i

Utah State Ofce of Education

core standards
250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200
Martell Menlove, Ph.D., State Superintendent of Public Instruction
Utah Education
STATE
OFFICE
of
The Utah State Board of Education,
in January of 1984, established policy
requiring the identifcation of specifc
core standards to be met by all K12
students in order to graduate from Utahs
secondary schools. The Utah State Board
of Education regularly updates the Utah
Core Standards, while parents, teachers,
and local school boards continue to
control the curriculum choices that refect
local values.
The Utah Core Standards are aligned to
scientifcally based content standards.
They drive high quality instruction
through statewide comprehensive
expectations for all students. The
standards outline essential knowledge,
concepts, and skills to be mastered at
each grade level or within a critical
content area. The standards provide a
foundation for ensuring learning within
the classroom.
and Literacy in History/
Social Studies, Science,
and Technical Subjects
for
Revised June 2013
UTAH CORE STATE STANDARDS
for
ENGLISH
LANGUAGE ARTS
Adopted August 2010
by the
Utah State Board of Education
Utah Education
STATE
OFFICE
of
and Literacy in History/
Social Studies, Science,
and Technical Subjects
Revised June 2013
Copyright 2010. Natonal Governors Associaton Center for Best
Practces and Council of Chief State School Ofcers. All rights re-
served. Modifed per permission from CCSSO, July 2012.
v
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
BOARD OF EDUCATION
District Name Address City Phone
District 1 Tami W. Pyfer 52 Ballard Way Logan, UT 84321 (435) 753-7529
District 2 Keith M. Buswell 1027 West 3800 North Pleasant View, UT 84414 (801) 510-1773
District 3 Michael G. Jensen 4139 South Aubrey Lane West Valley City, UT 84128 (801) 955-5550
District 4 Dave L. Thomas 7875 South 2250 East South Weber, UT 84405 (801) 479-7479
District 5 Kim R. Burningham 932 Canyon Crest Drive Bountiful, UT 84010 (801) 292-9261
District 6 Joel Coleman 8303 South 5260 West West Jordan, UT 84081 (801) 634-6251
District 7 Leslie B. Castle 2465 St. Marys Drive Salt Lake City, UT 84108 (801) 581-9752
District 8 Jennifer A. Johnson 802 Winchester Street, #100 Murray, UT 84107 (801) 742-1616
District 9 Heather Groom 5886 West Timber Ridge Lane Highland, UT 84003 (801) 980-0239
District 10 David L. Crandall 13464 Saddle Ridge Drive Draper, UT 84020 (801) 232-0795
District 11 Jeferson Moss 1668 Aspen Circle Saratoga Springs, UT 84045 (801) 916-7386
District 12 Dixie L. Allen 218 West 5250 North Vernal, UT 84078 (435) 789-0534
District 13 C. Mark Openshaw 3329 Piute Drive Provo, UT 84604 (801) 377-0790
District 14 Debra G. Roberts P.O. Box 1780 Beaver, UT 84713 (435) 438-5843
District 15 Barbara W. Corry 1022 Cedar Knolls Cedar City, UT 84720 (435) 586-3050
Teresa L. Theurer
1
33 Canterbury Lane Logan, UT 84321 (435) 753-0740
Marlin K. Jensen
1
1500 North 7900 East Huntsville, UT 84317 (801) 718-0858
Laura Belnap
2
845 East 1500 South Bountiful, UT 84010 (801) 699-7588
Isaiah (Ike) Spencer
3
1029 East 11780 South Sandy, UT 84094 (801) 949-0858
James V. (Jim) Olsen
4
5657 West 10770 North Highland, UT 84003 (801) 599-1095
R. Dean Rowley
5
526 South 170 West Springville, UT 84663 (801) 489-6935
Martell Menlove Executive Ofcer martell.menlove @schools.utah.gov (801) 538-7510
Lorraine Austin Secretary lorraine.austin @schools.utah.gov (801) 538-7517
1
Board of Regents Representatives
2
Charter Schools Representative
3
Coalition of Minorities Advisory Committee (CMAC) Representative
4
Utah College of Applied Technology (UCAT) Representative
5
Utah School Boards Association (USBA) Representative
4/11/2013
vii
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
TABLE OF CONTENTS
Introduction 1
Standards for English Language Arts K5 11
College and Career Readiness Anchor Standards for Reading 12
Reading Standards for Literature K5 13
Reading Standards for Informational Text K5 15
Reading Standards: Foundational Skills K5 18
College and Career Readiness Anchor Standards for Writing 21
Writing Standards K5 22
College and Career Readiness Anchor Standards for Speaking and Listening 25
Speaking and Listening Standards K5 26
College and Career Readiness Anchor Standards for Language 28
Language Standards K5 29
Language Progressive Skills, by Grade (Graph) 35
Standard 10: Range, Quality, and Complexity of Student Reading K5 36
Texts Illustrating the Complexity, Quality, and
Range of Student Reading K5 37
Staying on Topic Within a Grade and Across Grades 38
Standards for English Language Arts 612 39
College and Career Readiness Anchor Standards for Reading 41
Reading Standards for Literature 612 42
Reading Standards for Informational Text 612 46
College and Career Readiness Anchor Standards for Writing 49
Writing Standards 612 50
College and Career Readiness Anchor Standards for Speaking and Listening 56
Speaking and Listening Standards 612 57
College and Career Readiness Anchor Standards for Language 60
Language Standards 612 61
Language Progressive Skills, by Grade (Graph) 65
Standard 10: Range, Quality, and Complexity of Student Reading 612 66
Texts Illustrating the Complexity, Quality, and
Range of Student Reading 612 67
Standards for Literacy in History/Social Studies, Science,
and Technical Subjects 612 69
College and Career Readiness Anchor Standards for Reading 71
Reading Standards for Literacy in History/Social Studies 612 72
Reading Standards for Literacy in Science and Technical Subjects 612 74
College and Career Readiness Anchor Standards for Writing 77
Writing Standards for Literacy in History/Social Studies, Science,
and Technical Subjects 612 78
1
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
INTRODUCTION
The Utah Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical
Subjects (the Standards) are the culminaton of an ex-
tended, broad-based efort to fulfll the charge issued by the
states to create the next generaton of K12 standards in
order to help ensure that all students are college and career
ready in literacy no later than the end of high school.
The present work, led by the Council of Chief State School
Ofcers (CCSSO) and the Natonal Governors Associaton
(NGA), builds on the foundaton laid by states in their
decades-long work on crafing high-quality educaton stan-
dards. The Standards also draw on the most important
internatonal models as well as research and input from nu-
merous sources, including state departments of educaton,
scholars, assessment developers, professional organizatons,
educators from kindergarten through college, and parents,
students, and other members of the public. In their design
and content, refned through successive drafs and numer-
ous rounds of feedback, the Standards represent a synthe-
sis of the best elements of standards-related work to date
and an important advance over that previous work.
As specifed by CCSSO and NGA, the Standards are (1)
research- and evidence-based, (2) aligned with college and
work expectatons, (3) rigorous, and (4) internatonally
benchmarked. A partcular standard was included in the
document only when the best available evidence indicated
that its mastery was essental for college and career readi-
ness in a twenty-frst-century, globally compettve society.
The Standards are intended to be a living work: as new
and beter evidence emerges, the Standards will be re-
vised accordingly.
The Standards are an extension of a prior initatve led by
CCSSO and NGA to develop College and Career Readiness
(CCR) standards in reading, writng, speaking, listening,
and language as well as in mathematcs. The CCR Reading,
Writng, and Speaking and Listening Standards, released
in draf form in September 2009, serve, in revised form,
as the backbone for the present document. Grade-specifc
K12 standards in reading, writng, speaking, listening, and
language translate the broad (and, for the earliest grades,
seemingly distant) aims of the CCR standards into age- and
atainment-appropriate terms.
The Standards set requirements not only for English
language arts (ELA) but also for literacy in history/social
studies, science, and technical subjects. Just as students
must learn to read, write, speak, listen, and use language
efectvely in a variety of content areas, so too must the
Standards specify the literacy skills and understandings
required for college and career readiness in multple disci-
plines. Literacy standards for grade 6 and above are predi-
cated on teachers of ELA, history/social studies, science,
and technical subjects using their content area expertse
to help students meet the partcular challenges of reading,
writng, speaking, listening, and language in their respec-
tve felds. It is important to note that the 612 literacy
standards in history/social studies, science, and technical
subjects are not meant to replace content standards in
those areas, but rather to supplement them.
As a natural outgrowth of meetng the charge to defne
college and career readiness, the Standards also lay out a
vision of what it means to be a literate person in the twen-
ty-frst century. Indeed, the skills and understandings stu-
dents are expected to demonstrate have wide applicability
outside the classroom or workplace. Students who meet
the Standards readily undertake the close, atentve read-
ing that is at the heart of understanding and enjoying com-
plex works of literature. They habitually perform the critcal
reading necessary to pick carefully through the staggering
amount of informaton available today in print and digitally.
They actvely seek the wide, deep, and thoughtul engage-
ment with high-quality literary and informatonal texts
that builds knowledge, enlarges experience, and broadens
worldviews. They refexively demonstrate the cogent rea-
soning and use of evidence that is essental to both private
deliberaton and responsible citzenship in a democratc
republic. In short, students who meet the Standards de-
velop the skills in reading, writng, speaking, and listening
that are the foundaton for any creatve and purposeful
expression in language.
June 2, 2010
3
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
CCR and grade-specifc standards
The CCR standards anchor the document and defne gener-
al, cross-disciplinary literacy expectatons that must be met
for students to be prepared to enter college and workforce
training programs ready to succeed. The K12 grade-spe-
cifc standards defne end-of-year expectatons and a cu-
mulatve progression designed to enable students to meet
college and career readiness expectatons no later than the
end of high school. The CCR and high school (grades 912)
standards work in tandem to defne the college and career
readiness linethe former providing broad standards, the
later providing additonal specifcity. Hence, both should
be considered when developing college and career readi-
ness assessments.
Students advancing through the grades are expected to
meet each years grade-specifc standards, retain or further
develop skills and understandings mastered in preceding
grades, and work steadily toward meetng the more general
expectatons described by the CCR standards.
Grade levels for K8; grade bands for 910 and
1112
The Standards use individual grade levels in kindergar-
ten through grade 8 to provide useful specifcity; the
Standards use two-year bands in grades 912 to allow
schools, districts, and states fexibility in high school course
design.
A focus on results rather than means
By emphasizing required achievements, the Standards
leave room for teachers, curriculum developers, and states
to determine how those goals should be reached and
what additonal topics should be addressed. Thus, the
Standards do not mandate such things as a partcular writ-
ing process or the full range of metacognitve strategies
that students may need to monitor and direct their think-
ing and learning. Teachers are thus free to provide students
with whatever tools and knowledge their professional judg-
ment and experience identfy as most helpful for meetng
the goals set out in the Standards.
An integrated model of literacy
Although the Standards are divided into Reading, Writng,
Speaking and Listening, and Language strands for concep-
KEY DESIGN CONSIDERATIONS
tual clarity, the processes of communicaton are closely
connected, as refected throughout this document. For
example, Writng Standard 9 requires that students be
able to write about what they read. Likewise, Speaking and
Listening Standard 4 sets the expectaton that students will
share fndings from their research.
Research and media skills blended into the
Standards as a whole
To be ready for college, workforce training, and life in a
technological society, students need the ability to gather,
comprehend, evaluate, synthesize, and report on informa-
ton and ideas, to conduct original research in order to an-
swer questons or solve problems, and to analyze and cre-
ate a high volume and extensive range of print and nonprint
texts in media forms old and new. The need to conduct
research and to produce and consume media is embedded
into every aspect of todays curriculum. In like fashion, re-
search and media skills and understandings are embedded
throughout the Standards rather than treated in a sepa-
rate secton.
Shared responsibility for students literacy
development
The Standards insist that instructon in reading, writng,
speaking, listening, and language be a shared responsibility
within the school. The K5 standards include expectatons
for reading, writng, speaking, listening, and language ap-
plicable to a range of subjects, including but not limited to
ELA. The grades 612 standards are divided into two sec-
tons, one for ELA and the other for history/social studies,
science, and technical subjects. This division refects the
unique, tme-honored place of ELA teachers in developing
students literacy skills while at the same tme recognizing
that teachers in other areas must have a role in this devel-
opment as well.
Part of the motvaton behind the interdisciplinary approach
to literacy promulgated by the Standards is extensive
research establishing the need for college and career ready
students to be profcient in reading complex informatonal
text independently in a variety of content areas. Most of
the required reading in college and workforce training pro-
grams is informatonal in structure and challenging in con-
tent; postsecondary educaton programs typically provide
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
4
students with both a higher volume of such reading than is
generally required in K12 schools and comparatvely litle
scafolding.
The Standards are not alone in calling for a special em-
phasis on informatonal text. The 2009 reading framework
of the Natonal Assessment of Educatonal Progress (NAEP)
requires a high and increasing proporton of informatonal
text on its assessment as students advance through the
grades.
Distribution of Literary and Informational Passages by
Grade in the 2009 NAEP Reading Framework
Grade Literary Informatonal
4 50% 50%
8 45% 55%
12 30% 70%

Source: Natonal Assessment Governing Board. (2008). Reading frame-
work for the 2009 Natonal Assessment of Educatonal Progress. Washing-
ton, DC: U.S. Government Printng Ofce.
The Standards aim to align instructon with this frame-
work so that many more students than at present can meet
the requirements of college and career readiness. In K5,
the Standards follow NAEPs lead in balancing the reading
of literature with the reading of informatonal texts, includ-
ing texts in history/social studies, science, and technical
subjects. In accord with NAEPs growing emphasis on infor-
matonal texts in the higher grades, the Standards de-
mand that a signifcant amount of reading of informatonal
texts take place in and outside the ELA classroom. Fulflling
the Standards for 612 ELA requires much greater aten-
ton to a specifc category of informatonal textliterary
nonfctonthan has been traditonal. Because the ELA
classroom must focus on literature (stories, drama, and
poetry) as well as literary nonfcton, a great deal of infor-
matonal reading in grades 612 must take place in other
classes if the NAEP assessment framework is to be matched
instructonally.
1
To measure students growth toward col-
lege and career readiness, assessments aligned with the
Standards should adhere to the distributon of texts across
grades cited in the NAEP framework.
NAEP likewise outlines a distributon across the grades of
the core purposes and types of student writng. The 2011
NAEP framework, like the Standards, cultvates the de-
velopment of three mutually reinforcing writng capaci-
tes: writng to persuade, to explain, and to convey real or
imagined experience. Evidence concerning the demands of
college and career readiness gathered during development
of the Standards concurs with NAEPs shifing empha-
ses: standards for grades 912 describe writng in all three
forms, but, consistent with NAEP, the overwhelming focus
of writng throughout high school should be on arguments
and informatve/explanatory texts.
2
Distribution of Communicative Purposes by Grade
in the 2011 NAEP Writing Framework
Grade To Persuade To Explain
To Convey
Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%

