New York State 9-12 College and Career Readiness Anchor Standards for Reading/Literacy
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Broad Standards
ENGLISH LANGUAGE
ARTS - Literature
ENGLISH LANGUAGE
ARTS – Informational Text
HISTORY/SOCIAL
STUDIES
SCIENCE/TECHNICAL
SUBJECTS
Grades 9-10
Grades 9-10
Grades 9-10
Grades 9-10
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.
1. Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as
inferences drawn from the
text.
1. Cite strong and
thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
a. Develop factual,
interpretive, and
evaluative questions for
further exploration of the
topic(s).
1. Cite specific textual
evidence to support
analysis of primary and
secondary sources,
attending to such features
as the date and origin of
the information.
1. Cite specific textual
evidence to support
analysis of science and
technical texts, attending
to the precise details of
explanations or
descriptions.
2. Determine central ideas
or themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
2. Determine a theme or
central idea of a text 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.
2. Determine a central idea
of a text and analyze 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.
2. 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.
2. Determine the central
ideas or conclusions of a
text; trace the text’s
explanation or depiction
of a complex process,
phenomenon, or concept;
provide an accurate
summary of the text.
3. Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
3. Analyze how complex
characters (e.g., those with
multiple or conflicting
motivations) develop over
the course of a text, interact
with other characters, and
advance the plot or develop
the theme.
3. Analyze how the author
unfolds an analysis or
series of ideas or events,
including the order in which
the points are made, how
they are introduced and
developed, and the
connections that are drawn
between them.
3. Analyze in detail a
series of events
described in a text;
determine whether earlier
events caused later ones
or simply preceded them.
3. Follow precisely a
complex multistep
procedure when carrying
out experiments, taking
measurements,
performing technical
tasks, attending to special
cases or exceptions
defined in the text.
Key Ideas and Details
1
NYSED 9-12 College and Career Readiness Anchor Standards for Reading/Literacy/M.Sayers/3/8/2016
New York State 9-12 College and Career Readiness Anchor Standards for Reading/Literacy
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Broad Standards
ENGLISH LANGUAGE
ARTS - Literature
ENGLISH LANGUAGE
ARTS – Informational Text
HISTORY/SOCIAL
STUDIES
SCIENCE/TECHNICAL
SUBJECTS
Grades 9-10
Grades 9-10
Grades 9-10
Grades 9-10
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.
4. Determine the meaning of
words and phrases as they
are used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language evokes a sense
of time and place; how it
sets a formal or informal
tone).
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).
4. 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.
4. Determine the meaning
of symbols, key terms,
and other domain-specific
words and phrases as
they are used in a specific
scientific or technical
context relevant to grades
9– 10 texts and topics.
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.
5. Analyze how an author’s
choices concerning how to
structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing, flashbacks)
create such effects as
mystery, tension, or
surprise.
5. Analyze in detail how an
author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger
portions of a text (e.g., a
section or chapter).
5. Analyze how a text uses
structure to emphasize
key points or advance an
explanation or analysis.
5. Analyze the structure of
the relationships among
concepts in a text,
including relationships
among key terms (e.g.,
force, friction, reaction
force, energy).
6. Assess how point of
view or purpose shapes
the content and style of a
text.
6. Analyze a particular point
of view or cultural experience
reflected in a work of
literature from outside the
United States, drawing on a
wide reading of world
literature.
6. Determine an author’s
point of view or purpose in
a text and analyze how an
author uses rhetoric to
advance that point of view
or purpose.
6. 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.
6. Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing
an experiment in a text,
defining the question the
author seeks to address.
Craft and Structure
2
NYSED 9-12 College and Career Readiness Anchor Standards for Reading/Literacy/M.Sayers/3/8/2016
New York State 9-12 College and Career Readiness Anchor Standards for Reading/Literacy
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Broad Standards
ENGLISH LANGUAGE
ARTS - Literature
ENGLISH LANGUAGE
ARTS – Informational Text
HISTORY/SOCIAL
STUDIES
SCIENCE/TECHNICAL
SUBJECTS
Grades 9-10
Grades 9-10
Grades 9-10
Grades 9-10
7. Analyze various
accounts of a subject told
in different mediums (e.g.,
a person’s life story in both
print and multimedia),
determining which details
are emphasized in each
account.
