Courses of Study: Literacy Standards

Number of Standards matching query: 90
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Unit Plans: 0
1 ) Cite specific textual evidence to support analysis of primary and secondary sources.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • cite specific textual evidence to support analysis
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • primary sources
  • secondary sources
Knowledge:
Students know:
  • techniques for selecting textual evidence
  • features of primary sources
  • features of secondary sources
  • questions to ask when analyzing sources
  • techniques for constructing an analysis of sources
  • VOCABULARY: primary sources, secondary source, textual evidence
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • construct an analysis (written or spoken) of sources
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of primary and secondary sources depends upon citing specific textual evidence.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
2 ) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • determine the central ideas or information of a primary source
  • determine the central ideas or information of a secondary source
  • compose (writing or speaking) an accurate summary of a source
  • separate prior knowledge or opinions from central ideas or information understood from a source
Teacher Vocabulary:
  • determine
  • central ideas
  • central information
  • primary source
  • secondary source
  • accurate summary
  • distinct from. . .
  • prior knowledge
  • opinion
Knowledge:
Students know:
  • techniques for determining central ideas or information from primary sources
  • techniques for determining central ideas or information from secondary sources
  • qualities of an accurate summary
  • difference between central ideas, prior knowledge, and opinions
  • VOCABULARY: primary source, secondary source, summary, prior knowledge, opinions
Skills:
Students are able to:
  • determine central ideas or information from primary sources
  • determine central ideas or information from secondary sources
  • summarize accurately (in writing or speaking) primary and secondary sources
  • compose a summary distinct from prior knowledge or opinions
Understanding:
Students understand that an accurate summary of a primary or secondary source includes understanding the central ideas or information in the text separate from prior knowledge and opinion.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
3 ) Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • identify key steps in a text's description of a process related to history / social studies
Teacher Vocabulary:
  • identify
  • key steps
  • text
  • description of a process
  • a process related to history/social studies
Knowledge:
Students know:
  • features of texts that describe a process (e.g., signal words)
  • graphic organizers to understand texts that describe a process
Skills:
Students are able to:
  • identify key steps in a text's description of a process related to history / social studies
Understanding:
Students understand that history / social studies texts that describe a process share common features and organizational structures.
Craft and Structure
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 3
Learning Activities: 2
Lesson Plans: 1
Unit Plans: 0
4 ) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • use clues in a text and outside resources to determine the meaning of words and phrases in a text
  • use reading to develop repertoire of vocabulary specific to domains related to history / social studies
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • vocabulary specific to domains related to history / social studies
Knowledge:
Students know:
  • features of a text related to word meaning (bold terms, glossary, context clues)
  • steps for using an online or print dictionary
  • several strategies for determining the meaning of an unknown word or phrase
  • techniques for identifying and recording unfamiliar words
Skills:
Students are able to:
  • identify unfamiliar words and phrases
  • use features of a text to determine the meaning of unfamiliar words and phrases
  • use a dictionary (online or print) to determine the meaning of unfamiliar words and phrases
Understanding:
Students understand that clues in a text help the reader determine the meaning of words and phrases.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
5 ) Describe how a text presents information (e.g., sequentially, comparatively, causally).

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • identify several common text structures
  • use text structure as a tool for comprehending appropriately complex text
  • describe how a text presents information
Teacher Vocabulary:
  • describe
  • how a text presents information
  • sequentially
  • comparatively
  • causally
Knowledge:
Students know:
  • techniques for identifying text structure (e.g. signal words)
  • graphic organizers to represent text structures
  • several ways texts present information (e.g., sequentially, comparatively, causally)
  • VOCABULARY: sequentially, comparatively, causally
Skills:
Students are able to:
  • identify the structure(s) used in a text
  • use a graphic organizer that matches the structure of a text to gather information from that text
  • describe how a text presents information (e.g., sequentially, comparatively, causally)
Understanding:
Students understand that texts present information in predictable organizational structures.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
6 ) Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)
Teacher Vocabulary:
  • identify
  • aspects of text
  • author's point of view
  • author's purpose
  • loaded language
  • inclusion of particular facts
  • avoidance of particular facts
Knowledge:
Students know:
  • aspects of a text that can reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)
  • VOCABULARY: author's point of view, author's purpose
Skills:
Students are able to:
  • identify aspects of a text that can reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)
Understanding:
Students understand that authors' share their point of view or purpose through deliberate choices about content and style.
Integration of Knowledge and Ideas
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 4
Learning Activities: 1
Lesson Plans: 3
Unit Plans: 0
7 ) Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • obtain information from charts, graphs, photographs, videos, or maps
  • integrate visual information with information in print and digital texts
Teacher Vocabulary:
  • integrate
  • visual information
  • charts
  • graphs
  • photographs
  • videos
  • maps
  • print texts
  • digital texts
Knowledge:
Students know:
  • common visual sources of information (e.g., charts, graphs, photographs, videos, or maps)
  • techniques for gathering information from visuals such as charts, graphs, photographs, videos, or maps
  • graphic organizers or note-taking strategies for integrating visual information, print texts, and digital texts
  • VOCABULARY: visual information, print text, digital text
Skills:
Students are able to:
  • gather information from visuals including charts, graphs, photographs, videos, or maps
  • integrate visual information with information from print and/or digital sources
Understanding:
Students understand that information from multiple texts can be put together to form a complete understanding of a history / social studies topic.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Unit Plans: 0
8 ) Distinguish among fact, opinion, and reasoned judgment in a text.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • distinguish among fact, opinion, and reasoned judgment in a text
Teacher Vocabulary:
  • distinguish
  • fact
  • opinion
  • reasoned judgment
  • text
Knowledge:
Students know:
  • types of facts (statistics, dates, etc.)
  • common signal words for opinions and judgments
  • techniques for distinguishing between fact, opinion, and reasoned judgment
  • VOCABULARY: fact, opinion, judgment
Skills:
Students are able to:
  • identify facts in a text
  • identify opinions in a text
  • identify reasoned judgments in a text
Understanding:
Students understand that validity of opinions and judgments depends upon the facts they are supported by.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
9 ) Analyze the relationship between a primary and secondary source on the same topic.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • analyze the relationship between a primary and secondary source on the same topic
Teacher Vocabulary:
  • analyze
  • relationship
  • primary source
  • secondary source
  • same topic
Knowledge:
Students know:
  • techniques for analyzing primary sources
  • techniques for analyzing secondary sources
  • techniques for comparing and contrasting primary and secondary sources on the same topic
  • VOCABULARY: primary source, secondary source
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • analyze the relationship between a primary and secondary source on the same topic
Understanding:
Students understand that a historian forms a complete understanding of a topic by analyzing both primary and secondary sources about that topic.
Range of Reading and Level of Text Complexity
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
10 ) By the end of Grade 8, read and comprehend history/social studies texts in the Grades 6-8 text complexity band independently and proficiently.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Range of Reading and Level of Text Complexity
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex history/social studies texts
Teacher Vocabulary:
  • read and comprehend
  • history/social studies texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult history / social studies text
  • techniques for engaging with and appreciating difficult history / social studies text
  • techniques for selecting history / social studies texts that are interesting, motivating, and appropriate for who they are as readers and thinkers
Skills:
Students are able to:
  • make meaning from difficult history / social studies texts
  • engage with and appreciate difficult history / social studies texts
Understanding:
Students understand that a reader's understanding and appreciation of a history / social studies topic grows through deep thinking about texts related to the topic.
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Unit Plans: 1
1 ) Cite specific textual evidence to support analysis of science and technical texts.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze science texts
  • analyze technical texts
  • cite specific textual evidence to support analysis
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • science text
  • technical text
Knowledge:
Students know:
  • techniques for selecting textual evidence to support analysis
  • features of science text
  • features of technical text
  • questions to ask when analyzing science and technical texts
  • techniques for constructing an analysis of science and technical texts
  • VOCABULARY: science text, technical text, textual evidence
Skills:
Students are able to:
  • analyze science texts
  • analyze technical texts
  • construct an analysis (written or spoken) of science and technical texts
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of science and technical texts depends upon citing specific textual evidence.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
2 ) Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • determine the central ideas or conclusions of science texts
  • determine the central ideas or conclusions of technical texts
  • compose (writing or speaking) an accurate summary of a science or technical text
  • separate prior knowledge or opinions from central ideas or conclusions understood from a text
Teacher Vocabulary:
  • determine
  • central ideas
  • conclusions
  • text
  • accurate summary
  • distinct from. . .
  • prior knowledge
  • opinion
Knowledge:
Students know:
  • techniques for determining central ideas or conclusions from science and technical texts
  • qualities of an accurate summary of science and technical text
  • differences between central ideas, prior knowledge, and opinions
  • VOCABULARY: summary, prior knowledge, opinions
Skills:
Students are able to:
  • determine central ideas or conclusions from science or technical texts
  • summarize accurately (in writing or speaking) science and technical texts
  • compose a summary distinct from prior knowledge or opinions
Understanding:
Students understand that an accurate summary of a science or technical text includes understanding the central ideas or conclusions in the text separate from prior knowledge and opinions.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 4
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 4
3 ) Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • read and follow precisely a multistep procedure to carry out experiments, take measurements, or perform technical tasks
Teacher Vocabulary:
  • follow precisely
  • multistep procedure
  • experiments
  • taking measurements
  • performing technical tasks
Knowledge:
Students know:
  • features of texts that describe a multistep procedure (e.g., signal words)
  • graphic organizers to understand texts that describe a multistep procedure
  • techniques to apply before, during, and after reading a text that describes a multistep procedure
Skills:
Students are able to:
  • carry out an experiment, take measurements, or perform technical tasks by following precisely a multistep procedure
Understanding:
Students understand that the success and accuracy of experiments, measurements, or technical tasks are dependent upon precisely following texts that describe a multistep procedure.
