Common Core

11th Grade Science Standards: Let’s grab all Common Core Standards for Grade 11 in PDF links and support your exam preparation with effective 11th-grade Science Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Grade 11 Grade Science Common Core Standards

CC.11-12.RST.	Reading Standards for Literacy in Science and Technical Subjects
11-12.RST.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. 13
11-12.RST.2.	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 20
11-12.RST.3.	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 2
11-12.RST.4.	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. 15
11-12.RST.5.	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 26
11-12.RST.6.	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 21
11-12.RST.7.	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 13
11-12.RST.8.	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 13
11-12.RST.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. 13
11-12.RST.10.	By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. 13

 

CC.CCRA-R.	College and Career Readiness Anchor Standards for Reading
CCRA-R.1.	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 5
CCRA-R.2.	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 8
CCRA-R.3.	Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 8
CCRA-R.4.	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 9
CCRA-R.5.	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 10
CCRA-R.6.	Assess how point of view or purpose shapes the content and style of a text. 17
CCRA-R.7.	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 17
CCRA-R.8.	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 26
CCRA-R.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. 33
CCRA-R.10.	Read and comprehend complex literary and informational texts independently and proficiently. 9

 

CC.11-12.WHST.	Writing Standards for Literacy in Science and Technical Subjects
11-12.WHST.1.	Write arguments focused on discipline-specific content.
11-12.WHST.1.a.	Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 22
11-12.WHST.1.b.	Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. 22
11-12.WHST.1.c.	Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 5
11-12.WHST.1.d.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 6
11-12.WHST.1.e.	Provide a concluding statement or section that follows from or supports the argument presented. 6

 

11-12.WHST.2.	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
11-12.WHST.2.a.	Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 5
11-12.WHST.2.b.	Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. 5
11-12.WHST.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. 5
11-12.WHST.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. 6
11-12.WHST.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 topic). 5
11-12.WHST.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5
11-12.WHST.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. 5
11-12.WHST.6.	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7
11-12.WHST.7.	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 5
11-12.WHST.8.	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 10
11-12.WHST.9.	Draw evidence from informational texts to support analysis, reflection, and research. 4
11-12.WHST.10.	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 4

 

CC.CCRA-W.	College and Career Readiness Anchor Standards for Writing
CCRA-W.1.	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4
CCRA-W.2.	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 4
CCRA-W.3.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4
CCRA-W.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3
CCRA-W.5.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 2
CCRA-W.6.	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 14
CCRA-W.7.	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 5
CCRA-W.8.	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 14
CCRA-W.9.	Draw evidence from literary or informational texts to support analysis, reflection, and research. 4
CCRA-W.10.	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1

12th Grade Science Standards: Let’s grab all Common Core Standards for Grade 12 in PDF links and support your exam preparation with effective 12th-grade Science Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Grade 12 Grade Science Common Core Standards

CC.11-12.RST.	Reading Standards for Literacy in Science and Technical Subjects
11-12.RST.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. 13
11-12.RST.2.	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 18
11-12.RST.3.	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 2
11-12.RST.4.	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. 19
11-12.RST.5.	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 13
11-12.RST.6.	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 21
11-12.RST.7.	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 13
11-12.RST.8.	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 13
11-12.RST.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. 13
11-12.RST.10.	By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. 13

 

CC.CCRA-R.	College and Career Readiness Anchor Standards for Reading
CCRA-R.1.	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 3
CCRA-R.2.	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 5
CCRA-R.3.	Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 5
CCRA-R.4.	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 9
CCRA-R.5.	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 16
CCRA-R.6.	Assess how point of view or purpose shapes the content and style of a text. 16
CCRA-R.7.	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 14
CCRA-R.8.	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 26
CCRA-R.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. 33
CCRA-R.10.	Read and comprehend complex literary and informational texts independently and proficiently. 5

 

CC.11-12.WHST.	Writing Standards for Literacy in Science and Technical Subjects
11-12.WHST.1.	Write arguments focused on discipline-specific content.
11-12.WHST.1.a.	Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 4
11-12.WHST.1.b.	Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. 4
11-12.WHST.1.c.	Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 5
11-12.WHST.1.d.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 3
11-12.WHST.1.e.	Provide a concluding statement or section that follows from or supports the argument presented. 3

