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Reading: Informational Text Standard 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.

Reading: Informational Text Standard 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. Reading: Informational Text Standard 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. Reading: Informational Text Standard 7 Analyze various accounts of a subject told in different mediums e.

Reading: Informational Text Standard 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. Reading: Informational Text Standard 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.

Writing Standards. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.

The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

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Text Types and Purposes. Writing Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim s , distinguish the claim s from alternate or opposing claims, and create an organization that establishes clear relationships among claim s , counterclaims, reasons, and evidence.


Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim s and reasons, between reasons and evidence, and between claim s and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting e. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

English Language Arts Standards » Language » Grade | Common Core State Standards Initiative

Provide a concluding statement or section that follows from and supports the information or explanation presented e. Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Grade-specific expectations for writing types are defined in standards 1—3 above. Writing Standard 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Editing for conventions should demonstrate common of Language standards up to and including grades Writing Standard 7 Conduct short as well as more sustained research projects to answer a question including a self-generated question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Writing Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9—10 Reading standards to literature i. Apply grades 9—10 Reading standards to literary nonfiction i. Writing Standard 10 Write routinely over extended time frames time for research, reflection, and revision and shorter time frames a single sitting or a day or two for a range of tasks, purposes, and audiences.

Speaking and Listening Standards. Common Core Inc. PCG later subcontracted the grades 6—8 portion of their contract to Expeditionary Learning and focused on materials for grades 9— If, however, New York State Superintendent John King and his team were expecting thanks for building a free, open-source curriculum, they were sorely disappointed.

EngageNY has been controversial since day one. On the left, and particularly among educators, it was seen as a top-down mandate. Not surprisingly, that has contributed to the Common Core backlash within the Empire State. But how good is this product? Is it well aligned to the Common Core? When we launched this review, EdReports. Fordham Institute. Victoria McDougald is the chief of staff at the Thomas B.

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