Craft and Structure
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
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 6-8 texts and topics.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • use clues in a text and outside resources to determine the meaning of words and phrases in a text
  • use reading to develop a repertoire of vocabulary specific to scientific and technical contexts
Teacher Vocabulary:
  • determine the meaning
  • symbols
  • key terms
  • domain-specific words and phrases
  • specific scientific context
  • specific technical context
  • relevant
  • grades 6 - 8 texts and topics
Knowledge:
Students know:
  • features of a text related to word meaning (bold terms, glossary, context clues)
  • steps for using an online or print dictionary
  • several strategies for determining the meaning of an unknown word or phrase
  • techniques for identifying and recording unfamiliar words
Skills:
Students are able to:
  • identify unfamiliar words and phrases
  • use features of a text to determine the meaning of unfamiliar words and phrases
  • use a dictionary (online or print) to determine the meaning of unfamiliar words and phrases
Understanding:
Students understand that clues in a text help the reader determine the meaning of words and phrases.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
5 ) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students will:
  • analyze the structure an author uses to organize a text
  • analyze how the major sections of a text contribute to the whole
  • analyze how understanding a text contributes to understanding a topic
Teacher Vocabulary:
  • analyze
  • structure
  • organize a text
  • major sections
  • contribute to the whole
  • understanding of the topic
Knowledge:
Students know:
  • common organizational features of texts (e.g., headings, bold-faced words)
  • graphic organizers related to organizational structure
  • techniques for analyzing text structure
  • understanding a text comes from understanding its pieces
  • understanding a topic comes from understandings its pieces
Skills:
Students are able to:
  • analyze the structure an author uses to organize a text
  • analyze how major sections of a text contribute to understanding the whole text
  • analyze how understanding a text contributes to understanding a topic
Understanding:
Students understand that analyzing the structure an author uses to organize a text is a tool for understanding a text or topic.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
6 ) Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • analyze an author's purpose in providing an explanation, describing a procedure, or discussing an experiment
  • support thinking with evidence from the text
Teacher Vocabulary:
  • analyze
  • author's purpose
  • providing an explanation
  • describing a procedure
  • discussing an experiment
  • text
Knowledge:
Students know:
  • text features that indicate author's purpose (e.g., signal words, purpose of text sections)
  • authors write for a variety of purposes including to entertain, persuade, narrate, describe, or inform / explain
  • VOCABULARY: author's purpose
Skills:
Students are able to:
  • determine the author's purpose in a text
  • provide textual details to support thinking about author's purpose
Understanding:
Students understand that authors of science / technical texts deliberately select and shape explanations, descriptions, and discussions based on their purpose.
Integration of Knowledge and Ideas
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
7 ) Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • develop an understanding of a science / technical topic by integrating information expressed in words with information expressed visually
Teacher Vocabulary:
  • integrate
  • quantitative information
  • technical information
  • text
  • version of that information expressed visually
  • flowchart
  • diagram
  • model
  • graph
  • table
Knowledge:
Students know:
  • common sources of visual information (e.g., flowchart, diagram, model, graph, or table)
  • techniques for gathering information from visuals such as flowcharts, diagrams, models, graphs, or tables
  • graphic organizers or note-taking strategies for integrating quantitative or technical information expressed in words with a visual version of that information
  • VOCABULARY: quantitative information, technical information, visual information
Skills:
Students are able to:
  • gather information from quantitative or technical information expressed in words
  • gather information from visuals including flow chart, diagram, model, graph, or table
  • integrate information expressed in words with visual versions of the same information
Understanding:
Students understand that information expressed in words can be combined with information expressed visually to form a complete understanding of a science / technical topic.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
8 ) Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • distinguish among facts, reasoned judgments based on research findings, and speculation in a text
Teacher Vocabulary:
  • distinguish
  • facts
  • reasoned judgment
  • research findings
  • speculation
  • text
Knowledge:
Students know:
  • types of facts (statistics, dates, etc.)
  • common signal words for judgments
  • qualities of a reasoned judgment
  • techniques for identifying speculation
  • VOCABULARY: facts, reasoned judgment, speculation
Skills:
Students are able to:
  • identify facts in a text
  • identify reasoned judgments in a text
  • identify speculation in a text
Understanding:
Students understand that the validity of reasoned judgments depends upon the facts and research findings they are supported by.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
9 ) Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • gather information from non-print sources (experiments, simulations, video, or multi-media)
  • gather information from reading
  • compare and contrast information gained from non-print sources and information gained from reading
Teacher Vocabulary:
  • compare
  • contrast
  • information gained experiments
  • information gained from simulations
  • information gained from video
  • information gained from multimedia sources
  • information gained from reading
  • text
  • same topic
Knowledge:
Students know:
  • techniques for gaining information from a variety of non-print sources (experiments, simulations, video, or multi-media)
  • techniques for gaining information from reading a text
  • techniques for comparing and contrasting information gained from non-print sources to information gained from reading
Skills:
Students are able to:
  • gain information from diverse non-print sources (experiments, simulations, videos, or multi-media)
  • gain information from reading a text
  • compare and contrast information gained from non-print sources to information gained from reading
Understanding:
Students understand that a learner forms a complete understanding of a topic by gaining information from multiple and varied sources.
Range of Reading and Level of Text Complexity
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
10 ) By the end of Grade 8, read and comprehend science/technical texts in the Grades 6-8 text complexity band independently and proficiently.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Range of Reading and Level of Text Complexity
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex science / technical texts
Teacher Vocabulary:
  • read and comprehend
  • science / technical texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult science / technical text
  • techniques for engaging with and appreciating difficult science / technical text
  • techniques for selecting science / technical texts that are interesting, motivating, and appropriate for who they are as readers and thinkers
Skills:
Students are able to:
  • make meaning from difficult science / technical texts
  • engage with and appreciate difficult science / technical texts
Understanding:
Students understand that a reader's understanding and appreciation of a science / technical topic grows through deep thinking about texts related to the topic.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
1 ) Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write arguments focused on discipline-specific content that include:
  • introduction that states the claim and acknowledges and distinguishes opposing claims
  • logical structure for organizing reasons and evidence
  • claims supported with logical reasoning
  • claims supported with accurate and credible sources
  • clear understanding of the topic
  • clear relationships between claims, counterclaims, reasons, and evidence with words, phrases, and clauses
  • formal style
  • conclusion that follows from and supports the argument
Teacher Vocabulary:
  • argument
  • discipline-specific content
  • introduce claim
  • topic or issue
  • acknowledge alternate or opposing claims
  • distinguish claim from alternate or opposing claims
  • organize the reasons and evidence logically
  • support claims
  • logical reasoning
  • relevant, accurate data
  • relevant, accurate evidence
  • demonstrate an understanding
  • credible sources
  • words, phrases, and clauses
  • create cohesion
  • clarify the relationships
  • claims
  • counterclaims
  • reasons
  • evidence
  • formal style
  • concluding statement or section
  • follows from and supports the argument
Knowledge:
Students know:
  • the difference between argument and opinion
  • techniques for selecting the best evidence (accurate data and evidence, credible sources) to support a claim
  • arguments demonstrate an understanding of the topic and state and support a claim
  • techniques for creating cohesion and clarifying relationships among claims, counterclaims, reasons, and evidence (words, phrases, and clauses)
  • writing style is adjusted based on audience and purpose
  • difference between formal and informal style
  • arguments follow a predictable structure (e.g., introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement)
Skills:
Students are able to:
  • write an argument to support a claim
  • acknowledge and distinguish claim from alternate or opposing claims
  • use logical reasoning and relevant evidence (credible sources) to support claim
  • demonstrate understanding of topic
  • use words, phrases, and clauses to clarify relationships and create cohesion
  • write with formal style
  • write with a predictable structure (introduction with statement of claim, clearly organized evidence, and conclusion that supports argument)
Understanding:
Students understand that well-developed arguments express a point-of-view and are supported by relevant evidence.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
2 ) Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes by:
  • introducing the topic clearly
  • previewing what is to follow
  • organizing ideas, concepts, and information into broader categories
  • including purposeful formatting, graphics, and multimedia
  • developing a topic fully through relevant, well-chosen facts, definitions, concrete details, and quotations
  • using a variety of transition words, phrases, and clauses to create cohesion and clarify relationships among ideas and concepts
  • use precise word choice including domain-specific vocabulary
  • establishing and maintaining a formal style
  • ending with a relevant and supportive concluding statement or section
Teacher Vocabulary:
  • informative / explanatory text
  • narration of historical events
  • narration of scientific procedures / experiments
  • narration of technical processes
  • introduce a topic clearly
  • preview what is to follow
  • organize ideas
  • organize concepts
  • organize information
  • broad categories appropriate to achieving purpose
  • formatting
  • headings
  • graphics
  • charts
  • tables
  • multimedia
  • when useful to aiding comprehension
  • develop topic
  • relevant, well-chosen
  • facts
  • definitions
  • concrete details
  • quotations
  • other information and examples
  • appropriate and varied transitions
  • create cohesion
  • clarify relationships
  • ideas and concepts
  • precise language
  • domain-specific vocabulary
  • inform about or explain
  • establish and maintain
  • formal style
  • objective tone
  • concluding statement or section
  • follows from and supports
  • information or explanation presented
Knowledge:
Students know informative / explanatory texts:
  • examine a topic
  • convey ideas, concepts, and information
  • select, organize, and analyze relevant content
  • use formatting (e.g., headings), graphics (e.g., charts and tables), and multimedia to aid comprehension
  • follow a predictable structure (e.g., introduce topic, preview what is to follow, develop topic, concluding statement)
  • develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, examples, and other information
  • use appropriate and varied transitions to create cohesion and clarify relationships among ideas and concepts
  • use precise language and domain-specific vocabulary to inform about and explain the topic
  • use elements of formal style
  • use a concluding statement or section that follows from and supports the information or explanation provided
Skills:
Students are able to:
  • examine topics by selecting, organizing, and analyzing relevant content
  • introduce a topic clearly by previewing what is to follow
  • organize ideas, concepts, and information into broad categories appropriate to achieving purpose
  • write informative / explanatory pieces with a predictable structure (introduce topic; preview what is to follow; group related information logically; develop topic through facts, definitions, details, quotations, examples, and other information; and conclusion)
  • incorporate useful formatting, graphics, and multimedia into informative / explanatory pieces
  • employ facts, definitions, concrete details, quotations, examples, and other information to develop topics
  • employ appropriate and varied transitions to create cohesion and clarify relationships
  • include precise language and domain-specific vocabulary in informative / explanatory pieces
  • create a conclusion that follows from and supports the information or explanation presented
Understanding:
Students understand that informative / explanatory writing conveys ideas, concepts, and information through relevant and well-chosen facts and detailed organization.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
3 ) (See note; not applicable as a separate requirement)
Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work so others can replicate them and (possibly) reach the same results.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Production and Distribution of Writing
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 4
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 1
4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of style of writing (argument, informative / explanatory, and narrative)
Teacher Vocabulary:
  • clear and coherent writing
  • development
  • organization
  • style
  • appropriate to task, purpose, and audience
  • grade-specific expectations
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety if types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas in a way appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
5 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students, with some guidance and support from adults and peers, develop and strengthen writing by:
  • planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience
Teacher Vocabulary:
  • some guidance and support from adults and peers
  • develop and strengthen writing as needed
  • planning
  • revising
  • editing
  • rewriting
  • trying a new approach
  • how well purpose and audience have been addressed
  • conventions
Knowledge:
Students know:
  • techniques for using guidance and support from peers and adults
  • qualities of well-developed and strong writing
  • techniques for planning writing
  • techniques for revising writing
  • techniques for editing writing
  • techniques for rewriting
  • a variety of approaches to writing
  • writing addresses a purpose and audience
Skills:
Students are able to:
  • use some adult and peer guidance to support and strengthen writing
  • use planning, revision, editing, rewriting, or a new approach to strengthen writing
  • explain techniques used to make writing appropriate for purpose and audience
  • produce writing that is well-developed and strong
Understanding:
Students understand that planning, revising, editing, rewriting, trying a new approach, and focusing on how well purpose and audience have been addressed are critical to the development of strong writing pieces.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 2
6 ) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • use technology to produce and publish writing
  • use the Internet to produce and publish writing
  • present relationships between information and ideas clearly and efficiently
Teacher Vocabulary:
  • use technology
  • produce
  • publish
  • present the relationships between information and ideas
  • clearly and efficiently
Knowledge:
Students know:
  • technology can be used to produce and publish writing
  • the Internet can be used to produce and publish writing
  • techniques for using technology to present relationships between information and ideas clearly and efficiently
Skills:
Students are able to:
  • use technology to produce and publish writing
  • use the Internet to produce and publish writing
  • use technology (including the Internet) to present relationships between information and ideas clearly and efficiently
Understanding:
Students understand that technology, including the Internet, can be used to effectively and efficiently produce and publish writing and present relationships between information and ideas.