 

11-12.WHST.2.	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
11-12.WHST.2.a.	Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 5
11-12.WHST.2.b.	Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. 2
11-12.WHST.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. 5
11-12.WHST.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. 6
11-12.WHST.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 topic). 5
11-12.WHST.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5
11-12.WHST.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. 5
11-12.WHST.6.	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7
11-12.WHST.7.	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 10
11-12.WHST.8.	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 10
11-12.WHST.9.	Draw evidence from informational texts to support analysis, reflection, and research. 4
11-12.WHST.10.	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 12

 

CC.CCRA-W.	College and Career Readiness Anchor Standards for Writing
CCRA-W.1.	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4
CCRA-W.2.	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 4
CCRA-W.3.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4
CCRA-W.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3
CCRA-W.5.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 2
CCRA-W.6.	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 14
CCRA-W.7.	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 5
CCRA-W.8.	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 10
CCRA-W.9.	Draw evidence from literary or informational texts to support analysis, reflection, and research. 8
CCRA-W.10.	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1

Eighth Grade Science Common Core Standards

CCSS.ELA-Literacy.RST.6-8 Reading

• Key Ideas and Details

  • CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

    • Explore the engineering-design process: going to the Moon! (6-C.4)
    • How can animal behaviors affect reproductive success? Identify evidence to support a claim (6-R.1)
    • Investigate primary succession on a volcanic island (6-X.6)
    • Explore the engineering-design process: going to the Moon! (7-C.4)
    • How can animal behaviors affect reproductive success? Identify evidence to support a claim (7-R.1)
    • Investigate primary succession on a volcanic island (7-X.6)
    • Explore the engineering-design process: going to the Moon! (8-C.4)
    • How can animal behaviors affect reproductive success? Identify evidence to support a claim (8-R.1)
    • Investigate primary succession on a volcanic island (8-W.6)

  • CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

    • Explore the engineering-design process: going to the Moon! (6-C.4)
    • How can animal behaviors affect reproductive success? Identify evidence to support a claim (6-R.1)
    • Classify symbiotic relationships (6-X.5)
    • Investigate primary succession on a volcanic island (6-X.6)
    • Explore the engineering-design process: going to the Moon! (7-C.4)
    • How can animal behaviors affect reproductive success? Identify evidence to support a claim (7-R.1)
    • Classify symbiotic relationships (7-X.5)
    • Investigate primary succession on a volcanic island (7-X.6)
    • Explore the engineering-design process: going to the Moon! (8-C.4)
    • How can animal behaviors affect reproductive success? Identify evidence to support a claim (8-R.1)
    • Classify symbiotic relationships (8-W.5)
    • Investigate primary succession on a volcanic island (8-W.6)

  • CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

    • Understand an experimental protocol about plant growth (6-B.5)
    • Understand an experimental protocol about diffusion (6-B.6)
    • Understand an experimental protocol about evaporation (6-B.7)
    • Understand an experimental protocol about plant growth (7-B.5)
    • Understand an experimental protocol about diffusion (7-B.6)
    • Understand an experimental protocol about evaporation (7-B.7)
    • Understand an experimental protocol about plant growth (8-B.5)
    • Understand an experimental protocol about diffusion (8-B.6)
    • Understand an experimental protocol about evaporation (8-B.7)

