CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 9-10-Key Ideas and Details Reading Standard 1
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (1):
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.
CCSS – Grade Level Reading Standard 1 (Literacy in History/Social Studies)
Grade 6-8: Cite specific textual
Grade 11-12: Cite specific
Grade 9-10: Cite specific textual
evidence to support analysis of
textual evidence to support
evidence to support analysis of
primary and secondary sources.
analysis of primary and
primary and secondary sources,
secondary sources, connecting
attending to such features as the
insights gained from specific
date and origin of the information.
details to an understanding of the
text as a whole.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors include key
 Differentiate between primary
 Informational text (historical,
details in informational
and secondary sources
expository/technical texts)
texts
which
can
help
a

Recognize features that impact
 How to cite specific textual
reader
ask
and
answer
the reliability of a source (e.g.,
evidence (e.g., offer proof from
questions.
date, origin of information )
primary and secondary sources)
 Describe the connection between
 Features that reflect the reliability
 Authors of informational
the audience and the text
of a source (e.g., date, origin of
text(s)
make
specific

Describe the connection between
information)
choices
about
the
selection
the author’s purpose and the text
 How to analyze (e.g., bias,
of
sources
and
use
of

Identify/cite and explain
credibility, point of view,
evidence.
information from primary
perspective)
sources
 Audience

Good
readers/researchers

Identify/cite and explain
 Purpose
analyze
the
reliability
of
information from secondary
 Primary sources (including
the
information
within
a
sources
strengths and limitations)
document/text.
 Supply strong and thorough
 Secondary sources (including
textual support for analysis of a
strengths and limitations)
 Good readers/researchers
text
 Difference between primary and
differentiate between
 Identify/cite appropriate text
secondary sources
strong and weak textual
support for inferences
evidence.
 Analyze primary sources for
bias, credibility, point of view,
 Good readers/researchers
perspective, purpose, date, and
respond to a variety of
origin of information
texts by drawing
 Analyze secondary sources for
conclusions and citing
bias, credibility, point of view,
textual evidence to show
perspective, purpose, date and
an understanding of what
origin of information
they read and how it
 Cite specific textual evidence to
Reading Recursive Strategies:
1
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
connects to their lives.
support analysis of primary and
secondary sources, attending to
such features as the date and
origin of the information
CCSS-Grade Specific Standard 10 (Grade 9-10)
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text
complexity band independently and proficiently.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical
texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a
range of topics
GRADE 9-10-Key Ideas and Details Reading Standard 2
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (2):
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCSS – Grade Level Reading Standard 2 (Literacy in History/Social Studies)
Grade 6-8: Determine the central
Grade 11-12: Determine the
Grade 9-10: Determine the
ideas or information of a primary
central ideas or information of a
central ideas or information of a
or secondary source; provide an
primary or secondary source;
primary or secondary source;
accurate summary of the source
provide an accurate summary that
provide an accurate summary of
distinct from prior knowledge or
makes clear the relationships
how key events or ideas develop
opinions.
among the key details and ideas.
over the course of the text.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)

Authors select

Recognize how ideas are
 Informational text (historical,
organizational patterns and
organized in an informational
expository/technical texts)
support to convey their
text
 Primary source(s)
central
idea(s).

Identify primary sources
 Secondary source(s)

Identify secondary sources
 Central/main idea

Good
readers/researchers

Determine the central idea of an
 Key events/details
use
information
from
informational text
 Prior/background knowledge
primary and secondary

Describe or graphically
 Difference between central/main
sources in informational
represent the relationship
ideas and key details/events in an
text(s)
to
identify
the
between central ideas and
informational text
central idea(s).
details/events
 Patterns of organization(e.g.
sequence/ chronological order,

Explain how the central ideas

Good readers/researchers
classification, definition, simple
are supported by key details
develop accurate
process, description, comparison)

Summarize the central ideas in
summaries that capture the
 Different purposes for graphic
an informational text, capturing
central ideas of
organizers, based on structure of
Reading Recursive Strategies:
2
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

text
Characteristics of an effective
summary (e.g., objective vs.
subjective) for informational
texts
informational text and
excludes personal opinions
or judgments

the most important parts of the
piece distinct from personal
opinions or judgments
Determine the central ideas or
information of a primary or
secondary source; provide an
accurate summary of how key
events or ideas develop over the
course of the text.
GRADE 9-10-Key Ideas and Details Reading Standard 3
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (3):
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCSS – Grade Level Reading Standard 3 (Literacy in History/Social Studies)
Grade 6-8: Identify key steps in a Grade 9-10: Analyze in detail a
Grade 11-12: Evaluate various
text's description of a process
explanations for actions or events
series of events described in a
related to history/social studies
and determine which explanation
text; determine whether earlier
(e.g., how a bill becomes law, how events caused later ones or
best accords with textual evidence,
interest rates are raised or
acknowledging where the text
simply preceded them.
lowered).
leaves matters uncertain.









