excepHons dened in the text.

Determine the meaning of symbols as they are used in a specic
scienHc or technical context relevant to grades 9-10 texts and
topics.
Determine the meaning of symbols, key terms, and other
domain-specic words and phrases as they are used in a Determine the meaning of key terms as they are used in a
9-10.RST.4 specic scienHc or technical context relevant to grades 910 specic scienHc or technical context relevant to grades 9-10
texts and topics. texts and topics.

Determine the meaning of domain-specic words and phrases as
they are used in a specic scienHc or technical context relevant
to grades 9-10 texts and topics.
Analyze the structure of the relaHonships among concepts in a Analyze the structure of the relaHonships among concepts in a
9-10.RST.5 text, including relaHonships among key terms (e.g., force, text, including relaHonships among key terms.
fricHon, reacHon force, energy).
Analyze the authors purpose in providing an explanaHon in a

text, dening the quesHon the author seeks to address.

Analyze the authors purpose in providing an explanaHon, Analyze the authors purpose describing a procedure in a text,
9-10.RST.6
describing a procedure, or discussing an experiment in a text, dening the quesHon the author seeks to address.
dening the quesHon the author seeks to address.
Analyze the authors purpose in discussing an experiment in a
text, dening the quesHon the author seeks to address.

Translate quanHtaHve or technical informaHon expressed in
Translate quanHtaHve or technical informaHon expressed in words in a text into visual form.
9-10.RST.7
words in a text into visual form (e.g., a table or chart) and
translate informaHon expressed visually or mathemaHcally Translate informaHon expressed visually or mathemaHcally into
(e.g., in an equaHon) into words. words.
Assess the extent to which the reasoning and evidence in a Assess the extent to which the reasoning and evidence in a text
9-10.RST.8 text support the authors claim or a recommendaHon for support the authors claim or a recommendaHon for solving a
solving a scienHc or technical problem. scienHc or technical problem.
Compare and contrast ndings presented in a text to those from
Compare and contrast ndings presented in a text to those other sources.
from other sources (including their own experiments), noHng
9-10.RST.9 When comparing and contrasHng ndings presented in a text to
when the ndings support or contradict previous explanaHons
or accounts. those from other sources, note when the ndings support or
contradict previous explanaHons or accounts.
By the end of grade 10, read and comprehend science/ By the end of grade 10, read and comprehend science/technical
9-10.RST.10 technical texts in the grades 910 text complexity band texts in the grades 910 text complexity band independently and
independently and prociently. prociently.

Grades 9-10
Wri?ng Standards for
Literacy in History/
Social Studies, Science,
and Technical Subjects
Wri?ng Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Introduce precise claim(s), disHnguish the claim(s) from alternate
or opposing claims, and create an organizaHon that establishes
clear relaHonships among the claim(s), counterclaims, reasons,
and evidence.
Develop claim(s) and counterclaims fairly, supplying data and
evidence for each while poinHng out the strengths and
limitaHons of both claim(s) and counterclaims in a discipline-
appropriate form and in a manner that anHcipates the audiences
knowledge level and concerns.
9-10.WHST.1 Write arguments focused on discipline-specic content.
Use words, phrases, and clauses to link the major secHons of the
text, create cohesion, and clarify the relaHonships between
claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
they are wriHng.
Provide a concluding statement or secHon that follows from or
supports the argument presented.

Introduce a topic and organize ideas, concepts, and informaHon
to make important connecHons and disHncHons; include
formanng (e.g., headings), graphics (e.g., gures, tables), and
mulHmedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sucient facts,
extended deniHons, concrete details, quotaHons, or other
informaHon and examples appropriate to the audiences
knowledge of the topic.
Use varied transiHons and sentence structures to link the major
Write informaHve/explanatory texts, including the narraHon of secHons of the text, create cohesion, and clarify the relaHonships
9-10.WHST.2
historical events, scienHc procedures/ experiments, or among ideas and concepts.
technical processes.
Use precise language and domain-specic vocabulary to manage
the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the experHse of likely readers.
they are wriHng.
supports the informaHon or explanaHon presented (e.g.,

9-10.WHST.3 Not applicable as a separate requirement.
Produce clear and coherent wriHng in which the development