• Craft and Structure

  • CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

    • Identify parts of the engineering-design process (6-C.1)
    • Identify reactants and products (6-F.1)
    • Origins of scientific names (6-M.2)
    • Describe populations, communities, and ecosystems (6-W.1)
    • Identify ecosystems (6-W.2)
    • Describe ecosystems (6-W.3)
    • How does matter move in food chains? (6-X.1)
    • Interpret food webs I (6-X.2)
    • Interpret food webs II (6-X.3)
    • Investigate primary succession on a volcanic island (6-X.6)
    • Label Earth layers (6-BB.1)
    • Label Earth features at tectonic plate boundaries (6-BB.4)
    • Describe tectonic plate boundaries around the world (6-BB.5)
    • Label parts of water cycle diagrams (6-DD.1)
    • Select parts of water cycle diagrams (6-DD.2)
    • The greenhouse effect (6-FF.1)
    • Analyze models of the Earth-Sun-Moon system (6-HH.1)
    • What causes the seasons on Earth? (6-HH.3)
    • Identify parts of the engineering-design process (7-C.1)
    • Identify reactants and products (7-F.1)
    • Origins of scientific names (7-M.2)
    • Describe populations, communities, and ecosystems (7-W.1)
    • Identify ecosystems (7-W.2)
    • Describe ecosystems (7-W.3)
    • How does matter move in food chains? (7-X.1)
    • Interpret food webs I (7-X.2)
    • Interpret food webs II (7-X.3)
    • Investigate primary succession on a volcanic island (7-X.6)
    • Label Earth layers (7-BB.1)
    • Label Earth features at tectonic plate boundaries (7-BB.2)
    • Describe tectonic plate boundaries around the world (7-BB.3)
    • Label parts of water cycle diagrams (7-DD.1)
    • Select parts of water cycle diagrams (7-DD.2)
    • The greenhouse effect (7-FF.1)
    • Analyze models of the Earth-Sun-Moon system (7-HH.1)
    • What causes the seasons on Earth? (7-HH.3)
    • Identify parts of the engineering-design process (8-C.1)
    • Identify reactants and products (8-F.1)
    • Origins of scientific names (8-M.2)
    • Describe populations, communities, and ecosystems (8-V.1)
    • Identify ecosystems (8-V.2)
    • Describe ecosystems (8-V.3)
    • How does matter move in food chains? (8-W.1)
    • Interpret food webs I (8-W.2)
    • Interpret food webs II (8-W.3)
    • Investigate primary succession on a volcanic island (8-W.6)
    • Label Earth layers (8-AA.1)
    • Label Earth features at tectonic plate boundaries (8-AA.2)
    • Describe tectonic plate boundaries around the world (8-AA.3)
    • Label parts of water cycle diagrams (8-CC.1)
    • Select parts of water cycle diagrams (8-CC.2)
    • The greenhouse effect (8-EE.1)
    • Analyze models of the Earth-Sun-Moon system (8-GG.1)
    • What causes the seasons on Earth? (8-GG.3)

  • CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

  • CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

• Integration of Knowledge and Ideas

  • CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

    • Explore the engineering-design process: going to the Moon! (6-C.4)
    • Plant cell diagrams: label parts (6-O.4)
    • Animal cell diagrams: label parts (6-O.5)
    • Genes, proteins, and traits: understanding the genetic code (6-Q.7)
    • Flowering plant and conifer life cycles (6-T.1)
    • Moss and fern life cycles (6-T.2)
    • Evaluate claims about natural resource use: groundwater (6-Z.1)
    • Label Earth layers (6-BB.1)
    • Label Earth features at tectonic plate boundaries (6-BB.4)
    • Describe tectonic plate boundaries around the world (6-BB.5)
    • Label parts of water cycle diagrams (6-DD.1)
    • Select parts of water cycle diagrams (6-DD.2)
    • The greenhouse effect (6-FF.1)
    • Analyze models of the Earth-Sun-Moon system (6-HH.1)
    • What causes the seasons on Earth? (6-HH.3)
    • Explore the engineering-design process: going to the Moon! (7-C.4)
    • Plant cell diagrams: label parts (7-O.4)
    • Animal cell diagrams: label parts (7-O.5)
    • Genes, proteins, and traits: understanding the genetic code (7-Q.8)
    • Angiosperm and conifer life cycles (7-T.1)
    • Moss and fern life cycles (7-T.2)
    • Evaluate claims about natural resource use: groundwater (7-Z.1)
    • Label Earth layers (7-BB.1)
    • Label Earth features at tectonic plate boundaries (7-BB.2)
    • Describe tectonic plate boundaries around the world (7-BB.3)
    • Label parts of water cycle diagrams (7-DD.1)
    • Select parts of water cycle diagrams (7-DD.2)
    • The greenhouse effect (7-FF.1)
    • Analyze models of the Earth-Sun-Moon system (7-HH.1)
    • What causes the seasons on Earth? (7-HH.3)
    • Explore the engineering-design process: going to the Moon! (8-C.4)
    • Plant cell diagrams: label parts (8-O.4)
    • Animal cell diagrams: label parts (8-O.5)
    • Genes, proteins, and traits: understanding the genetic code (8-Q.8)
    • Angiosperm and conifer life cycles (8-T.1)
    • Moss and fern life cycles (8-T.2)
    • Evaluate claims about natural resource use: groundwater (8-Y.1)
    • Label Earth layers (8-AA.1)
    • Label Earth features at tectonic plate boundaries (8-AA.2)
    • Describe tectonic plate boundaries around the world (8-AA.3)
    • Label parts of water cycle diagrams (8-CC.1)
    • Select parts of water cycle diagrams (8-CC.2)
    • The greenhouse effect (8-EE.1)
    • Analyze models of the Earth-Sun-Moon system (8-GG.1)
    • What causes the seasons on Earth? (8-GG.3)

  • CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

    • Science literacy: how does the nervous system produce phantom pain? (6-P.6)
    • Science literacy: how does the nervous system produce phantom pain? (7-P.2)
    • Science literacy: how does the nervous system produce phantom pain? (8-P.2)

  • CCSS.ELA-Literacy.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.

• Range of Reading and Level of Text Complexity

  • CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

What Are The Common Core Standards? Is the biggest query for newbies. The Common Core Standards is a huge skill development platform that describes learning targets for each grade level in English Language Arts and Mathematics. Use this article on Common Core State Standards for K-12 Maths & ELA to achieve academic excellence.

Common Core State Standards

• Pre K Common Core Standards
• Kindergarten Common Core Standards
• 1st Grade Common Core Standards
• 2nd Grade Common Core Standards
• 3rd Grade Common Core Standards
• 4th Grade Common Core Standards
• 5th Grade Common Core Standards
• 6th Grade Common Core Standards
• 7th Grade Common Core Standards
• 8th Grade Common Core Standards
• Common Core Standards ELA
• Common Core Standards Math
• Common Core Social Studies Standards
• Common Core Science Standards

Common Core Standards Math

• 1st Grade Math Standards
• 2nd Grade Math Standards
• 3rd Grade Math Standards
• 4th Grade Math Standards
• 5th Grade Math Standards
• 6th Grade Math Standards
• 7th Grade Math Standards
• 8th Grade Math Standards

Common Core Standards ELA – English Language and Arts

• 1st Grade Common Core ELA
• 2nd Grade Common Core ELA
• 3rd Grade Common Core ELA
• 4th Grade Common Core ELA
• 5th Grade Common Core ELA
• 6th Grade Common Core ELA
• 7th Grade Common Core ELA
• 8th Grade Common Core ELA

Common Core Standards Social Studies Standards

• 12th Grade Social Studies Common Core Standards
• 11th Grade Social Studies Common Core Standards
• 10th Grade Social Studies Common Core Standards
• 9th Grade Social Studies Common Core Standards
• 8th Grade Social Studies Common Core Standards
• 7th Grade Social Studies Common Core Standards
• 6th Grade Social Studies Common Core Standards

Common Core Science Standards

• 8th Grade Science Common Core Standards
• 7th Grade Science Common Core Standards
• 6th Grade Science Common Core Standards

Common Core State Standards Initiative

As of May 12, 2015 – Adoption Stance

State	Adoption Stance
Alabama	Repealed
Alaska	Non-member
Arizona	Repealed
Arkansas	Adopted
California	Adopted
Colorado	Adopted
Connecticut	Adopted
Delaware	Adopted
District of Columbia	Adopted
Florida	Repealed
Georgia	Adopted
Hawaii	Adopted
Idaho	Adopted
Illinois	Adopted
Indiana	Repealed
Iowa	Adopted
Kansas	Adopted
Kentucky	Adopted
Louisiana	Adopted
Maine	Adopted
Maryland	Adopted
Massachusetts	Adopted
Michigan	Adopted
Minnesota	Partially adopted
Mississippi	Adopted
Missouri	Withdrew
Montana	Adopted
Nebraska	Non-member
Nevada	Adopted
New Hampshire	Adopted
New Jersey	Repealed
New Mexico	Adopted
New York	Adopted
North Carolina	Under review
North Dakota	Adopted
Ohio	Adopted
Oklahoma	Repealed
Oregon	Adopted
Pennsylvania	Adopted
Rhode Island	Adopted
South Carolina	Repealed
South Dakota	Adopted
Tennessee	Repealed
Texas	Non-member
Utah	Under review
Vermont	Adopted
Virginia	Non-member
Washington	Adopted
West Virginia	Adopted
Wisconsin	Adopted
Wyoming	Adopted

What Are the Common Core State Standards?