Know
(factual)

Informational text
(historical, expository/technical
texts)
How to analyze
Cause/effect relationships
Graphic Organizers/Aids (e.g.,
timelines, maps, graphs, pictures) 
Patterns of organization (e.g.,
chronological, sequential,
cause/effect, problem/solution)
Text features (e.g., bold, italics,
color, captions, headings,
subheadings, titles)

How to identify the relationship
between events
Connections and interactions
(e.g., one event “explains”
another or influences another)
Words that assist analysis and
Understand
(conceptual)
Authors of informational
text(s) present
information/details in a
manner that reflects their
relationship(s)
Authors control
information and their
message through their
choices of how
information is presented
and connected.







Good readers/researchers
analyze the relationships
between/ among events in
order to determine whether 
earlier events caused later
ones or simply preceded
Do
(procedural & application)
Identify patterns of organization
in informational and technical
text(s)
Identify text features
Identify the sequence of events
Interpret graphic organizers/aids
(e.g., time line, maps, graphs,
pictures)
Identify the difference between
cause and effect and how an
effect can become a cause
Identify causal relationships
between/among events
Make and explain logical
inferences concerning
cause/effect
Analyze in detail a series of
events described in a text;
determine whether earlier events
Reading Recursive Strategies:
3
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
explanation (e.g., because, then,
as a consequence, in contrast) of
informational text(s)
them.
caused later ones or simply
preceded them
GRADE 9-10-Craft and Structure Reading Standard 4
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (4):
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.
CCSS – Grade Level Reading Standard 4 (Literacy in History/Social Studies)
Grade 6-8: Determine the
Grade 11-12: Determine the
Grade 9-10: Determine the
meaning of words and phrases as meaning of words and phrases as
meaning of words and phrases as
they are used in a text, including they are used in a text, including
they are used in a text, including
vocabulary specific to domains
analyzing how an author uses and
vocabulary describing political,
related to history/social studies.
refines the meaning of a key term
social, or economic aspects of
over the course of a text (e.g., how
history/social studies.
Madison defines faction in
Federalist No. 10).
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors of informational
 Read and reread other
 Informational text (historical,
text(s)
use
domainspecific
sentences, paragraphs, and nonexpository/technical texts)
vocabulary to clarify
linguistic images in an
 Word choice
concepts.
informational text to identify
 Context clues
context clues that can be used
 Vocabulary specific to history

Authors
make
purposeful
to determine the meaning of
(e.g., perspective, bias,
word
choices
to
achieve
an
unknown words
credibility, point of view)
intended
effect
within

Use context clues to unlock the
 Vocabulary specific to geography
informational text(s).
meaning of unknown
(e.g., hierarchy, accessibility,
words/phrases
diffusion, complementarity)

Identify, determine the meaning
 Vocabulary specific to economics

Good
readers/researchers
of, and use domain-specific
(e.g., monetary policy, fiscal
seek
the
meaning
of
terms
policy, business cycle)
unknown
words/phrases
to
 Determine the appropriate
 Vocabulary specific to civics
deepen their understanding
definition of words that have
(e.g., ideology, public policy,
of informational text(s).
more than one meaning
political parties)
 Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary describing political,
social, or economic aspects of
history/social studies
Reading Recursive Strategies:
4
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 9-10-Craft and Structure Reading Standard 5
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (5):
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.
CCSS – Grade Level Reading Standard 5 (Literacy in History/Social Studies)
Grade 6-8: Describe how a text
Grade 11-12: Analyze in detail how
Grade 9-10: Analyze how a
presents information (e.g.,
a complex primary source is
text uses structure to
sequentially, comparatively,
structured, including how key
emphasize key points or
causally).
sentences, paragraphs, and larger
advance an explanation or
portions of the text contribute to the
analysis.
whole.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors select specific
 Informational text (historical,
 Identify text structures
patterns
of
organization
to
expository/technical texts)
 Identify patterns of organization
convey information.
 How to analyze
 Make connections between
 Difference between explain and
author’s choice of text structure
 Author’ choices, including
analyze
and the text’s purpose, key
patterns
of
organization,
points, and central idea(s)
 Key points
structure, and text features,  Explain how organization,
 Various text structures (e.g.,
control the central idea
structure and/or features enhance
sentences, paragraph, chapter,
and the readers’
text’s purpose and central idea
section)
perceptions.