Source: Natonal Assessment Governing Board. (2007). Writng frame-
work for the 2011 Natonal Assessment of Educatonal Progress, pre-
publicaton editon. Iowa City, IA: ACT, Inc.
It follows that writng assessments aligned with the
Standards should adhere to the distributon of writng pur-
poses across grades outlined by NAEP.
Focus and coherence in instruction and assessment
While the Standards delineate specifc expectatons in
reading, writng, speaking, listening, and language, each
standard need not be a separate focus for instructon and
assessment. Ofen, several standards can be addressed by
a single rich task. For example, when editng writng, stu-
dents address Writng standard 5 (Develop and strengthen
writng as needed by planning, revising, editng, rewritng,
or trying a new approach) as well as Language standards
13 (which deal with conventons of standard English and
knowledge of language). When drawing evidence from lit-
erary and informatonal texts per Writng Standard 9, stu-
dents are also demonstratng their comprehension skill in
relaton to specifc standards in Reading. When discussing
1
The percentages on the table refect the sum of student reading, not just
reading in ELA setngs. Teachers of senior English classes, for example,
are not required to devote 70 percent of reading to informatonal
texts. Rather, 70 percent of student reading across the grade should be
informatonal.
2
As with reading, the percentages in the table refect the sum of student
writng, not just writng in ELA setngs.
5
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
something they have read or writen, students are also demonstratng their speaking
and listening skills. The CCR anchor standards themselves provide another source of
focus and coherence.
The same ten CCR anchor standards for Reading apply to both literary and infor-
matonal texts, including texts in history/social studies, science, and technical sub-
jects. The ten CCR anchor standards for Writng cover numerous text types and
subject areas. This means that students can develop mutually reinforcing skills and
exhibit mastery of standards for reading and writng across a range of texts and
classrooms.
What is not covered by the Standards
The Standards should be recognized for what they are not as well as what they are.
The most important intentonal design limitatons are as follows:
(1) The Standards defne what all students are expected to know and be able
to do, not how teachers should teach. For instance, the use of play with young
children is not specifed by the Standards, but it is welcome as a valuable actv-
ity in its own right and as a way to help students meet the expectatons in this
document. Furthermore, while the Standards make references to some partcu-
lar forms of content, including mythology, foundatonal U.S. documents, and
Shakespeare, they do notindeed, cannotenumerate all or even most of the
content that students should learn. The Standards must therefore be comple-
mented by a well-developed, content-rich curriculum consistent with the expec-
tatons laid out in this document.
(2) While the Standards focus on what is most essental, they do not describe
all that can or should be taught. A great deal is lef to the discreton of teachers
and curriculum developers. The aim of the Standards is to artculate the funda-
mentals, not to set out an exhaustve list or a set of restrictons that limits what
can be taught beyond what is specifed herein.
(3) The Standards do not defne the nature of advanced work for students who
meet the Standards prior to the end of high school. For those students, ad-
vanced work in such areas as literature, compositon, language, and journalism
should be available. This work should provide the next logical step up from the
college and career readiness baseline established here.
(4) The Standards set grade-specifc standards but do not defne the interven-
ton methods or materials necessary to support students who are well below
or well above grade-level expectatons. No set of grade-specifc standards can
fully refect the great variety in abilites, needs, learning rates, and achievement
levels of students in any given classroom. However, the Standards do provide
clear signposts along the way to the goal of college and career readiness for all
students.
(5) It is also beyond the scope of the Standards to defne the full range of sup-
ports appropriate for English language learners and for students with special
needs. At the same tme, all students must have the opportunity to learn and
meet the same high standards if they are to access the knowledge and skills
necessary in their posthigh school lives.
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
6
Each grade will include students who are stll acquiring English. For those
students, it is possible to meet the standards in reading, writng, speak-
ing, and listening without displaying natve-like control of conventons and
vocabulary.
The Standards should also be read as allowing for the widest possible range
of students to partcipate fully from the outset and as permitng appropri-
ate accommodatons to ensure maximum partcipaton of students with
special educaton needs. For example, for students with disabilites reading
should allow for the use of Braille, screen-reader technology, or other assis-
tve devices, while writng should include the use of a scribe, computer, or
speech-to-text technology. In a similar vein, speaking and listening should
be interpreted broadly to include sign language.
(6) While the ELA and content area literacy components described herein are
critcal to college and career readiness, they do not defne the whole of such
readiness. Students require a wide-ranging, rigorous academic preparaton and,
partcularly in the early grades, atenton to such maters as social, emotonal,
and physical development and approaches to learning. Similarly, the Standards
defne literacy expectatons in history/social studies, science, and technical
subjects, but literacy standards in other areas, such as mathematcs and health
educaton, modeled on those in this document are strongly encouraged to fa-
cilitate a comprehensive, schoolwide literacy program.
7
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Students Who Are College and Career Ready
in Reading, Writing, Speaking, Listening, and
Language
The descriptons that follow are not standards themselves, but instead ofer a por-
trait of students who meet the standards set out in this document. As students ad-
vance through the grades and master the standards in reading, writng, speaking,
listening, and language, they are able to exhibit with increasing fullness and regular-
ity these capacites of the literate individual.
They demonstrate independence.
Students can, without signifcant scafolding, comprehend and evaluate com-
plex texts across a range of types and disciplines, and they can construct ef-
fectve arguments and convey intricate or multfaceted informaton. Likewise,
students are able independently to discern a speakers key points, request clari-
fcaton, and ask relevant questons. They build on others ideas, artculate their
own ideas, and confrm they have been understood. Without promptng, they
demonstrate command of standard English and acquire and use a wide-ranging
vocabulary. More broadly, they become self-directed learners, efectvely seek-
ing out and using resources to assist them, including teachers, peers, and print
and digital reference materials.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject mater
by engaging with works of quality and substance. They become profcient in
new areas through research and study. They read purposefully and listen at-
tentvely to gain both general knowledge and discipline-specifc expertse. They
refne and share their knowledge through writng and speaking.
They respond to the varying demands of audience, task, purpose, and
discipline.
Students adapt their communicaton in relaton to audience, task, purpose, and
discipline. They set and adjust purpose for reading, writng, speaking, listening,
and language use as warranted by the task. They appreciate nuances, such as
how the compositon of an audience should afect tone when speaking and how
the connotatons of words afect meaning. They also know that diferent disci-
plines call for diferent types of evidence (e.g., documentary evidence in history,
experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-mindedbut discerningreaders and listen-
ers. They work diligently to understand precisely what an author or speaker is
saying, but they also queston an authors or speakers assumptons and prem-
ises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specifc evidence when ofering an oral or writen interpretaton
of a text. They use relevant evidence when supportng their own points in writ-
ing and speaking, making their reasoning clear to the reader or listener, and
they constructvely evaluate others use of evidence.
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
8
They use technology and digital media strategically and capably.
Students employ technology thoughtully to enhance their reading, writng, speaking, lis-
tening, and language use. They tailor their searches online to acquire useful informaton ef-
fciently, and they integrate what they learn using technology with what they learn ofine.
They are familiar with the strengths and limitatons of various technological tools and medi-
ums and can select and use those best suited to their communicaton goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-frst-century classroom and workplace are setngs in
which people from ofen widely divergent cultures and who represent diverse experiences
and perspectves must learn and work together. Students actvely seek to understand other
perspectves and cultures through reading and listening, and they are able to communicate
efectvely with people of varied backgrounds. They evaluate other points of view critcally
and constructvely. Through reading great classic and contemporary works of literature rep-
resentatve of a variety of periods, cultures, and worldviews, students can vicariously inhabit
worlds and have experiences much diferent than their own.
9
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
HOW TO READ THIS DOCUMENT
Overall Document Organization
The Standards comprise three main sectons: a comprehensive K5 sec-
ton and two content area-specifc sectons for grades 612, one for ELA
and one for history/social studies, science, and technical subjects. Three
appendices accompany the main document.
Each secton is divided into strands. K5 and 612 ELA have Reading,
Writng, Speaking and Listening, and Language strands; the 612 history/
social studies, science, and technical subjects secton focuses on Reading
and Writng. Each strand is headed by a strand-specifc set of College and
Career Readiness Anchor Standards that is identcal across all grades and
content areas.
Standards for each grade within K8 and for grades 910 and 1112 follow
the CCR anchor standards in each strand. Each grade-specifc standard (as
these standards are collectvely referred to) corresponds to the same-num-
bered CCR anchor standard. Put another way, each CCR anchor standard
has an accompanying grade-specifc standard translatng the broader CCR
statement into grade-appropriate end-of-year expectatons.
Individual CCR anchor standards can be identfed by their strand, CCR
status, and number (R.CCR.6, for example). Individual grade-specifc stan-
dards can be identfed by their strand, grade, and number (or number and
leter, where applicable), so that RI.4.3, for example, stands for Reading,
Informatonal Text, grade 4, standard 3 and W.5.1a stands for Writng,
grade 5, standard 1a. Strand designatons can be found in brackets along-
side the full strand ttle.
Who Is Responsible for Which Portion of the Standards?
A single K5 secton lists standards for reading, writng, speaking, listening,
and language across the curriculum, refectng the fact that most or all of
the instructon students in these grades receive comes from one teacher.
Grades 612 are covered in two content area-specifc sectons, the frst for
the English language arts teacher and the second for teachers of history/
social studies, science, and technical subjects. Each secton uses the same
CCR anchor standards but also includes grade-specifc standards tuned to
the literacy requirements of the partcular discipline(s).
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
10
KEY FEATURES OF THE STANDARDS
READING: Text complexity and the growth of comprehension
The Reading standards place equal emphasis on the sophistcaton of what stu-
dents read and the skill with which they read. Standard 10 defnes a grade-by-
grade staircase of increasing text complexity that rises from beginning reading
to the college and career readiness level. Whatever they are reading, students
must also show a steadily growing ability to discern more from and make fuller
use of text, including making an increasing number of connectons among ideas
and between texts, considering a wider range of textual evidence, and becoming
more sensitve to inconsistencies, ambiguites, and poor reasoning in texts.
WRITING: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writng skills, such as
the ability to plan, revise, edit, and publish, are applicable to many types of writ-
ing, other skills are more properly defned in terms of specifc writng types: ar-
guments, informatve/explanatory texts, and narratves. Standard 9 stresses the
importance of the writng-reading connecton by requiring students to draw upon
and write about evidence from literary and informatonal texts. Because of the
centrality of writng to most forms of inquiry, research standards are prominently
included in this strand, though skills important to research are infused throughout
the document.
SPEAKING AND LISTENING: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentatons, the Speaking
and Listening standards require students to develop a range of broadly useful oral
communicaton and interpersonal skills. Students must learn to work together,
express and listen carefully to ideas, integrate informaton from oral, visual, quan-
ttatve, and media sources, evaluate what they hear, use media and visual dis-
plays strategically to help achieve communicatve purposes, and adapt speech to
context and task.
LANGUAGE: Conventions, efective use, and vocabulary
The Language standards include the essental rules of standard writen and
spoken English, but they also approach language as a mater of craf and informed
choice among alternatves. The vocabulary standards focus on understanding
words and phrases, their relatonships, and their nuances and on acquiring new
vocabulary, partcularly general academic and domain-specifc words and phrases.
Appendices A, B, and C
Appendix A contains supplementary material on reading, writng, speaking and
listening, and language as well as a glossary of key terms. Appendix B consists
of text exemplars illustratng the complexity, quality, and range of reading ap-
propriate for various grade levels with accompanying sample performance tasks.
Appendix C includes annotated samples demonstratng at least adequate perfor-
mance in student writng at various grade levels.
11
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
UTAH CORE STATE STANDARDS
for
ENGLISH LANGUAGE ARTS
K5
Utah Education
STATE
OFFICE
of
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
12
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR READING
The K5 standards on the following pages defne what students should understand
and be able to do by the end of each grade. They correspond to the College and
Career Readiness (CCR) anchor standards below by number. The CCR and grade-spe-
cifc standards are necessary complementsthe former providing broad standards,
the later providing additonal specifcitythat together defne the skills and under-
standings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specifc textual evidence when writng or speaking to
support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supportng details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determin-
ing technical, connotatve, and fguratve meanings, and analyze how specifc
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specifc sentences, paragraphs,
and larger portons of the text (e.g., a secton, chapter, scene, or stanza) re-
late to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, in-
cluding visually and quanttatvely, as well as in words.*
8. Delineate and evaluate the argument and specifc claims in a text, including
the validity of the reasoning as well as the relevance and sufciency of the
evidence.
9. Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informatonal texts independent-
ly and profciently.
*
Please see Research to Build and Present Knowledge in Writng and Comprehension and Collabora-
ton in Speaking and Listening for additonal standards relevant to gathering, assessing, and applying
informaton from print and digital sources.
NOTE ON RANGE AND CONTENT
OF STUDENT READING
To build a foundaton for college
and career readiness, students must
read widely and deeply from among
a broad range of high-quality, in-
creasingly challenging literary and
informatonal texts. Through ex-
tensive reading of stories, dramas,
poems, and myths from diverse
cultures and diferent tme periods,
students gain literary and cultural
knowledge as well as familiarity
with various text structures and el-
ements. By reading texts in history/
social studies, science, and other
disciplines, students build a foun-
daton of knowledge in these felds
that will also give them the back-
ground to be beter readers in all
content areas. Students can only
gain this foundaton when the cur-
riculum is intentonally and coher-
ently structured to develop rich con-
tent knowledge within and across
grades. Students also acquire the
habits of reading independently and
closely, which are essental to their
future success.
The Utah Core Standards include
an expectaton that students will
be introduced to cursive leters and
words no later than grade three in
order to develop sufcient recogni-
ton and reading fuency of cursive
text by the end of grade fve.
13
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t
e

c
o
m
p
l
e
x
i
t
y

f
o
r

g
r
a
d
e

1
.
1
0
.

B
y

t
h
e

e
n
d

o
f

t
h
e

y
e
a
r
,

r
e
a
d

a
n
d

c
o
m
p
r
e
h
e
n
d

l
i
t
e
r
a
-
t
u
r
e
,

i
n
c
l
u
d
i
n
g

s
t
o
r
i
e
s

a
n
d

p
o
e
t
r
y
,

i
n

t
h
e

g
r
a
d
e
s

2

3

t
e
x
t

c
o
m
p
l
e
x
i
t
y

b
a
n
d

p
r
o
f
c
i
e
n
t
l
y
,

w
i
t
h

s
c
a
f
o
l
d
i
n
g

a
s

n
e
e
d
e
d

a
t

t
h
e

h
i
g
h

e
n
d

o
f

t
h
e

r
a
n
g
e
.
5
.

R
e
c
o
g
n
i
z
e

c
o
m
m
o
n

t
y
p
e
s

o
f

t
e
x
t
s

(
e
.
g
.
,

s
t
o
r
y
b
o
o
k
s
,

p
o
e
m
s
)
.
5
.

E
x
p
l
a
i
n

m
a
j
o
r

d
i
f
e
r
e
n
c
e
s

b
e
t
w
e
e
n

b
o
o
k
s

t
h
a
t

t
e
l
l

s
t
o
-
r
i
e
s

a
n
d

b
o
o
k
s

t
h
a
t

g
i
v
e

i
n
f
o
r
m
a
t
o
n
,

d
r
a
w
i
n
g

o
n

a

w
i
d
e

r
e
a
d
i
n
g

o
f

a

r
a
n
g
e

o
f

t
e
x
t

t
y
p
e
s
.
5
.

D
e
s
c
r
i
b
e

t
h
e

o
v
e
r
a
l
l

s
t
r
u
c
t
u
r
e

o
f

a

s
t
o
r
y
,

i
n
c
l
u
d
i
n
g

d
e
-
s
c
r
i
b
i
n
g

h
o
w

t
h
e

b
e
g
i
n
n
i
n
g

i
n
t
r
o
d
u
c
e
s

t
h
e

s
t
o
r
y

a
n
d

t
h
e

e
n
d
i
n
g

c
o
n
c
l
u
d
e
s

t
h
e

a
c
t
o
n
.
8
.

(
N
o
t

a
p
p
l
i
c
a
b
l
e

t
o

l
i
t
e
r
a
t
u
r
e
)
8
.

(
N
o
t

a
p
p
l
i
c
a
b
l
e

t
o

l
i
t
e
r
a
t
u
r
e
)
8
.

(
N
o
t

a
p
p
l
i
c
a
b
l
e

t
o

l
i
t
e
r
a
t
u
r
e
)
9
.

W
i
t
h

p
r
o
m
p
t
n
g

a
n
d

s
u
p
p
o
r
t
,

c
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e

a
d
v
e
n
t
u
r
e
s

a
n
d

e
x
p
e
r
i
e
n
c
e
s

o
f

c
h
a
r
a
c
t
e
r
s

i
n

f
a
m
i
l
i
a
r

s
t
o
r
i
e
s
.
9
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e

a
d
v
e
n
t
u
r
e
s

a
n
d

e
x
p
e
r
i
e
n
c
e
s

o
f

c
h
a
r
a
c
t
e
r
s

i
n

s
t
o
r
i
e
s
.
9
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
w
o

o
r

m
o
r
e

v
e
r
s
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o
n
s

o
f

t
h
e

s
a
m
e

s
t
o
r
y

(
e
.
g
.
,

C
i
n
d
e
r
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l
l
a

s
t
o
r
i
e
s
)

b
y

d
i
f
e
r
e
n
t

a
u
t
h
o
r
s

o
r

f
r
o
m

d
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f
e
r
e
n
t

c
u
l
t
u
r
e
s
.

14
1
.

A
s
k

a
n
d

a
n
s
w
e
r

q
u
e
s
t
o
n
s

t
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d
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m
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t
a
n
d
-
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n
g

o
f

a

t
e
x
t
,

r
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f
e
r
r
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n
g

e
x
p
l
i
c
i
t
l
y

t
o

t
h
e

t
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x
t

a
s

t
h
e

b
a
s
i
s

f
o
r

t
h
e

a
n
s
w
e
r
s
.
1
.