Simply put, the CCSS are a set of guidelines that outline what students should learn in English language arts (ELA) and mathematics at each grade level, from kindergarten through 12th grade. They were developed by experts and adopted by most states to ensure consistency and quality in education.

Why Students Should Consider Common Core State Standards?

CCSS mainly focuses on the advancement of reading, writing, speaking, listening, language, maths skills, and insights students which helps students to excel in college and careers. These Common Core state standards are designed by expert professionals and adopted by a majority of states to give constant quality in education.

Also, they are beneficial for students as well as states, school districts, teachers, and parents. Provided or updated common core standards math and ela common core standards grade-wise surely make you grasp the skills and gain knowledge to thrive in college, career, and life.

FAQs On CCSS Mathematics & English Learning Arts

• What are the Common Core learning standards?

The common core learning standards cover math and ELA academic standards for all students to learn subjects thoroughly of each grade from Kindergarten to High school.

• What is the meaning of the Common Core curriculum?

A Common Core curriculum means a set of predefined goals that are designed by the officials and shared with all schools that have been adopted to CCSS. All adopted state schools should follow and stick to the same goals and work together.

• What does CCSS stand for?

The CCSS stands for Common Core State Standards.

• What are the objectives of CCSS?

The main objective of Common Core State Standards is to assist students in learning the skills they require to be successful in college and in the workforce. One more goal of CCSS is to provide quality education across all states.

Summary

California Common Core Standards Math and ELA help students of all grades to get a consistent and high-quality education with efficient skills and deep knowledge of the subject.

Reading Common Core Standards improves your scores and develops conceptual skills. Hence, students, teachers, and parents can get great support from the CCSS to succeed in their future academic goals and careers.

8th Grade Social Studies Standards: Let’s grab all Common Core Standards for Grade 8 in PDF links and support your exam preparation with effective 8th-grade Social Studies Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Eighth Grade Social Studies Common Core Standards

CC.6-8.RH.	Reading Standards for Literacy in History/Social Studies
6-8.RH.1.	Cite specific textual evidence to support analysis of primary and secondary sources.
6-8.RH.2.	Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
6-8.RH.3.	Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
6-8.RH.4.	Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6-8.RH.5.	Describe how a text presents information (e.g., sequentially, comparatively, causally).
6-8.RH.6.	Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
6-8.RH.7.	Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
6-8.RH.8.	Distinguish among fact, opinion, and reasoned judgment in a text.
6-8.RH.9.	Analyze the relationship between a primary and secondary source on the same topic.
6-8.RH.10.	By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

 

CC.CCRA-R.	College and Career Readiness Anchor Standards for Reading
CCRA-R.1.	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA-R.2.	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA-R.3.	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCRA-R.4.	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA-R.5.	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
CCRA-R.6.	Assess how point of view or purpose shapes the content and style of a text.
CCRA-R.7.	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCRA-R.8.	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCRA-R.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.
CCRA-R.10.	Read and comprehend complex literary and informational texts independently and proficiently.

 

CC.6-8.WHST.	Writing Standards for Literacy in History/Social Studies
6-8.WHST.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6-8.WHST.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.
6-8.WHST.6.	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
6-8.WHST.7.	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
6-8.WHST.8.	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
6-8.WHST.9.	Draw evidence from informational texts to support analysis reflection, and research.
6-8.WHST.10.	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10th Grade Social Studies Standards: Let’s grab all Common Core Standards for Grade 10 in PDF links and support your exam preparation with effective 10th-grade Social Studies Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Tenth Grade Social Studies Common Core Standards

CC.9-10.RH.	Reading Standards for Literacy in History/Social Studies
9-10.RH.1.	Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.RH.2.	Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
9-10.RH.3.	Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.RH.4.	Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
9-10.RH.5.	Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
9-10.RH.6.	Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
9-10.RH.7.	Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
9-10.RH.8.	Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9.	Compare and contrast treatments of the same topic in several primary and secondary sources.
9-10.RH.10.	By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