Research to Build and Present Knowledge
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students use several sources and multiple avenues of exploration to conduct short research projects that:
  • answer self-generated questions
  • develop new questions based on investigation
Teacher Vocabulary:
  • short research project
  • answer a question
  • self-generated question
  • several sources
  • additional related, focused questions
  • multiple avenues of exploration
Knowledge:
Students know:
  • research answers a self-generated question
  • steps in the research process (i.e. develop multi-faceted questions, locate sources, evaluate sources, organize findings, etc.)
  • thorough research uses several sources
  • thorough research investigates multiple facets of a topic
Skills:
Students are able to:
  • select a topic for short research
  • develop a single research question based on individual interest
  • locate several varied sources to answer research question
  • generate additional focus questions based on findings
  • use a graphic organizer to record thoughts
  • answer questions through research
Understanding:
Students understand that research is a process that involves answering a focused question, investigating several varied sources, and generating related questions.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Unit Plans: 0
8 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple credible and accurate print and digital sources by:
  • effectively using search terms
  • quoting or paraphrasing data and conclusions
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple print and digital sources
  • using search terms effectively
  • assess the credibility and accuracy
  • quote or paraphrase data and conclusions
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • differences between print and digital sources
  • techniques for assessing credibility and accuracy of sources
  • techniques for avoiding plagiarism (quoting sources or paraphrasing)
  • processes for note-taking during and after reading
  • information to include in a standard format for citation
  • VOCABULARY: plagiarism, paraphrase
Skills:
Students are able to:
  • locate relevant print and digital sources
  • use search terms effectively
  • gather relevant information from print and digital sources
  • assess credibility and accuracy of sources
  • take notes on sources
  • quote or paraphrase data and conclusions
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple credible, accurate print and digital sources, avoiding plagiarism, and creating a standard bibliography.
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
9 ) Draw evidence from informational texts to support analysis, reflection, and research.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students critically read informational text and:
  • write analysis, reflection, or research-based texts
  • include textual evidence to support analysis, reflection, and research
Teacher Vocabulary:
  • draw evidence
  • informational text
  • support
  • analysis
  • reflection
  • research
Knowledge:
Students know:
  • elements of analytical, reflective, and research-based writing
  • techniques for critical reading of informational texts
  • techniques for note-taking during and after reading
  • techniques for composing academic writing including descriptions, explanations, and comparisons and contrasts
Skills:
Students are able to:
  • compose an analytical, reflective, or research-based piece in response to reading an informational text
  • analyze a teacher-provided prompt or question about a text to determine what is being asked
  • form ideas in response to a teacher-provided prompt or questions about a text
  • support ideas with evidence from a text
Understanding:
Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from appropriate texts.
Range of Writing
Literacy Standards (6-12) (2010)
Grade(s): 6 - 8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
10 ) Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes, and audiences.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Range of Writing
Evidence of Student Attainment:
With practice and support, students:
  • produce writing for a range of discipline-specific tasks, purposes, and audiences, including writing in short and/or extended time frames
Teacher Vocabulary:
  • write routinely
  • extended time frames
  • time for reflection and revisions
  • shorter time frames
  • range of discipline-specific tasks
  • range of discipline-specific purposes
  • range of discipline-specific audiences
Knowledge:
Students know:
  • techniques for writing in short and/or extended time frames
  • task-specific writing procedures
  • techniques for creating writing appropriate for discipline-specific audiences and purposes
Skills:
Students are able to:
  • complete various pieces of writing over varying lengths of time
  • organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings
Understanding:
Students understand that writing pieces are organized and developed based on discipline-specific tasks, audiences, and purposes.
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • cite specific textual evidence to support analysis
  • attend to features (such as date and origin of information) when analyzing sources
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • primary sources
  • secondary sources
  • features
Knowledge:
Students know:
  • techniques for selecting textual evidence
  • features of primary sources
  • features of secondary sources
  • techniques for understanding features of sources (such as date and origin of the information)
  • questions to ask when analyzing sources
  • techniques for constructing an analysis of sources
  • VOCABULARY: primary source, secondary source, textual evidence
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • construct an analysis (written or spoken) of sources
  • attend to features of sources (such as date and origin of the information) in analysis
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of primary and secondary sources depends upon citing specific textual evidence.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • determine the central ideas or information of a primary source
  • determine the central ideas or information of a secondary source
  • compose (writing or speaking) an accurate summary of a source
  • understand how key events or ideas develop over the course of a text
Teacher Vocabulary:
  • determine
  • central ideas
  • central information
  • primary source
  • secondary source
  • accurate summary
  • key events
  • key ideas
  • develop over the course of the text
Knowledge:
Students know:
  • techniques for determining central ideas or information from primary sources
  • techniques for determining central ideas or information from secondary sources
  • qualities of an accurate summary
  • techniques for tracking how key events or ideas develop over the course of a text
  • VOCABULARY: primary source, secondary source, summary
Skills:
Students are able to:
  • determine central ideas or information from primary sources
  • determine central ideas or information from secondary sources
  • summarize accurately (in writing or speaking) primary and secondary sources
  • summarize how key events or ideas develop over the course of a text
Understanding:
Students understand that an accurate summary of a primary or secondary source includes explaining how key events or ideas develop over the course of a text.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
3 ) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze in detail a series of events described in a text
  • determine causal relationships between events in a text
Teacher Vocabulary:
  • analyze in detail
  • series of events
  • text
  • determine
  • caused
  • preceded
Knowledge:
Students know:
  • features of texts that describe a process (e.g. signal words)
  • common text structures used in texts that describe a series of events (e.g., cause-effect, chronological)
  • graphic organizers to understand texts describe a series of events
  • techniques for analyzing details in a series of events
Skills:
Students are able to:
  • analyze in detail a series of events described in a text
  • determine causal relationships between events
Understanding:
Students understand that analysis of history / social studies texts are influenced by how and why events develop and interact over the course of a text.
Craft and Structure
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • use clues in a text and outside resources to determine the meaning of words and phrases in a text
  • use reading to develop a repertoire of vocabulary describing political, social, or economic aspects of history / social studies
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • vocabulary describing political, social, or economic aspects of history / social science
Knowledge:
Students know:
  • features of a text related to word meaning (bold terms, glossary, context clues)
  • steps for using an online or print dictionary
  • several strategies for determining the meaning of an unknown word or phrase
  • techniques for identifying and recording unfamiliar words
Skills:
Students are able to:
  • identify unfamiliar words and phrases
  • use features of a text to determine the meaning of unfamiliar words and phrases
  • use a dictionary (online or print) to determine the meaning of unfamiliar words and phrases
Understanding:
Students understand that clues in a text help the reader determine the meaning of words and phrases.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
5 ) Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • identify several common text structures
  • use text structure as a tool for comprehending appropriately complex text
  • analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Teacher Vocabulary:
  • analyze
  • how a text uses structure
  • emphasize key points
  • advance an explanation
  • advance an analysis
Knowledge:
Students know:
  • techniques for identifying text structure (e.g., signal words)
  • graphic organizers to represent text structures
  • several text structures (e.g., sequentially, comparatively, causally)
  • authors select text structure deliberately
  • VOCABULARY: text structure
Skills:
Students are able to:
  • identify the structure(s) used in a text
  • use a graphic organizer that matches the structure of a text to gather information from that text
  • analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Understanding:
Students understand that authors deliberately select organizational structures to emphasize key points or advance an explanation or analysis.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • compare the point of view of two or more authors writing about the same or similar topics, including which details they include and emphasize in their respective accounts
Teacher Vocabulary:
  • compare
  • point of view
  • same or similar topics
  • respective accounts
Knowledge:
Students know:
  • aspects of a text that can reveal an author's point of view or purpose
  • techniques for tracking important details within a text
  • techniques for comparing point of view of two or more authors
Skills:
Students are able to:
  • identify an author's point of view or purpose
  • identify important details within a text
  • compare the point of view of two or more authors about the same or similar topics
Understanding:
Students understand that different texts about the same or similar topic include and emphasize different details based on the individual author's point of view or purpose.
Integration of Knowledge and Ideas
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
7 ) Integrate visual information (e.g., in charts).

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • engage in and understand various types of analysis (quantitative, technical, or qualitative)
  • integrate information gained from various types of analysis (quantitative, technical, or qualitative) to form a complete understanding of a topic
Teacher Vocabulary:
  • integrate
  • quantitative analysis
  • technical analysis
  • charts
  • research data
  • qualitative analysis
  • print text
  • digital text
Knowledge:
Students know:
  • techniques for quantitative and technical analysis of charts and numerical research data
  • techniques for qualitative analysis
  • graphic organizers or note-taking strategies for integrating understandings gained from quantitative or technical analysis and qualitative analysis
  • VOCABULARY: quantitative analysis, technical analysis, qualitative analysis, print text, digital text
Skills:
Students are able to:
  • engage in their own quantitative and technical analysis of charts and research data
  • understand quantitative and technical analysis of charts and research data done by others
  • engage in their own qualitative analysis
  • understand qualitative analysis done by others
  • integrate varied analysis of multiple sources (print and digital) to understand a history / social studies topic
Understanding:
Students understand that information from multiple texts can be put together to form a complete understanding of a history / social studies topic.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
8 ) Assess the extent to which the reasoning and evidence in a text support the author's claims.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • identify author's claims
  • identify reasoning and evidence that support a claim
  • assess the extent to which reasoning and evidence support claims
Teacher Vocabulary:
  • assess
  • extent to which
  • reasoning
  • evidence
  • text
  • support the author's claims
Knowledge:
Students know:
  • techniques for identifying author's claims
  • techniques for identifying reasoning and evidence
  • techniques for evaluating connections between author's claims and reasoning and evidence
  • VOCABULARY: reasoning, evidence, author's claims
Skills:
Students are able to:
  • identify an author's claims
  • identify reasoning and evidence used to support claims
  • assess how an author uses reasoning and evidence to support claims
Understanding:
Students understand that validity of author's claims depends upon the reasoning and evidence they are supported by.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
9 ) Compare and contrast treatments of the same topic in several primary and secondary sources.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • compare and contrast treatments of the same topic in several primary and secondary sources
Teacher Vocabulary:
  • compare
  • contrast
  • treatments of the same topic
  • several
  • primary sources
  • secondary sources
Knowledge:
Students know:
  • techniques for analyzing primary sources
  • techniques for analyzing secondary sources
  • techniques for comparing and contrasting how several primary and secondary sources treat the same topic
  • VOCABULARY: primary source, secondary source, compare, contrast
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • compare and contrast treatments of the same topic in several primary and secondary sources
Understanding:
Students understand that a historian forms a complete understanding of a topic by analyzing both primary and secondary sources about that topic.