R
e
f
e
r

t
o

d
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t
a
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l
s

a
n
d

e
x
a
m
p
l
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s

i
n

a

t
e
x
t

w
h
e
n

e
x
p
l
a
i
n
i
n
g

w
h
a
t

t
h
e

t
e
x
t

s
a
y
s

e
x
p
l
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c
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t
l
y

a
n
d

w
h
e
n

d
r
a
w
i
n
g

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n
f
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r
-
e
n
c
e
s

f
r
o
m

t
h
e

t
e
x
t
.
1
.

Q
u
o
t
e

a
c
c
u
r
a
t
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l
y

f
r
o
m

a

t
e
x
t

w
h
e
n

e
x
p
l
a
i
n
i
n
g

w
h
a
t

t
h
e

t
e
x
t

s
a
y
s

e
x
p
l
i
c
i
t
l
y

a
n
d

w
h
e
n

d
r
a
w
i
n
g

i
n
f
e
r
e
n
c
e
s

f
r
o
m

t
h
e

t
e
x
t
.

G
r
a
d
e

3

S
t
u
d
e
n
t
s
:

G
r
a
d
e

4

S
t
u
d
e
n
t
s
:

G
r
a
d
e

5

S
t
u
d
e
n
t
s
:
K
E
Y

I
D
E
A
S

A
N
D

D
E
T
A
I
L
S
2
.

R
e
c
o
u
n
t

s
t
o
r
i
e
s
,

i
n
c
l
u
d
i
n
g

f
a
b
l
e
s
,

f
o
l
k
t
a
l
e
s
,

a
n
d

m
y
t
h
s

f
r
o
m

d
i
v
e
r
s
e

c
u
l
t
u
r
e
s
;

d
e
t
e
r
m
i
n
e

t
h
e

c
e
n
t
r
a
l

m
e
s
s
a
g
e
,

l
e
s
s
o
n
,

o
r

m
o
r
a
l

a
n
d

e
x
p
l
a
i
n

h
o
w

i
t

i
s

c
o
n
v
e
y
e
d

t
h
r
o
u
g
h

k
e
y

d
e
t
a
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l
s

i
n

t
h
e

t
e
x
t
.
2
.

D
e
t
e
r
m
i
n
e

a

t
h
e
m
e

o
f

a

s
t
o
r
y
,

d
r
a
m
a
,

o
r

p
o
e
m

f
r
o
m

d
e
-
t
a
i
l
s

i
n

t
h
e

t
e
x
t
;

s
u
m
m
a
r
i
z
e

t
h
e

t
e
x
t
.
2
.

D
e
t
e
r
m
i
n
e

a

t
h
e
m
e

o
f

a

s
t
o
r
y
,

d
r
a
m
a
,

o
r

p
o
e
m

f
r
o
m

d
e
t
a
i
l
s

i
n

t
h
e

t
e
x
t
,

i
n
c
l
u
d
i
n
g

h
o
w

c
h
a
r
a
c
t
e
r
s

i
n

a

s
t
o
r
y

o
r

d
r
a
m
a

r
e
s
p
o
n
d

t
o

c
h
a
l
l
e
n
g
e
s

o
r

h
o
w

t
h
e

s
p
e
a
k
e
r

i
n

a

p
o
e
m

r
e
f
e
c
t
s

u
p
o
n

a

t
o
p
i
c
;

s
u
m
m
a
r
i
z
e

t
h
e

t
e
x
t
.
3
.

D
e
s
c
r
i
b
e

c
h
a
r
a
c
t
e
r
s

i
n

a

s
t
o
r
y

(
e
.
g
.
,

t
h
e
i
r

t
r
a
i
t
s
,

m
o
t
v
a
-
t
o
n
s
,

o
r

f
e
e
l
i
n
g
s
)

a
n
d

e
x
p
l
a
i
n

h
o
w

t
h
e
i
r

a
c
t
o
n
s

c
o
n
t
r
i
b
-
u
t
e

t
o

t
h
e

s
e
q
u
e
n
c
e

o
f

e
v
e
n
t
s
.
3
.

D
e
s
c
r
i
b
e

i
n

d
e
p
t
h

a

c
h
a
r
a
c
t
e
r
,

s
e
t
n
g
,

o
r

e
v
e
n
t

i
n

a

s
t
o
r
y

o
r

d
r
a
m
a
,

d
r
a
w
i
n
g

o
n

s
p
e
c
i
f
c

d
e
t
a
i
l
s

i
n

t
h
e

t
e
x
t

(
e
.
g
.
,

a

c
h
a
r
a
c
t
e
r

s

t
h
o
u
g
h
t
s
,

w
o
r
d
s
,

o
r

a
c
t
o
n
s
)
.
3
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
w
o

o
r

m
o
r
e

c
h
a
r
a
c
t
e
r
s
,

s
e
t
n
g
s
,

o
r

e
v
e
n
t
s

i
n

a

s
t
o
r
y

o
r

d
r
a
m
a
,

d
r
a
w
i
n
g

o
n

s
p
e
c
i
f
c

d
e
t
a
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l
s

i
n

t
h
e

t
e
x
t

(
e
.
g
.
,

h
o
w

c
h
a
r
a
c
t
e
r
s

i
n
t
e
r
a
c
t
)
.
C
R
A
F
T

A
N
D

S
T
R
U
C
T
U
R
E
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

d
i
s
t
n
g
u
i
s
h
i
n
g

l
i
t
e
r
a
l

f
r
o
m

n
o
n
l
i
t
e
r
a
l

l
a
n
g
u
a
g
e
.
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

t
h
o
s
e

t
h
a
t

a
l
l
u
d
e

t
o

s
i
g
n
i
f
-
c
a
n
t

c
h
a
r
a
c
t
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r
s

f
o
u
n
d

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n

m
y
t
h
o
l
o
g
y

(
e
.
g
.
,

H
e
r
c
u
l
e
a
n
)
.
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

f
g
u
r
a
t
v
e

l
a
n
g
u
a
g
e

s
u
c
h

a
s

m
e
t
a
p
h
o
r
s

a
n
d

s
i
m
i
l
e
s
.
6
.

D
i
s
t
n
g
u
i
s
h

t
h
e
i
r

o
w
n

p
o
i
n
t

o
f

v
i
e
w

f
r
o
m

t
h
a
t

o
f

t
h
e

n
a
r
-
r
a
t
o
r

o
r

t
h
o
s
e

o
f

t
h
e

c
h
a
r
a
c
t
e
r
s
.
6
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e

p
o
i
n
t

o
f

v
i
e
w

f
r
o
m

w
h
i
c
h

d
i
f
-
f
e
r
e
n
t

s
t
o
r
i
e
s

a
r
e

n
a
r
r
a
t
e
d
,

i
n
c
l
u
d
i
n
g

t
h
e

d
i
f
e
r
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n
c
e

b
e
-
t
w
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e
n

f
r
s
t
-

a
n
d

t
h
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r
d
-
p
e
r
s
o
n

n
a
r
r
a
t
o
n
s
.
6
.

D
e
s
c
r
i
b
e

h
o
w

a

n
a
r
r
a
t
o
r

s

o
r

s
p
e
a
k
e
r

s

p
o
i
n
t

o
f

v
i
e
w

i
n
-
f
u
e
n
c
e
s

h
o
w

e
v
e
n
t
s

a
r
e

d
e
s
c
r
i
b
e
d
.
I
N
T
E
G
R
A
T
I
O
N

O
F

K
N
O
W
L
E
D
G
E

A
N
D

I
D
E
A
S
R
A
N
G
E

O
F

R
E
A
D
I
N
G

A
N
D

L
E
V
E
L

O
F

T
E
X
T

C
O
M
P
L
E
X
I
T
Y
7
.

E
x
p
l
a
i
n

h
o
w

s
p
e
c
i
f
c

a
s
p
e
c
t
s

o
f

a

t
e
x
t

s

i
l
l
u
s
t
r
a
t
o
n
s

c
o
n
t
r
i
b
u
t
e

t
o

w
h
a
t

i
s

c
o
n
v
e
y
e
d

b
y

t
h
e

w
o
r
d
s

i
n

a

s
t
o
r
y

(
e
.
g
.
,

c
r
e
a
t
e

m
o
o
d
,

e
m
p
h
a
s
i
z
e

a
s
p
e
c
t
s

o
f

a

c
h
a
r
a
c
t
e
r

o
r

s
e
t
n
g
)
.
7
.

M
a
k
e

c
o
n
n
e
c
t
o
n
s

b
e
t
w
e
e
n

t
h
e

t
e
x
t

o
f

a

s
t
o
r
y

o
r

d
r
a
m
a

a
n
d

a

v
i
s
u
a
l

o
r

o
r
a
l

p
r
e
s
e
n
t
a
t
o
n

o
f

t
h
e

t
e
x
t
,

i
d
e
n
t
f
y
i
n
g

w
h
e
r
e

e
a
c
h

v
e
r
s
i
o
n

r
e
f
e
c
t
s

s
p
e
c
i
f
c

d
e
s
c
r
i
p
t
o
n
s

a
n
d

d
i
-
r
e
c
t
o
n
s

i
n

t
h
e

t
e
x
t
.
7
.

A
n
a
l
y
z
e

h
o
w

v
i
s
u
a
l

a
n
d

m
u
l
t
m
e
d
i
a

e
l
e
m
e
n
t
s

c
o
n
t
r
i
b
-
u
t
e

t
o

t
h
e

m
e
a
n
i
n
g
,

t
o
n
e
,

o
r

b
e
a
u
t
y

o
f

a

t
e
x
t

(
e
.
g
.
,

g
r
a
p
h
i
c

n
o
v
e
l
,

m
u
l
t
m
e
d
i
a

p
r
e
s
e
n
t
a
t
o
n

o
f

f
c
t
o
n
,

f
o
l
k
-
t
a
l
e
,

m
y
t
h
,

p
o
e
m
)
.
1
0
.

B
y

t
h
e

e
n
d

o
f

t
h
e

y
e
a
r
,

r
e
a
d

a
n
d

c
o
m
p
r
e
h
e
n
d

l
i
t
e
r
a
-
t
u
r
e
,

i
n
c
l
u
d
i
n
g

s
t
o
r
i
e
s
,

d
r
a
m
a
s
,

a
n
d

p
o
e
t
r
y
,

a
t

t
h
e

h
i
g
h

e
n
d

o
f

t
h
e

g
r
a
d
e
s

2

3

t
e
x
t

c
o
m
p
l
e
x
i
t
y

b
a
n
d

i
n
d
e
p
e
n
-
d
e
n
t
l
y

a
n
d

p
r
o
f
c
i
e
n
t
l
y
.

R
e
c
o
g
n
i
z
e

a
n
d

b
e
g
i
n

t
o

r
e
a
d

d
o
c
u
m
e
n
t
s

w
r
i
t
e
n

i
n

c
u
r
s
i
v
e
.
1
0
.

B
y

t
h
e

e
n
d

o
f

t
h
e

y
e
a
r
,

r
e
a
d

a
n
d

c
o
m
p
r
e
h
e
n
d

l
i
t
e
r
a
-
t
u
r
e
,

i
n
c
l
u
d
i
n
g

s
t
o
r
i
e
s
,

d
r
a
m
a
s
,

a
n
d

p
o
e
t
r
y
,

i
n

t
h
e

g
r
a
d
e
s

4

5

t
e
x
t

c
o
m
p
l
e
x
i
t
y

b
a
n
d

p
r
o
f
c
i
e
n
t
l
y
,

w
i
t
h

s
c
a
f
o
l
d
i
n
g

a
s

n
e
e
d
e
d

a
t

t
h
e

h
i
g
h

e
n
d

o
f

t
h
e

r
a
n
g
e
.

C
o
n
t
n
u
e

t
o

d
e
v
e
l
o
p

f
u
e
n
c
y

w
h
e
n

r
e
a
d
i
n
g

d
o
c
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m
e
n
t
s

w
r
i
t
e
n

i
n

c
u
r
s
i
v
e
.
1
0
.

B
y

t
h
e

e
n
d

o
f

t
h
e

y
e
a
r
,

r
e
a
d

a
n
d

c
o
m
p
r
e
h
e
n
d

l
i
t
e
r
a
-
t
u
r
e
,

i
n
c
l
u
d
i
n
g

s
t
o
r
i
e
s
,

d
r
a
m
a
s
,

a
n
d

p
o
e
t
r
y
,

a
t

t
h
e

h
i
g
h

e
n
d

o
f

t
h
e

g
r
a
d
e
s

4

5

t
e
x
t

c
o
m
p
l
e
x
i
t
y

b
a
n
d

i
n
d
e
p
e
n
-
d
e
n
t
l
y

a
n
d

p
r
o
f
c
i
e
n
t
l
y
.

C
o
n
t
n
u
e

t
o

d
e
v
e
l
o
p

f
u
e
n
c
y

w
h
e
n

r
e
a
d
i
n
g

d
o
c
u
m
e
n
t
s

w
r
i
t
e
n

i
n

c
u
r
s
i
v
e
.
5
.

R
e
f
e
r

t
o

p
a
r
t
s

o
f

s
t
o
r
i
e
s
,

d
r
a
m
a
s
,

a
n
d

p
o
e
m
s

w
h
e
n

w
r
i
t
-
i
n
g

o
r

s
p
e
a
k
i
n
g

a
b
o
u
t

a

t
e
x
t
,

u
s
i
n
g

t
e
r
m
s

s
u
c
h

a
s

c
h
a
p
-
t
e
r
,

s
c
e
n
e
,

a
n
d

s
t
a
n
z
a
;

d
e
s
c
r
i
b
e

h
o
w

e
a
c
h

s
u
c
c
e
s
s
i
v
e

p
a
r
t

b
u
i
l
d
s

o
n

e
a
r
l
i
e
r

s
e
c
t
o
n
s
.
5
.

E
x
p
l
a
i
n

m
a
j
o
r

d
i
f
e
r
e
n
c
e
s

b
e
t
w
e
e
n

p
o
e
m
s
,

d
r
a
m
a
,

a
n
d

p
r
o
s
e
,

a
n
d

r
e
f
e
r

t
o

t
h
e

s
t
r
u
c
t
u
r
a
l

e
l
e
m
e
n
t
s

o
f

p
o
e
m
s

(
e
.
g
.
,

v
e
r
s
e
,

r
h
y
t
h
m
,

m
e
t
e
r
)

a
n
d

d
r
a
m
a

(
e
.
g
.
,

c
a
s
t
s

o
f

c
h
a
r
a
c
t
e
r
s
,

s
e
t
n
g
s
,

d
e
s
c
r
i
p
t
o
n
s
,

d
i
a
l
o
g
u
e
,

s
t
a
g
e

d
i
r
e
c
-
t
o
n
s
)

w
h
e
n

w
r
i
t
n
g

o
r

s
p
e
a
k
i
n
g

a
b
o
u
t

a

t
e
x
t
.
5
.

E
x
p
l
a
i
n

h
o
w

a

s
e
r
i
e
s

o
f

c
h
a
p
t
e
r
s
,

s
c
e
n
e
s
,

o
r

s
t
a
n
z
a
s

f
t
s

t
o
g
e
t
h
e
r

t
o

p
r
o
v
i
d
e

t
h
e

o
v
e
r
a
l
l

s
t
r
u
c
t
u
r
e

o
f

a

p
a
r
t
c
u
l
a
r

s
t
o
r
y
,

d
r
a
m
a
,

o
r

p
o
e
m
.
8
.

(
N
o
t

a
p
p
l
i
c
a
b
l
e

t
o

l
i
t
e
r
a
t
u
r
e
)
8
.

(
N
o
t

a
p
p
l
i
c
a
b
l
e

t
o

l
i
t
e
r
a
t
u
r
e
)
8
.

