science, and technical subjects (HST). These are interspersed to highlight the connections between
ELA and HST, as well as their distinctions.
- In ELA, citing strong and thorough textual
evidence to support analysis (RL/RI.9–12.1)
and determining where the text leaves matters
uncertain (RL/RI.11–12.1) - In HST, citing evidence to support analysis of
primary and secondary sources by connecting
insights gained from specific details (RH/RST.
9–12.1) and attending to distinctions made by the
author or any inconsistencies (RST.11–12.1) - In ELA, determining two or more central ideas
and analyzing how they interact and build on one
another (RL/RI.11–12.2) - In HST, making clear the relationships among
key details and ideas in summaries of primary or
secondary sources (RH.11–12.2); paraphrasing
complex concepts, processes, or information in
simple but accurate terms (RST.11–12.2) - In ELA, analyzing the impact of the author’s choices in the development of elements of a story
or drama (RL.11–3); analyzing how an author unfolds an analysis (RI.9–10.3) and how a
complex set of ideas interact and develop (RI.11–12.3) - In H/SS, determining if earlier events caused or simply preceded other events (RH.9–10.3);
evaluating various explanations for events (RH.11–12.3) - In ELA, determining the cumulative impact of word choices (RL/RI.9–10.4)
- In H/SS, analyzing how an author uses and refines meaning of a key term over the course of a
text (RH.11–12.4) - In ELA, analyzing how an author’s choices of text structure create effects, such as mystery,
tension, or surprise (RL.9–10.5) or aesthetic impact (RL.11–12.5); analyzing and evaluating the
effectiveness of the structure an author uses (RI.11–12.5) - In ST, analyzing relationships among concepts in a text (RST.9–10.5) and how a text structures
information into categories or hierarchies (RST.11–12.5) - In ELA, analyzing how an author uses rhetoric to advance a point of view or purpose
(RI.9–10.6) and determining rhetoric which is particularly effective (RI.11–12.6) - In HST, comparing the point of view of two or more authors (RH.9–10.6) and assessing authors’
claims, reasoning, and evidence (RH.11–12.6); defining the question the author seeks to
address (RST.9–10.6) and identifying important issues that remain unresolved (RST.11–12.6) - In ELA, analyzing multiple interpretations of a story, drama, or poem (RL.11–12.7); integrating
and evaluating multiple sources of information presented in different media (RI.11–12.7)
New to grades nine through twelve
in the Reading strand, increasingly
sophisticated levels of analysis and
interpretation are now evident
in meaning making. Students
are expected to grapple with a
multiplicity of sources, authors,
motivations, representations,
perspectives, themes and ideas,
and they analyze rhetorical
features and synthesize multiple
sources of information.Grades 9 to 12 Chapter 7 | 673