Common Core State Standards for English Language Arts
Grades 6–12
Reading: Literature
Grade 6
Key Ideas and Details
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Craft and Structure
RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
Grade 7
Key Ideas and Details
RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Craft and Structure
RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Grade 8
Key Ideas and Details
RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Craft and Structure
RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Writing
Grade 6
Text Types and Purposes
W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- Provide a conclusion that follows from the narrated experiences or events.
Grade 7
Text Types and Purposes
W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Provide a conclusion that follows from and reflects on the narrated experiences or events.
Grade 8
Text Types and Purposes
W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
- Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Provide a conclusion that follows from and reflects on the narrated experiences or events.
Speaking & Listening
Grade 6
Comprehension and Collaboration
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Grade 7
Comprehension and Collaboration
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- Acknowledge new information expressed by others and, when warranted, modify their own views.
Grade 8
Comprehension and Collaboration
SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Ohio English Language Arts Standards (2001)
Writing Process Standard
Benchmarks (5–7)
A.
Generate writing topics and establish a purpose appropriate for the audience.
C.
Clarify ideas for writing assignments by using graphics or other organizers.
G.
Apply tools to judge the quality of writing.
H.
Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.
Benchmarks (8–10)
A.
Formulate writing ideas and identify a topic appropriate to the purpose and audience.
B.
Determine the usefulness of organizers and apply appropriate pre-writing tasks.
E.
Apply tools to judge the quality of writing.
F.
Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics
Grade Level Indicators (Grade 6)
5.
Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.
16.
Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
17.
Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
Grade Level Indicators (Grade 7)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
5.
Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.
16.
Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
17.
Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
Grade Level Indicators (Grade 8)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
5.
Use organizational strategies (e.g., notes and outlines) to plan writing.
16.
Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
17.
Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.
Writing Applications Standard
Benchmarks (5–7)
A.
Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view.
Benchmarks (8–10)
A.
Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
Grade Level Indicators (Grade 6)
1.
Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, characters, and a specific setting.
Grade Level Indicators (Grade 7)
1.
Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, character and a specific setting.
Grade Level Indicators (Grade 8)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use literary devices to enhance style and tone; and
c. create complex characters in a definite, believable setting.