(
N
o
t

a
p
p
l
i
c
a
b
l
e

t
o

l
i
t
e
r
a
t
u
r
e
)
9
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e

t
h
e
m
e
s
,

s
e
t
n
g
s
,

a
n
d

p
l
o
t
s

o
f

s
t
o
r
i
e
s

w
r
i
t
e
n

b
y

t
h
e

s
a
m
e

a
u
t
h
o
r

a
b
o
u
t

t
h
e

s
a
m
e

o
r

s
i
m
i
l
a
r

c
h
a
r
a
c
t
e
r
s

(
e
.
g
.
,

i
n

b
o
o
k
s

f
r
o
m

a

s
e
r
i
e
s
)
.
9
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e

t
r
e
a
t
m
e
n
t

o
f

s
i
m
i
l
a
r

t
h
e
m
e
s

a
n
d

t
o
p
i
c
s

(
e
.
g
.
,

o
p
p
o
s
i
t
o
n

o
f

g
o
o
d

a
n
d

e
v
i
l
)

a
n
d

p
a
t
e
r
n
s

o
f

e
v
e
n
t
s

(
e
.
g
.
,

t
h
e

q
u
e
s
t
)

i
n

s
t
o
r
i
e
s
,

m
y
t
h
s
,

a
n
d

t
r
a
d
i
t
o
n
a
l

l
i
t
e
r
a
t
u
r
e

f
r
o
m

d
i
f
e
r
e
n
t

c
u
l
t
u
r
e
s
.
9
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

s
t
o
r
i
e
s

i
n

t
h
e

s
a
m
e

g
e
n
r
e

(
e
.
g
.
,

m
y
s
t
e
r
i
e
s

a
n
d

a
d
v
e
n
t
u
r
e

s
t
o
r
i
e
s
)

o
n

t
h
e
i
r

a
p
p
r
o
a
c
h
e
s

t
o

s
i
m
i
l
a
r

t
h
e
m
e
s

a
n
d

t
o
p
i
c
s
.

R
e
a
d
i
n
g

S
t
a
n
d
a
r
d
s

f
o
r

L
i
t
e
r
a
t
u
r
e

K

5
[
R
L
]
15
1
.

W
i
t
h

p
r
o
m
p
t
n
g

a
n
d

s
u
p
p
o
r
t
,

a
s
k

a
n
d

a
n
s
w
e
r

q
u
e
s
t
o
n
s

a
b
o
u
t

k
e
y

d
e
t
a
i
l
s

i
n

a

t
e
x
t
.
1
.

A
s
k

a
n
d

a
n
s
w
e
r

q
u
e
s
t
o
n
s

a
b
o
u
t

k
e
y

d
e
t
a
i
l
s

i
n

a

t
e
x
t
.
1
.

A
s
k

a
n
d

a
n
s
w
e
r

s
u
c
h

q
u
e
s
t
o
n
s

a
s

w
h
o
,

w
h
a
t
,

w
h
e
r
e
,

w
h
e
n
,

w
h
y
,

a
n
d

h
o
w

t
o

d
e
m
o
n
s
t
r
a
t
e

u
n
d
e
r
s
t
a
n
d
i
n
g

o
f

k
e
y

d
e
t
a
i
l
s

i
n

a

t
e
x
t
.

K
i
n
d
e
r
g
a
r
t
n
e
r
s
:

G
r
a
d
e

1

S
t
u
d
e
n
t
s
:

G
r
a
d
e

2

S
t
u
d
e
n
t
s
:
K
E
Y

I
D
E
A
S

A
N
D

D
E
T
A
I
L
S
2
.

W
i
t
h

p
r
o
m
p
t
n
g

a
n
d

s
u
p
p
o
r
t
,

i
d
e
n
t
f
y

t
h
e

m
a
i
n

t
o
p
i
c

a
n
d

r
e
t
e
l
l

k
e
y

d
e
t
a
i
l
s

o
f

a

t
e
x
t
.
2
.

I
d
e
n
t
f
y

t
h
e

m
a
i
n

t
o
p
i
c

a
n
d

r
e
t
e
l
l

k
e
y

d
e
t
a
i
l
s

o
f

a

t
e
x
t
.
2
.

I
d
e
n
t
f
y

t
h
e

m
a
i
n

t
o
p
i
c

o
f

a

m
u
l
t
p
a
r
a
g
r
a
p
h

t
e
x
t

a
s

w
e
l
l

a
s

t
h
e

f
o
c
u
s

o
f

s
p
e
c
i
f
c

p
a
r
a
g
r
a
p
h
s

w
i
t
h
i
n

t
h
e

t
e
x
t
.
3
.

W
i
t
h

p
r
o
m
p
t
n
g

a
n
d

s
u
p
p
o
r
t
,

d
e
s
c
r
i
b
e

t
h
e

c
o
n
n
e
c
t
o
n

b
e
t
w
e
e
n

t
w
o

i
n
d
i
v
i
d
u
a
l
s
,

e
v
e
n
t
s
,

i
d
e
a
s
,

o
r

p
i
e
c
e
s

o
f

i
n
-
f
o
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m
a
t
o
n

i
n

a

t
e
x
t
.
3
.

D
e
s
c
r
i
b
e

t
h
e

c
o
n
n
e
c
t
o
n

b
e
t
w
e
e
n

t
w
o

i
n
d
i
v
i
d
u
a
l
s
,

e
v
e
n
t
s
,

i
d
e
a
s
,

o
r

p
i
e
c
e
s

o
f

i
n
f
o
r
m
a
t
o
n

i
n

a

t
e
x
t
.
3
.

D
e
s
c
r
i
b
e

t
h
e

c
o
n
n
e
c
t
o
n

b
e
t
w
e
e
n

a

s
e
r
i
e
s

o
f

h
i
s
t
o
r
i
c
a
l

e
v
e
n
t
s
,

s
c
i
e
n
t
f
c

i
d
e
a
s

o
r

c
o
n
c
e
p
t
s
,

o
r

s
t
e
p
s

i
n

t
e
c
h
n
i
c
a
l

p
r
o
c
e
d
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s

i
n

a

t
e
x
t
.
4
.

W
i
t
h

p
r
o
m
p
t
n
g

a
n
d

s
u
p
p
o
r
t
,

a
s
k

a
n
d

a
n
s
w
e
r

q
u
e
s
t
o
n
s

a
b
o
u
t

u
n
k
n
o
w
n

w
o
r
d
s

i
n

a

t
e
x
t
.
4
.

A
s
k

a
n
d

a
n
s
w
e
r

q
u
e
s
t
o
n
s

t
o

h
e
l
p

d
e
t
e
r
m
i
n
e

o
r

c
l
a
r
i
f
y

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

i
n

a

t
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x
t
.
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

i
n

a

t
e
x
t

r
e
l
e
v
a
n
t

t
o

a

g
r
a
d
e

2

t
o
p
i
c

o
r

s
u
b
j
e
c
t

a
r
e
a
.
6
.

N
a
m
e

t
h
e

a
u
t
h
o
r

a
n
d

i
l
l
u
s
t
r
a
t
o
r

o
f

a

t
e
x
t

a
n
d

d
e
f
n
e

t
h
e

r
o
l
e

o
f

e
a
c
h

i
n

p
r
e
s
e
n
t
n
g

t
h
e

i
d
e
a
s

o
r

i
n
f
o
r
m
a
t
o
n

i
n

a

t
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x
t
.
6
.

D
i
s
t
n
g
u
i
s
h

b
e
t
w
e
e
n

i
n
f
o
r
m
a
t
o
n

p
r
o
v
i
d
e
d

b
y

p
i
c
t
u
r
e
s

o
r

o
t
h
e
r

i
l
l
u
s
t
r
a
t
o
n
s

a
n
d

i
n
f
o
r
m
a
t
o
n

p
r
o
v
i
d
e
d

b
y

t
h
e

w
o
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d
s

i
n

a

t
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x
t
.
6
.

I
d
e
n
t
f
y

t
h
e

m
a
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n

p
u
r
p
o
s
e

o
f

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

w
h
a
t

t
h
e

a
u
t
h
o
r

w
a
n
t
s

t
o

a
n
s
w
e
r
,

e
x
p
l
a
i
n
,

o
r

d
e
s
c
r
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b
e
.
7
.

W
i
t
h

p
r
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m
p
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n
g

a
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d

s
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p
p
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t
,

d
e
s
c
r
i
b
e

t
h
e

r
e
l
a
t
o
n
s
h
i
p

b
e
t
w
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n

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l
l
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s
t
r
a
t
o
n
s

a
n
d

t
h
e

t
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t

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n

w
h
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c
h

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y

a
p
p
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r

(
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.
g
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,

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o
n
,

p
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g
,

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7
.

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s
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k
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d
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s
.
7
.

E
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a

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k
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)

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t
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1
0
.

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.
1
0
.

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1
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1
0
.

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y

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f

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d

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d

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-
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s
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c
e
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d

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c
h
n
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a
l

t
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t
s
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n

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s

2

3

t
e
x
t

c
o
m
p
l
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x
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t
y

b
a
n
d

p
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l
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,

w
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t
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s
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s

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t
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.
5
.

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t
f
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t
h
e

f
r
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t

c
o
v
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r
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b
a
c
k

c
o
v
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r
,

a
n
d

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t
l
e

p
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g
e

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a

b
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o
k
.
5
.

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n
o
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a
n
d

u
s
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v
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o
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s

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t

f
e
a
t
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r
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s

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e
.
g
.
,

h
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d
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n
g
s
,

t
a
-
b
l
e
s

o
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c
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t
e
n
t
s
,

g
l
o
s
s
a
r
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e
s
,

e
l
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c
t
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n
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c

m
e
n
u
s
,

i
c
o
n
s
)

t
o

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a
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e

k
e
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f
a
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s

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f
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m
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a

t
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t
.
5
.

K
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a
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u
s
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f
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.
g
.
,

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p
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o
n
s
,

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p
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n
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,

s
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b
h
e
a
d
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g
s
,

g
l
o
s
s
a
r
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s
,

i
n
d
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s
,

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l
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c
t
r
o
n
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c

m
e
n
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s
,

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c
o
n
s
)

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o

l
o
c
a
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k
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f
a
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t
s

o
r

i
n
f
o
r
m
a
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n

a

t
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t

e
f
c
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n
t
l
y
.
8
.

W
i
t
h

p
r
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m
p
t
n
g

a
n
d

s
u
p
p
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t
,

i
d
e
n
t
f
y

t
h
e

r
e
a
s
o
n
s

a
n

a
u
-
t
h
o
r

g
i
v
e
s

t
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s
u
p
p
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t

p
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t
s

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n

a

t
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t
.
8
.

I
d
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f
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h
e

r
e
a
s
o
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s

a
n

a
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t
h
o
r

g
i
v
e
s

t
o

s
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p
p
o
r
t

p
o
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n
t
s

i
n

a

t
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t
.
8
.

D
e
s
c
r
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b
e

h
o
w

r
e
a
s
o
n
s

s
u
p
p
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t

s
p
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c
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f
c

p
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n
t
s

t
h
e

a
u
t
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m
a
k
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s

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n

a

t
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t
.
9
.

W
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t
h

p
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m
p
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g

a
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d

s
u
p
p
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t
,

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d
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t
f
y

b
a
s
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c

s
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m
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l
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t
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n

a
n
d

d
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n
c
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s

b
e
t
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n

t
w
o

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t
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p
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c

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e
.
g
.
,

i
n

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l
l
u
s
t
r
a
t
o
n
s
,

d
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s
c
r
i
p
t
o
n
s
,

o
r

p
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o
c
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d
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s
)
.
9
.

I
d
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t
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b
a
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a
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d

d
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n

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w
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g
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,

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n

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,

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p
-
t
o
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s
,

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p
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c
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)
.
9
.

C
o
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p
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r
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.
R
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f
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T
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5
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16
1
.

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3

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G
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4

S
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G
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5

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K
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D
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2
.

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a

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n

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p
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4
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6
.

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a

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.
6
.

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a

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a
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t
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;

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6
.

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7
.

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s
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a
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d

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s

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g
.
,

m
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p
s
,

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t
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p
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s
)

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d

t
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d
s

i
n

a

t
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t

t
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m
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s
t
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k
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y

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s

o
c
c
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)
.
7
.

I
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t
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p
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t

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n
f
o
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m
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n

p
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e
s
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t
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d

v
i
s
u
a
l
l
y
,

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a
l
l
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,

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e
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y

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e
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g
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,

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h
a
r
t
s
,

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r
a
p
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s
,

d
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a
g
r
a
m
s
,

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m
e

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,

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m
a
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s
,

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i
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v
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l
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m
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n
t
s

o
n

W
e
b

p
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s
)

a
n
d

e
x
p
l
a
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n

h
o
w

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f
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m
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h
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.
7
.

D
r
a
w

o
n

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n
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o
r
m
a
t
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n

f
r
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m

m
u
l
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p
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p
r
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n
t

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d
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g
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t
a
l

s
o
u
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e
s
,

d
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m
o
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s
t
r
a
t
n
g

t
h
e

a
b
i
l
i
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y

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a
t
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a
n

a
n
s
w
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r

t
o

a

q
u
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s
t
o
n

q
u
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c
k
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y

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t
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s
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l
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a

p
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b
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m

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c
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n
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.
5
.

U
s
e

t
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f
e
a
t
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s

a
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d

s
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h

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s

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g
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d
s
,

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d
e
-
b
a
r
s
,

h
y
p
e
r
l
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n
k
s
)

t
o

l
o
c
a
t
e

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n
f
o
r
m
a
t
o
n

r
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l
e
v
a
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t

t
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a

g
i
v
-
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n

t
o
p
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c

e
f
c
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n
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.
5
.

D
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c
r
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b
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l
l

s
t
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t
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e
.
g
.
,

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h
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n
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g
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,

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m
p
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r
-
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s
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n
,

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u
s
e
/
e
f
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c
t
,

p
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o
b
l
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m
/
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o
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u
t
o
n
)

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f

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v
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n
t
s
,

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a
s
,

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o
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p
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s
,

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n
f
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m
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n

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a

t
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t

o
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p
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f

a

t
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.
5
.

C
o
m
p
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a
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d

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t
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s
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t
h
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v
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.
g
.
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h
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-
n
o
l
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m
p
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s
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n
,

c
a
u
s
e
/
e
f
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c
t
,

p
r
o
b
l
e
m
/
s
o
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)

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f

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v
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,

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a
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,

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p
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s
,

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r

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f
o
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m
a
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n

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w
o

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m
o
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e

t
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t
s
.
8
.

D
e
s
c
r
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b
e

t
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e

l
o
g
i
c
a
l

c
o
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n
e
c
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n

b
e
t
w
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p
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c
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r

s
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n
-
t
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c
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s

a
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d

p
a
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n

a

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(
e
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g
.
,

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o
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p
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r
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s
o
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,

c
a
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s
e
/
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f
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c
t
,

f
r
s
t
/
s
e
c
o
n
d
/
t
h
i
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d

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n

a

s
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q
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n
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.
8
.

E
x
p
l
a
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n

h
o
w

a
n

a
u
t
h
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r

u
s
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s

r
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s

a
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d

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v
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d
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n
c
e

t
o

s
u
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p
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r
t

p
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p
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a

t
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.
8
.

E
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l
a
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w

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n

a
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t
h
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u
s
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s

r
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s

a
n
d

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c
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t
o

s
u
p
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t

p
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a
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p
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s

i
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a

t
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t
,

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t
f
y
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w
h
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c
h

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(
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.
9
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9
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k
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S
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5

[
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17
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1
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r
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3

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4

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r
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5

S
t
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R
A
N
G
E

O
F

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A
D
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A
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D

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T
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K

5

[
R
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]
18
R
e
a
d
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g

S
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s
:

F
o
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k
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(
K

5
)

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]
T
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I
n

k
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f
o
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.

K
i
n
d
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r
g
a
r
t
n
e
r
s
:


G
r
a
d
e

1

S
t
u
d
e
n
t
s
:
P
R
I
N
T

C
O
N
C
E
P
T
S
1
.

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e
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p
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a
.

F
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b
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R
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A
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S
1
.

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2
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p
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a
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21
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR WRITING
The K5 standards on the following pages defne what students should un-
derstand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat together
defne the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantve topics or
texts, using valid reasoning and relevant and sufcient evidence.
2. Write informatve/explanatory texts to examine and convey complex
ideas and informaton clearly and accurately through the efectve selec-
ton, organizaton, and analysis of content.
3. Write narratves to develop real or imagined experiences or events us-
ing efectve technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
4. Produce clear and coherent writng in which the development, organiza-
ton, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writng as needed by planning, revising, editng,
rewritng, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writng
and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questons, demonstratng understanding of the subject under
investgaton.
8. Gather relevant informaton from multple print and digital sources, as-
sess the credibility and accuracy of each source, and integrate the infor-
maton while avoiding plagiarism.
9. Draw evidence from literary or informatonal texts to support analysis,
refecton, and research.
Range of Writing
10. Write routnely over extended tme frames (tme for research, refecton,
and revision) and shorter tme frames (a single sitng or a day or two) for
a range of tasks, purposes, and audiences.
*
These broad types of writng include many subgenres. See Appendix A for defnitons of key writ-
ing types.
NOTE ON RANGE AND CONTENT
OF STUDENT WRITING
To build a foundaton for college and ca-
reer readiness, students need to learn
to use writng as a way of ofering and
supportng opinions, demonstratng
understanding of the subjects they are
studying, and conveying real and imag-
ined experiences and events. They learn
to appreciate that a key purpose of writ-
ing is to communicate clearly to an ex-
ternal, sometmes unfamiliar audience,
and they begin to adapt the form and
content of their writng to accomplish a
partcular task and purpose. They devel-
op the capacity to build knowledge on a
subject through research projects and
to respond analytcally to literary and
informatonal sources. To meet these
goals, students must devote signifcant
tme and efort to writng, producing nu-
merous pieces over short and extended
tme frames throughout the year.
22
W
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C
.
1
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G
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G
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1
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c
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.
1
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A
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D
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W
R
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4
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(
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3
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4
.