Range of Reading and Level of Text Complexity
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Range of Reading and Level of Text Complexity
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex history / social studies texts
Teacher Vocabulary:
  • read and comprehend
  • history / social studies texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult history / social studies text
  • techniques for engaging with and appreciating difficult history / social studies text
  • techniques for selecting history / social studies texts that are interesting, motivating, and appropriate for who they are as readers and thinkers
Skills:
Students are able to:
  • make meaning from difficult history / social studies texts
  • engage with and appreciate difficult history / social studies texts
Understanding:
Students understand that a reader's understanding and appreciation of a history / social studies topic grows through deep thinking about texts related to the topic.
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 6
Learning Activities: 1
Lesson Plans: 4
Unit Plans: 1
1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze science texts
  • analyze technical texts
  • cite specific textual evidence to support analysis
  • attend to precise details of explanations or descriptions in science and technical texts
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • science texts
  • technical texts
  • precise details of explanations
  • precise details of descriptions
Knowledge:
Students know:
  • techniques for selecting textual evidence to support analysis
  • techniques for analyzing science and technical texts
  • close reading techniques (e.g., graphic organizers, two-column notes) for tracking precise details of explanations or descriptions in science and technical texts
  • techniques for constructing an analysis of science and technical texts
  • VOCABULARY: science text, technical text, textual evidence
Skills:
Students are able to:
  • analyze science texts
  • analyze technical texts
  • construct an analysis (written or spoken) of science and technical texts
  • attend to precise details of explanations or descriptions in science and technical texts
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of science and technical texts depends upon understanding precise details of explanations or descriptions.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 1
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.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • determine the central ideas or conclusions of science texts
  • determine the central ideas or conclusions of technical texts
  • compose (writing or speaking) an accurate summary of a science or technical text
  • trace a text's explanation or depiction of a complex process, phenomenon, or concept
Teacher Vocabulary:
  • determine
  • central ideas
  • conclusions
  • text
  • trace
  • explanation
  • depiction
  • complex process
  • complex phenomenon
  • complex concept
  • accurate summary
Knowledge:
Students know:
  • techniques for determining central ideas or conclusions from science texts
  • techniques for determining central ideas or conclusions from technical texts
  • qualities of an accurate summary of a science and technical text
  • techniques for tracing a text's explanation or depiction of a complex process, phenomenon, or concept
  • VOCABULARY: summary
Skills:
Students are able to:
  • determine central ideas or conclusions from science texts
  • determine central ideas or conclusions from technical texts
  • summarize accurately (in writing or speaking) science and technical texts
  • trace the text's explanation or depiction of a complex process, phenomenon, or concept
Understanding:
Students understand that an accurate summary of a science or technical text may include tracing the text's explanation or description of a complex process, phenomenon, or process.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 1
3 ) Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • read and follow precisely a complex multistep procedure to carry out experiments, take measurements, or perform technical tasks
  • attend to special cases or exceptions defined in a text describing a complex multistep procedure when carrying out experiments, taking measurements or performing technical tasks
Teacher Vocabulary:
  • follow precisely
  • complex multistep procedure
  • experiments
  • taking measurements
  • performing technical tasks
  • attending to special cases
  • attending to exceptions
Knowledge:
Students know:
  • features of texts that describe a complex multistep procedure
  • graphic organizers to understand texts that describe a complex multistep procedure
  • techniques to apply before, during, and after reading a text that describes a complex multistep procedure
  • techniques for locating special cases and exceptions in texts that describe a complex multistep procedure
  • techniques for applying information about special cases and exceptions in texts that describe a complex multistep procedure
Skills:
Students are able to:
  • carry out an experiment, take measurements, or perform technical tasks by following precisely a complex multistep procedure
  • modify experiments, measurements, or technical tasks based on special cases and exceptions defined in texts that describe complex multistep procedures
Understanding:
Students understand that precisely following and attending to the special cases or exceptions defined in texts describing complex multistep procedures impacts the success and accuracy of experiments, measurements, or technical tasks.
Craft and Structure
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • use clues in a text and outside resources to determine the meaning of words and phrases in a text
  • use reading to develop a repertoire of vocabulary specific to scientific and technical contexts
Teacher Vocabulary:
  • determine the meaning
  • symbols
  • key terms
  • domain-specific words and phrases
  • specific scientific context
  • specific technical context
  • relevant
  • grades 9 - 10 texts and topics
Knowledge:
Students know:
  • features of a text related to word meaning (bold terms, glossary, context clues)
  • steps for using an online or print dictionary
  • several strategies for determining the meaning of an unknown word or phrase
  • techniques for identifying and recording unfamiliar words
Skills:
Students are able to:
  • identify unfamiliar words and phrases
  • use features of a text to determine the meaning of unfamiliar words and phrases
  • use a dictionary (online or print) to determine the meaning of unfamiliar words and phrases
Understanding:
Students understand that clues in a text help the reader determine the meaning of words and phrases.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
5 ) Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • analyze the structure of the relationships among concepts in a text
  • analyze the structure of the relationships among key terms in a text
Teacher Vocabulary:
  • analyze
  • structure of relationships among concepts
  • text
  • relationships among key terms
Knowledge:
Students know:
  • techniques for understanding the relationships among concepts in a text
  • techniques for understanding the relationships among key terms in a text
  • techniques for analyzing the structure of relationships among concepts and key terms in a text
Skills:
Students are able to:
  • analyze the structure of the relationships among concepts in a text
  • analyze the relationships among key terms in a text
Understanding:
Students understand that analyzing the structure an author uses to organize a text (including the relationships among key terms) is a tool for understanding a topic or text.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • analyze an author's purpose in providing an explanation, describing a procedure, or discussing an experiment
  • support thinking with evidence from the text
  • define the question an author seeks to address in a science / technical text
Teacher Vocabulary:
  • analyze
  • author's purpose
  • providing an explanation
  • describing a procedure
  • discussing an experiment
  • defining
  • question the author seeks to address
  • text
Knowledge:
Students know:
  • text features that indicate author's purpose (e.g., signal words, purpose of text sections)
  • authors write for a variety of purposes including to entertain, persuade, narrate, describe, or inform / explain
  • authors of science / technical texts often write to address a question
  • VOCABULARY: author's purpose
Skills:
Students are able to:
  • determine the author's purpose in a text
  • provide textual details to support thinking about author's purpose
  • define the question an author seeks to address in a science / technical text
Understanding:
Students understand that authors of science / technical texts deliberately select and shape explanations, descriptions, and discussions based on their purpose and question.
Integration of Knowledge and Ideas
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • translate science / technical information read in words to a visual form
  • translate science / technical information expressed visually or mathematically into words
Teacher Vocabulary:
  • translate
  • quantitative information
  • technical information
  • text
  • visual form
  • table
  • chart
  • information expressed visually
  • information expressed mathematically
  • equation
Knowledge:
Students know:
  • common visual forms for science / technical information (e.g., table, chart, flowchart, diagram, or model)
  • techniques for understanding quantitative or technical information expressed in words in a text
  • techniques for translating quantitative or technical information expressed in words in a text into visual form
  • techniques for translating information expressed visually or mathematically into words
Skills:
Students are able to:
  • translate science / technical information read in words into visual form (e.g., table or chart)
  • translate science / technical information expressed visually or mathematically (e.g., in an equation) into words
Understanding:
Students understand that information expressed in words can be combined with information expressed visually to form a complete understanding of a science / technical topic.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • identify an author's claims or recommendations
  • identify reasoning and evidence that support a claim or recommendation
  • assess the extent to which reasoning and evidence support claims or recommendations
Teacher Vocabulary:
  • assess
  • extent to which
  • reasoning
  • evidence
  • text
  • author's claim
  • author's recommendation
  • solving a scientific problem
  • solving a technical problem
Knowledge:
Students know:
  • techniques for identifying an author's claim
  • techniques for identifying an author's recommendation for solving a problem
  • techniques for identifying an author's reasoning and evidence
  • techniques for evaluating connections between author's claims or recommendations and reasoning and evidence
Skills:
Students are able to:
  • identify an author's claims
  • identify an author's recommendation for solving a problem
  • evaluate an author's reasoning and evidence
  • assess how an author uses reasoning and evidence to support claims or recommendations
Understanding:
Students understand that the validity of an author's claims or recommendations depends upon the reasoning and evidence they are supported by.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • gather information from texts
  • gather information from non-print sources (including their own experiments)
  • compare and contrast findings to form an understanding of a topic
  • note when findings support or contradict previous explanations or accounts
Teacher Vocabulary:
  • compare
  • contrast
  • findings presented in a text
  • findings presented in other sources
  • noting
  • findings support
  • findings contradict
  • previous explanations
  • previous accounts
Knowledge:
Students know:
  • techniques for gathering information from texts
  • techniques for gathering information from non-print sources (including their own experiments)
  • techniques for comparing and contrasting findings from a text and those from other sources
  • techniques for noting when findings support or contradict previous explanations or accounts
Skills:
Students are able to:
  • gather information from texts
  • gather information from non-print sources (including their own experiments)
  • compare and contrast findings from a text and those from other sources
  • note when findings support or contradict previous explanations or accounts
Understanding:
Students understand that a learner forms a complete understanding of a topic through comparing and contrasting findings from a variety of sources.