 

CC.CCRA-R.	College and Career Readiness Anchor Standards for Reading
CCRA-R.1.	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA-R.2.	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA-R.3.	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCRA-R.4.	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA-R.5.	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
CCRA-R.6.	Assess how point of view or purpose shapes the content and style of a text.
CCRA-R.7.	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCRA-R.8.	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCRA-R.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.
CCRA-R.10.	Read and comprehend complex literary and informational texts independently and proficiently.
CC.9-10.WHST.	Writing Standards for Literacy in History/Social Studies
9-10.WHST.1.	Write arguments focused on discipline-specific content.
9-10.WHST.1.a.	Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
9-10.WHST.1.b.	Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
9-10.WHST.1.c.	Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
9-10.WHST.1.d.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.WHST.1.e.	Provide a concluding statement or section that follows from or supports the argument presented.
9-10.WHST.2.	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
9-10.WHST.2.a.	Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9-10.WHST.2.b.	Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
9-10.WHST.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.
9-10.WHST.2.d.	Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
9-10.WHST.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.
9-10.WHST.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).
CC.9-10.WHST.	Writing Standards for Literacy in History/Social Studies
9-10.WHST.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.WHST.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.
9-10.WHST.6.	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
9-10.WHST.7.	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.WHST.8.	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9-10.WHST.9.	Draw evidence from informational texts to support analysis, reflection, and research.
9-10.WHST.10.	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CC.CCRA-W.	College and Career Readiness Anchor Standards for Writing
CCRA-W.1.	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCRA-W.2.	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA-W.3.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCRA-W.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCRA-W.5.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCRA-W.6.	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCRA-W.7.	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCRA-W.8.	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCRA-W.9.	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCRA-W.10.	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

12th Grade Social Studies Standards: Let’s grab all Common Core Standards for Grade 12 in PDF links and support your exam preparation with effective 12th-grade Social Studies Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Grade 12 Grade Social Studies Common Core Standards

CC.11-12.RH.	Reading Standards for Literacy in History/Social Studies
11-12.RH.1.	Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 15
11-12.RH.2.	Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 15
11-12.RH.3.	Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11
11-12.RH.4.	Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 10
11-12.RH.5.	Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 14
11-12.RH.6.	Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. 28
11-12.RH.7.	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 4
11-12.RH.8.	Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. 19
11-12.RH.9.	Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 5
11-12.RH.10.	By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently. 6

CC.CCRA-R.	College and Career Readiness Anchor Standards for Reading
CCRA-R.1.	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 25
CCRA-R.2.	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3
CCRA-R.3.	Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 13
CCRA-R.4.	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 8
CCRA-R.5.	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 29
CCRA-R.6.	Assess how point of view or purpose shapes the content and style of a text. 2
CCRA-R.7.	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 2
CCRA-R.8.	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 8
CCRA-R.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. 4
CCRA-R.10.	Read and comprehend complex literary and informational texts independently and proficiently. 35

CC.11-12.WHST.	Writing Standards for Literacy in History/Social Studies
11-12.WHST.1.	Write arguments focused on discipline-specific content.
11-12.WHST.1.a.	Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST.1.b.	Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
11-12.WHST.1.c.	Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
11-12.WHST.1.d.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
11-12.WHST.1.e.	Provide a concluding statement or section that follows from or supports the argument presented.
11-12.WHST.2.	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
11-12.WHST.2.a.	Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12.WHST.2.b.	Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
11-12.WHST.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.
11-12.WHST.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.
11-12.WHST.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 topic).
11-12.WHST.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.WHST.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.
11-12.WHST.6.	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.WHST.7.	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.WHST.8.	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11-12.WHST.9.	Draw evidence from informational texts to support analysis, reflection, and research.
11-12.WHST.10.	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.CCRA-W.	College and Career Readiness Anchor Standards for Writing
CCRA-W.1.	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 15
CCRA-W.2.	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 6
CCRA-W.3.	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4
CCRA-W.4.	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3
CCRA-W.5.	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 2
CCRA-W.6.	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 14
CCRA-W.7.	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 5
CCRA-W.8.	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 20
CCRA-W.9.	Draw evidence from literary or informational texts to support analysis, reflection, and research. 5
CCRA-W.10.	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 14

