Craft and Structure

• 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.

• 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.

• Assess how point of view or purpose shapes the content and style of a text.

The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. 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.

Integration of Knowledge and Ideas

• Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

• 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.

• Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. 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.

Key Ideas and Details

• Read closely to determine what the text says explicitly and to make logical inferences from it.

• Summarize the key supporting details and ideas.

• Determine central ideas or themes of a text and analyze their development.

• Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

• Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

  
  

The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. 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.

Range of Reading and Level of Text Complexity

• Read and comprehend complex literary and informational texts independently and proficiently.

The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. 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.

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Comprehension and Collaboration

• Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

The anchor statements define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor statements. 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.