- In HST, integrating quantitative or technical analysis with qualitative analysis (RH.9–10.7)
and translating technical information expressed in words into visuals and visuals into words
(RST.9–10.7); integrating and evaluating multiple sources of information to answer a question
or solve a problem (RH/RST.11–12.7) - In ELA, identifying false statements and fallacious reasoning in an argument (RI.9–10.8)
- In HST, corroborating or challenging an author’s premises, claims, and evidence (RH.11–12.8)
and evaluating the hypotheses, data, analysis, and conclusions in a technical text (RST.11–12.8) - In HST, integrating information from diverse sources and noting discrepancies among sources
(RH.11–12.9); synthesizing information from a range of sources into a coherent understanding
(RST.11–12.9)
In the Writing strand, meaning making now includes the following:- In ELA, writing arguments by introducing knowledgeable claims and establishing their
significance, supplying the most relevant evidence, logically sequencing claims, counterclaims,
reasons, and evidence, using varied syntax, and employing specific rhetorical devices
(W.11–12.1a, b, c, f) - In HST, writing arguments by introducing knowledgeable claims and establishing their
significance, logically sequencing claims, counterclaims, reasons, and evidence, and using varied
syntax (WHST.11.1a, c)
In the Speaking and Listening strand, meaning making now includes the following:- In ELA and HST, posing and responding to questions that relate to broader themes or larger
ideas, summarizing points of agreement and disagreement, making new connections in light
of the evidence (SL.9–10.1c, d), and synthesizing comments, claims and evidence made on
all sides of an issue (SL.11–12.1d); integrating multiple sources of information and evaluating
the credibility and accuracy of each source (SL.9–12.2); evaluating a speaker’s point of view,
reasoning, and use of evidence and rhetoric (SL.9–12.3)
See the section on language development in this overview of the span for language-related
meaning making standards that are new to the ninth- through twelfth-grade span.
The CA ELD Standards intersect with and amplify these CA CCSS for ELA/Literacy. English learners
in grades nine through twelve explain ideas, phenomena, processes,
and relationships within and across texts, explaining inferences
and conclusions (ELD.PI.9–12.6a–b). They evaluate and analyze
language choices, explaining how successfully writers and speakers
structure texts and use language to persuade the reader (ELD.
PI.9–12.7) and explaining how a writer’s or speaker’s choice of
phrasing or words produces different effects on the audience (ELD.
PI.9–12.8). English learners also express their ideas through writing
and presenting (ELD.PI.9–12, Standards 9–11) using a variety
of grade-appropriate vocabulary (ELD.PI.9–12.12), and engage
in collaborative discussions (ELD.PI.9–12, Standards 1–3) while
adapting their language choices to various contexts (ELD.PI.9–12.4). English learners do all this by
applying their understanding of how English works on a variety of levels: how different text types are
organized and structured to achieve particular academic purposes, how texts can be expanded and
enriched using particular language resources, and how ideas can be connected and condensed to
convey particular meanings (ELD.PII.9–12, Standards 1–7).
English learners in
grades nine through
twelve explain ideas,
phenomena, processes,
and relationships
within and across texts,
explaining inferences
and conclusions.674 | Chapter 7 Grades 9 to 12