COMMON CORE STANDARDS ELA
Reading Standards for Informational Text 6-12
Key Ideas and Details:
Anchor Standard One: 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.
Grade 6
1. Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
Grade 7
1. Cite several pieces of textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
Grade 8
1. Cite the textual evidence that most
strongly supports an analysis of what the
text says explicitly as well as inferences
drawn from the text.
Grades 9-10
1.Cite strong and thorough textual evidence
to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
Anchor Standard Two: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Determine a central idea of a text and
2. Determine two or more central ideas in a text
2. Determine a central idea of a text and analyze 2.Determine a central idea of a text and
how it is conveyed through particular
analyze in detail its development over the
and analyze their development over the course
its development over the course of the text,
details; provide a summary of the text
course of the text, including how it emerges
of the text; provide an objective summary of the
including its relationship to supporting ideas;
distinct from personal opinions or
and is shaped and refined by specific details;
text.
provide an objective
judgments.
provide an objective summary of the text.
summary of the text.
Grades 11-12
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 determining
where the text leaves matters uncertain.
2. Determine two or more central ideas of a text
and analyze their development
over the course of the text, including how they
interact and build on one another
to provide a complex analysis; provide an
objective summary of the text.
Anchor Standard Three: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Analyze in detail how a key individual, event,
3. Analyze the interactions between individuals,
3. Analyze how a text makes connections among
3. Analyze how the author unfolds an analysis or
3. Analyze a complex set of ideas or sequence of
or idea is introduced, illustrated, and elaborated
events, and ideas in a text (e.g., how ideas
and distinctions between individuals, ideas, or
series of ideas or events,
events and explain how specific individuals,
in a text (e.g., through examples or anecdotes).
influence individuals or events, or how individuals
events (e.g., through comparisons, analogies, or
including the order in which the points are made,
ideas, or events interact and develop over the
influence ideas or events).
categories).
how they are introduced and
course of the text.
developed, and the connections that are drawn
between them.
Common Core Informational Text
Craft and Structure:
Anchor Standard Four: 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.
Grade 6
4. Determine the meaning of words and phrases
Grade 7
Grade 8
Grades 9-10
Grades 11-12
4. Determine the meaning of words and phrases
4. Determine the meaning of words and phrases
4. Determine the meaning of words and phrases
4. Determine the meaning of words and phrases
as they are used in a text, including figurative,
as they are used in a text, including figurative,
as they are used in a text, including figurative,
as they are used in a text,
as they are used in a text,
connotative, and technical meanings.
connotative, and technical meanings; analyze the
connotative, and technical meanings; analyze the
including figurative, connotative, and technical
including figurative, connotative, and technical
impact of a specific word choice on meaning and
impact of specific word choices on meaning and
meanings; analyze the
meanings; analyze how an author
tone.
tone, including analogies or allusions to other
cumulative impact of specific word choices on
uses and refines the meaning of a key term or
texts.
meaning and tone (e.g., how the
terms over the course of a text
language of a court opinion differs from that of a
(e.g., how Madison defines faction in Federalist
newspaper).
No. 10).
Anchor Standard Five: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
5. Analyze how a particular sentence, paragraph,
5. Analyze the structure an author uses to
5. Analyze in detail the structure of a specific
5. Analyze in detail how an author’s ideas or
5. Analyze and evaluate the effectiveness of the
chapter, or section fits into the overall structure of
organize a text, including how the major sections
paragraph in a text, including the role of
claims are developed and refined by
structure an author uses in his or
a text and contributes to the development of the
contribute to the whole and to the development
particular sentences in developing and refining a
particular sentences, paragraphs, or larger
her exposition or argument, including whether
ideas.
of the ideas.
key concept.
portions of a text (e.g., a section or
the structure makes points clear,
chapter).
convincing, and engaging.
Anchor Standard Six: Assess how point of view or purpose shapes the content and style of text.
6. Determine an author’s point of view or purpose
6. Determine an author’s point of view or
6. Determine an author’s point of view or purpose
6. Determine an author’s point of view or purpose
6. Determine an author’s point of view or purpose
in a text and explain how it is conveyed in the
purpose in a text and analyze how the author
in a text and analyze how the author
in a text and analyze how an
in a text in which the rhetoric is
text.
distinguishes his or her position from that of
acknowledges and responds to conflicting
author uses rhetoric to advance that point of view
particularly effective, analyzing how style and
others.
evidence or viewpoints.
or purpose.
content contribute to the power,
persuasiveness, or beauty of the text.
