1 Writing Standard MA.3.A Write poems with rhyme and repetition. [Standard deleted] All 2010 Writing MA.3.A standards were deleted and their contents adapted for integration into other Writing standards for focus and coherence. 1 Writing Standard 4 (Begins in grade 3) Writing Standard 4 Produce writing in the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) The standard is appropriate for grade 1 and consistent with expectations set by other grade 1 Writing standards. 1 Writing Standard 5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Writing Standard 5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (Begins in 3) the ability to choose and use appropriate vocabulary (as described in Language standards 4–6 up to and including grade 1). Using appropriate vocabulary in writing was already an expectation of the Language standards; including it here tightens connections between the strands. 1 Writing Standard 10 (Begins in grade 3) Writing Standard 10 routinely for a range of tasks, purposes, and audiences. The standard is appropriate for grade 1 and consistent with expectations set by other grade 1 Writing standards. 1 Speaking and Listening Standard 4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Speaking and Listening Standard 4 Describe people, places, things, and events with relevant details, expressing and feelings clearly and using appropriate vocabulary. (See grade 1 Language standards 4–6 for specific expectations regarding vocabulary.) Using appropriate vocabulary when speaking was already an expectation of the Language standards; including it here tightens connections between the strands.
3 Language Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. Language Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 3 Writing standard 5 and Speaking and Listening standard 6 on strengthening writing and presentations by applying knowledge of conventions.) Sentence Structure and Meaning a. Produce, expand, and rearrange complete simple, compound, and complex sentences. subject-verb and pronoun-antecedent agreement. c. Use verbs in the present, past, and future tenses and choose among them depending on the overall meaning of the sentence. coordinating and subordinating conjunctions and choose between them depending on the overall meaning of the sentence. e. Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified and the overall meaning of the sentence. Word f. Use abstract nouns. g. Form and use regular and irregular plural nouns and the past tense of regular and irregular verbs. Language standard 1 was edited throughout the Framework to smooth progressions from grade to grade, to enhance clarity and coherence, and to emphasize that mastery of English conventions is a means to the end of authentic and effective communication. The subheadings Sentence Structure and Meaning and Word Usage appear across grade levels. Expectations for the types of sentences students produce were adjusted in grades 1–3 to create a more logical progression from grade to grade. Connections among strands were added to standards throughout the Framework, especially between Language and other strands, to support integration and the use of Language skills and understandings in authentic contexts.
6 Reading Informational Text Standard 10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the Reading Informational Text Standard 10 Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at grade 6. (See pages _–_ for more on qualitative and quantitative dimensions of text complexity.) This standard was edited throughout the Framework to clarify and broaden expectations for the of texts students encounter. The parenthetical reference is to new guidance material. 6 Writing Standard 1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use phrases, and clauses to clarify the relationships among claim(s) and reasons. and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. Writing Standard 1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly in paragraphs and sections. claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. and maintain a formal style appropriate to audience and purpose (e.g., formal for academic writing). e. Provide a concluding statement or section that follows from the argument presented. “Paragraphs and sections” appear in this context at grade 4 but no other grade level in the 2010 standards, even when the standard remains otherwise identical or very similar across grades. Their addition here is for consistency. Other edits are for flexibility—to emphasize that not all effective arguments are traditional academic essays.
6 Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal f. Provide a concluding statement or section that follows from the information or explanation presented. Writing Standard 2 informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information in paragraphs and sections, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform or explain the topic. e. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from the information or explanation presented. “Paragraphs and sections” appear in this context at grade 4 but no other grade level in the 2010 standards, even when the standard remains otherwise identical or very similar across grades. Their addition here is for consistency. “Text features” is for accuracy and consistency with the Reading standards. Other edits are for flexibility—to emphasize that not all effective explanations are traditional academic essays.
7 Writing Standard 2 informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing Standard 2 informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information in paragraphs and sections, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from and supports the information or explanation presented. “Paragraphs and sections” appeared in this context at grade 4 but no other grade level in the 2010 standards, even when the standard remained otherwise identical or very similar across grades. Their addition here is for consistency. “Text features” is for accuracy and consistency with the Reading standards. Other edits are for flexibility—to emphasize that not all effective explanations are traditional academic essays.
7 Language Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses precisely and concisely, recognizing and eliminating wordiness and redundancy. Language Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Maintain appropriate consistency in style and tone while varying sentence patterns for meaning and audience interest. variations from standard or formal English in writing and speaking, determine their appropriateness for the intended purpose and audience, and make changes as necessary. The edit is to smooth progressions in the middle and upper grades: Language standard 3 now emphasizes language variation and consistency in grades 6–8, then focuses more on concision and precision in the high school grades. 7 Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. (See grade 7 Reading Literature standard 4 and Reading Informational Text standard 4 on applying knowledge of vocabulary to reading; see grade 7 Writing standard 5 and Speaking and Listening standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.) Connections among strands were added to standards throughout the Framework, especially between Language and other strands, to support integration and the use of Language skills and understandings in authentic contexts. English Language Arts, Grade 8 Note: The tables in this document show only standards that have been changed or Very minor edits, such as corrected inconsistencies in usage, are omitted. If a specific change was made to multiple standards at the same grade level, only one instance of the change is listed for that grade. Please refer to the Framework for complete details. 2010 Standard 2017 Standard Rationale for Change 8 Reading Literature Standard 1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences from the text. Reading Literature Standard 1 Cite the textual evidence that most strongly supports an analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 8 Writing standard 8 for more on quoting and paraphrasing.) Quoting and paraphrasing were already expectations of the Writing standards at this grade level; including them here tightens connections between the strands.
8 Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing Standard 2 informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. the with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from and supports the information or explanation presented. “Paragraphs and sections” appear in this context at grade 4 but no other grade level in the 2010 standards, even when the standard remains otherwise identical or very similar across grades. Their addition here is for consistency. “Text features” is for accuracy and consistency with the Reading standards. Other edits are for flexibility—to emphasize that not all effective explanations are traditional academic essays
9–10 Reading Informational Text Standard 9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Reading Informational Text Standard 9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, Lincoln’s Second Inaugural and Gettysburg Addresses, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. The deletion is to allow for the study of non-U.S. documents while keeping the emphasis on U.S. history. Lincoln’s Second Inaugural Address has been moved here from grades 11–12 to allow for other examples at that grade span. 9–10 Reading Informational Text Standard 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Reading Informational Text Standard 10 Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the (See pages _–_ for more on qualitative and quantitative dimensions of text complexity.) This standard was edited throughout the Framework to clarify and broaden expectations for the range of texts students encounter. The parenthetical reference is to new guidance material.
11–12 Reading Informational Text Standard 9 Analyze seventeenth-, eighteenth-, and foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for themes, purposes, and rhetorical features. Reading Informational Text Standard 9 Analyze pre-20th-century documents of historical and literary significance (e.g., the Magna Carta, the Declaration of Independence, the Declaration of the Rights of Man, the Preamble to the Constitution, the Bill of Rights and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. Edits are to allow for the study of non-U.S. documents while keeping the emphasis on documents influential to U.S. history. Lincoln’s Second Inaugural Address has been moved to grades 9–10 to be with his Gettysburg Address, not removed altogether. 11–12 Reading Informational Text Standard 10 By the end of 11, read and comprehend literary nonfiction in the grades 11–12 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades text complexity band independently and proficiently. Reading Informational Text Standard 10 Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. (See pages _–_ for more on qualitative and quantitative dimensions of text complexity.) This standard was edited throughout the Framework to clarify and broaden expectations for the range of texts students encounter. The parenthetical reference is to new guidance material.