Produce clear and coherent wriHng in which the development, and organizaHon are appropriate to task, purpose, and audience.
9-10.WHST.4
organizaHon, and style are appropriate to task, purpose, and
audience. Produce clear and coherent wriHng in which the style is
appropriate to task, purpose, and audience.
Develop wriHng as needed by planning.
Develop and strengthen wriHng as needed by planning,
Strengthen wriHng as needed by revising, ediHng, rewriHng, or
revising, ediHng, rewriHng, or trying a new approach, focusing
9-10.WHST.5 trying a new approach.
on addressing what is most signicant for a specic purpose
and audience. Develop and strengthen wriHng addressing what is most
Use technology, including the Internet, to produce and publish
Use technology, including the Internet, to produce, publish, and update individual or shared wriHng products.
and update individual or shared wriHng products, taking
9-10.WHST.6 Use technology, including the Internet, to take advantage of
advantage of technologys capacity to link to other informaHon
and to display informaHon exibly and dynamically. technologys capacity to link to other informaHon and to display
informaHon exibly and dynamically.

answer a quesHon (including a self-generated quesHon).
answer a quesHon (including a self-generated quesHon) or Conduct short as well as more sustained research projects to
9-10.WHST.7 solve a problem; narrow or broaden the inquiry when solve a problem.
appropriate; synthesize mulHple sources on the subject, Conduct short as well as more sustained research projects to
demonstraHng understanding of the subject under narrow or broaden the inquiry when appropriate.
invesHgaHon.
demonstraHng understanding of the subject under invesHgaHon.
and digital sources, using advanced searches eecHvely.
and digital sources, using advanced searches eecHvely; assess Assess the usefulness of each source in answering the research
9-10.WHST.8 the usefulness of each source in answering the research quesHon.
quesHon; integrate informaHon into the text selecHvely to
maintain the ow of ideas, avoiding plagiarism and following a Integrate informaHon into the text selecHvely to maintain the
standard format for citaHon. ow of ideas.
Avoid plagiarism and follow a standard format for citaHon.

Draw evidence from informaHonal texts to support analysis.
9-10.WHST.9 Draw evidence from informaHonal texts to support analysis,
Draw evidence from informaHonal texts to support reecHon.
reecHon, and research.
Draw evidence from informaHonal texts to support research.
Write rouHnely over shorter Hme frames (a single sinng or a day
Write rouHnely over extended Hme frames (Hme for reecHon or two) for a range of discipline-specic tasks, purposes, and
9-10.WHST.
and revision) and shorter Hme frames (a single sinng or a day audiences.
10
or two) for a range of discipline-specic tasks, purposes, and Write rouHnely over extended Hme frames (Hme for research,
audiences. reecHon, and revision) for a range of discipline-specic tasks,
purposes, and audiences.

Grades 11-12
History/Social Studies

Cite specic textual evidence to support the analysis of primary
sources, connecHng insights gained from specic details to an
Cite specic textual evidence to support analysis of primary understanding of the text as a whole.
11-12.RH.1 and secondary sources, connecHng insights gained from
specic details to an understanding of the text as a whole. Cite specic textual evidence to support the analysis of
secondary sources, connecHng insights gained from specic
details to an understanding of the text as a whole.
Determine the central ideas or informaHon of a primary source.
Determine the central ideas or informaHon of a primary or Determine the central ideas or informaHon of a secondary
11-12.RH.2
secondary source; provide an accurate summary that makes source.
clear the relaHonships among the key details and ideas.
Provide an accurate summary that makes clear the relaHonships
among the key details and ideas.
Evaluate various explanaHons for acHons or events and Evaluate various explanaHons for acHons or events and
determine which explanaHon best accords with textual determine which explanaHon best accords with textual evidence.
11-12.RH.3
evidence, acknowledging where the text leaves mahers Evaluate various explanaHons for acHons or events and
uncertain. acknowledging where the text leaves mahers uncertain.
in a text, including analyzing how an author uses and renes a text, including analyzing how an author uses and renes the
11-12.RH.4 meaning of a key term over the course of a text.
the meaning of a key term over the course of a text (e.g., how
Madison denes facHon in Federalist No. 10).
Analyze in detail how a complex primary source is structured,

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger porHons of
including how key sentences, paragraphs, and larger porHons the text contribute to the whole.
11-12.RH.5
of the text contribute to the whole.