Range of Reading and Level of Text Complexity
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 1
10 ) By the end of Grade 10, read and comprehend science/technical texts in the Grades 9-10 text complexity band independently and proficiently.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Range of Reading and Level of Text Complexity
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex science / technical texts
Teacher Vocabulary:
  • read and comprehend
  • science / technical texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult science / technical text
  • techniques for engaging with and appreciating difficult science / technical text
  • techniques for selecting science / technical texts that are interesting, motivating, and appropriate for who they are as readers
Skills:
Students are able to:
  • make meaning from difficult science / technical texts
  • engage with and appreciate difficult science / technical texts
Understanding:
Students understand that a reader's understanding and appreciation of a science / technical topic grows through deep thinking about texts related to the topic.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 5
Learning Activities: 1
Lesson Plans: 4
Unit Plans: 0
1 ) Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

c. 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write arguments focused on discipline-specific content that include:
  • an introduction that states the precise claim and acknowledges and distinguishes opposing claims
  • an organization that establishes clear relationships
  • fair development of claim(s) and counterclaims
  • data and evidence to support claim(s) and counterclaims
  • acknowledgement of strengths and limitations of claim(s) and counterclaims
  • discipline-appropriate reasoning and evidence
  • reasoning and evidence that anticipate the audience's knowledge level and concerns
  • words, phrases, and clauses to link major sections, create cohesion, and clarify relationships
  • formal style
  • attention to norms and conventions of the discipline in which they are writing
  • a conclusion that follows from and supports the argument
Teacher Vocabulary:
  • argument
  • discipline-specific content
  • introduce precise claim
  • distinguish claim from alternate or opposing claims
  • create an organization
  • establishes clear relationships
  • counterclaims
  • reasons
  • evidence
  • develop claims and counterclaims fairly
  • supply data and evidence
  • strengths and limitations
  • discipline-appropriate form
  • audience's knowledge level and concerns
  • words, phrases, and clauses
  • major sections of the text
  • create cohesion
  • clarify the relationships
  • formal style
  • objective tone
  • norms and conventions of the discipline
  • concluding statement or section
  • follows from or supports the argument
Knowledge:
Students know:
  • techniques for selecting the best evidence (accurate, credible sources) to support their claim
  • arguments demonstrate an understanding of the topic and state and support a claim
  • techniques for linking majors sections of the text, creating cohesion, and clarifying relationships
  • techniques for adjusting writing style based on audience, purpose, and discipline
  • arguments follow a predictable structure (e.g., introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement)
Skills:
Students are able to:
  • write an argument to support a claim
  • acknowledge and distinguish a claim from alternate or opposing claims
  • use logical reasoning and relevant evidence (credible sources) to support claim
  • use words, phrases, and clauses to link major sections of the text, create cohesion, and clarify relationships
  • write with formal style
  • write with a predictable structure (introduction with statement of claim, clearly organized evidence, and conclusion that supports argument)
Understanding:
Students understand that well-developed arguments use valid reasoning and credible evidence to present an analysis of discipline-specific content through claims and acknowledgement of counter-claims.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
Unit Plans: 0
2 ) Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes by:
  • introducing the topic
  • organizing ideas, concepts, and information to make important connections and distinctions
  • including purposeful formatting, graphics, and multimedia
  • developing a topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples
  • using varied transitions and sentence structure to link major sections of the text, create cohesion, and clarify relationships among ideas and concepts
  • using precise language and domain-specific vocabulary to manage the complexity of the topic
  • using precise language and domain-specific vocabulary to convey a style appropriate to the discipline and context
  • using precise language and domain-specific vocabulary to convey a style appropriate to the expertise of likely readers
  • establishing and maintaining a formal style and objective tone
  • attending to norms and conventions of the discipline in which they are writing
  • ending with a relevant and supportive concluding statement or section
Teacher Vocabulary:
  • informative / explanatory text
  • narration of historical events
  • narration of scientific procedures / experiments
  • narration of technical processes
  • introduce a topic
  • organize ideas
  • organize concepts
  • organize information
  • make important connections and distinctions
  • formatting
  • headings
  • graphics
  • figures
  • tables
  • multimedia
  • when useful to aiding comprehension
  • develop topic
  • well-chosen, relevant, and sufficient
  • facts
  • extended definitions
  • concrete details
  • quotations
  • other information and examples
  • appropriate to the audience's knowledge of the topic
  • varied transitions
  • varied sentence structures
  • link the major sections of the text
  • create cohesion
  • clarify relationships
  • ideas and concepts
  • precise language
  • domain-specific vocabulary
  • manage the complexity
  • convey a style appropriate to the discipline and context
  • convey a style appropriate to the expertise of likely readers
  • establish and maintain
  • formal style
  • objective tone
  • norms and conventions of the discipline
  • concluding statement or section
  • follows from and supports
  • information or explanation presented
Knowledge:
Students know informative / explanatory texts:
  • convey ideas, concepts, and information
  • select, organize, and analyze relevant content
  • use formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia to aid comprehension
  • follow a predictable structure (e.g., introduce topic, develop topic, concluding statement)
  • develop topic with sufficient, relevant, well-chosen facts, definitions, concrete details, quotations, examples, and other information
  • use varied transitions and sentence structure to link major sections, create cohesion, and clarify relationships
  • use precise language and domain-specific vocabulary to manage the complexity of the topic
  • use precise language and domain-specific vocabulary to convey a style appropriate to the discipline
  • use precise language and domain-specific vocabulary to convey a style appropriate to the expertise of likely readers
  • use elements of formal style and objective tone
  • attend to the conventions of the discipline for which they are written
  • use a concluding statement or section that follows from and supports the information or explanation provided
Skills:
Students are able to:
  • examine topics by selecting, organizing, and analyzing relevant content
  • write informative / explanatory pieces with a predictable structure (introduce topic; develop topic through facts, extended definitions, details, quotations, examples, and other information; and conclusion)
  • incorporate useful formatting, graphics, and multimedia into informative / explanatory pieces
  • employ facts, definitions, concrete details, quotations, examples, and other information to develop topics
  • employ varied transitions and sentence structure to link major sections of the text, create cohesion, and clarify relationships
  • include precise language and domain-specific vocabulary to manage the complexity of the topic in informative / explanatory pieces
  • include precise language and domain-specific vocabulary to convey a style appropriate to the discipline
  • create a conclusion that follows from and supports the information or explanation presented
Understanding:
Students understand that informative / explanatory writing clearly and accurately conveys complex ideas, concepts, and information through high-quality facts and detailed organization.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
3 ) (See note; not applicable as a separate requirement)
Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work so others can replicate them and (possibly) reach the same results.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Production and Distribution of Writing
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of styles of writing (argument, informative / explanatory, and narrative)
Teacher Vocabulary:
  • clear and coherent writing
  • development
  • organization
  • style
  • appropriate to task, purpose, and audience
  • grade-specific expectations
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety of types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students develop and strengthen writing by:
  • planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.
Teacher Vocabulary:
  • develop and strengthen writing as needed
  • planning
  • revising
  • editing
  • rewriting
  • trying a new approach
  • how well audience and purpose have been addressed
  • conventions
Knowledge:
Students know:
  • qualities of well-developed and strong writing
  • techniques for planning writing
  • techniques for editing writing
  • techniques for rewriting
  • a variety of approaches to writing
Skills:
Students are able to:
  • use planning, revision, editing, rewriting, or a new approach to strengthen writing
  • explain techniques used to make writing appropriate for purpose and audience
  • produce writing that is well-developed and strong
Understanding:
Students understand that planning, revising, editing, rewriting, trying a new approach, and focusing on how well purpose and audience have been addressed are critical to the development of strong writing pieces.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
6 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • use technology to produce, publish, and update individual or shared writing
  • use the Internet to produce, publish, and update individual or shared writing
  • use technology to link to and display information flexibly and dynamically
Teacher Vocabulary:
  • use technology
  • produce
  • publish
  • update
  • individual writing
  • shared writing
  • technology's capacity to link to other information
  • technology's capacity to display information flexibly and dynamically
Knowledge:
Students know:
  • technology can be used to produce, publish, and update individual or shared writing
  • the Internet can be used to produce, publish, and update individual or shared writing
  • techniques for using technology to link to and display information
Skills:
Students are able to:
  • use technology to produce, publish, and update individual or shared writing
  • use the Internet to produce, publish, and update individual or shared writing
  • use technology to link to and display information
Understanding:
Students understand that technology, including the Internet, can be used to effectively and efficiently produce, publish, and update writing and present relationships between information and ideas.
Research to Build and Present Knowledge
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students conduct short as well as more sustained research projects that:
  • answer self-generated questions or solve problems
  • narrow or broaden the inquiry when appropriate
  • synthesize multiple sources on a subject
  • demonstrate understanding of a subject
Teacher Vocabulary:
  • conduct
  • short research project
  • more sustained research project
  • answer a question
  • self-generated question
  • solve a problem
  • narrow the inquiry
  • broaden the inquiry
  • synthesize multiple sources
  • demonstrate understanding
Knowledge:
Students know:
  • research answers a self-generated question or solves a problem
  • research needs to be narrowed or broadened when appropriate
  • research synthesizes multiple sources
  • research is a way to demonstrate understanding of a subject
  • VOCABULARY: synthesize
Skills:
Students are able to:
  • use research to answer a self-generated question or solve a problem
  • narrow or broaden research when appropriate
  • synthesize multiple sources
  • demonstrate understanding of a subject through research
Understanding:
Students understand that research is a process that involves answering a question or solving a problem, investigating and synthesizing several varied sources, and developing subject-specific understanding.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 4
Learning Activities: 1
Lesson Plans: 2
Unit Plans: 1
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.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple authoritative print and digital sources by:
  • effectively using advanced searches
  • assessing the usefulness of each source in answering research questions
  • integrating information into the text to maintain flow of ideas
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple authoritative print sources
  • multiple authoritative digital sources
  • using advanced searches effectively
  • integrate information
  • maintain flow of ideas
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • advanced search types and procedures
  • qualities of authoritative sources
  • common print and digital sources
  • techniques for assessing usefulness of sources
  • techniques for integrating information into original writing to maintain flow of ideas
  • rules regarding use of outside sources in original writing
  • definition and detection of plagiarism
  • techniques for avoiding plagiarism
  • standard citation format
  • VOCABULARY: plagiarism, citation, authoritative
Skills:
Students are able to:
  • use advanced search types and procedures
  • identify authoritative print and digital sources
  • assess usefulness of sources
  • integrate information into original writing to maintain flow of ideas
  • apply rules regarding use of outside sources in original writing
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple authoritative print and digital sources while avoiding plagiarism, integrating the strongest information, and creating a standard bibliography.
