6 Reading Informational Text Standard 10 Reading Informational Text Standard 10 This standard was edited throughout the Framework By the end of the year, read and comprehend literary Independently and proficiently read and to clarify and broaden expectations for the of nonfiction in the grades 6–8 text complexity band comprehend literary nonfiction representing a texts students encounter. The parenthetical proficiently, with scaffolding as needed at the high variety of genres, cultures, and perspectives and reference is to new guidance material. end of the exhibiting complexity appropriate for at grade 6. (See pages _–_ for more on qualitative and quantitative dimensions of text complexity.) 6 Writing Standard 1 Writing Standard 1 and sections” appear in this context at “Paragraphs Write arguments to support claims with clear reasons Write arguments (e.g., essays, letters to the editor, grade 4 but no other grade level in the 2010 and relevant evidence. advocacy speeches) to support claims with clear standards, even when the standard remains a. Introduce claim(s) and organize the reasons and reasons and relevant evidence. otherwise identical or very similar across grades. evidence clearly. a. Introduce claim(s) and organize the reasons and Their addition here is for consistency. Other edits are claim(s) with clear reasons and relevant evidence clearly in paragraphs and sections. for flexibility—to emphasize that not all effective evidence, using credible sources and claim(s) with clear reasons and relevant arguments are traditional academic essays. demonstrating an understanding of the topic or evidence, using credible sources and text. demonstrating an understanding of the topic or c. Use phrases, and clauses to clarify the text. relationships among claim(s) and reasons. c. Use words, phrases, and clauses to clarify the and maintain a formal style. relationships among claim(s) and reasons. e. Provide a concluding statement or section that and maintain a formal style appropriate follows from the argument presented. to audience and purpose (e.g., formal for academic writing). e. Provide a concluding statement or section that follows from the argument presented.
6 Reading Informational Text Standard 10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the Reading Informational Text Standard 10 Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at grade 6. (See pages _–_ for more on qualitative and quantitative dimensions of text complexity.) This standard was edited throughout the Framework to clarify and broaden expectations for the of texts students encounter. The parenthetical reference is to new guidance material. 6 Writing Standard 1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use phrases, and clauses to clarify the relationships among claim(s) and reasons. and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. Writing Standard 1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly in paragraphs and sections. claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. and maintain a formal style appropriate to audience and purpose (e.g., formal for academic writing). e. Provide a concluding statement or section that follows from the argument presented. “Paragraphs and sections” appear in this context at grade 4 but no other grade level in the 2010 standards, even when the standard remains otherwise identical or very similar across grades. Their addition here is for consistency. Other edits are for flexibility—to emphasize that not all effective arguments are traditional academic essays.
item3-ELA-Revisions.docx