7. Integrate quantitative
or technical analysis (e.g.,
charts, research data) with
qualitative analysis in
print or digital text.
7. Translate quantitative
or technical information
expressed in words in a
text into visual form (e.g.,
a table or chart) and
translate information
expressed visually or
mathematically (e.g., in an
equation) into words.
8. Delineate and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is
valid and the evidence is
relevant and sufficient;
identify false statements
and fallacious reasoning.
8. Assess the extent to
which the reasoning and
evidence in a text support
the author’s claims.
8. Assess the extent to
which the reasoning and
evidence in a text support
the author’s claim or a
recommendation for
solving a scientific or
technical problem.
9. Analyze seminal U.S.
documents of historical
and literary significance
(e.g., Washington’s Farewell
Address, the Gettysburg
Address, Roosevelt’s Four
Freedoms speech, King’s
“Letter from Birmingham
Jail”), including how they
address related themes and
concepts.
9. Compare and contrast
treatments of the same
topic in several primary
and secondary sources.
9. Compare and contrast
findings presented in a
text to those from other
sources (including their
own experiments), noting
when the findings support
or contradict previous
explanations or accounts.
Integration of Knowledge and Ideas
7. Integrate and evaluate 7. Analyze the
content presented in
diverse formats and
media, including
visually and
quantitatively, as well as
in words.*
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.
9. Analyze how two or
more texts address
similar themes or topics
in order to build
knowledge or to
compare the
approaches the authors
take.
representation of a subject
or a key scene in two
different artistic mediums,
including what is emphasized
or absent in each treatment
(e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s
Landscape with the Fall of
Icarus).
a. Analyze multiple
interpretations of fulllength works by authors
other than American and
European writers.
8. (Not applicable to
literature)
9. 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).
3
NYSED 9-12 College and Career Readiness Anchor Standards for Reading/Literacy/M.Sayers/3/8/2016
New York State 9-12 College and Career Readiness Anchor Standards for Reading/Literacy
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Broad Standards
ENGLISH LANGUAGE
ARTS - Literature
ENGLISH LANGUAGE
ARTS – Informational Text
HISTORY/SOCIAL
STUDIES
SCIENCE/TECHNICAL
SUBJECTS
Grades 9-10
Grades 9-10
Grades 9-10
Grades 9-10
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.
10. By the end of grade 10,
read and comprehend
science/technical texts in
the grades 9–10 text
complexity band
independently and
proficiently.
a. Read, annotate, and
analyze informational
texts on topics related
to diverse and
nontraditional cultures
and viewpoints.
Range of Reading and Level of Text Complexity
10. By the end of grade 9,
10. Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
By the end of grade 10, read
and comprehend literature,
including stories, dramas,
and poems, at the high end
of the grades 9–10 text
complexity band
independently and
proficiently.
Responding to Literature
11. Interpret, analyze, and
11. Respond to
literature by employing
knowledge of literary
language, textual
features, and forms to
read and comprehend,
reflect upon, and
interpret literary texts
evaluate narratives, poetry,
and drama, aesthetically and
ethically by making
connections to: other texts,
ideas, cultural
perspectives, eras,
personal events and
situations.
10. By the end of grade 9,
read and comprehend
literary nonfiction in the
grades 9–10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
By the end of grade 10, read
and comprehend literary
nonfiction at the high end of
the grades 9–10 text
complexity band
independently and
proficiently.
11. (Not applicable to
informational text)
4
NYSED 9-12 College and Career Readiness Anchor Standards for Reading/Literacy/M.Sayers/3/8/2016
New York State 9-12 College and Career Readiness Anchor Standards for Reading/Literacy
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Broad Standards
from a variety of genres
and a wide spectrum of
American and world
cultures.
ENGLISH LANGUAGE
ARTS - Literature
ENGLISH LANGUAGE
ARTS – Informational Text
HISTORY/SOCIAL
STUDIES
SCIENCE/TECHNICAL
SUBJECTS
Grades 9-10
Grades 9-10
Grades 9-10
Grades 9-10
a. Self-select text to
respond and develop
innovative perspectives.
b. Establish and use
criteria to classify, select,
and evaluate texts to
make informed
judgments about the
quality of the pieces.
5
NYSED 9-12 College and Career Readiness Anchor Standards for Reading/Literacy/M.Sayers/3/8/2016