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 0
9 ) Draw evidence from informational texts to support analysis, reflection, and research.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students critically read informational text and:
  • write analysis, reflection, or research-based texts
  • include textual evidence to support analysis, reflection, and research
Teacher Vocabulary:
  • draw evidence
  • informational text
  • support
  • analysis
  • reflection
  • research
Knowledge:
Students know:
  • elements of analytical, reflective, and research-based writing
  • techniques for critical reading of informational texts
  • techniques for note-taking during and after reading
  • techniques for composing academic writing including descriptions, explanations, and comparisons and contrasts
Skills:
Students are able to:
  • compose an analytical, reflective, or research-based piece in response to reading an informational text
  • analyze a teacher-provided prompt or question about a text to determine what is being asked
  • form ideas in response to a teacher-provided prompt or questions about a text
  • support ideas with evidence from a text
Understanding:
Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from appropriate texts.
Range of Writing
Literacy Standards (6-12) (2010)
Grade(s): 9 - 10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
10 ) Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes, and audiences.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Range of Writing
Evidence of Student Attainment:
With practice and support, students:
  • produce writing for a range of discipline-specific tasks, purposes, and audiences, including writing in short and/or extended time frames
Teacher Vocabulary:
  • write routinely
  • extended time frames
  • time for reflection and revisions
  • shorter time frames
  • range of discipline-specific tasks
  • range of discipline-specific purposes
  • range of discipline-specific audiences
Knowledge:
Students know:
  • techniques for writing in short and/or extended time frames
  • task-specific writing procedures
  • techniques for creating writing appropriate for discipline-specific audiences and purposes
Skills:
Students are able to:
  • complete various pieces of writing over varying lengths of time
  • organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings
Understanding:
Students understand that writing pieces are organized and developed based on discipline-specific tasks, audiences, and purposes.
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
Unit Plans: 0
1 ) Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • cite specific textual evidence to support analysis
  • connect insights gained from specific details to an understanding of the sources as a whole
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • primary sources
  • secondary sources
  • connecting insights
Knowledge:
Students know:
  • techniques for selecting textual evidence to support analysis
  • features of primary sources
  • features of secondary sources
  • questions to ask when analyzing sources
  • techniques for constructing an analysis of sources
  • techniques for synthesizing understanding gained from textual details
  • VOCABULARY: primary source, secondary source, textual evidence
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • construct an analysis (written or spoken) of sources
  • discuss how insights gained from specific details contribute to an understanding of the source as a whole
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of primary and secondary sources depends upon citing specific textual evidence.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
Unit Plans: 0
2 ) Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • determine the central ideas or information of a primary source
  • determine the central ideas or information of a secondary source
  • compose (writing or speaking) an accurate summary of a source
  • understand relationships among key details or ideas of a text
Teacher Vocabulary:
  • determine
  • central ideas
  • central information
  • primary source
  • secondary source
  • accurate summary
  • makes clear the relationships
  • key details
  • key ideas
Knowledge:
Students know:
  • techniques for determining central ideas or information from primary sources
  • techniques for determining central ideas or information from secondary sources
  • qualities of an accurate summary
  • techniques for understanding and tracking the relationships among key details and ideas in a text
  • VOCABULARY: primary source, secondary source, summary
Skills:
Students are able to:
  • determine central ideas or information from primary sources
  • determine central idea or information from secondary sources
  • summarize accurately (in writing or speaking) primary and secondary sources
  • make clear the relationships among the key details and ideas of a text
Understanding:
Students understand that an accurate summary of a primary or secondary source includes explaining how key details or ideas develop over the course of a text.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Unit Plans: 0
3 ) Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • evaluate various explanations for actions or events in a text
  • determine which explanation best accords with textual evidence
  • acknowledge where the text leaves matters uncertain
Teacher Vocabulary:
  • evaluate
  • various explanations
  • explanations of actions
  • explanations of events
  • determine
  • best accords
  • textual evidence
  • acknowledge
  • leaves matters uncertain
Knowledge:
Students know:
  • graphic organizers to apply while analyzing text
  • interpretations of history / social studies texts must be supported by textual evidence
  • techniques for determining which explanations of texts are best supported by textual evidence
  • techniques for determining where the text leaves matters uncertain
Skills:
Students are able to:
  • consider various explanations for actions or events
  • determine which explanations are best supported by textual evidence
  • evaluate which explanation best fits with textual evidence
  • acknowledge where the text leaves matters uncertain
Understanding:
Students understand that evaluation of history / social studies texts includes considering how proposed explanations for actions or events are supported by textual evidence.
Craft and Structure
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
4 ) Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • use clues in a text and outside resources to determine the meaning of words and phrases in a text
  • analyze the overall meaning of a key term over the course of a text
  • analyze how an author uses and refines a key term to develop its meaning over the course of a text
Teacher Vocabulary:
  • determine the meaning
  • words and phrases
  • text
  • analyzing
  • how an author uses and refines the meaning
  • key term
Knowledge:
Students know:
  • context must be considered when determining the meaning of a word or phrase
  • an author's use of a key term is refined over the course of a text
Skills:
Students are able to:
  • determine the meaning of unfamiliar words and phrases based on how they are used in a text
  • analyze an author's use of word choice to create meaning
  • analyze an author's depiction of a word through refinement throughout the text
Understanding:
Students understand that authors' select words and structure texts to help readers form an understanding of a concept.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
5 ) Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • analyze in detail how a complex primary source is structured
  • analyze in detail how key sentences, paragraphs, and larger portions of a complex primary source contribute to the whole
Teacher Vocabulary:
  • analyze in detail
  • complex primary source
  • structured
  • key sentences
  • key paragraphs
  • key large portions of text
  • contribute to the whole
Knowledge:
Students know:
  • text structures common to complex primary sources
  • several graphic organizers that can be applied to primary source documents
  • techniques for analyzing the structure of complex primary sources
  • techniques for identifying key sentences, paragraphs, and large portions of text
  • techniques for analyzing how key sentences, paragraphs, and larger portions of text contribute to the whole
Skills:
Students are able to:
  • analyze in detail how a complex primary source is structured
  • analyze how key sentences, paragraphs, or larger portions of a complex primary source contribute to the whole
Understanding:
Students understand that primary sources use structure, key sentences, key paragraphs, and key large portions of text to influence the reader.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
6 ) Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • assess authors' claims, reasoning, and evidence
  • evaluate authors' differing points of view on the same historical event or issue
Teacher Vocabulary:
  • evaluate
  • authors' differing points of view
  • same historical event
  • same historical issue
  • assessing
  • authors' claims
  • authors' reasoning
  • authors' evidence
Knowledge:
Students know:
  • aspects of a text that can reveal an author's point of view or purpose
  • techniques for assessing authors' claims, reasoning, and evidence
  • techniques for evaluating authors' differing points of view on the same historical event or issue
Skills:
Students are able to:
  • identify an author's point of view or purpose
  • assess authors' claims, reasoning, and evidence
  • evaluate authors' differing points of view on the same historical event or issue
Understanding:
Students understand that authors' differing points of view are dependent upon their claims, reasoning, and evidence presented.
Integration of Knowledge and Ideas
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
Unit Plans: 0
7 ) Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • evaluate and integrate multiple sources of information from visual, quantitative, and word formats to address questions or solve problems
Teacher Vocabulary:
  • integrate
  • evaluate
  • multiple sources of information
  • presented in diverse formats
  • presented in diverse media
  • visually
  • quantitatively
  • address a question
  • solve a problem
Knowledge:
Students know:
  • techniques for evaluating multiple sources of information
  • a variety of media and formats
  • techniques for integrating sources to address questions and solve problems
  • VOCABULARY: quantitative data
Skills:
Students are able to:
  • evaluate multiple sources of information
  • integrate multiple sources of information to address questions and solve problems
  • understand, use, and evaluate information from a variety of media and formats
Understanding:
Students understand that information from multiple texts can be integrated to answer questions and solve problems.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
8 ) Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • identify an author's premises, claims, and evidence
  • evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information
Teacher Vocabulary:
  • evaluate
  • author's premises
  • author's claims
  • author's evidence
  • corroborating with other information
  • challenging with other information
Knowledge:
Students know:
  • techniques for identifying an author's premises
  • techniques for identifying an author's claims
  • techniques for identifying an author's evidence
  • techniques for collecting information to corroborate an author's premises, claims, and evidence
  • techniques for collecting information to challenge an author's premises, claims, and evidence
  • VOCABULARY: premises, claims, evidence, corroborating
Skills:
Students are able to:
  • evaluate an author's premises
  • evaluate an author's claims
  • evaluate an author's evidence
  • collect information to corroborate an author's premises, claims, or evidence
  • collect information to challenge an author's premises, claims, or evidence
Understanding:
Students understand that the validity of an author's premises, claims, and evidence can be proven through other information that corroborates or challenges them.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Unit Plans: 0
9 ) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • gather information from diverse sources
  • form a coherent understanding of an idea or event by integrating information from diverse sources
  • note discrepancies among sources
Teacher Vocabulary:
  • integrate information
  • diverse sources
  • primary sources
  • secondary sources
  • coherent understanding of an idea
  • coherent understanding of an event
  • discrepancies among sources
Knowledge:
Students know:
  • techniques for gathering information from diverse sources
  • techniques for integrating information from diverse sources into a coherent understanding
  • techniques for noting discrepancies among sources
Skills:
Students are able to:
  • gather information from diverse sources
  • understand an idea or event by integrating information from diverse sources
  • note discrepancies among sources
Understanding:
Students understand that a historian forms a complete understanding of an idea or event by integrating information from diverse sources.
Range of Reading and Level of Text Complexity
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in History/Social Studies
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
10 ) By the end of Grade 12, read and comprehend history/social studies texts in the Grades 11-CCR text complexity band independently and proficiently.

Insight Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Range of Reading and Level of Text Complexity
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex history / social studies texts
Teacher Vocabulary:
  • read and comprehend
  • history / social studies texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult history / social studies text
  • techniques for engaging with and appreciating difficult history / social studies text
  • techniques for selecting history / social studies texts that are interesting, motivating, and appropriate for who they are as readers and thinkers
Skills:
Students are able to:
  • make meaning from difficult history / social studies texts
  • engage with and appreciate difficult history / social studies texts
Understanding:
Students understand that a reader's understanding and appreciation of a history / social studies topic grows through deep thinking about texts related to the topic.
