compare and contrast the overall structure of two or more texts (RI.5.5), and analyze different points
of view and accounts of the same event or topic (RI.5.6). By the end of grade five, students learned to
analyze how visual and multimedia elements contribute to meaning, tone or beauty of a text (RL.5.7),
and they learned to draw on information from multiple print or digital sources to locate an answer or
solve a problem (RI.5.7). They can explain how an author uses evidence to support points in a text
(RI.5.8), compare and contrast texts in the same genre with similar themes or on the same topic
(RL.5.9), and integrate information from different texts (RI.5.9). By the end of grade five, they read
independently and proficiently texts at the high end of the grades four through five text complexity
band. They also learned to share meaning through writing, communicating opinions, information, and
stories with others (W.5.1–3) and through discussions and presentations (SL.5.1–6). And, they learned
about oral and written language conventions in order to more clearly convey meaning (L.5.1–6).
New to grades six through eight in the Reading strand, significantly more rigorous concepts of
evidence, argumentation, and integration and analysis of multiple sources and perspectives emerge
in meaning making. The following list alternates between standards for English language arts (ELA)
and literacy in history/social studies, science, and technical subjects (HST). These are interspersed to
highlight the connections between ELA and HST, as well as their distinctions.
- In ELA, citing textual evidence to support analysis of text (RL/RI.6.1) exercising increasing
sophistication by citing multiple pieces of evidence (RL/RI.7.1) and identifying the evidence that
most strongly supports an analysis of text (RL/RL.8.1) - In H/SS, citing textual evidence to support analysis of primary and secondary sources
(RH.6–8.1); in science and technical subjects, citing textual evidence to support analysis of
science and technical texts (RST.6–8.1) - In ELA, determining central themes or ideas in text and summarizing with increasing objectivity
(RL/RL.6–8.2); analyzing the development of central themes and ideas over the course of the
text (RL/RI.7–8.2) - In HST, determining central ideas, information, or conclusions of a source or text and providing
summaries distinct from prior knowledge and opinions (RH/RST.6–8.2) - In ELA, analyzing interactions, connections, and distinctions between and among individuals,
incidents, elements, and ideas within text (RL/RI.7–8.3) - In H/SS, identifying key steps of a process described in text (RH.6–8.3); in science and technical
subjects, following precisely multistep procedures (RST.6–8.3) - In ELA, analyzing use of text features (RL/RI.6–8.5a); analyzing how structure of texts
contributes to meaning, style, and development of ideas (RL/RI.6–8.5) - In HST, describing how a text presents information (RH.6–8.5) and analyzing how organizational
structures contribute to understanding a topic (RST.6–8.5) - In ELA, determining authors’ purposes (RI.6–8.6) and analyzing how authors acknowledge and
respond to different points of view (RI.8.6) and how the different points of view of the author,
characters, narrators, and audiences create literary effects (RL.8.6) - In H/SS, identifying aspects of text that reveal author’s point of view (RH.6–8.6); in science and
technical subjects, analyzing the author’s purpose in providing an explanation, description, or
discussion (RST.6–8.6) - In ELA, analyzing different written, oral, and multimedia versions of texts and evaluating the
impact of choices made by authors, directors, and actors (RL.7–8.7) and the advantages and
disadvantages in presenting ideas (RI.7–8.7) - In HST, integrating quantitative and visual information with other information in print and digital
texts (RH/RST.6–8.7)
Grades 6 to 8 Chapter 6 | 513