(
B
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3
)
4
.

(
B
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s

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d
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3
)
5
.

W
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t
h

g
u
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d
a
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c
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n
d

s
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t

f
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t
s
,

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d

t
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s
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s

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n
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d
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d
.
5
.

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s
,

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.

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d
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.

6
.

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d
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6
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24
W
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5

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25
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR
SPEAKING AND LISTENING
The K5 standards on the following pages defne what students should un-
derstand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat togeth-
er defne the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and partcipate efectvely in a range of conversatons and
collaboratons with diverse partners, building on others ideas and ex-
pressing their own clearly and persuasively.
2. Integrate and evaluate informaton presented in diverse media and for-
mats, including visually, quanttatvely, and orally.
3. Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric.
Presentation of Knowledge and Ideas
4. Present informaton, fndings, and supportng evidence such that listen-
ers can follow the line of reasoning and the organizaton, development,
and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express
informaton and enhance understanding of presentatons.
6. Adapt speech to a variety of contexts and communicatve tasks, demon-
stratng command of formal English when indicated or appropriate.
NOTE ON RANGE AND CONTENT OF
STUDENT SPEAKING AND LISTENING
To build a foundaton for college and ca-
reer readiness, students must have am-
ple opportunites to take part in a vari-
ety of rich, structured conversatonsas
part of a whole class, in small groups,
and with a partner. Being productve
members of these conversatons re-
quires that students contribute accurate,
relevant informaton; respond to and de-
velop what others have said; make com-
parisons and contrasts; and analyze and
synthesize a multtude of ideas in vari-
ous domains.
New technologies have broadened and
expanded the role that speaking and
listening play in acquiring and sharing
knowledge and have tghtened their link
to other forms of communicaton. Digital
texts confront students with the poten-
tal for contnually updated content and
dynamically changing combinatons of
words, graphics, images, hyperlinks, and
embedded video and audio.
26
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m
a
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o
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s
.
d
.

E
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S
t
a
n
d
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r
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s

K

5

[
S
L
]
1
.

E
n
g
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e

e
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a

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a
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4

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t
h
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w
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c
l
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a
r
l
y
.
a
.

C
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m
e

t
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d
i
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c
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s

p
r
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p
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a
d

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q
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a
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s

u
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d
i
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c
u
s
s
i
o
n
.
b
.

F
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s

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c
a
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a
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d

r
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l
e
s
.
c
.

P
o
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a
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t
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l
a
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r

f
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u
p

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n
f
o
r
m
a
t
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n
,

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d

m
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k
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c
o
m
m
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s

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h
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c
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r
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d
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c
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n

a
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d

l
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k

t
o

t
h
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r
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m
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s

o
f

o
t
h
e
r
s
.
d
.

R
e
v
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k
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l
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t

o
f

t
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e

d
i
s
c
u
s
s
i
o
n
.
1
.

E
n
g
a
g
e

e
f
e
c
t
v
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l
y

i
n

a

r
a
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g
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f

c
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l
a
b
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v
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d
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s

(
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n
e
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i
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p
s
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a
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d

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r
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d
)

w
i
t
h

d
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v
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p
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r
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o
n

g
r
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d
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5

t
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p
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c
s

a
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d

t
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x
t
s
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b
u
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l
d
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g

o
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s

i
d
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a
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d

e
x
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s
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g

t
h
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r

o
w
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c
l
e
a
r
l
y
.
a
.

C
o
m
e

t
o

d
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c
u
s
s
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n
s

p
r
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p
a
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d
,

h
a
v
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g

r
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a
d

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s
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r
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q
u
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d

m
a
t
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l
;

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x
p
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c
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d
r
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w

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p
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p
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a
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d

o
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f
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k
n
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w
n

a
b
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t

t
h
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t
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p
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c

t
o

e
x
p
l
o
r
e

i
d
e
a
s

u
n
d
e
r

d
i
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c
u
s
s
i
o
n
.
b
.

F
o
l
l
o
w

a
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e
d
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p
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n

r
u
l
e
s

f
o
r

d
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s
c
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s
s
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o
n
s

a
n
d

c
a
r
r
y

o
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t

a
s
s
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g
n
e
d

r
o
l
e
s
.
c
.

P
o
s
e

a
n
d

r
e
s
p
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d

t
o

s
p
e
c
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f
c

q
u
e
s
t
o
n
s

b
y

m
a
k
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g

c
o
m
m
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n
t
s

t
h
a
t

c
o
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t
r
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b
u
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e

t
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t
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e

d
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s
c
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s
s
i
o
n

a
n
d

e
l
a
b
o
r
a
t
e

o
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t
h
e

r
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m
a
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k
s

o
f

o
t
h
e
r
s
.
d
.

R
e
v
i
e
w

t
h
e

k
e
y

i
d
e
a
s

e
x
p
r
e
s
s
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d

a
n
d

d
r
a
w

c
o
n
c
l
u
-
s
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o
n
s

i
n

l
i
g
h
t

o
f

i
n
f
o
r
m
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t
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n

a
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d

k
n
o
w
l
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d
g
e

g
a
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n
e
d

f
r
o
m

t
h
e

d
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s
c
u
s
s
i
o
n
s
.
2
.

D
e
t
e
r
m
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n
e

t
h
e

m
a
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n

i
d
e
a
s

a
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d

s
u
p
p
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r
t
n
g

d
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t
a
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s

o
f

a

t
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x
t

r
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a
d

a
l
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u
d

o
r

i
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f
o
r
m
a
t
o
n

p
r
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s
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n
t
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d

i
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d
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v
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r
s
e

m
e
-
d
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a

a
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d

f
o
r
m
a
t
s
,

i
n
c
l
u
d
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n
g

v
i
s
u
a
l
l
y
,

q
u
a
n
t
t
a
t
v
e
l
y
,

a
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d

o
r
a
l
l
y
.
2
.

P
a
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a
p
h
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a
s
e

p
o
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t
o
n
s

o
f

a

t
e
x
t

r
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a
d

a
l
o
u
d

o
r

i
n
f
o
r
m
a
t
o
n

p
r
e
s
e
n
t
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d

i
n

d
i
v
e
r
s
e

m
e
d
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a

a
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d

f
o
r
m
a
t
s
,

i
n
c
l
u
d
i
n
g

v
i
s
u
-
a
l
l
y
,

q
u
a
n
t
t
a
t
v
e
l
y
,

a
n
d

o
r
a
l
l
y
.
2
.

S
u
m
m
a
r
i
z
e

a

w
r
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t
e
n

t
e
x
t

r
e
a
d

a
l
o
u
d

o
r

i
n
f
o
r
m
a
t
o
n

p
r
e
-
s
e
n
t
e
d

i
n

d
i
v
e
r
s
e

m
e
d
i
a

a
n
d

f
o
r
m
a
t
s
,

i
n
c
l
u
d
i
n
g

v
i
s
u
a
l
l
y
,

q
u
a
n
t
t
a
t
v
e
l
y
,

a
n
d

o
r
a
l
l
y
.
3
.

A
s
k

a
n
d

a
n
s
w
e
r

q
u
e
s
t
o
n
s

a
b
o
u
t

i
n
f
o
r
m
a
t
o
n

f
r
o
m

a

s
p
e
a
k
e
r
,

o
f
e
r
i
n
g

a
p
p
r
o
p
r
i
a
t
e

e
l
a
b
o
r
a
t
o
n

a
n
d

d
e
t
a
i
l
.
3
.

I
d
e
n
t
f
y

t
h
e

r
e
a
s
o
n
s

a
n
d

e
v
i
d
e
n
c
e

a

s
p
e
a
k
e
r

p
r
o
v
i
d
e
s

t
o

s
u
p
p
o
r
t

p
a
r
t
c
u
l
a
r

p
o
i
n
t
s
.
3
.

S
u
m
m
a
r
i
z
e

t
h
e

p
o
i
n
t
s

a

s
p
e
a
k
e
r

m
a
k
e
s

a
n
d

e
x
p
l
a
i
n

h
o
w

e
a
c
h

c
l
a
i
m

i
s

s
u
p
p
o
r
t
e
d

b
y

r
e
a
s
o
n
s

a
n
d

e
v
i
d
e
n
c
e
.
4
.

R
e
p
o
r
t

o
n

a

t
o
p
i
c

o
r

t
e
x
t
,

t
e
l
l

a

s
t
o
r
y
,

o
r

r
e
c
o
u
n
t

a
n

e
x
-
p
e
r
i
e
n
c
e

w
i
t
h

a
p
p
r
o
p
r
i
a
t
e

f
a
c
t
s

a
n
d

r
e
l
e
v
a
n
t
,

d
e
s
c
r
i
p
t
v
e

d
e
t
a
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l
s
,

s
p
e
a
k
i
n
g

c
l
e
a
r
l
y

a
t

a
n

u
n
d
e
r
s
t
a
n
d
a
b
l
e

p
a
c
e
.
4
.

R
e
p
o
r
t

o
n

a

t
o
p
i
c

o
r

t
e
x
t
,

t
e
l
l

a

s
t
o
r
y
,

o
r

r
e
c
o
u
n
t

a
n

e
x
p
e
-
r
i
e
n
c
e

i
n

a
n

o
r
g
a
n
i
z
e
d

m
a
n
n
e
r
,

u
s
i
n
g

a
p
p
r
o
p
r
i
a
t
e

f
a
c
t
s

a
n
d

r
e
l
e
v
a
n
t
,

d
e
s
c
r
i
p
t
v
e

d
e
t
a
i
l
s

t
o

s
u
p
p
o
r
t

m
a
i
n

i
d
e
a
s

o
r

t
h
e
m
e
s
;

s
p
e
a
k

c
l
e
a
r
l
y

a
t

a
n

u
n
d
e
r
s
t
a
n
d
a
b
l
e

p
a
c
e
.
4
.

R
e
p
o
r
t

o
n

a

t
o
p
i
c

o
r

t
e
x
t

o
r

p
r
e
s
e
n
t

a
n

o
p
i
n
i
o
n
,

s
e
-
q
u
e
n
c
i
n
g

i
d
e
a
s

l
o
g
i
c
a
l
l
y

a
n
d

u
s
i
n
g

a
p
p
r
o
p
r
i
a
t
e

f
a
c
t
s

a
n
d

r
e
l
e
v
a
n
t
,

d
e
s
c
r
i
p
t
v
e

d
e
t
a
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l
s

t
o

s
u
p
p
o
r
t

m
a
i
n

i
d
e
a
s

o
r

t
h
e
m
e
s
;

s
p
e
a
k

c
l
e
a
r
l
y

a
t

a
n

u
n
d
e
r
s
t
a
n
d
a
b
l
e

p
a
c
e
.
5
.

C
r
e
a
t
e

e
n
g
a
g
i
n
g

a
u
d
i
o

r
e
c
o
r
d
i
n
g
s

o
f

s
t
o
r
i
e
s

o
r

p
o
e
m
s

t
h
a
t

d
e
m
o
n
s
t
r
a
t
e

f
u
i
d

r
e
a
d
i
n
g

a
t

a
n

u
n
d
e
r
s
t
a
n
d
a
b
l
e

p
a
c
e
;

a
d
d

v
i
s
u
a
l

d
i
s
p
l
a
y
s

w
h
e
n

a
p
p
r
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p
r
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a
t
e

t
o

e
m
p
h
a
s
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z
e

o
r

e
n
h
a
n
c
e

c
e
r
t
a
i
n

f
a
c
t
s

o
r

d
e
t
a
i
l
s
.
5
.

A
d
d

a
u
d
i
o

r
e
c
o
r
d
i
n
g
s

a
n
d

v
i
s
u
a
l

d
i
s
p
l
a
y
s

t
o

p
r
e
s
e
n
t
a
-
t
o
n
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Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
28
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR
LANGUAGE
The K5 standards on the following pages defne what students should un-
derstand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat together
defne the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventons of standard English grammar
and usage when writng or speaking.
2. Demonstrate command of the conventons of standard English capitaliza-
ton, punctuaton, and spelling when writng.
Knowledge of Language
3. Apply knowledge of language to understand how language functons in
diferent contexts, to make efectve choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consultng general and specialized reference materials, as
appropriate.
5. Demonstrate understanding of fguratve language, word relatonships
and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-
specifc words and phrases sufcient for reading, writng, speaking, and
listening at the college and career readiness level; demonstrate indepen-
dence in gathering vocabulary knowledge when encountering an un-
known term important to comprehension or expression.
NOTE ON RANGE AND CONTENT OF
STUDENT LANGUAGE USE
To build a foundaton for college and
career readiness in language, students
must gain control over many conven-
tons of standard English grammar, us-
age, and mechanics as well as learn
other ways to use language to convey
meaning efectvely. They must also be
able to determine or clarify the mean-
ing of grade-appropriate words en-
countered through listening, reading,
and media use; come to appreciate that
words have nonliteral meanings, shad-
ings of meaning, and relatonships to
other words; and expand their vocabu-
lary in the course of studying content.
The inclusion of Language standards in
their own strand should not be taken as
an indicaton that skills related to con-
ventons, efectve language use, and
vocabulary are unimportant to reading,
writng, speaking, and listening; indeed,
they are inseparable from such contexts.
29

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3
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3
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3
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p
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m
s
.
34
L
a
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g
u
a
g
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d
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K

5

[
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5

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6
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d
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)
.
5
.

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m
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a
t
e

u
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s
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a
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d
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g

o
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w
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d

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a
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s
h
i
p
s

a
n
d

n
u
a
n
c
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s

i
n

w
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m
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a
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s
.
a
.

D
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)
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5
.

D
e
m
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a
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f
g
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a
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g
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w
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l
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s
h
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p
s
,

a
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d

n
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a
.

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(
s
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)
.




5
.

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a
n
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s
,

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d

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a
.