Evaluate authors diering points of view on the same historical

event or issue by assessing the authors claims.
Evaluate authors diering points of view on the same
historical event or issue by assessing the authors claims, Evaluate authors diering points of view on the same historical
11-12.RH.6
reasoning, and evidence. event or issue by assessing the authors reasoning.

Evaluate authors diering points of view on the same historical

event or issue by assessing the authors evidence.
Integrate and evaluate mulHple sources of informaHon formats and media in order to address a quesHon or solve a
11-12.RH.7 presented in diverse formats and media (e.g., visually, problem.
quanHtaHvely, as well as in words) in order to address a Evaluate mulHple sources of informaHon presented in diverse
quesHon or solve a problem. formats and media in order to address a quesHon or solve a
problem.
Evaluate an authors premises by corroboraHng or challenging
them with other informaHon.
Evaluate an authors premises, claims and evidence by Evaluate an authors claims by corroboraHng or challenging them
11-12.RH.8
corroboraHng or challenging them with other informaHon. with other informaHon.
Evaluate an authors evidence by corroboraHng or challenging
them with other informaHon.
Integrate informaHon from diverse sources, both primary and Integrate informaHon from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, secondary, into a coherent understanding of an idea or event.
11-12.RH.9
noHng discrepancies among sources. Integrate informaHon from diverse sources, noHng discrepancies
among sources.
By the end of grade 12, read and comprehend history/social By the end of grade 12, read and comprehend history/social
11-12.RH.10 studies texts in the grades 11CCR text complexity band studies texts in the grades 11CCR text complexity band
independently and prociently. independently and prociently.

Grades 11-12
Science and Technical
Subjects

Cite specic textual evidence to support the analysis of science
texts, ahending to important disHncHons the author makes and
Cite specic textual evidence to support analysis of science and to any gaps or inconsistencies in the account.
11-12.RST.1 technical texts, ahending to important disHncHons the author
makes and to any gaps or inconsistencies in the account. Cite specic textual evidence to support the analysis of technical
texts, ahending to important disHncHons the author makes and
to any gaps or inconsistencies in the account.
Determine the central ideas or conclusions of a text; Determine the central ideas or conclusions of a text.
11-12.RST.2 summarize complex concepts, processes, or informaHon Summarize complex concepts, processes, or informaHon
presented in a text by paraphrasing them in simpler but sHll presented in a text by paraphrasing them in simpler but sHll
accurate terms. accurate terms.
out experiments, ahending to special cases or excepHons dened
in the text.
Follow precisely a complex mulHstep procedure when taking
Follow precisely a complex mulHstep procedure when carrying measurements, ahending to special cases or excepHons dened
out experiments, taking measurements, or performing in the text.
11-12.RST.3
technical tasks; analyze the specic results based on
explanaHons in the text. Follow precisely a complex mulHstep procedure when
performing technical tasks, ahending to special cases or
excepHons dened in the text.
Analyze the specic results when carrying out experiments based
on explanaHons in the text.

Determine the meaning of symbols as they are used in a specic
scienHc or technical context relevant to grades 1112 texts and
topics.
Determine the meaning of symbols, key terms, and other
domain-specic words and phrases as they are used in a Determine the meaning of key terms as they are used in a
11-12.RST.4 specic scienHc or technical context relevant to grades 1112 specic scienHc or technical context relevant to grades 11
texts and topics. 12texts and topics.

Determine the meaning of domain-specic words and phrases as
they are used in a specic scienHc or technical context relevant
to grades 1112 texts and topics.
Analyze how the text structures informaHon or ideas into Analyze how the text structures informaHon or ideas into
11-12.RST.5 categories or hierarchies, demonstraHng understanding of the categories or hierarchies, demonstraHng understanding of the
informaHon or idea. informaHon or idea.
Analyze the authors purpose in providing an explanaHon in a

text, idenHfying important issues that remain unresolved.