1st Grade ELA Standards: Let’s grab all Common Core Standards for Grade 1 in pdf links and support your exam preparation with effective 1st-grade English Language Arts Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

First Grade English Language Arts Common Core State Standards

• Reading: Literature
• Reading: Informational Text
• Reading: Foundational Skills
• Writing
• Speaking & Listening
• Language

1st Grade ELA Reading: Literature

RL.1.1	Ask and answer questions about key details in a text.
RL.1.2	Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3	Describe characters, settings, and major events in a story, using key details.
RL.1.4	Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5	Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.1.6	Identify who is telling the story at various points in a text.
RL.1.7	Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.8	(Not applicable to literature)
RL.1.9	Compare and contrast the adventures and experiences of characters in stories.
RL.1.10	With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1st Grade ELA Reading: Informational Text

RI.1.1	Ask and answer questions about key details in a text.
RI.1.2	Identify the main topic and retell key details of a text.
RI.1.3	Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4	Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5	Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6	Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.7	Use the illustrations and details in a text to describe its key ideas.
RI.1.8	Identify the reasons an author gives to support points in a text.
RI.1.9	Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10	With prompting and support, read informational texts appropriately complex for grade 1.

1st Grade ELA Reading: Foundational Skills

Demonstrate understanding of the organization and basic features of print.
RF.1.1.A	Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2.A	Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.B	Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.C	Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2.D	Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.A	Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.B	Decode regularly spelled one-syllable words.
RF.1.3.C	Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.D	Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.E	Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.F	Read words with inflectional endings.
RF.1.3.G	Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.A	Read grade-level text with purpose and understanding.
RF.1.4.B	Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.C	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

1st Grade ELA Writing

W.1.1	Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2	Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3	Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.1.4	(Begins in grade 3)
W.1.5	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.
W.1.6	With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.7	Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
W.1.8	With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.1.9	(Begins in grade 4)
W.1.10	(Begins in grade 3)

1st Grade ELA Speaking & Listening

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.A	Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1.B	Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.C	Ask questions to clear up any confusion about the topics and texts under discussion.
Speaking and Listening
SL.1.2	Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3	Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.4	Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5	Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6	Produce complete sentences when appropriate to task and situation.

1st Grade ELA Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1.A	Print all upper- and lowercase letters.
L.1.1.B	Use common, proper, and possessive nouns.
L.1.1.C	Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1.D	Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L.1.1.E	Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.1.1.F	Use frequently occurring adjectives.
L.1.1.G	Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.H	Use determiners (e.g., articles, demonstratives).
L.1.1.I	Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.J	Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2.A	Capitalize dates and names of people.
L.1.2.B	Use end punctuation for sentences.
L.1.2.C	Use commas in dates and to separate single words in a series.
L.1.2.D	Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.E	Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Language
L.1.3	(Begins in grade 2)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.A	Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.B	Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.C	Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5.A	Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.B	Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.C	Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.D	Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Language
L.1.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

2nd Grade ELA Standards: Let’s grab all Common Core Standards for Grade 2 in pdf links and support your exam preparation with effective 2nd-grade English Language Arts Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Second Grade English Language Arts Common Core State Standards

• Reading: Literature
• Reading: Informational Text
• Reading: Foundational Skills
• Writing
• Speaking & Listening
• Language

2nd Grade ELA Reading: Literature

RL.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2	Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3	Describe how characters in a story respond to major events and challenges.
RL.2.4	Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5	Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6	Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7	Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.8	(Not applicable to literature)
RL.2.9	Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.2.10	By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2nd Grade ELA Reading: Informational Text

RI.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2	Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3	Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.4	Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5	Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6	Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7	Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8	Describe how reasons support specific points the author makes in a text.
RI.2.9	Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10	By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2nd Grade ELA Reading: Foundational Skills

Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.A	Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3.B	Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.C	Decode regularly spelled two-syllable words with long vowels.
RF.2.3.D	Decode words with common prefixes and suffixes.
RF.2.3.E	Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.F	Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.A	Read on-level text with purpose and understanding.
RF.2.4.B	Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.C	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