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • analyze science texts
  • analyze technical texts
  • cite specific textual evidence to support analysis
  • attend to important distinctions made by the author
  • attend to any gaps or inconsistencies in the account
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • science texts
  • technical texts
  • attending to
  • important distinctions
  • gaps or inconsistencies in the account
Knowledge:
Students know:
  • techniques for selecting textual evidence to support analysis
  • techniques for analyzing science and technical texts
  • close reading techniques (e.g., graphic organizers, two-column notes) for identifying important distinctions made by the author
  • techniques for identifying any gaps or inconsistencies in the account
  • techniques for constructing an analysis of science and technical texts
  • VOCABULARY: science text, technical text, textual evidence
Skills:
Students are able to:
  • analyze science texts
  • analyze technical texts
  • construct an analysis (written or spoken) of science and technical texts
  • cite specific textual evidence to support analysis
  • attend to important distinctions the author makes
  • attend to any gaps or inconsistencies in the account
Understanding:
Students understand that the strength of analysis of science and technical texts depends upon attending to distinctions made by the author and any gaps or inconsistencies in the account.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
2 ) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • determine the central ideas or conclusions of science texts
  • determine the central ideas or conclusions of technical texts
  • compose (writing or speaking) an accurate summary of a science or technical text
  • paraphrase accurately complex concepts, processes, or information
Teacher Vocabulary:
  • determine
  • central ideas
  • conclusions
  • text
  • summarize
  • complex concepts
  • complex processes
  • complex information
  • paraphrasing
  • simpler but still accurate terms
Knowledge:
Students know:
  • techniques for determining central ideas or conclusions from science texts
  • techniques for determining central ideas or conclusions from technical texts
  • qualities of a summary of science and technical text
  • techniques for accurately paraphrasing information in science and technical texts
  • VOCABULARY: summary, paraphrase
Skills:
Students are able to:
  • determine central ideas or conclusions from science texts
  • determine central ideas or conclusions from technical texts
  • summarize accurately (in writing or speaking) science and technical texts
  • paraphrase in accurate terms complex concepts, processes, or information
Understanding:
Students understand that an accurate summary of a science or technical text may include accurately paraphrasing complex concepts, processes, or information.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 3
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 2
3 ) Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Key Ideas and Details
Evidence of Student Attainment:
Students:
  • read and follow precisely a complex multistep procedure to carry out experiments, take measurements, or perform technical tasks
  • analyze specific results based on explanations in the text
Teacher Vocabulary:
  • follow precisely
  • complex multistep procedure
  • experiments
  • taking measurements
  • performing technical tasks
  • analyze
  • specific results
  • explanations in the text
Knowledge:
Students know:
  • features of texts that describe a complex multistep procedure
  • graphic organizers to understand texts that describe a complex multistep procedure
  • techniques to apply before, during, and after reading a text that describes a complex multistep procedure
  • techniques for locating textual information related to specific results
  • techniques for analyzing specific results based on explanations in the text
Skills:
Students are able to:
  • carry out an experiment, take measurements, or perform technical tasks by following precisely a complex multistep procedure
  • analyze specific results based on explanations in the text
Understanding:
Students understand that the success and accuracy of experiments, measurements, or technical tasks can be verified by analyzing results based on explanations found in texts describing complex multistep procedures.
Craft and Structure
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 1
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 11-12 texts and topics.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • use clues in a text and outside resources to determine the meaning of words and phrases in a text
  • use reading to develop a repertoire of vocabulary specific to scientific and technical contexts
Teacher Vocabulary:
  • determine the meaning
  • symbols
  • key terms
  • domain-specific words and phrases
  • specific scientific context
  • specific technical context
  • relevant
  • grades 11 - 12 texts and topics
Knowledge:
Students know:
  • features of a text related to word meaning (bold terms, glossary, context clues)
  • steps for using an online or print dictionary
  • several strategies for determining the meaning of an unknown word or phrase
  • techniques for identifying and recording unfamiliar words
Skills:
Students are able to:
  • identify unfamiliar words and phrases
  • use features of a text to determine the meaning of unfamiliar words and phrases
  • use a dictionary (online or print) to determine the meaning of unfamiliar words and phrases
Understanding:
Students understand that clues in a text help the reader determine the meaning of words and phrases.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
5 ) Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • analyze how the text structures information or ideas into categories
  • use text structure to build understanding of information or ideas
Teacher Vocabulary:
  • analyze
  • how the text structures information or ideas
  • categories
  • hierarchies
  • demonstrating understanding
  • information
  • ideas
Knowledge:
Students know:
  • techniques for understanding how a text organizations information or ideas into categories or hierarchies
  • techniques for using text structure to build understanding of information or ideas
Skills:
Students are able to:
  • analyze how a text structures information or ideas into categories or hierarchies
  • use text structure to build understanding of information or ideas
Understanding:
Students understand that analyzing the structure an author uses to organize a text (including categories or hierarchies) is a tool for understanding information or ideas.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
6 ) Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Craft and Structure
Evidence of Student Attainment:
Students:
  • analyze an author's purpose in providing an explanation, describing a procedure, or discussing an experiment
  • support thinking with evidence from the text
  • identify important issues that remain unresolved in a science / technical text
Teacher Vocabulary:
  • analyze
  • author's purpose
  • providing an explanation
  • describing a procedure
  • discussing an experiment
  • text
  • identifying
  • important issues
  • remain unresolved
Knowledge:
Students know:
  • text features that indicate author's purpose (e.g., signal words, purpose of text sections)
  • authors write for a variety of purposes including to entertain, persuade, narrate, describe, or inform / explain
  • importance of identifying issues that remain unresolved when reading science / technical text
  • VOCABULARY: author's purpose
Skills:
Students are able to:
  • determine the author's purpose in a text
  • provide textual details to support thinking about author's purpose
  • identify important issues that remain unresolved in a science / technical text
Understanding:
Students understand that careful reading of a science / technical text involves analyzing an author's purpose and identifying important issues that remain unresolved.
Integration of Knowledge and Ideas
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 2
7 ) Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • evaluate and integrate multiple sources of information from visual, quantitative, and word formats to address questions or solve problems
Teacher Vocabulary:
  • integrate
  • evaluate
  • multiple sources of information
  • diverse formats
  • diverse media
  • quantitative data
  • video
  • multimedia
  • address a question
  • solve a problem
Knowledge:
Students know:
  • techniques for evaluating multiple sources of information
  • a variety of media and formats
  • techniques for integrating sources to address questions and solve problems
  • VOCABULARY: quantitative data
Skills:
Students are able to:
  • evaluate multiple sources of information
  • integrate multiple sources of information to address questions and solve problems
  • understand, use, and evaluate information from a variety of media and formats
Understanding:
Students understand that information from multiple texts can be integrated to answer questions and solve problems.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
8 ) Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • identify hypotheses, data, analysis, and conclusions in science or technical texts
  • verify data in science or technical texts when possible
  • evaluate hypotheses, data, analysis, and conclusions by corroborating or challenging them with other information
Teacher Vocabulary:
  • evaluate
  • hypotheses
  • data
  • analysis
  • conclusions
  • science text
  • technical text
  • verifying
  • corroborating conclusions
  • challenging conclusions
  • sources of information
Knowledge:
Students know:
  • techniques for identifying hypotheses, data, analysis, and conclusions in a science or technical text
  • techniques for verifying data
  • techniques for corroborating conclusions with other sources of information
  • techniques for challenging conclusions with other sources of information
  • VOCABULARY: corroborating
Skills:
Students are able to:
  • evaluate hypotheses, data, analysis, and conclusions in a science or technical text
  • verify data in a science or technical text
  • corroborate conclusions with other sources of information
  • challenge conclusions with other sources of information
Understanding:
Students understand that the validity of hypotheses, data, analysis, and conclusions in science or technical texts can be proven through other information that corroborates or challenges them.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
9 ) Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence of Student Attainment:
Students:
  • gather information from a range of sources
  • form a coherent understanding of a process, phenomenon, or concept by synthesizing information from a range of sources
  • resolve conflicting information when possible
Teacher Vocabulary:
  • synthesize
  • information
  • range of sources
  • coherent understanding of a process
  • coherent understanding of a phenomenon
  • coherent understanding of a concept
  • resolving conflicting information
Knowledge:
Students know:
  • techniques for gathering information from a range of sources
  • techniques for synthesizing information from a range of sources into a coherent understanding
  • techniques for resolving conflicting information
Skills:
Students are able to:
  • gather information from a range of sources
  • develop a coherent understanding of a process, phenomenon, or concept by integrating information from a range of sources
  • resolve conflicting information
Understanding:
Students understand that learners form a coherent understanding of a process, phenomenon, or concept by synthesizing information from a range of sources.
Range of Reading and Level of Text Complexity
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Reading Standards for Literacy in Science and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
10 ) By the end of Grade 12, read and comprehend science/technical texts in the Grades 11-CCR text complexity band independently and proficiently.