Analyze the authors purpose in providing an explanaHon, Analyze the authors purpose describing a procedure in a text,
11-12.RST.6
describing a procedure, or discussing an experiment in a text, idenHfying important issues that remain unresolved.
idenHfying important issues that remain unresolved.
Analyze the authors purpose in discussing an experiment in a
text, idenHfying important issues that remain unresolved.
Integrate and evaluate mulHple sources of informaHon formats and media in order to address a quesHon or solve a
presented in diverse formats and media (e.g., quanHtaHve problem.
11-12.RST.7
data, video, mulHmedia) in order to address a quesHon or Evaluate mulHple sources of informaHon presented in diverse
solve a problem. formats and media in order to address a quesHon or solve a
problem.

Evaluate the hypothesis in a science or technical text, verifying
the data when possible and corroboraHng or challenging
conclusions with other sources of informaHon.
Evaluate the data in a science or technical text, verifying the data
Evaluate the hypothesis, data, analysis and conclusions in a when possible and corroboraHng or challenging conclusions with
science or technical text, verifying the data when possible and other sources of informaHon.
11-12.RST.8 corroboraHng or challenging conclusions with other sources of
informaHon. Evaluate the analysis in a science or technical text, verifying the
data when possible and corroboraHng or challenging conclusions
with other sources of informaHon.
Evaluate the conclusions in a science or technical text, verifying
the data when possible and corroboraHng or challenging
conclusions with other sources of informaHon.
Synthesize informaHon from a range of sources into a coherent
understanding of a process resolving conicHng informaHon
when possible.
Synthesize informaHon from a range of sources (e.g., texts,
experiments, simulaHons) into a coherent understanding of a Synthesize informaHon from a range of sources into a coherent
11-12.RST.9 process, phenomenon, or concept, resolving conicHng understanding of a phenomenon, resolving conicHng
informaHon when possible. informaHon when possible.

Synthesize informaHon from a range of sources into a coherent
understanding of a concept, resolving conicHng informaHon
when possible.
By the end of grade 12, read and comprehend science/ By the end of grade 12, read and comprehend science/technical
11-12.RST.10 technical texts in the grades 11CCR text complexity band texts in the grades 11CCR text complexity band independently
independently and prociently. and prociently.

Grades 11-12
Wri?ng Standards for
Literacy in History/
Social Studies, Science,
and Technical Subjects
Introduce precise, knowledgeable claim(s), establish the
signicance of the claim(s), disHnguish the claim(s) from
alternate or opposing claims, and create an organizaHon that
logically sequences the claim(s), counterclaims, reasons, and
evidence.
Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while
poinHng out the strengths and limitaHons of both claim(s) and
counterclaims in a discipline-appropriate form that anHcipates
the audiences knowledge level, concerns, values, and possible
11-12.WHST.
1 Write arguments focused on discipline-specic content. biases.
Use words, phrases, and clauses as well as varied syntax to link
the major secHons of the text, create cohesion, and clarify the
relaHonships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
they are wriHng.
Provide a concluding statement or secHon that follows from or
supports the argument presented.

Introduce a topic and organize complex ideas, concepts, and
informaHon so that each new element builds on that which
precedes it to create a unied whole; include formanng (e.g.,
headings), graphics (e.g., gures, tables), and mulHmedia when
useful to aiding comprehension.
Develop the topic thoroughly by selecHng the most signicant
and relevant facts, extended deniHons, concrete details,
quotaHons, or other informaHon and examples appropriate to
the audiences knowledge of the topic.
11-12.WHST. Write informaHve/explanatory texts, including the narraHon of
Use varied transiHons and sentence structures to link the major
2 historical events, scienHc procedures/ experiments, or
secHons of the text, create cohesion, and clarify the relaHonships
technical processes.
among ideas and concepts.
Use precise language, domain-specic vocabulary and techniques
such as metaphor, simile, and analogy to manage the complexity
of the topic; convey a knowledgeable stance in a style that
responds to the discipline and context as well as to the experHse
of likely readers.
supports the informaHon or explanaHon provided (e.g.,

11-12.WHST.
3 Not applicable as a separate requirement.
Produce clear and coherent wriHng in which the development

