The CA CCSS for Literacy in History/Social Studies, Science, and Technical Subjects are meant
to complement the specific content demands of the disciplines and help students grapple with the
texts they encounter. The reading standards for literacy in history/social studies, for example, expect
students to cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information (RH.9–10.1); analyze in detail a
series of events described in a text and determine whether earlier events caused later ones or simply
preceded them (RH.9–10.3); and evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging where the text leaves matters
uncertain (RH.11–12.3).
The reading standards for literacy in science and technical subjects expect students to follow
precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text (RST.9–10.3)
and analyzing results based on explanations in the text
(RST.11–12.3); determine the meaning of symbols, key
terms, and other domain-specific words and phrases
(RST.9–12.4); evaluate hypotheses, data, analysis, and
conclusions in a text, verifying data and challenging
conclusions with other sources (RST.11–12.8); and
synthesizing information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of
a process, phenomenon, or concept (RST.11–12.9). See the
section on meaning making in this chapter for more detail on
the standards for reading informational text new to grades
nine through twelve.
Literary text need not be limited to English language arts. Students in history class can be
exposed to a wealth of supportive readings such as biographies, essays, plays, films, and novels,
which deepen understanding of key historical narratives, ideas, periods, events, and influential actors.
Science teachers can help students deepen their understanding and interest in how the world works
by providing students opportunities to read stories, biographies, and readings that show how specific
scientific breakthroughs occurred (e.g., works on Darwin and Marie Curie, and books such as The
Disappearing Spoon: And Other True Tales of Madness, Love, and the History of the World from the
Periodic Table of the Elements by Sam Kean). Excerpts of full-length literary works may be a good
strategy for introducing textual variety to content classrooms as well. Literary and informational text
can be paired in units within English language arts courses or across courses such as English language
arts and science or English language arts and history/social studies. An example of paired readings
follows in figure 7.13.
Literary and informational
text can be paired in units
within English language arts
courses or across courses such
as English language arts and
science or English language
arts and history/social studies.Grades 9 to 12 Chapter 7 | 705