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35
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for efect.
L.4.1f. Produce complete sentences, recognizing and correctng
inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/
two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuaton for efect.
L.5.1d. Recognize and correct inappropriate shifs in verb tense.
L.5.2a. Use punctuaton to separate items in a series.
L.6.1c. Recognize and correct inappropriate shifs in pronoun
number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with
unclear or ambiguous antecedents).
L.6.1e. Recognize variatons from standard English in their
own and others writng and speaking, and identfy and
use strategies to improve expression in conventonal
language.
L.6.2a. Use punctuaton (commas, parentheses, dashes) to set
of nonrestrictve/parenthetcal elements.
L.6.3a. Vary sentence paterns for meaning, reader/listener in-
terest, and style.
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing
and correctng misplaced and dangling modifers.
L.7.3a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminatng wordiness and
redundancy.
L.8.1d. Recognize and correct inappropriate shifs in verb voice
and mood.
L.910.1a.
Use parallel structure.
* Subsumed by L.7.3a Subsumed by L.910.1a Subsumed by L.1112.3a
LANGUAGE PROGRESSIVE SKILLS, BY GRADE
The following skills, marked with an asterisk (*) in Language standards 13, are partcularly likely
to require contnued atenton in higher grades as they are applied to increasingly sophistcated
writng and speaking.
GRADE(S)
STANDARD 3 4 5 6 7 8 9/10 11/12
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
36
STANDARD 10:
RANGE, QUALITY, AND COMPLEXITY OF STUDENT READING K5
Q
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Reader and Task
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MEASURING TEXT COMPLEXITY: THREE FACTORS
Qualitatve evaluaton of the text: Levels of meaning, structure, language conventonal-
ity and clarity, and knowledge demands
Quanttatve evaluaton of the text: Readability measures and other scores of text
complexity
Matching reader to text and task: Reader variables (such as motvaton, knowledge,
and experiences) and task variables (such as purpose
and the complexity generated by the task assigned
and the questons posed)
Note: More detailed informaton on text complexity and how it is measured is contained in Appendix A.
RANGE OF TEXT TYPES FOR K5
Students in K5 apply the Reading standards to the following range of text types,
with texts selected from a broad range of cultures and periods.
LITERATURE
STORIES Includes childrens adventure stories, folktales, legends, fables, fantasy, realistc fcton, and myth
DRAMAS Includes staged dialogue and brief familiar scenes
POETRY Includes nursery rhymes and the subgenres of the narratve poem, limerick, and free verse poem
INFORMATIONAL TEXT
LITERARY NONFICTION AND HISTORICAL, SCIENTIFIC, AND TECHNICAL TEXTS
Includes biographies and autobiographies; books about history, social studies, science, and the arts; tech-
nical texts, including directons, forms, and informaton displayed in graphs, charts, or maps; and digital
sources on a range of topics
37
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
TEXTS ILLUSTRATING THE COMPLEXITY, QUALITY, AND
RANGE OF STUDENT READING K5
LITERATURE, STORIES, DRAMA, POETRY
K1
Over in the Meadow by John Langstaf (traditonal)
(c1800)*
A Boy, a Dog, and a Frog by Mercer Mayer (1967)
A Story, A Story by Gail E. Haley (1970)*
Pancakes for Breakfast by Tomie DePaola (1978)
Kitens First Full Moon by Kevin Henkes (2004)*
Grade 1
1
Mix a Pancake by Christna G. Rosset (1893)**
Mr. Poppers Penguins by Richard Atwater (1938)*
Litle Bear by Else Holmelund Minarik, illustrated by
Maurice Sendak (1957)**
Frog and Toad Together by Arnold Lobel (1971)**
Hi! Fly Guy by Tedd Arnold (2006)
Grades 23
Who Has Seen the Wind? by Christna G. Rosset (1893)
Charlotes Web by E. B. White (1952)*
Sarah, Plain and Tall by Patricia MacLachlan (1985)
Tops and Botoms by Janet Stevens (1995)
Poppleton in Winter by Cynthia Rylant, illustrated by Mark
Teague (2001)
Grades 45
Alices Adventures in Wonderland by Lewis Carroll (1865)
Casey at the Bat by Ernest Lawrence Thayer (1888)
The Black Stallion by Walter Farley (1941)
Zlateh the Goat by Isaac Bashevis Singer (1984)
Where the Mountain Meets the Moon by Grace Lin
(2009)
INFORMATIONAL TEXT: Literary Nonfction and
Historical, Scientifc, and Technical Texts
K1
My Five Senses by Aliki (1962)**
Truck by Donald Crews (1980)
I Read Signs by Tana Hoban (1987)
What Do You Do With a Tail Like This? by Steve Jenkins and
Robin Page (2003)*
Amazing Whales! by Sarah L. Thomson (2005)*
Grade 1
1
A Tree Is a Plant by Clyde Robert Bulla, illustrated by Stacey
Schuet (1960)**
Starfsh by Edith Thacher Hurd (1962)
Follow the Water from Brook to Ocean by Arthur Dorros
(1991)**
From Seed to Pumpkin by Wendy Pfefer, illustrated by
James Graham Hale (2004)*
How People Learned to Fly by Fran Hodgkins and True
Kelley (2007)*
Grades 23
A Medieval Feast by Aliki (1983)
From Seed to Plant by Gail Gibbons (1991)
The Story of Ruby Bridges by Robert Coles (1995)*
A Drop of Water: A Book of Science and Wonder by Walter
Wick (1997)
Moonshot: The Flight of Apollo 11 by Brian Floca (2009)
Grades 45
Discovering Mars: The Amazing Story of the Red Planet by
Melvin Berger (1992)
Hurricanes: Earths Mightest Storms by Patricia Lauber
(1996)
A History of US by Joy Hakim (2005)
Horses by Seymour Simon (2006)
Quest for the Tree Kangaroo: An Expediton to the Cloud
Forest of New Guinea by Sy Montgomery (2006)
Note: Given space limitatons, the illustratve texts listed above are meant only to show individual ttles that are representatve of a
wide range of topics and genres. (See Appendix B for excerpts of these and other texts illustratve of K5 text complexity, qual-
ity, and range.) At a curricular or instructonal level, within and across grade levels, texts need to be selected around topics or
themes that generate knowledge and allow students to study those topics or themes in depth. On the next page is an example
of progressions of texts building knowledge across grade levels.
*
Read aloud
**
Read along
1
Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifcally writen to correlate to
their reading level and their word knowledge. Many of the ttles listed above are meant to supplement carefully structured independent reading with
books to read along with a teacher or that are read aloud to students to build knowledge and cultvate a joy in reading.
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
38
STAYING ON TOPIC WITHIN A GRADE AND ACROSS GRADES:
How to Build Knowledge Systematically in English Language Arts K5
Grades 45
Circulatory system
The Heart by Seymour
Simon (2006)
The Heart and Circulaton
by Carol Ballard (2005)
The Circulatory System by
Kristn Petrie (2007)
The Amazing Circulatory
System by John Burstein
(2009)
Respiratory system
The Lungs by Seymour
Simon (2007)
The Respiratory System by
Susan Glass (2004)
The Respiratory System by
Kristn Petrie (2007)
The Remarkable
Respiratory System by
John Burstein (2009)
Endocrine system
The Endocrine System by
Rebecca Olien (2006)
The Excitng Endocrine
System by John Burstein
(2009)
Grades 23
Digestve and excretory
systems
What Happens to a
Hamburger by Paul
Showers (1985)
The Digestve System by
Christne Taylor-Butler
(2008)
The Digestve System by
Rebecca L. Johnson (2006)
The Digestve System by
Kristn Petrie (2007)
Taking care of your body:
Healthy eatng and nutriton
Good Enough to Eat by
Lizzy Rockwell (1999)
Showdown at the Food
Pyramid by Rex Barron
(2004)
Muscular, skeletal, and ner-
vous systems
The Mighty Muscular and
Skeletal Systems Crabtree
Publishing (2009)
Muscles by Seymour
Simon (1998)
Bones by Seymour Simon
(1998)
The Astounding Nervous
System, Crabtree
Publishing (2009)
The Nervous System by
Joelle Riley (2004)
Grade 1
Introducton to the systems
of the human body and as-
sociated body parts
Under Your Skin: Your
Amazing Body by Mick
Manning (2007)
Me and My Amazing Body
by Joan Sweeney (1999)
The Human Body by
Gallimard Jeunesse (2007)
The Busy Body Book by
Lizzy Rockwell (2008)
First Encyclopedia of the
Human Body by Fiona
Chandler (2004)
Taking care of your body:
Germs, diseases, and pre-
ventng illness
Germs Make Me Sick by
Marilyn Berger (1995)
Tiny Life on Your Body by
Christne Taylor-Butler
(2005)
Germ Stories by Arthur
Kornberg (2007)
All About Scabs by
GenichiroYagu (1998)
Kindergarten
The fve senses and associ-
ated body parts
My Five Senses by Aliki
(1989)
Hearing by Maria Rius
(1985)
Sight by Maria Rius (1985)
Smell by Maria Rius (1985)
Taste by Maria Rius (1985)
Touch by Maria Rius
(1985)
Taking care of your body:
Overview (hygiene, diet,
exercise, rest)
My Amazing Body: A First
Look at Health & Fitness
by Pat Thomas (2001)
Get Up and Go! by Nancy
Carlson (2008)
Go Wash Up by Doering
Tourville (2008)
Sleep by Paul Showers
(1997)
Fuel the Body by Doering
Tourville (2008)
EXEMPLAR TEXTS ON TOPIC ACROSS GRADES
THE HUMAN BODY
Students can begin learning about the human body startng in kindergarten
and then review and extend their learning during each subsequent grade.
Building knowledge systematcally in English language
arts is like giving children various pieces of a puzzle in
each grade that, over tme, will form one big picture.
At a curricular or instructonal level, textswithin and
across grade levelsneed to be selected around topics or
themes that systematcally develop the knowledge base
of students. Within a grade level, there should be an ad-
equate number of ttles on a single topic that would allow
children to study that topic for a sustained period. The
knowledge children have learned about partcular topics
in early grade levels should then be expanded and de-
veloped in subsequent grade levels to ensure an increas-
ingly deeper understanding of these topics. Children in
the upper elementary grades will generally be expected
to read these texts independently and refect on them in
writng. However, children in the early grades (partcularly
K2) should partcipate in rich, structured conversatons with
an adult in response to the writen texts that are read aloud,
orally comparing and contrastng as well as analyzing and
synthesizing, in the manner called for by the Standards.
Preparaton for reading complex informatonal texts should
begin at the very earliest elementary school grades. What
follows is one example that uses domain-specifc nonfcton
ttles across grade levels to illustrate how curriculum design-
ers and classroom teachers can infuse the English language
arts block with rich, age-appropriate content knowledge and
vocabulary in history/social studies, science, and the arts.
Having students listen to informatonal read-alouds in the
early grades helps lay the necessary foundaton for students
reading and understanding of increasingly complex texts on
their own in subsequent grades.
UTAH CORE STATE STANDARDS
for
ENGLISH LANGUAGE ARTS
612
39
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
UTAH CORE STATE STANDARDS
for
ENGLISH LANGUAGE ARTS
612
Utah Education
STATE
OFFICE
of
40
41
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR READING
The grades 612 standards on the following pages defne what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat together
defne the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logi-
cal inferences from it; cite specifc textual evidence when writng or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their develop-
ment; summarize the key supportng details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including deter-
mining technical, connotatve, and fguratve meanings, and analyze how
specifc word choices shape meaning or tone.
5. Analyze the structure of texts, including how specifc sentences, para-
graphs, and larger portons of the text (e.g., a secton, chapter, scene, or
stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a
text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media,
including visually and quanttatvely, as well as in words.*
8. Delineate and evaluate the argument and specifc claims in a text, includ-
ing the validity of the reasoning as well as the relevance and sufciency
of the evidence.
9. Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informatonal texts indepen-
dently and profciently.
*
Please see Research to Build Knowledge in Writng and Comprehension and Collaboraton
in Speaking and Listening for additonal standards relevant to gathering, assessing, and applying
informaton from print and digital sources.
NOTE ON RANGE AND CONTENT OF
STUDENT READING
To become college and career ready,
students must grapple with works of
exceptonal craf and thought whose
range extends across genres, cultures,
and centuries. Such works ofer pro-
found insights into the human condi-
ton and serve as models for students
own thinking and writng. Along with
high-quality contemporary works, these
texts should be chosen from among
seminal U.S. documents, the classics of
American literature, and the tmeless
dramas of Shakespeare. Through wide
and deep reading of literature and lit-
erary nonfcton of steadily increasing
sophistcaton, students gain a reser-
voir of literary and cultural knowledge,
references, and images; the ability to
evaluate intricate arguments; and the
capacity to surmount the challenges
posed by complex texts.
42
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n

o
b
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c
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.
3
.

D
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r
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a

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s
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s

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d
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m
a

s

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u
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f
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d
s

i
n

a

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s

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f

e
p
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s
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s
,

a
s

w
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h
a
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c
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r
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-
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p
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n
d

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a
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s

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p
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m
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.
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.

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(
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.
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)
.
3
.

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n
a
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p
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e
s

o
f

d
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a
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u
e

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c
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t
s

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n

a

s
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r
y

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d
r
a
m
a

p
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p
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l

t
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a
c
t
o
n
,

r
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v
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a
l

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s
p
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c
t
s

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f

a

c
h
a
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c
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,

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n
.
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R
A
F
T

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D

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4
.

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e
t
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r
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m
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g

o
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w
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s

a
n
d

p
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r
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s
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s

a
s

t
h
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y

a
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s
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d

i
n

a

t
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x
t
,

i
n
c
l
u
d
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n
g

f
g
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a
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a
n
d

c
o
n
n
o
t
a
t
v
e

m
e
a
n
i
n
g
s
;

a
n
a
l
y
z
e

t
h
e

i
m
p
a
c
t

o
f

a

s
p
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c

w
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d

c
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e
.
4
.

D
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t
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r
m
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m
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a
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g

o
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w
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s

a
n
d

p
h
r
a
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s

a
s

t
h
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y

a
r
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u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

f
g
u
r
a
t
v
e

a
n
d

c
o
n
n
o
t
a
t
v
e

m
e
a
n
i
n
g
s
;

a
n
a
l
y
z
e

t
h
e

i
m
p
a
c
t

o
f

r
h
y
m
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s

a
n
d

o
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h
e
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.
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s
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m

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a

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a
.

4
.

D
e
t
e
r
m
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t
h
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m
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a
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g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
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s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

f
g
u
r
a
t
v
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a
n
d

c
o
n
n
o
t
a
t
v
e

m
e
a
n
i
n
g
s
;

a
n
a
l
y
z
e

t
h
e

i
m
p
a
c
t

o
f

s
p
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c
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f
c

w
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d

c
h
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o
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m
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g

a
n
d

t
o
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,

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c
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g

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a
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s
.
5
.

A
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a
l
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h
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w

a

p
a
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t
c
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l
a
r

s
e
n
t
e
n
c
e
,

c
h
a
p
t
e
r
,

s
c
e
n
e
,

o
r

s
t
a
n
z
a

f
t
s

i
n
t
o

t
h
e

o
v
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r
a
l
l

s
t
r
u
c
t
u
r
e

o
f

a

t
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x
t

a
n
d

c
o
n
t
r
i
b
-
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t
e
s

t
o

t
h
e

d
e
v
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o
p
m
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n
t

o
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t
h
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m
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,

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.
5
.

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a

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p
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(
e
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g
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,

s
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l
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l
o
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y
,

s
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n
n
e
t
)

c
o
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t
r
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b
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s

t
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s

m
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n
g
.
5
.

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p
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t
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s
t
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t
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f

t
w
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m
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r
e

t
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t
s

a
n
d

a
n
a
l
y
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h
o
w

t
h
e

d
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f
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r
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g

s
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t
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b
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t
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m
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a
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d

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.
6
.

E
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p
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n

h
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w

a
n

a
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t
h
o
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d
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l
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p
s

t
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e

p
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n
t

o
f

v
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w

o
f

t
h
e

n
a
r
r
a
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o
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s
p
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a
k
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a

t
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x
t
.
6
.

A
n
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l
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a
n

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d
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l
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p
s

a
n
d

c
o
n
t
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a
s
t
s

t
h
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p
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t
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o
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v
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d
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t

c
h
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c
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n
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s

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a

t
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.
6
.

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t
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p
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t
s

o
f

v
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t
h
e

c
h
a
r
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c
t
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s

a
n
d

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e

o
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d
r
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m
a
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i
r
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y
)

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r
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a
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f
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.
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G
R
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A
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7
.

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t
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e
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p
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n
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o
f

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a
d
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g

a

s
t
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r
y
,

d
r
a
m
a
,

o
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p
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e
m

t
o

l
i
s
t
e
n
i
n
g

t
o

o
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v
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w
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g

a
n

a
u
d
i
o
,

v
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d
-
e
o
,

o
r

l
i
v
e

v
e
r
s
i
o
n

o
f

t
h
e

t
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x
t
,

i
n
c
l
u
d
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g

c
o
n
t
r
a
s
t
n
g

w
h
a
t

t
h
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y

s
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a
n
d

h
e
a
r

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n

r
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a
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t
h
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y

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w
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.
7
.

C
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a
n
d

c
o
n
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t

a

w
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t
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n

s
t
o
r
y
,

d
r
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m
a
,

o
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p
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m

t
o

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t
s

a
u
d
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o
,

f
l
m
e
d
,

s
t
a
g
e
d
,

o
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m
u
l
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m
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d
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a

v
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s
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o
n
,

a
n
a
-
l
y
z
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n
g

t
h
e

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f
e
c
t
s

o
f

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q
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o
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)
.

7
.

A
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t
o

w
h
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c
h

a

f
l
m
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d

o
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l
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v
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p
r
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u
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n

o
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a

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o
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d
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m
a

s
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y
s

f
a
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h
f
u
l

t
o

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r

d
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p
a
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s

f
r
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m

t
h
e

t
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x
t

o
r

s
c
r
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p
t
,

e
v
a
l
u
a
t
n
g

t
h
e

c
h
o
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c
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s

m
a
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e

b
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t
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d
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c
-
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t
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s
.
8
.

(
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p
p
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a
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o

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)
8
.

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8
.

(
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c
a
b
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t
e
r
a
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r
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)
43
R
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a
d
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n
g

S
t
a
n
d
a
r
d
s

f
o
r

L
i
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6

1
2

[
R
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]

G
r
a
d
e

6

S
t
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s
:

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r
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7

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8

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9
.

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9
.

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h
i
s
t
o
r
y
.
9
.

