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5
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)
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
i
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
e
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
i
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
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
a
t
e
x
t
,
r
e
f
e
r
r
i
n
g
e
x
p
l
i
c
i
t
l
y
t
o
t
h
e
t
e
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
e
t
a
i
l
s
a
n
d
e
x
a
m
p
l
e
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
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
.
1
.
Q
u
o
t
e
a
c
c
u
r
a
t
e
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
i
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
i
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
e
r
s
f
o
u
n
d
i
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
e
n
c
e
b
e
-
t
w
e
e
n
f
r
s
t
-
a
n
d
t
h
i
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
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1
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y
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.
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.
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c
t
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.
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9
.
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s
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.
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5
[
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]
15
1
.
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.
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t
.
K
i
n
d
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a
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s
:
G
r
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d
e
1
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:
G
r
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2
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K
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2
.
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2
.
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2
.
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d
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m
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c
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3
.
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p
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,
d
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t
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m
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.
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p
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3
.
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4
.
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t
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a
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a
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a
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4
.
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m
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4
.
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6
.
N
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F
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C
Y
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
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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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4
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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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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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a
l
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Reader and Task
Q
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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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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
example, to use narratve strategies
within argument and explanaton with-
in narratveto produce complex and
nuanced writng. They need to be able
to use technology strategically when
creatng, refning, and collaboratng
on writng. They have to become adept
at gathering informaton, 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, concentraton, and fuency
to produce high-quality frst-draf text
under a tght deadline as well as the
capacity to revisit and make improve-
ments to a piece of writng over mul-
tple drafs when circumstances encour-
age or require it.
50
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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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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
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t
a
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Reader and Task
Q
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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 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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t
;
t
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l
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2
.
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c
l
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s
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a
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;
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m
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p
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c
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c
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p
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m
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3
.
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t
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k
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m
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o
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m
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.
3
.
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m
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t
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t
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k
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m
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3
.
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;
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4
.
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k
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4
.
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k
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m
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9
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4
.
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k
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m
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1
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5
.
A
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a
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c
l
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h
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5
.
A
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l
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t
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s
h
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m
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n
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t
,
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d
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a
t
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5
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d
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6
.
A
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l
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t
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p
l
a
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a
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t
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,
d
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g
a
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r
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o
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d
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a
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6
.
A
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g
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n
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p
l
a
n
a
-
t
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n
,
d
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r
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b
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n
g
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r
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.
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a
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a
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t
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,
d
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g
a
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r
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o
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7
.
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r
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t
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t
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7
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7
.
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8
.
D
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8
.
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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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.
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.
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8
.
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.
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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