Reading Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Key Ideas and Details RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Teacher Notes RST.6-8.1 Visual Art Examples of specific texts: prints, sculpture, painting, installation art samples, artist bios, movements and art periods as associated in art production. RST.6-8.1 Music Examples of specific musical RST.9-10.1 Visual Art Examples of specific prints, sculpture, painting, installation art samples, artist bios, movements and art periods as associated in art production. RST.9-10.1 Music Examples of specific texts: musical RST.11-12.1 Visual Art Examples of specific texts: prints, sculpture, painting, installation art samples, artist bios, movements and art periods as associated in art production. RST.11-12.1 Music Examples of specific texts: musical
Examples of multi-step procedures: daily warmups, concert etiquette, instrument maintenance, entering/exiting the rehearsal or concert hall Other examples: sight reading/sight singing a piece of music following the teacher’s procedures for learning a new piece of music (i.e., clapping/counting rhythms, solfege/singing, singing/playing on instruments) RST.6-8.3 Theatre Examples of multistep procedure: audience etiquette, script scoring, script writing, rehearsal, warm-ups Example: verbal or written clarification or summary Example of prior knowledge or opinions: bias Examples of multi-step procedures: daily warmups, concert etiquette, instrument maintenance, entering/exiting the rehearsal or concert hall Other examples: sight reading/sight singing a piece of music following the teacher’s procedures for learning a new piece of music (i.e., clapping/counting rhythms, solfege/singing, singing/playing on instruments) RST.9-10.3 Theatre Examples of multistep procedure: audience etiquette, script scoring, script writing, rehearsal, warm-ups Example: verbal or written clarification or summary Example of knowledge or opinions: bias Examples of multi-step procedures: daily warmups, concert etiquette, instrument maintenance, entering/exiting the rehearsal or concert hall Other examples: sight reading/sight singing a piece of music following the teacher’s procedures for learning a new piece of music (i.e., clapping/counting rhythms, solfege/singing, singing/playing on instruments) RST.11-12.3 Theatre Examples of multistep procedure: audience etiquette, script scoring, script writing, rehearsal, warm-ups Example: verbal or written clarification or summary Example of prior knowledge or opinions: bias Reading Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Craft and Structure
based on what is notated in the music and what is stylistically appropriate, rather than by assumption or personal preference. This can include performing the music themselves or listening to or watching others’ performance. For example, Baroque music will be performed differently than rock and roll. RST.6-8.8 Theatre Example: supporting creative choices (e.g., characterization, blocking, costume design) with research and analysis based on what is notated in the music and what is stylistically appropriate, rather than by assumption or personal preference. This can include performing the music themselves, or listening to or watching others’ performance. For example, Baroque music will be performed differently than rock and roll. RST.6-8.8 Theatre Example: supporting creative choices (e.g., characterization, blocking, costume design) with research and analysis. based on what is notated in the music and what is stylistically appropriate, rather than by assumption or personal preference. This can include performing the music themselves, or listening to or watching others’ performance. For example, Baroque music will be performed differently than rock and roll. RST.11-12.8 Theatre Example: supporting creative choices (e.g., characterization, blocking, costume design) with research and analysis Reading Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Integration of Knowledge and RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Teacher
WHST.6-8.2.C Use appropriate and varied transitions to create cohesion and clarify the relationships ideas and concepts. WHST.6-8.2.D Use precise language and vocabulary to inform or explain the topic. WHST.6-8.2.E Establish and maintain a formal style and objective tone. WHST.6-8.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.9-10.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. WHST.9-10.2.D Use precise language and vocabulary to manage the complexity of the and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST.9-10.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. WHST.9-10.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic) WHST.11-12.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. WHST.11-12.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. WHST.11-12.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the WHST.11-12.2.F No 2.F at this grade level
monologue for specific audience monologue for specific audience monologue for specific audience Writing Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Production and Distribution of Writing WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Teacher Notes WHST.6-8.5 Visual Art Students might be asked to create and revise preliminary sketches, notes and labeled illustrations define process changes, and participation in WHST.6-8.5 Music Students revise and edit original WHST.9-10.5 Visual Art Students be asked to create and revise preliminary sketches, notes and labeled illustrations define process changes, and participation in WHST.9-10.5 Students revise and edit original WHST.11-12.5 Visual Art Students might be asked to create and revise preliminary sketches, notes and labeled illustrations define process changes, and participation in WHST.11-12.5 Music Students revise and edit original
contemporary artist and artworks via the Internet. Example: use imaging and photo editing software in the creating process Example: use online museums, galleries, and online databases for presentations and project research. WHST.6-8.6 Music Students can create and share their original compositions via the Internet. Examples of appropriate music technology include music-notation software and music recording/editing programs. WHST.6-8.6 Theatre Examples: Use a blog to share written scenes, collaborate with peers on the writing of a short play using a shared document on the Internet, share a video or audio recording of a written monologue contemporary artist and artworks via the Internet. Example: use Adobe products and Google programs in the creating process. Example: use online museums, galleries, and online databases for presentations and project research. WHST.9-10.6 Students can create and share their original compositions via the Internet. Examples of appropriate technology include music-notation software and music recording/editing programs. WHST.9-10.6 Theatre Examples: Use a blog to share written scenes, collaborate with peers on the writing of a short play using a shared document on the Internet, share a video or audio recording of a written monologue contemporary artist and artworks via the Internet. Example: use Adobe products and Google programs in the creating process. Example: use online museums, galleries, and online databases for presentations and project research. WHST.11-12.6 Music Students can create and their original compositions via the Internet. Examples of appropriate music technology include music-notation software and music recording/editing programs. WHST.11-12.6 Theatre Examples: Use a blog to written scenes, collaborate with peers on the writing of a short play using a shared document on the Internet, share a video or audio recording of a written monologue Writing Standards for Literacy in Technical Subjects Grades 6-8 Grades 9-10 Grades 11-12 Research to Build and Present Knowledge