Insight Unpacked Content
Strand: Reading (RST)
CCR Anchor:
Range of Reading and Level of Text Complexity
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex science / technical texts
Teacher Vocabulary:
  • read and comprehend
  • science / technical texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult science / technical text
  • techniques for engaging with and appreciating difficult science / technical text
  • techniques for selecting science / technical texts that are interesting, motivating, and appropriate for who they are as readers
Skills:
Students are able to:
  • make meaning from difficult science / technical texts
  • engage with and appreciate difficult science / technical texts
Understanding:
Students understand that a reader's understanding and appreciation of a science / technical topic grows through deep thinking about texts related to the topic.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 1
1 ) Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write arguments focused on discipline-specific content that include:
  • introduction that states the precise, knowledgeable claim, establishes significance of the claim, distinguishes it from opposing claims
  • organization with a logical sequence
  • fair and thorough development of claim(s) and counterclaims
  • relevant data and evidence to support claim(s) and counterclaims
  • acknowledgement of strengths and limitations of claim(s) and counterclaims
  • discipline-appropriate reasoning and evidence
  • reasoning and evidence that anticipate the audience's knowledge level, concerns, values, and possible biases
  • words, phrases, and clauses t ovary syntax, link major sections, create cohesion, and clarify relationships
  • formal style
  • attention to norms and conventions of the discipline in which they are writing
  • conclusion that follows from and supports the argument
Teacher Vocabulary:
  • argument
  • discipline-specific content
  • introduce precise, knowledgeable claim
  • establish the significance of the claim(s)
  • distinguish claim from alternate or opposing claims
  • create an organization
  • logically sequences
  • claims
  • counterclaims
  • reasons
  • evidence
  • develop claims and counterclaims fairly and thoroughly
  • supply most relevant data and evidence
  • strengths and limitations
  • discipline-appropriate form
  • audience's knowledge level, concerns, values, and possible biases
  • words, phrases, and clauses
  • varied syntax
  • major sections of the text
  • create cohesion
  • clarify the relationships
  • formal style
  • objective tone
  • norms and conventions of the discipline
  • concluding statement or section
  • follows from or supports the argument
Knowledge:
Students know:
  • techniques for selecting the best evidence (accurate, credible sources) to support their claim
  • arguments demonstrate an understanding of the topic and state and support a claim
  • techniques for varying syntax, linking majors sections of the text, creating cohesion, and clarifying relationships (words, phrases, and clauses)
  • techniques for adjusting writing style based on audience, purpose, and discipline
  • arguments follow a predictable structure (e.g., introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement)
Skills:
Students are able to:
  • write an argument to support a claim
  • acknowledge and distinguish a claim from alternate or opposing claims
  • use logical reasoning and relevant evidence (credible sources) to support claim
  • use words, phrases, and clauses to vary syntax, link major sections of the text, create cohesion, and clarify relationships
  • write with formal style
  • write with a predictable structure (introduction with statement of claim, clearly organized evidence, and conclusion that supports argument)
Understanding:
Students understand that well-developed arguments use valid reasoning and credible evidence to present an analysis of discipline-specific content through claims and acknowledgement of counter-claims.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
2 ) Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Evidence of Student Attainment:
Students write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes by:
  • introducing the topic
  • organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole
  • including purposeful formatting, graphics, and multimedia
  • developing a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples
  • using varied transitions and sentence structure to link major sections of the text, create cohesion, and clarify relationships among complex ideas and concepts
  • using precise language and domain-specific vocabulary to manage the complexity of the topic
  • using techniques such as metaphor, simile, and analogy to manage to complexity of the topic
  • using precise language and domain-specific vocabulary to convey a knowledgeable stance in a style that responds to the discipline and context
  • using precise language and domain-specific vocabulary that anticipates the expertise of likely readers
  • ending with a relevant and supportive concluding statement or section
Teacher Vocabulary:
  • informative / explanatory text
  • narration of historical events
  • narration of scientific procedures / experiments
  • narration of technical processes
  • introduce a topic
  • organize
  • complex ideas
  • concepts
  • information
  • each new elements builds on what precedes it
  • create a unified whole
  • formatting
  • headings
  • graphics
  • figures
  • tables
  • multimedia
  • when useful to aiding comprehension
  • develop topic thoroughly
  • most significant and relevant
  • facts
  • extended definitions
  • concrete details
  • quotations
  • other information and examples
  • appropriate to the audience's knowledge of the topic
  • varied transitions
  • varied sentence structures
  • link the major sections of the text
  • create cohesion
  • clarify relationships
  • complex ideas and concepts
  • precise language
  • domain-specific vocabulary
  • metaphor
  • simile
  • analogy
  • manage the complexity
  • convey a knowledgeable stance
  • style that responds to the discipline and context
  • style that responds to the expertise of likely readers
  • concluding statement or section
  • follows from and supports
  • information or explanation presented
Knowledge:
Students know informative / explanatory texts:
  • convey ideas, concepts, and information
  • select, organize, and analyze relevant content
  • use formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia to aid comprehension
  • follow a predictable structure (e.g., introduce topic, develop topic, concluding statement)
  • develop a topic with relevant, well-chosen facts, extended definitions, concrete details, quotations, examples, and other information
  • use varied transitions and sentence structure to link major sections, create cohesion, and clarify relationships
  • use precise language and domain-specific vocabulary to manage the complexity of the topic
  • use techniques such as metaphor, simile, and analysis to manage the complexity of a topic
  • use precise language and domain-specific vocabulary to convey a knowledgeable stance
  • use precise language and domain-specific vocabulary in a style that responds to the discipline and context
  • use precise language and domain-specific vocabulary that responds to the expertise of likely readers
  • use a concluding statement or section that follows from and supports the information or explanation provided
Skills:
Students are able to:
  • examine topics by selecting, organizing, and analyzing relevant content
  • write informative / explanatory pieces with a predictable structure (introduce topic; develop topic through facts, extended definitions, details, quotations, examples, and other information; and conclusion)
  • incorporate useful formatting, graphics, and multimedia into informative / explanatory pieces
  • employ facts, extended definitions, concrete details, quotations, examples, and other information to develop topics
  • employ varied transitions and sentence structure to link major sections of the text, create cohesion, and clarify relationships
  • include precise language and domain-specific vocabulary to manage the complexity of the topic in informative / explanatory pieces
  • include techniques such as metaphor, simile, and analogy to manage the complexity of the topic
  • include precise language and domain-specific vocabulary to convey a knowledgeable stance in a style that responds to the discipline and context
  • include precise language and domain-specific vocabulary that anticipates the expertise of likely readers
  • create a conclusion that follows from and supports the information or explanation presented
Understanding:
Students understand that informative / explanatory writing clearly and accurately conveys complex ideas, concepts, and information through high-quality facts and detailed organization.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
3 ) (See note; not applicable as a separate requirement)
Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work so others can replicate them and (possibly) reach the same results.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Text Types and Purposes
Production and Distribution of Writing
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of styles of writing (argument, informative / explanatory, and narrative)
Teacher Vocabulary:
  • clear and coherent writing
  • development
  • organization
  • style
  • appropriate to task, purpose, and audience
  • grade-specific expectations
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety of types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students develop and strengthen writing by:
  • planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience.
Teacher Vocabulary:
  • develop and strengthen writing as needed
  • planning
  • revising
  • editing
  • rewriting
  • trying a new approach
  • how well audience and purpose have been addressed
  • conventions
Knowledge:
Students know:
  • qualities of well-developed and strong writing
  • techniques for planning writing
  • techniques for editing writing
  • techniques for rewriting
  • a variety of approaches to writing
Skills:
Students are able to:
  • use planning, revision, editing, rewriting, or a new approach to strengthen writing
  • explain techniques used to make writing appropriate for purpose and audience
  • produce writing that is well-developed and strong
Understanding:
Students understand that planning, revising, editing, rewriting, trying a new approach, and focusing on how well purpose and audience have been addressed are critical to the development of strong writing pieces.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
6 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students:
  • use technology to produce, publish, and update individual or shared writing
  • use the Internet to produce, publish, and update individual or shared writing
  • update writing in response to feedback and new arguments or information
Teacher Vocabulary:
  • use technology
  • produce
  • publish
  • update
  • individual writing
  • shared writing
  • ongoing feedback
  • new arguments or information
Knowledge:
Students know:
  • technology can be used to produce, publish, and update individual or shared writing
  • the Internet can be used to produce, publish, and update individual or shared writing
  • techniques for using feedback and/or new arguments or information to update writing
Skills:
Students are able to:
  • use technology to produce, publish, and update individual or shared writing
  • use the Internet to produce, publish, and update individual or shared writing
  • use feedback to update writing
  • use new information / arguments to update writing
Understanding:
Students understand that technology, including the Internet can be used to effectively and efficiently produce, publish, and update writing and present relationships between information and ideas.
Research to Build and Present Knowledge
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students conduct short as well as more sustained research projects that:
  • answer self-generated questions or solve problems
  • narrow or broaden the inquiry when appropriate
  • synthesize multiple sources on a subject
  • demonstrate understanding of a subject
Teacher Vocabulary:
  • conduct
  • short research project
  • more sustained research project
  • answer a question
  • self-generated question
  • solve a problem
  • narrow the inquiry
  • broaden the inquiry
  • synthesize multiple sources
  • demonstrate understanding
Knowledge:
Students know:
  • research answers a self-generated question or solves a problem
  • research needs to be narrowed or broadened when appropriate
  • research synthesizes multiple sources
  • research is a way to demonstrate understanding of a subject
  • VOCABULARY: synthesize
Skills:
Students are able to:
  • use research to answer a self-generated question or solve a problem
  • narrow or broaden research when appropriate
  • synthesize multiple sources
  • demonstrate understanding of a subject through research
Understanding:
Students understand that research is a process that involves answering a question or solving a problem, investigating and synthesizing several varied sources, and developing subject-specific understanding.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Unit Plans: 0
8 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students learn relevant information from multiple authoritative print and digital sources by:
  • effectively using advanced searches
  • assessing the strengths and limitations of each source in answering research questions
  • considering the task, purpose, and audience when selecting sources
  • integrating information into original writing to maintain the flow of ideas
  • avoiding plagiarism
  • avoiding overreliance on any one source
  • following a standard format for citation
Teacher Vocabulary:
  • gather relevant information
  • multiple authoritative print sources
  • multiple authoritative digital sources
  • using advanced searches effectively
  • strengths and limitations of sources
  • task
  • purpose
  • audience
  • integrate information
  • maintain flow of ideas
  • avoiding plagiarism
  • overreliance on any one source
  • standard format for citation
Knowledge:
Students know:
  • advanced search types and procedures
  • qualities of authoritative sources
  • common print and digital sources
  • techniques for assessing strengths and limitations of sources considering audience, task, and purpose
  • techniques for integrating information into original writing to maintain flow of ideas
  • rules regarding use of outside sources in original writing
  • definition and detection of plagiarism
  • techniques for avoiding plagiarism
  • techniques for avoiding overreliance on any one source
  • standard format for citation
Skills:
Students are able to:
  • use advanced search types and procedures
  • identify authoritative print and digital sources
  • assess usefulness of sources
  • integrate information into original writing to maintain flow of ideas
  • apply rules regarding use of outside sources in original writing
  • avoid plagiarism
  • avoid overreliance on any one source
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple authoritative print and digital sources while avoiding plagiarism, integrating the strongest information, and creating a standard bibliography.
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
9 ) Draw evidence from informational texts to support analysis, reflection, and research.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students critically read informational text and:
  • write analysis, reflection, or research-based texts
  • include textual evidence to support analysis, reflection, and research
Teacher Vocabulary:
  • draw evidence
  • informational text
  • support
  • analysis
  • reflection
  • research
Knowledge:
Students know:
  • elements of analytical, reflective, and research-based writing
  • techniques for critical reading of informational texts
  • techniques for note-taking during and after reading
  • techniques for composing academic writing including descriptions, explanations, and comparisons and contrasts
Skills:
Students are able to:
  • compose an analytical, reflective, or research-based piece in response to reading an informational text
  • analyze a teacher-provided prompt or question about a text to determine what is being asked
  • form ideas in response to a teacher-provided prompt or questions about a text
  • support ideas with evidence from a text
Understanding:
Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from appropriate texts.
Range of Writing
Literacy Standards (6-12) (2010)
Grade(s): 11 - 12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
10 ) Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes, and audiences.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Range of Writing
Evidence of Student Attainment:
With practice and support, students:
  • produce writing for a range of discipline-specific tasks, purposes, and audiences, including writing in short and/or extended time frames
Teacher Vocabulary:
  • write routinely
  • extended time frames
  • time for reflection and revisions
  • shorter time frames
  • range of discipline-specific tasks
  • range of discipline-specific purposes
  • range of discipline-specific audiences
Knowledge:
Students know:
  • techniques for writing in short and/or extended time frames
  • task-specific writing procedures
  • techniques for creating writing appropriate for discipline-specific audiences and purposes
Skills:
Students are able to:
  • complete various pieces of writing over varying lengths of time
  • organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings
Understanding:
Students understand that writing pieces are organized and developed based on discipline-specific tasks, audiences, and purposes.