A
n
a
l
y
z
e

h
o
w

a

m
o
d
e
r
n

w
o
r
k

o
f

f
c
t
o
n

d
r
a
w
s

o
n

t
h
e
m
e
s
,

p
a
t
e
r
n
s

o
f

e
v
e
n
t
s
,

o
r

c
h
a
r
a
c
t
e
r

t
y
p
e
s

f
r
o
m

m
y
t
h
s
,

t
r
a
d
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t
o
n
a
l

s
t
o
r
i
e
s
,

o
r

r
e
l
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s

w
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s

s
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c
h

a
s

t
h
e

B
i
b
l
e
,

i
n
c
l
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d
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d
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s
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i
b
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h
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s

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n
-
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e
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e
d

n
e
w
.

1
0
.

B
y

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h
e

e
n
d

o
f

t
h
e

y
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a
r
,

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e
a
d

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o
m
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h
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d

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t
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r
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-
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,

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s
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,

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a
m
a
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,

a
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d

p
o
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m
s
,

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n

t
h
e

g
r
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s

6

8

t
e
x
t

c
o
m
p
l
e
x
i
t
y

b
a
n
d

p
r
o
f
c
i
e
n
t
l
y
,

w
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t
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s
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a
f
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d
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g

a
s

n
e
e
d
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d

a
t

t
h
e

h
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g
h

e
n
d

o
f

t
h
e

r
a
n
g
e
.
1
0
.

B
y

t
h
e

e
n
d

o
f

t
h
e

y
e
a
r
,

r
e
a
d

a
n
d

c
o
m
p
r
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h
e
n
d

l
i
t
e
r
a
-
t
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e
,

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c
l
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g

s
t
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s
,

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r
a
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,

a
n
d

p
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m
s
,

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t
h
e

g
r
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s

6

8

t
e
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t

c
o
m
p
l
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x
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y

b
a
n
d

p
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f
c
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n
t
l
y
,

w
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s
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g

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d
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e

h
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h

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n
d

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t
h
e

r
a
n
g
e
.
1
0
.

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y

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h
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e
n
d

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f

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h
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r
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a
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d

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d

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-
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e
,

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s
t
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s
,

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r
a
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,

a
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s
,

a
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t
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g
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s

6

8

t
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t

c
o
m
p
l
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x
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t
y

b
a
n
d

i
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d
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-
p
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d

p
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c
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n
t
l
y
.
R
A
N
G
E

O
F

R
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A
D
I
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G

A
N
D

L
E
V
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L

O
F

T
E
X
T

C
O
M
P
L
E
X
I
T
Y
44
R
e
a
d
i
n
g

S
t
a
n
d
a
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d
s

f
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L
i
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r
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6

1
2

[
R
L
]
T
h
e

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C
R

a
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.
2
.

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m
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.

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3
.

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m
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)

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c
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t
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t

w
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3
.

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C
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4
.

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f
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m
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a
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g
s
;

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d

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,

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f
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t
v
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m
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a
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g
s
;

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a
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y
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t
h
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m
p
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o
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w
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,

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m
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,

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.

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5
.

A
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s

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t
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.
5
.

A
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h
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a
n

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s

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o
f

t
h
e

t
e
x
t
;

p
r
o
-
v
i
d
e

a
n

o
b
j
e
c
t
v
e

s
u
m
m
a
r
y

o
f

t
h
e

t
e
x
t
.
2
.

D
e
t
e
r
m
i
n
e

a

c
e
n
t
r
a
l

i
d
e
a

o
f

a

t
e
x
t

a
n
d

a
n
a
l
y
z
e

i
t
s

d
e
-
v
e
l
o
p
m
e
n
t

o
v
e
r

t
h
e

c
o
u
r
s
e

o
f

t
h
e

t
e
x
t
,

i
n
c
l
u
d
i
n
g

i
t
s

r
e
l
a
t
o
n
s
h
i
p

t
o

s
u
p
p
o
r
t
n
g

i
d
e
a
s
;

p
r
o
v
i
d
e

a
n

o
b
j
e
c
t
v
e

s
u
m
m
a
r
y

o
f

t
h
e

t
e
x
t
.
3
.

A
n
a
l
y
z
e

i
n

d
e
t
a
i
l

h
o
w

a

k
e
y

i
n
d
i
v
i
d
u
a
l
,

e
v
e
n
t
,

o
r

i
d
e
a

i
s

i
n
t
r
o
d
u
c
e
d
,

i
l
l
u
s
t
r
a
t
e
d
,

a
n
d

e
l
a
b
o
r
a
t
e
d

i
n

a

t
e
x
t

(
e
.
g
.
,

t
h
r
o
u
g
h

e
x
a
m
p
l
e
s

o
r

a
n
e
c
d
o
t
e
s
)
.
3
.

A
n
a
l
y
z
e

t
h
e

i
n
t
e
r
a
c
t
o
n
s

b
e
t
w
e
e
n

i
n
d
i
v
i
d
u
a
l
s
,

e
v
e
n
t
s
,

a
n
d

i
d
e
a
s

i
n

a

t
e
x
t

(
e
.
g
.
,

h
o
w

i
d
e
a
s

i
n
f
u
e
n
c
e

i
n
d
i
v
i
d
u
a
l
s

o
r

e
v
e
n
t
s
,

o
r

h
o
w

i
n
d
i
v
i
d
u
a
l
s

i
n
f
u
e
n
c
e

i
d
e
a
s

o
r

e
v
e
n
t
s
)
.
3
.

A
n
a
l
y
z
e

h
o
w

a

t
e
x
t

m
a
k
e
s

c
o
n
n
e
c
t
o
n
s

a
m
o
n
g

a
n
d

d
i
s
-
t
n
c
t
o
n
s

b
e
t
w
e
e
n

i
n
d
i
v
i
d
u
a
l
s
,

i
d
e
a
s
,

o
r

e
v
e
n
t
s

(
e
.
g
.
,

t
h
r
o
u
g
h

c
o
m
p
a
r
i
s
o
n
s
,

a
n
a
l
o
g
i
e
s
,

o
r

c
a
t
e
g
o
r
i
e
s
)
.
C
R
A
F
T

A
N
D

S
T
R
U
C
T
U
R
E
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

f
g
u
r
a
t
v
e
,

c
o
n
n
o
t
a
t
v
e
,

a
n
d

t
e
c
h
n
i
c
a
l

m
e
a
n
i
n
g
s
.
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

f
g
u
r
a
t
v
e
,

c
o
n
n
o
t
a
t
v
e
,

a
n
d

t
e
c
h
n
i
c
a
l

m
e
a
n
i
n
g
s
;

a
n
a
l
y
z
e

t
h
e

i
m
p
a
c
t

o
f

a

s
p
e
c
i
f
c

w
o
r
d

c
h
o
i
c
e

o
n

m
e
a
n
i
n
g

a
n
d

t
o
n
e
.
4
.

D
e
t
e
r
m
i
n
e

t
h
e

m
e
a
n
i
n
g

o
f

w
o
r
d
s

a
n
d

p
h
r
a
s
e
s

a
s

t
h
e
y

a
r
e

u
s
e
d

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

f
g
u
r
a
t
v
e
,

c
o
n
n
o
t
a
t
v
e
,

a
n
d

t
e
c
h
n
i
c
a
l

m
e
a
n
i
n
g
s
;

a
n
a
l
y
z
e

t
h
e

i
m
p
a
c
t

o
f

s
p
e
c
i
f
c

w
o
r
d

c
h
o
i
c
e
s

o
n

m
e
a
n
i
n
g

a
n
d

t
o
n
e
,

i
n
c
l
u
d
i
n
g

a
n
a
l
o
g
i
e
s

o
r

a
l
-
l
u
s
i
o
n
s

t
o

o
t
h
e
r

t
e
x
t
s
.
5
.

A
n
a
l
y
z
e

h
o
w

a

p
a
r
t
c
u
l
a
r

s
e
n
t
e
n
c
e
,

p
a
r
a
g
r
a
p
h
,

c
h
a
p
t
e
r
,

o
r

s
e
c
t
o
n

f
t
s

i
n
t
o

t
h
e

o
v
e
r
a
l
l

s
t
r
u
c
t
u
r
e

o
f

a

t
e
x
t

a
n
d

c
o
n
t
r
i
b
u
t
e
s

t
o

t
h
e

d
e
v
e
l
o
p
m
e
n
t

o
f

t
h
e

i
d
e
a
s
.
5
.

A
n
a
l
y
z
e

t
h
e

s
t
r
u
c
t
u
r
e

a
n

a
u
t
h
o
r

u
s
e
s

t
o

o
r
g
a
n
i
z
e

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

h
o
w

t
h
e

m
a
j
o
r

s
e
c
t
o
n
s

c
o
n
t
r
i
b
u
t
e

t
o

t
h
e

w
h
o
l
e

a
n
d

t
o

t
h
e

d
e
v
e
l
o
p
m
e
n
t

o
f

t
h
e

i
d
e
a
s
.
5
.

A
n
a
l
y
z
e

i
n

d
e
t
a
i
l

t
h
e

s
t
r
u
c
t
u
r
e

o
f

a

s
p
e
c
i
f
c

p
a
r
a
g
r
a
p
h

i
n

a

t
e
x
t
,

i
n
c
l
u
d
i
n
g

t
h
e

r
o
l
e

o
f

p
a
r
t
c
u
l
a
r

s
e
n
t
e
n
c
e
s

i
n

d
e
-
v
e
l
o
p
i
n
g

a
n
d

r
e
f
n
i
n
g

a

k
e
y

c
o
n
c
e
p
t
.
6
.

D
e
t
e
r
m
i
n
e

a
n

a
u
t
h
o
r

s

p
o
i
n
t

o
f

v
i
e
w

o
r

p
u
r
p
o
s
e

i
n

a

t
e
x
t

a
n
d

e
x
p
l
a
i
n

h
o
w

i
t

i
s

c
o
n
v
e
y
e
d

i
n

t
h
e

t
e
x
t
.
6
.

D
e
t
e
r
m
i
n
e

a
n

a
u
t
h
o
r

s

p
o
i
n
t

o
f

v
i
e
w

o
r

p
u
r
p
o
s
e

i
n

a

t
e
x
t

a
n
d

a
n
a
l
y
z
e

h
o
w

t
h
e

a
u
t
h
o
r

d
i
s
t
n
g
u
i
s
h
e
s

h
i
s

o
r

h
e
r

p
o
-
s
i
t
o
n

f
r
o
m

t
h
a
t

o
f

o
t
h
e
r
s
.
6
.

D
e
t
e
r
m
i
n
e

a
n

a
u
t
h
o
r

s

p
o
i
n
t

o
f

v
i
e
w

o
r

p
u
r
p
o
s
e

i
n

a

t
e
x
t

a
n
d

a
n
a
l
y
z
e

h
o
w

t
h
e

a
u
t
h
o
r

a
c
k
n
o
w
l
e
d
g
e
s

a
n
d

r
e
-
s
p
o
n
d
s

t
o

c
o
n
f
i
c
t
n
g

e
v
i
d
e
n
c
e

o
r

v
i
e
w
p
o
i
n
t
s
.

7
.


I
n
t
e
g
r
a
t
e

i
n
f
o
r
m
a
t
o
n

p
r
e
s
e
n
t
e
d

i
n

d
i
f
e
r
e
n
t

m
e
d
i
a

o
r

f
o
r
m
a
t
s

(
e
.
g
.
,

v
i
s
u
a
l
l
y
,

q
u
a
n
t
t
a
t
v
e
l
y
)

a
s

w
e
l
l

a
s

i
n

w
o
r
d
s

t
o

d
e
v
e
l
o
p

a

c
o
h
e
r
e
n
t

u
n
d
e
r
s
t
a
n
d
i
n
g

o
f

a

t
o
p
i
c

o
r

i
s
s
u
e
.
7
.

C
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

a

t
e
x
t

t
o

a
n

a
u
d
i
o
,

v
i
d
e
o
,

o
r

m
u
l
t
-
m
e
d
i
a

v
e
r
s
i
o
n

o
f

t
h
e

t
e
x
t
,

a
n
a
l
y
z
i
n
g

e
a
c
h

m
e
d
i
u
m

s

p
o
r
-
t
r
a
y
a
l

o
f

t
h
e

s
u
b
j
e
c
t

(
e
.
g
.
,

h
o
w

t
h
e

d
e
l
i
v
e
r
y

o
f

a

s
p
e
e
c
h

a
f
e
c
t
s

t
h
e

i
m
p
a
c
t

o
f

t
h
e

w
o
r
d
s
)
.
7
.

E
v
a
l
u
a
t
e

t
h
e

a
d
v
a
n
t
a
g
e
s

a
n
d

d
i
s
a
d
v
a
n
t
a
g
e
s

o
f

u
s
i
n
g

d
i
f
e
r
e
n
t

m
e
d
i
u
m
s

(
e
.
g
.
,

p
r
i
n
t

o
r

d
i
g
i
t
a
l

t
e
x
t
,

v
i
d
e
o
,

m
u
l
t
m
e
d
i
a
)

t
o

p
r
e
s
e
n
t

a

p
a
r
t
c
u
l
a
r

t
o
p
i
c

o
r

i
d
e
a
.
8
.

T
r
a
c
e

a
n
d

e
v
a
l
u
a
t
e

t
h
e

a
r
g
u
m
e
n
t

a
n
d

s
p
e
c
i
f
c

c
l
a
i
m
s

i
n

a

t
e
x
t
,

d
i
s
t
n
g
u
i
s
h
i
n
g

c
l
a
i
m
s

t
h
a
t

a
r
e

s
u
p
p
o
r
t
e
d

b
y

r
e
a
s
o
n
s

a
n
d

e
v
i
d
e
n
c
e

f
r
o
m

c
l
a
i
m
s

t
h
a
t

a
r
e

n
o
t
.
8
.

T
r
a
c
e

a
n
d

e
v
a
l
u
a
t
e

t
h
e

a
r
g
u
m
e
n
t

a
n
d

s
p
e
c
i
f
c

c
l
a
i
m
s

i
n

a

t
e
x
t
,

a
s
s
e
s
s
i
n
g

w
h
e
t
h
e
r

t
h
e

r
e
a
s
o
n
i
n
g

i
s

s
o
u
n
d

a
n
d

t
h
e

e
v
i
d
e
n
c
e

i
s

r
e
l
e
v
a
n
t

a
n
d

s
u
f
c
i
e
n
t

t
o

s
u
p
p
o
r
t

t
h
e

c
l
a
i
m
s
.
8
.

D
e
l
i
n
e
a
t
e

a
n
d

e
v
a
l
u
a
t
e

t
h
e

a
r
g
u
m
e
n
t

a
n
d

s
p
e
c
i
f
c

c
l
a
i
m
s

i
n

a

t
e
x
t
,

a
s
s
e
s
s
i
n
g

w
h
e
t
h
e
r

t
h
e

r
e
a
s
o
n
i
n
g

i
s

s
o
u
n
d

a
n
d

t
h
e

e
v
i
d
e
n
c
e

i
s

r
e
l
e
v
a
n
t

a
n
d

s
u
f
c
i
e
n
t
;

r
e
c
-
o
g
n
i
z
e

w
h
e
n

i
r
r
e
l
e
v
a
n
t

e
v
i
d
e
n
c
e

i
s

i
n
t
r
o
d
u
c
e
d
.
I
N
T
E
G
R
A
T
I
O
N

O
F

K
N
O
W
L
E
D
G
E

A
N
D

I
D
E
A
S
9
.

C
o
m
p
a
r
e

a
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47
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49
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR WRITING
The grades 612 standards on the following pages defne what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat together
defne the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantve topics or
texts, using valid reasoning and relevant and sufcient evidence.
2. Write informatve/explanatory texts to examine and convey complex
ideas and informaton clearly and accurately through the efectve selec-
ton, organizaton, and analysis of content.
3. Write narratves to develop real or imagined experiences or events us-
ing efectve technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
4. Produce clear and coherent writng in which the development, organiza-
ton, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writng as needed by planning, revising, editng,
rewritng, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writng
and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questons, demonstratng understanding of the subject under
investgaton.
8. Gather relevant informaton from multple print and digital sources, as-
sess the credibility and accuracy of each source, and integrate the infor-
maton while avoiding plagiarism.
9. Draw evidence from literary or informatonal texts to support analysis,
refecton, and research.
Range of Writing
10. Write routnely over extended tme frames (tme for research, refecton,
and revision) and shorter tme frames (a single sitng or a day or two) for
a range of tasks, purposes, and audiences.
*
These broad types of writng include many subgenres. See Appendix A for defnitons of key writ-
ing types.
NOTE ON RANGE AND CONTENT OF
STUDENT WRITING
For students, writng is a key means of
assertng and defending claims, show-
ing what they know about a subject,
and conveying what they have experi-
enced, imagined, thought, and felt. To
be college- and career-ready writers,
students must take task, purpose, and
audience into careful consideraton,
choosing words, informaton, struc-
tures, and formats deliberately. They
need to know how to combine ele-
ments of diferent kinds of writngfor
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g
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6

R
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.

