Reading Standards for Informational Text 6–12
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing
broad standards, the latter providing additional specificity. http://drhackney.nowsender.com/e/vd?6QT1N6
Grades 9–10 students:
Key Ideas and details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a technical document differs from that of a newspaper advertisement).
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
6. Determine an author’s point of view or purpose in a text and analyze how an author uses design principles to explain the process(es).
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s inventions in both print and multimedia), determining which technology details are emphasized in each STEM discipline.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning in the design process.
9. Analyze seminal U.S. patents of historical and technological significance (e.g., printing press, the assembly line, xerox copying, medical innovation ie heart valve, pacemaker, laser surgery”), including how they address related engineering concepts.
10. By the end of grade 9, read and comprehend engineering design process in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Grades 11–12 students:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another
to provide a complex analysis; provide an objective summary of the text.
3. Analyze a complex set of ideas or sequence of events and explain how specific inventions, ideas, or events interact and develop over the history of technology.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including context, connotative, and technical meanings; analyze how a technology
uses and refines the meaning of an engineering term or terms over the course of a process (e.g., how applications are used for different devices).
5. Analyze and evaluate the effectiveness of the structure an engineering design process uses in his or her invention or system, including whether the structure makes points clear, follow the engineering design process, and subsequent adaptations for innovations.
6. Determine an inventor's schematics in a historical timeline in which the invention is particularly groundbreaking, analyzing how the shift in productivity and contribution to society contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
8. Delineate and evaluate the reasoning in engineering texts, including the application of engineering principles and use of design principles reasoning (helps move the design process forward by improving your team's understanding of the problem, identifying missing requirements, evaluating design objectives and product features, and getting feedback from others.
9. Analyze innovations and their cost to make and use, quality, reliability, environmental consideration, safety, functionality, ease of use, aesthetics, ethics, social and cultural impact, maintainability, testability, ease/cost of construction and manufacturability. They also consider sustainability - how the development, use and ultimate disposal of the product might impact people and our planet.
10. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.