11-12.WHST. Produce clear and coherent wriHng in which the development, and organizaHon are appropriate to task, purpose, and audience.
4 organizaHon, and style are appropriate to task, purpose, and
audience. Produce clear and coherent wriHng in which the style is
appropriate to task, purpose, and audience.
Develop wriHng as needed by planning.
Develop and strengthen wriHng as needed by planning,
Strengthen wriHng as needed by revising, ediHng, rewriHng, or
11-12.WHST. revising, ediHng, rewriHng, or trying a new approach, focusing
5 trying a new approach.
on addressing what is most signicant for a specic purpose
and audience. Develop and strengthen wriHng focusing on addressing what is
most signicant for a specic purpose and audience.
Use technology, including the Internet, to produce, publish, Use technology, including the Internet, to produce, publish, and
11-12.WHST.
6 and update individual or shared wriHng products in response update individual or shared wriHng products in response to
to ongoing feedback, including new arguments or informaHon. ongoing feedback, including new arguments or informaHon.
answer a quesHon (including a self-generated quesHon).
solve a problem.
answer a quesHon (including a self-generated quesHon) or
11-12.WHST. solve a problem; narrow or broaden the inquiry when Conduct short as well as more sustained research projects to
7 appropriate; synthesize mulHple sources on the subject, narrow or broaden the inquiry when appropriate.
invesHgaHon.
synthesize mulHple sources on the subject.
demonstraHng understanding of the subject under invesHgaHon.

and digital sources, using advanced searches eecHvely.
and digital sources, using advanced searches eecHvely; assess Assess the strengths and limitaHons of each source in terms of
11-12.WHST. the strengths and limitaHons of each source in terms of the the specic task, purpose, and audience.
8 specic task, purpose, and audience; integrate informaHon
into the text selecHvely to maintain the ow of ideas, avoiding Integrate informaHon into the text selecHvely to maintain the
plagiarism and overreliance on any one source and following a ow of ideas.
standard format for citaHon.
Avoid plagiarism and overreliance on any one source and follow
a standard format for citaHon.
Draw evidence from informaHonal texts to support analysis.
11-12.WHST.
Draw evidence from informaHonal texts to support analysis,
9 Draw evidence from informaHonal texts to support reecHon.
reecHon, and research.
Draw evidence from informaHonal texts to support research.
Write rouHnely over shorter Hme frames (a single sinng or a day
Write rouHnely over extended Hme frames (Hme for reecHon or two) for a range of discipline-specic tasks, purposes, and
11-12.WHST.
and revision) and shorter Hme frames (a single sinng or a day audiences.
10
or two) for a range of discipline-specic tasks, purposes, and Write rouHnely over extended Hme frames (Hme for research,
audiences. reecHon, and revision) for a range of discipline-specic tasks,
purposes, and audiences.

Ela-Lit 9-12 Obj Stems Ev2

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Common

Core State Standards

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 2

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 3

9-10.RL.8 Not applicable to literature

Determine a central idea of a text.

Analyze how the author unfolds an analysis or series of ideas or

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 5

Determine an author's point of view in a text.

Delineate the argument and specic claims in a text.

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 6

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 7

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 8

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 9

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 10

Gather relevant informaHon from mulHple authoritaHve print

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 11

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 12

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 13

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 14

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 15

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 16

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 17

Determine two or more themes or central idea of a text.

Determine the meaning of words and phrases as they are used in

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 18

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 19

Analyze a complex set of ideas or sequence of events and explain

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 20

Determine an author's point of view in a text in which the

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 21

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 22

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 23

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 24

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 25

Conduct short research projects to answer a quesHon (including

Gather relevant informaHon from mulHple authoritaHve print

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 26

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 27

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 28

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 29

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 30

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 31

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 32

Analyze how a text uses structure to emphasize key.

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 33

Assess the extent to which the reasoning and evidence in a text

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 34

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 35

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 36

Analyze the authors purpose in providing an explanaHon in a

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 37

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 38

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 40

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 41

Produce clear and coherent wriHng in which the development

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 42

Avoid plagiarism and follow a standard format for citaHon.

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 43

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 44

Analyze in detail how a complex primary source is structured,

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 45

EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 46