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7

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7

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8

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8

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)
.
53
1
.

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.
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.
54
3
.

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n
a
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.
3
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W
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6

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2

[
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]

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r
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9

1
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t
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s
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(
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4
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Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
56
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR
SPEAKING AND LISTENING
The grades 612 standards on the following pages defne what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat together
defne the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and partcipate efectvely in a range of conversatons and
collaboratons with diverse partners, building on others ideas and ex-
pressing their own clearly and persuasively.
2. Integrate and evaluate informaton presented in diverse media and for-
mats, including visually, quanttatvely, and orally.
3. Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric.
Presentation of Knowledge and Ideas
4. Present informaton, fndings, and supportng evidence such that listen-
ers can follow the line of reasoning and the organizaton, development,
and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express
informaton and enhance understanding of presentatons.
6. Adapt speech to a variety of contexts and communicatve tasks, demon-
stratng command of formal English when indicated or appropriate.
NOTE ON RANGE AND CONTENT OF
STUDENT SPEAKING AND LISTENING
To become college and career ready,
students must have ample opportuni-
tes to take part in a variety of rich,
structured conversatonsas part of a
whole class, in small groups, and with
a partnerbuilt around important
content in various domains. They must
be able to contribute appropriately
to these conversatons, to make com-
parisons and contrasts, and to analyze
and synthesize a multtude of ideas in
accordance with the standards of evi-
dence appropriate to a partcular dis-
cipline. Whatever their intended major
or profession, high school graduates
will depend heavily on their ability to
listen atentvely to others so that they
are able to build on others meritorious
ideas while expressing their own clearly
and persuasively.
New technologies have broadened and
expanded the role that speaking and
listening play in acquiring and sharing
knowledge and have tghtened their
link to other forms of communicaton.
The Internet has accelerated the speed
at which connectons between speak-
ing, listening, reading, and writng can
be made, requiring that students be
ready to use these modalites nearly
simultaneously. Technology itself is
changing quickly, creatng a new ur-
gency for students to be adaptable in
response to change.
57
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8

S
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:
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3
.

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;

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4
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,

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;

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p
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n
c
i
a
t
o
n
.
58
5
.

I
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d
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m
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6

1
2

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6

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8

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7

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Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
60
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR
LANGUAGE
The grades 612 standards on the following pages defne what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specifc standards are necessary complementsthe former pro-
viding broad standards, the later providing additonal specifcitythat together
defne the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventons of standard English grammar
and usage when writng or speaking.
2. Demonstrate command of the conventons of standard English capitaliza-
ton, punctuaton, and spelling when writng.
Knowledge of Language
3. Apply knowledge of language to understand how language functons in
diferent contexts, to make efectve choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consultng general and specialized reference materials, as
appropriate.
5. Demonstrate understanding of fguratve language, word relatonships,
and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-
specifc words and phrases sufcient for reading, writng, speaking, and
listening at the college and career readiness level; demonstrate indepen-
dence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
NOTE ON RANGE AND CONTENT OF
STUDENT LANGUAGE USE
To be college and career ready in lan-
guage, students must have frm con-
trol over the conventons of standard
English. At the same tme, they must
come to appreciate that language is as
at least as much a mater of craf as
of rules and be able to choose words,
syntax, and punctuaton to express
themselves and achieve partcular func-
tons and rhetorical efects. They must
also have extensive vocabularies, built
through reading and study, enabling
them to comprehend complex texts and
engage in purposeful writng about and
conversatons around content. They
need to become skilled in determin-
ing or clarifying the meaning of words
and phrases they encounter, choosing
fexibly from an array of strategies to
aid them. They must learn to see an
individual word as part of a network
of other wordswords, for example,
that have similar denotatons but dif-
ferent connotatons. The inclusion of
Language standards in their own strand
should not be taken as an indicaton
that skills related to conventons, efec-
tve language use, and vocabulary are
unimportant to reading, writng, speak-
ing, and listening; indeed, they are
inseparable from such contexts.
61
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.
65
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for efect.
L.4.1f. Produce complete sentences, recognizing and correctng
inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/
two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuaton for efect.
L.5.1d. Recognize and correct inappropriate shifs in verb tense.
L.5.2a. Use punctuaton to separate items in a series.
L.6.1c. Recognize and correct inappropriate shifs in pronoun
number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with
unclear or ambiguous antecedents).
L.6.1e. Recognize variatons from standard English in their
own and others writng and speaking, and identfy and
use strategies to improve expression in conventonal
language.
L.6.2a. Use punctuaton (commas, parentheses, dashes) to set
of nonrestrictve/parenthetcal elements.
L.6.3a. Vary sentence paterns for meaning, reader/listener in-
terest, and style.
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing
and correctng misplaced and dangling modifers.
L.7.3a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminatng wordiness and
redundancy.
L.8.1d. Recognize and correct inappropriate shifs in verb voice
and mood.
L.910.1a.
Use parallel structure.
* Subsumed by L.7.3a Subsumed by L.910.1a Subsumed by L.1112.3a
LANGUAGE PROGRESSIVE SKILLS, BY GRADE
The following skills, marked with an asterisk (*) in Language standards 13, are partcularly likely
to require contnued atenton in higher grades as they are applied to increasingly sophistcated
writng and speaking.
GRADE(S)
STANDARD 3 4 5 6 7 8 9/10 11/12
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
66
STANDARD 10:
RANGE, QUALITY, AND COMPLEXITY OF STUDENT READING 612
Q
u
a
l
i
t
a
t
v
e
Reader and Task
Q
u
a
n
t
t
a
t
v
e
MEASURING TEXT COMPLEXITY: THREE FACTORS
Qualitatve evaluaton of the text: Levels of meaning, structure, language conventonal-
ity and clarity, and knowledge demands
Quanttatve evaluaton of the text: Readability measures and other scores of text
complexity
Matching reader to text and task: Reader variables (such as motvaton, knowledge,
and experiences) and task variables (such as purpose
and the complexity generated by the task assigned
and the questons posed)
Note: More detailed informaton on text complexity and how it is measured is contained in Appendix A.
RANGE OF TEXT TYPES FOR 612
Students in grades 612 apply the Reading standards to the following range of text
types, with texts selected from a broad range of cultures and periods.
LITERATURE
STORIES Includes the subgenres of adventure stories, historical fcton, mysteries, myths, science fcton, realis-
tc fcton, allegories, parodies, satre, and graphic novels
DRAMA Includes one-act and mult-act plays, both in writen form and on flm
POETRY Includes the subgenres of narratve poems, lyrical poems, free verse poems, sonnets, odes, ballads,
and epics
INFORMATIONAL TEXT
LITERARY NONFICTION
Includes the subgenres of expositon, argument, and functonal text in the form of personal essays,
speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical,
scientfc, technical, or economic accounts (including digital sources) writen for a broad audience
67
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
TEXTS ILLUSTRATING THE COMPLEXITY, QUALITY, AND
RANGE OF STUDENT READING 612
LITERATURE, STORIES, DRAMA, POETRY
Grades 68
Litle Women by Louisa May Alcot (1869)
The Adventures of Tom Sawyer by Mark Twain (1876)
The Road Not Taken by Robert Frost (1915)
The Dark Is Rising by Susan Cooper (1973)
Dragonwings by Laurence Yep (1975)
Roll of Thunder, Hear My Cry by Mildred Taylor (1976)
Grades 910
The Tragedy of Macbeth by William Shakespeare (1592)
Ozymandias by Percy Bysshe Shelley (1817)
The Raven by Edgar Allen Poe (1845)
The Gif of the Magi by O. Henry (1906)
The Grapes of Wrath by John Steinbeck (1939)
Fahrenheit 451 by Ray Bradbury (1953)
The Killer Angels by Michael Shaara (1975)
Grades 11CCR
Ode on a Grecian Urn by John Keats (1820)
Jane Eyre by Charlote Bront (1848)
Because I Could Not Stop for Death by Emily Dickinson
(1890)
The Great Gatsby by F. Scot Fitzgerald (1925)
Their Eyes Were Watching God by Zora Neale Hurston
(1937)
A Raisin in the Sun by Lorraine Hansberry (1959)
The Namesake by Jhumpa Lahiri (2003)
INFORMATIONAL TEXT: Literary Nonfction
Grades 68
Leter on Thomas Jeferson by John Adams (1776)
Narratve of the Life of Frederick Douglass, an American
Slave by Frederick Douglass (1845)
Blood, Toil, Tears and Sweat: Address to Parliament on
May 13th, 1940 by Winston Churchill (1940)
Harriet Tubman: Conductor on the Underground Railroad
by Ann Petry (1955)
Travels with Charley: In Search of America by John
Steinbeck (1962)
Grades 910
Speech to the Second Virginia Conventon by Patrick
Henry (1775)
Farewell Address by George Washington (1796)
Getysburg Address by Abraham Lincoln (1863)
State of the Union Address by Franklin Delano Roosevelt
(1941)
Leter from Birmingham Jail by Martn Luther King, Jr.
(1964)
Hope, Despair and Memory by Elie Wiesel (1997)
Grades 11CCR
Common Sense by Thomas Paine (1776)
Walden by Henry David Thoreau (1854)
Society and Solitude by Ralph Waldo Emerson (1857)
The Fallacy of Success by G. K. Chesterton (1909)
Black Boy by Richard Wright (1945)
Politcs and the English Language by George Orwell
(1946)
Take the Tortllas Out of Your Poetry by Rudolfo Anaya
(1995)
Note: Given space limitatons, the illustratve texts listed above are meant only to show individual ttles that are representatve of a
range of topics and genres. (See Appendix B for excerpts of these and other texts illustratve of grades 612 text complexity,
quality, and range.) At a curricular or instructonal level, within and across grade levels, texts need to be selected around topics
or themes that generate knowledge and allow students to study those topics or themes in depth.
68
69
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
UTAH CORE STATE STANDARDS
for
LITERACY IN HISTORY/
SOCIAL STUDIES, SCIENCE,
AND TECHNICAL SUBJECTS
612
Utah Education
STATE
OFFICE
of
70
71
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR READING
The grades 612 standards on the following pages defne what students should
understand and be able to do by the end of each grade span. They correspond
to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specifc standards are necessary complementsthe former
providing broad standards, the later providing additonal specifcitythat to-
gether defne the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logi-
cal inferences from it; cite specifc textual evidence when writng or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their develop-
ment; summarize the key supportng details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including deter-
mining technical, connotatve, and fguratve meanings, and analyze how
specifc word choices shape meaning or tone.
5. Analyze the structure of texts, including how specifc sentences, para-
graphs, and larger portons of the text (e.g., a secton, chapter, scene, or
stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a
text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media,
including visually and quanttatvely, as well as in words.*
8. Delineate and evaluate the argument and specifc claims in a text, includ-
ing the validity of the reasoning as well as the relevance and sufciency
of the evidence.
9. Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informatonal texts indepen-
dently and profciently.
*
Please see Research to Build Knowledge in Writng and Comprehension and Collaboraton
in Speaking and Listening for additonal standards relevant to gathering, assessing, and applying
informaton from print and digital sources.
NOTE ON RANGE AND CONTENT OF
STUDENT READING
Reading is critcal to building knowl-
edge in history/social studies as well
as in science and technical subjects.
College and career ready reading in
these felds requires an appreciaton
of the norms and conventons of each
discipline, such as the kinds of evidence
used in history and science; an under-
standing of domain-specifc words and
phrases; an atenton to precise details;
and the capacity to evaluate intricate
arguments, synthesize complex infor-
maton, and follow detailed descrip-
tons of events and concepts. In history/
social studies, for example, students
need to be able to analyze, evaluate,
and diferentate primary and second-
ary sources. When reading scientfc
and technical texts, students need to be
able to gain knowledge from challeng-
ing texts that ofen make extensive use
of elaborate diagrams and data to con-
vey informaton and illustrate concepts.
Students must be able to read complex
informatonal texts in these felds with
independence and confdence because
the vast majority of reading in college
and workforce training programs will
be sophistcated nonfcton. It is impor-
tant to note that these Reading stan-
dards are meant to complement the
specifc content demands of the disci-
plines, not replace them.
72
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4
.

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,

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,

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,

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4
.

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,

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a
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F
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1
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.
5
.

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,

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,

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5
.

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k
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.

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a

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s
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,

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6
.

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,

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.
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7
.

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.

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w
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r

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n
f
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r
m
a
t
o
n
.



73
R
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a
d
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n
g

S
t
a
n
d
a
r
d
s

f
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H
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6

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]

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s
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r
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2

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t
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s
:
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9
.

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a

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d
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m
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s
.
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A
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O
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0
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8
,

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d

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6

8

t
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t

c
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m
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y

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a
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.
74
R
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a
d
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S
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a
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d
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r
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s

f
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T
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c
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l

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6

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2

[
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]

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1
.

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R
A
F
T

A
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D

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2
.

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c
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3
.

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4
.

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6

8

t
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a
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d

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c
s
.
4
.

D
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9

1
0

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d

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.
4
.

D
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,

k
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,

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1
1

1
2

t
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s

a
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d

t
o
p
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c
s
.
5
.

A
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a
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t
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a
n
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a

t
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,

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c
l
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g

h
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w

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.
5
.

A
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l
a
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s
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p
s

a
m
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c
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i
n

a

t
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t
,

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n
c
l
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d
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g

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a
t
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s
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(
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g
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,

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f
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n
,

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e
,

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)
.

5
.

A
n
a
l
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t
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f
o
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s

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c
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s

o
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h
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c
h
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,

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.
6
.

A
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s

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x
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a
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a
-
t
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,

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b
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g

a

p
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,

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6
.

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,

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g

a

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.

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,

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g

a

p
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D

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7
.

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d

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s

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n

a

t
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a

v
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.
,

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n

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a
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.
7
.

T
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76
77
Utah Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR WRITING
The grades 612 standards on the following pages defne what students should
understand and be able to do by the end of each grade span. They correspond
to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specifc standards are necessary complementsthe former
providing broad standards, the later providing additonal specifcitythat to-
gether defne the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantve topics or
texts using valid reasoning and relevant and sufcient evidence.
2. Write informatve/explanatory texts to examine and convey complex
ideas and informaton clearly and accurately through the efectve selec-
ton, organizaton, and analysis of content.
3. Write narratves to develop real or imagined experiences or events us-
ing efectve technique, well-chosen details and well-structured event
sequences.
Production and Distribution of Writing
4. Produce clear and coherent writng in which the development, organiza-
ton, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writng as needed by planning, revising, editng,
rewritng, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writng
and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questons, demonstratng understanding of the subject under
investgaton.
8. Gather relevant informaton from multple print and digital sources, as-
sess the credibility and accuracy of each source, and integrate the infor-
maton while avoiding plagiarism.
9. Draw evidence from literary or informatonal texts to support analysis,
refecton, and research.
Range of Writing
10. Write routnely over extended tme frames (tme for research, refecton,
and revision) and shorter tme frames (a single sitng or a day or two) for
a range of tasks, purposes, and audiences.
*
These broad types of writng include many subgenres. See Appendix A for defnitons of key writ-
ing types.
NOTE ON RANGE AND CONTENT OF
STUDENT WRITING
For students, writng is a key means of
assertng and defending claims, show-
ing what they know about a subject,
and conveying what they have experi-
enced, imagined, thought, and felt. To
be college- and career-ready writers,
students must take task, purpose, and
audience into careful consideraton,
choosing words, informaton, struc-
tures, and formats deliberately. They
need to be able to use technology stra-
tegically when creatng, refning, and
collaboratng on writng. They have to
become adept at gathering informa-
ton, evaluatng sources, and citng
material accurately, reportng fndings
from their research and analysis of
sources in a clear and cogent manner.
They must have the fexibility, concen-
traton, and fuency to produce high-
quality frst-draf text under a tght
deadline and the capacity to revisit and
make improvements to a piece of writ-
ing over multple drafs when circum-
stances encourage or require it. To meet
these goals, students must devote sig-
nifcant tme and efort to writng, pro-
ducing numerous pieces over short and
long tme frames throughout the year.
78
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82
83
84
250 East 500 South
P.O. Box 144200
Salt Lake City, UT 84114-4200
Martell Menlove, Ph.D.
State Superintendent of Public Instructon
www.schools.utah.gov