Indian Education for All:
Montana
Common Core Standards (MCCS)
ELA
ELA
ELA
Kindergarten
K.RL.2 With prompting and support, retell familiar stories, including key details. Include stories by and about
American Indians.
K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories including American Indian stories.
K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces
of information in a text. Include texts by and about American Indians.
K.RI.4 With prompting and support, ask and answer questions about known words in a text. Recognize words
and phrases within cultural contexts, including those of American Indians.
K.W.7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author
and express opinions about them). Include sources by and about American Indians.
K.W.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question. Include sources by and about American Indians.
First Grade
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Include stories by and about American Indians.
1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a
wide reading of a range of text types within cultural contexts, including those of American Indians.
1.RL.9 Compare and contrast the adventures and experiences of characters in stories including American
Indian stories.
1.RI.3 Describe the connection between two individuals, events, ideas or pieces of information in a text.
Include texts by and about American Indians.
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Recognize words and phrases within cultural contexts, including those of Montana American Indians.
1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given
topic and use them to write a sequence of instructions). Include sources by and about American Indians.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question. Include sources by and about American Indians.
Second Grade
2.RL.2 Recount stories, including fables and folktales from diverse cultures, (including American Indian stories),
and determine their central message, lesson, or moral.
2.RL.5 Describe the overall structure of a story from different cultures (e.g., Montana American Indian stories),
including describing how the beginning introduces the story and the ending concludes the action.
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different
authors or from different cultures including American Indians.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text. Include texts by and about American Indians.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Recognize words and phrases within cultural contexts, including those of Montana American Indians.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations). Include sources by and about American Indians.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
Include sources by and about American Indians.
Indian Education for All:
Montana
Common Core Standards (MCCS)
ELA
ELA
ELA
Third Grade
3.RL.2 Recount stories, including fables, folktales and myths from diverse cultures (including those by and
about American Indians); determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. Include works
by and about American Indians.
3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author, including
American Indian authors, about the same or similar characters (e.g., in books from a series).
3.RI.3 Describe the relations hip between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Include texts
by and about American Indians.
3.W.7 Conduct short research projects that build knowledge about a topic. Include sources and/or topics by
and about American Indians.
3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace. Include sources by and about American Indians.
Fourth Grade
4.RL.4 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Include
texts by and about American Indians.
4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations. Include works by and about American Indians.
4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures, including
those by and about American Indians.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text. Include texts by and about Montana American
Indians.
4.RI.6 Compare and contrast a firsthand and second hand account of the same event or topic including those
of American Indians; describe the differences in focus and the information provided.
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a
topic. Include sources and/or topics by and about American Indians.
4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace. Include sources by and about American Indians.
Fifth Grade
5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described, including
perspectives of American Indians.
5.RL.10 (should be RL.9) Compare and contrast stories in the same genre (e.g., traditional and contemporary
stories by and about American Indians, mysteries and advent stories) on the approaches to similar themes and
topics.
5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text. Include texts by and about
Indian Education for All:
Montana
Common Core Standards (MCCS)
ELA
ELA
ELA
Montana American Indians.
5.RI.6 Analyze multiple accounts of the same event or topic, including those of historical and contemporary
American Indian events and topics, noting important similarities and differences in the point of view they
represent.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic. Include sources and/or topics by and about American Indians.
5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Include sources by and about American Indians.
Sixth Grade
6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and
fantasy stories; traditional and contemporary stories by and about American Indians) in terms of their
approaches to similar themes and topics.
6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Include texts by and about Montana American Indians.
6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported
by reasons and evidence from claims that are not. Include texts by and about Montana American Indians.
6.RI.9 Compare and contrast one author’s presentation of events with that of another (E.G., A MEMOIR
WRITTEN BY AND A BIOGRAPHY ON THE SAME PERSON0. Include texts by and about Montana American
Indians.
6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate. Include sources and/or topics and by and about American Indians.
Seventh Grade
7.RL.9 Compare and contrast a fictional portrayal of a time place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history. Include texts that contain
portrayals and/or accounts by and about American Indians.
7.RI.6 Determine an author’s point of view or purpose in a text, including those by and about Montana
American Indians, and analyze how the author distinguishes his or her position from that of others.
7.RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient to support the claims. Include texts by and about Montana
American Indians.
7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key
information by emphasizing different evidence or advancing different interpretations of facts. Include texts by
and about Montana American Indians.
7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions for further research and investigation. Include sources and/or topics and
by and about American Indians.
Eighth Grade
8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material is
rendered new. Include texts by and about American Indians.
8.RI.6 Determine an author’s point of view or purpose in a text, including those by and about Montana
American Indians, and analyze how the author acknowledges and responds to conflicting evidence or
Indian Education for All:
Montana
Common Core Standards (MCCS)
ELA
viewpoints.
8.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Include
texts by and about Montana American Indians.
8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation. Include texts by and about MT American Indians.
8.W.7 Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. Include sources and/or topics and by and about American Indians.
9th-12th Grade
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including works by and about American Indians.
9-10.RL.2 Determine a theme or central idea of a text, including those by and about American Indians, and
analyze in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over
the course of a text, (including those of American Indians), interact with other characters, and advance the plot
or develop the theme.
9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare streets a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare or how American Indian stories and oral histories appear in contemporary works, such as James
Welch’s Fools Crow, the author retells the Pikuni Traditional story, “Star Boy”.)
9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a newspaper, or how American Indian
treaty language differs from everyday speech).
9-10.RI.6 Determine an author’s point of view or purpose in a text (e.g., including texts by and about Montana
American Indians) and analyze how an author uses rhetoric to advance that point of view or purpose.
9-10.W.9 Draw evidence from literary or informational texts (including American Indian texts) to support
analysis, reflection, and research.
a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]” and as in James Welch’s Fools
Crow, the author retells the Pikuni traditional story, “Star Boy”).
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly (within
cultural contexts, including those of American Indians) as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text, including those by and about American
Indians and analyze their development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the text.
11-12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings, and usage within cultural contexts; analyze the impact of specific word choices on
Indian Education for All:
Montana
Common Core Standards (MCCS)
meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare, works by American Indian authors, as well as other authors.)
11-12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement) within diverse cultural
contexts, including those of American Indians.
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry, or traditional American Indian oral histories), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
11-12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational
works of American literature (including American Indian works); including how two or more texts from the
same period treat similar themes or topics.
11-12.RI.6 Determine an author’s point of view or purpose in a text (e.g., including texts by and about
Montana American Indians) in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text.
11-12.RI.8 Delineate and evaluate the reasoning in seminal U.S. texts (encompassing American Indian texts),
including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court
majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g.,
The Federalist, presidential addresses, American Indian policies).
11-12.RI.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of
historical literary significance (including the Declaration of Independence, the Preamble to the Constitution,
the Bill of Right, Lincoln’s Second Inaugural Address, and American Indian treaties, Iroquois Confederacy) for
their themes, purposes, and rhetorical features.
11-12 W.9 Draw evidence from literary or informational texts (including American Indian texts) to support
analysis, reflection, and research.
b. Apply grades 11-12 Reading standards to literary nonficition (e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy [e.g., the Federalist, presidential addresses,
American Indian Policies]”).