Common Core Informational Text
Integration of Knowledge and Ideas
Anchor Standard Seven: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Grade 6
7. Integrate information presented in different
7. Compare and contrast a text to an audio,
Grade 7
7. Evaluate the advantages and disadvantages
Grade 8
7. Analyze various accounts of a subject told in
Grades 9-10
7. Integrate and evaluate multiple sources of
media or formats (e.g., visually, quantitatively) as
video, or multimedia version of the text,
of using different mediums (e.g., print or digital
different mediums (e.g., a person’s life story in
information presented in different media or
well as in words to develop a coherent
analyzing each medium’s portrayal of the subject
text, video, multimedia) to present a particular
both print and multimedia), determining which
formats (e.g., visually, quantitatively) as well as
understanding of a topic or issue.
(e.g., how the delivery of a speech affects the
topic or idea.
details are emphasized in each account.
in words in order to address a question or solve a
impact of the words).
Grades 11-12
problem.
Anchor Standard Eight: 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.
8. Trace and evaluate the argument and specific
8. Trace and evaluate the argument and specific
8. Delineate and evaluate the argument and
8. Delineate and evaluate the argument and
8. Delineate and evaluate the reasoning in
claims in a text, distinguishing claims that are
claims in a text, assessing whether the reasoning
specific claims in a text, assessing whether the
specific claims in a text, assessing
seminal U.S. texts, including the
supported by reasons and evidence from claims
is sound and the evidence is relevant and
reasoning is sound and the evidence is relevant
whether the reasoning is valid and the evidence
application of constitutional principles and use of
that are not.
sufficient to support the claims.
and sufficient; recognize when irrelevant
is relevant and sufficient; identify false
legal reasoning (e.g., in U.S.
evidence is introduced.
statements and fallacious reasoning.
Supreme Court majority opinions and dissents)
and the premises, purposes,
and arguments in works of public advocacy (e.g.,
The Federalist, presidential addresses).
Anchor Standard Nine: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Common Core Informational Text
9. Compare and contrast one author’s
9. Analyze how two or more authors writing
9. Analyze a case in which two or more texts
9. Analyze seminal U.S. documents of historical
9. Analyze seventeenth-, eighteenth-, and
presentation of events with that of another (e.g.,
about the same topic shape their presentations
provide conflicting information on the same topic
and literary significance (e.g.,
nineteenth-century foundational U.S.
a memoir written by and a biography on the
of key information by emphasizing different
and identify where the texts disagree on matters
Washington’s Farewell Address, the Gettysburg
documents of historical and literary significance
same person).
evidence or advancing different interpretations of
of fact or interpretation.
Address, Roosevelt’s Four
(including The Declaration of
Freedoms speech, King’s “Letter from
Independence, the Preamble to the Constitution,
Birmingham Jail”), including how they
the Bill of Rights, and Lincoln’s
address related themes and concepts.
Second Inaugural Address) for their themes,
facts.
purposes, and rhetorical features
.
Range of Reading and Level of Text Complexity
Anchor Standard Ten: Read and comprehend complex literary and informational texts independently and proficiently.
10. By the end of the year, read and comprehend
10. By the end of the year, read and comprehend
10. By the end of the year, read and comprehend
10. By the end of grade 9, read and comprehend
10. By the end of grade 11, read and comprehend
literary nonfiction in the grades 6–8 text
literary nonfiction in the grades 6–8 text
literary nonfiction at the high end of the grades
literary nonfiction in the grades
literary nonfiction in the grades
complexity band proficiently, with scaffolding as
complexity band proficiently, with scaffolding as
6–8 text complexity band independently and
9–10 text complexity band proficiently, with
11–CCR text complexity band proficiently, with
proficiently.
scaffolding as needed at the high end of the range.
scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend
By the end of grade 12, read and comprehend
literary nonfiction at the high
literary nonfiction at the high end of the grades 11–
end of the grades 9–10 text complexity band
CCR text complexity band independently and
independently and proficiently.
proficiently
needed at the high end of the range.
Common Core Informational Text
needed at the high end of the range.