Analyze how a text uses structure
 Various patterns of organization
to emphasize key points or
( e.g., sequence/chronological
 Good readers/researchers
advance an explanation or
order, classification, definition,
use their knowledge of
analysis
process, description, comparison,
organizational patterns in
problem/ solution, simple
informational text(s) in
cause/effect, conflict/resolution)
order to make meaning.
 Various text features (e.g., title,
author, cover, pictures, captions,
maps, chapter headings,
information from charts and
graphs, illustrations, glossaries,
indices)
 Difference between patterns of
organization and text features
 Relationships between parts of
text and whole text (as indicated
by text features and structures)
Reading Recursive Strategies:
5
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 9-10-Craft and Structure Reading Standard 6
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (6):
Assess how point of view or purpose shapes the content and style of a text.
CCSS – Grade Level Reading Standard 6 (Literacy in History/Social Studies)
Grade 6-8: Identify aspects of a text Grade 9-10: Compare the point Grade 11-12: Evaluate authors'
that reveal an author's point of view
of view of two or more authors differing points of view on the
or purpose (e.g., loaded language,
same historical event or issue by
for how they treat the same or
inclusion or avoidance of particular
similar topics, including which assessing the authors' claims,
facts).
reasoning, and evidence.
details they include and
emphasize in their respective
accounts.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors use distinctive
 Informational text
 Explain the author’s overall
language (e.g., rhetorical
(historical, expository/technical
purpose (to inform, to
devices) to influence the
texts)
persuade, to explain how) for
audience
and/or
create
an
writing a text
 How to compare
effect
that
will
enhance
their
 Explain how the author’s
 How to contrast
purpose.
choices reflect his/her
 Relevant details
viewpoint, focus, attitude,
 Informational text (both literary

Good
readers
recognize
that
position or bias
nonfiction and
authors
use
rhetoric
to
 Compare/contrast the point of
expository/technical texts)
advance the viewpoint or
view of two or more authors
 How to analyze
purpose
of
informational
on the same or similar topics
 Author’s purposes (to inform, to
text(s).

Explain how point of view,
persuade, to explain how) for
viewpoint, purpose and
writing a text
 Authors achieve their
perspective affect an
 Point of view (e.g., first person,
purpose by controlling what
informational text (controls the
third person, limited, omniscient)
the reader knows through the
message/information)
 Author’s viewpoint/focus/
choices they make (e.g.,

Analyze the impact of
attitude/ bias
content, point of view, style,
including and emphasizing
 Author’s perspective
word choice).
certain details into two or
(background)
more accounts of the same or
 Author’s strategies for
 Good readers/ researchers
similar topics
developing viewpoint and
analyze informational text(s)  Analyze the author’s use of
purpose (e.g., author’s choices
to better understand and
persuasive techniques,
about when and how to develop
evaluate the author’s
rhetorical devices, logical
information; what information to
viewpoint/attitude and
fallacies, etc.
include or exclude)
purpose.
 Determine an author's point of
 Conflicting evidence or
view or purpose in a text and
viewpoints
analyze how an author uses
 Responses to opposing
rhetoric to advance that point
viewpoints (e.g., acknowledge,
of view or purpose
concede, rebut)
Reading Recursive Strategies:
6
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

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.
GRADE 9-10- Integration of Knowledge and Ideas Reading Standard 7
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (7):
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.
CCSS – Grade Level Reading Standard 7 (Literacy in History/Social Studies)
Grade 6-8: Integrate visual
Grade 11-12: Integrate and evaluate
Grade 9-10: Integrate
information (e.g., in charts, graphs,
multiple sources of information
quantitative or technical
photographs, videos, or maps) with
presented in diverse formats and
analysis (e.g., charts,
other information in print and digital
media (e.g., visually, quantitatively,
research data) with
texts.
as well as in words) in order to
qualitative analysis in print
address a question or solve a
or digital text.
problem.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Develop and use research
 Informational text (both literary
 Authors make decisions
strategies
nonfiction and
about their presentation of
 Distinguish between relevant and
expository/technical texts)
information in order to
irrelevant information
convey a specific message.
 How to analyze

Compare how different
 Difference between relevant and
text/media
present information

Good
readers’
and
viewers’
irrelevant information
about
the
same
subject
understandings and
 Quantitative and/or technical

