- In ELA, tracing and evaluating the argument and specific claims in a text (RI.6–8.8) assessing
whether reasoning is sound and evidence is relevant (RI.7–8.8) - In HST, distinguishing among facts, reasoned judgments, and opinions or speculation in a text
(RH/RST.6–8.8) - In ELA, comparing and contrasting different forms or genres (RL.6.9), fictional and historical
accounts (RL.7.9), and one author’s presentation with another (RI.6.9); analyzing two or more
authors’ texts (RI.7.9), two or more conflicting texts (RI.8.9), and how authors draw upon
themes, patterns, and characters from traditional texts and render new material (RL.8.9) - In H/SS analyzing relationships between primary and secondary sources (RH.6–8.9); in science
and technical subjects compare and contrast information from multiple sources and from written
texts (RST.6–8.9)
In the Writing strand, meaning making now includes the following: - In ELA, writing arguments to support claims, selecting relevant content in informative/
explanatory essays, and using language in more sophisticated ways to develop narratives
(W.6–8, Standards 1–3) - In HST, writing arguments and informative/explanatory texts focused on discipline-specific
content (WHST.6–8, Standards 1–2)
In the Speaking and Listening strand, meaning making now includes the following: - In ELA and HST, analyzing ideas (SL.6–7.2) and evaluating purposes and motives (SL.8.2)
presented orally and in diverse media; presenting claims and findings orally (SL.6–8.4)
See the section on language development in this overview
of the span for language standards related to meaning making
new to grades six through eight.
The CA ELD Standards intersect with and amplify these CA
CCSS for ELA/Literacy. English learners in grades six through
eight explain ideas, phenomena, processes and relationships
based on close reading of texts, making inferences and drawing
conclusions (ELD.PI.6–8.6a-b). They evaluate and analyze
language choices, explaining how well writers and speakers use
language to present ideas and claims that are well supported
(ELD.PI.6–8.7) and explaining how phrasing or different words
with similar meanings produces shades of meaning and nuances (ELD.PI.6–8.8). English learners also
express their ideas through writing and presenting (ELD.PI.6–8, Standards 9–11) using an expanded
set of general academic words (ELD.PI.6–8.12), and engage in collaborative discussions (ELD.PI.6–8,
Standards 1–3) while adjusting their language choices according to task (ELD.PI.6–8.4). 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 aid comprehending and writing, how text can be
expanded and enriched using particular language resources, and how ideas can be connected and
condensed to convey particular meanings (ELD.PII.6–8, Standards 1–7).
Meaning Making with Complex Text
Students in grades six through eight encounter texts that are substantially more complex than
those they encountered in elementary school, and by the end of grade eight they are to read at the
high end of the grades six through eight complexity band independently and proficiently. In terms
of quantitative measures of complexity, suggested ranges of multiple measures of readability for the
grades six through eight complexity band recommended by the NGA/CCSSO are provided in figure 6.3.
English learners in grades six
through eight explain ideas,
phenomena, processes and
relationships based on close
reading of texts, making
inferences and drawing
conclusions.514 | Chapter 6 Grades 6 to 8