Identify
aspects
of text/media
perceptions of a topic or
analysis (e.g., numbers, data,
that reveal an author’s
idea are affected by the
statistics)
purpose/intention
ways
in
which
information
 Qualitative analysis (e.g., human

Analyze the way quantitative and
or
details
are
selectively
behavior, reasons, non-numerical)
technical analysis support the
presented.
 Text and topic/message
qualitative analysis
 Author’s purpose /intention

Analyze the details included
 Creators and presenters of
 Audiences’ needs
(and excluded) in different
written and visual text
versions of an account
choose details to present a

Integrate quantitative or technical
particular topic or idea
analysis with qualitative analysis
relevant for a specific
in print or digital text
audience and purpose.
Reading Recursive Strategies:
7
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 9-10- Integration of Knowledge and Ideas Reading Standard 8
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (8):
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.
CCSS – Grade Level Reading Standard 8 (Literacy in History/Social Studies)
Grade 6-8: Distinguish among fact,
Grade 11-12: Evaluate an author's
Grade 9-10: Assess the
opinion, and reasoned judgment in a
premises, claims, and evidence by
extent to which the
text.
corroborating or challenging them
reasoning and evidence in a
with other information.
text support the author's
claims.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)

Authors sometimes use

Identify the author’s argument
 Informational text (both literary
fallacious or invalid
and specific claims
nonfiction and
reasoning, irrelevant

Identify (e.g., by telling,
expository/technical texts)
and/or insufficient
writing, graphically representing)
 How to trace/delineate an
evidence, and/or false
reasons/examples/evidence that
author’s argument and specific
statements
to
support
their
support the author’s argument
claims
arguments and claims in
and specific claims
 How to evaluate/assess an
order to promote their

Differentiate between claims
author’s argument and specific
ideas or agenda.
which are supported by
claims
reasons/evidence and those

Relevant vs. irrelevant details

Good
readers
recognize
which are not

Relevant, sufficient reasons/
when
and
why
authors
use

Differentiate between valid and
evidence
fallacious
reasoning
and
invalid
claims

Sound/logical/justified reasoning
false statements in their

Identify sound reasoning

Rhetorical strategies for
arguments.

Identify false statements and
persuasion (e.g., logos, ethos,
fallacious
reasoning in an
pathos)
argument

Relevant, sufficient evidence

Recognize when irrelevant

Arguments
evidence
is introduced

Valid vs. invalid claims

Explain how an author uses

False statements
reasons and evidence to support

Persuasive techniques/fallacious
particular arguments and specific
reasoning (e.g., loaded
claims in a text, identifying
language/emotional words,
which reasons and evidence
testimonial, snob appeal,
support which point(s)
repetition, name calling

Assess the extent to which the
bandwagon, red herring,
reasoning and evidence in a text
propaganda, appeal to authority)
support the author's claims
Reading Recursive Strategies:
8
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
CCSS Reading Literacy in History/Social Science Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of
the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select
appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 9-10- Integration of Knowledge and Ideas Reading Standard 9
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (8):
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.
CCSS – Grade Level Reading Standard 8 (Literacy in History/Social Studies)
Grade 6-8: Analyze the relationship
Grade 11-12: Integrate information
Grade 9-10: Compare and
between a primary and secondary
from diverse sources, both primary
contrast treatments of the
source on the same topic.
and secondary, into a coherent
same topic in several
understanding of an idea or event,
primary and secondary
noting discrepancies among sources.
sources.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)

Authors of informational
 Develop research strategies
 Informational text (both literary
texts make choices about  Identify the relationship between
nonfiction and
what to include and how to
a primary and secondary source
expository/technical texts)
present information and
on the same topic
 How to analyze
key details on topics
 Identify the corroborating or
 Primary source
depending on their
conflicting information, facts,
 Secondary source
purpose.
interpretations
 Strengths and limitations of

Identify the authors’ positions in
primary and secondary sources

Good
readers
make
the text
 Compare/contrast
meaning of informational  Describe how the authors’ choices
 Author’s viewpoint/ focus/
texts by analyzing how
reflect their viewpoints, foci,
attitude/bias
different
authors
shape
attitudes, positions or biases
 Author’s perspective
their
presentation
of
key

Analyze the strengths and
(background)
information
by
limitations of primary and
 Author’s strategies for shaping
emphasizing
different
secondary sources
presentations (e.g., author’s
evidence or advancing
 Compare and contrast treatments
choices to emphasize some
different
interpretations
of
of the same topic in several
information or advance different
facts.
primary and secondary sources
interpretations of facts)
Reading Recursive Strategies:
9
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the
strategies are not explicitly stated in the Common Core State Standards for ELA.