2nd Grade ELA Writing

W.2.1	Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.2	Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.3	Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.4	(Begins in grade 3)
W.2.5	With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6	With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7	Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8	Recall information from experiences or gather information from provided sources to answer a question.
W.2.9	(Begins in grade 4)
W.2.10	(Begins in grade 3)

2nd Grade ELA Speaking & Listening

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1.A	Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1.B	Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.1.C	Ask for clarification and further explanation as needed about the topics and texts under discussion.
Speaking and Listening
SL.2.2	Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3	Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.2.4	Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5	Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6	Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

2nd Grade Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1.A	Use collective nouns (e.g., group).
L.2.1.B	Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1.C	Use reflexive pronouns (e.g., myself, ourselves).
L.2.1.D	Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1.E	Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1.F	Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2.A	Capitalize holidays, product names, and geographic names.
L.2.2.B	Use commas in greetings and closings of letters.
L.2.2.C	Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2.D	Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).
L.2.2.E	Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.A	Compare formal and informal uses of English.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.A	Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.B	Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.C	Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.D	Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.E	Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.A	Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.B	Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Language
L.2.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

3rd Grade ELA Standards: Let’s grab all Common Core Standards for Grade 3 in pdf links and support your exam preparation with effective 3rd-grade English Language Arts Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Third Grade English Language Arts Common Core State Standards

• Reading: Literature
• Reading: Informational Text
• Reading: Foundational Skills
• Writing
• Speaking & Listening
• Language

3rd Grade ELA Reading: Literature

RL.3.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2	Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3	Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4	Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5	Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6	Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7	Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.8	(Not applicable to literature)
RL.3.9	Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.10	By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

3rd Grade ELA Reading: Informational Text

RI.3.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2	Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3	Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4	Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5	Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6	Distinguish their own point of view from that of the author of a text.
RI.3.7	Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8	Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9	Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10	By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

3rd Grade ELA Reading: Foundational Skills

Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3.A	Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3.B	Decode words with common Latin suffixes.
RF.3.3.C	Decode multisyllable words.
RF.3.3.D	Read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4.A	Read grade-level text with purpose and understanding.
RF.3.4.B	Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.4.C	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3rd Grade ELA Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.A	Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.B	Provide reasons that support the opinion.
W.3.1.C	Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.D	Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.A	Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.B	Develop the topic with facts, definitions, and details.
W.3.2.C	Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.D	Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.A	Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.B	Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.C	Use temporal words and phrases to signal event order.
W.3.3.D	Provide a sense of closure.
Writing
W.3.4	With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.5	With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.6	With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.7	Conduct short research projects that build knowledge about a topic.
W.3.8	Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9	(Begins in grade 4)
W.3.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

3rd Grade ELA Speaking & Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1.A	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1.B	Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1.C	Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1.D	Explain their own ideas and understanding in light of the discussion.
Speaking and Listening
SL.3.2	Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3	Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4	Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.5	Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6	Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

3rd Grade Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.A	Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1.B	Form and use regular and irregular plural nouns.
L.3.1.C	Use abstract nouns (e.g., childhood).
L.3.1.D	Form and use regular and irregular verbs.
L.3.1.E	Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.F	Ensure subject-verb and pronoun-antecedent agreement.
L.3.1.G	Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.H	Use coordinating and subordinating conjunctions.
L.3.1.I	Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.A	Capitalize appropriate words in titles.
L.3.2.B	Use commas in addresses.
L.3.2.C	Use commas and quotation marks in dialogue.
L.3.2.D	Form and use possessives.
L.3.2.E	Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.F	Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.G	Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3.A	Choose words and phrases for effect.
L.3.3.B	Recognize and observe differences between the conventions of spoken and written standard English.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4.A	Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.B	Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.C	Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.D	Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5.A	Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.B	Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5.C	Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Language
L.3.6	Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

4th Grade ELA Standards: Let’s grab all Common Core Standards for Grade 4 in pdf links and support your exam preparation with effective 4th-grade English Language Arts Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.

Fourth Grade English Language Arts Common Core State Standards

• Reading: Literature
• Reading: Informational Text
• Reading: Foundational Skills
• Writing
• Speaking & Listening
• Language

4th Grade ELA Reading: Literature

RL.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2	Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3	Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL.4.4	Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL.4.5	Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6	Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.4.7	Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.4.8	(Not applicable to literature)
RL.4.9	Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.4.10	By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4th Grade ELA Reading: Informational Text

RI.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6	Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.7	Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8	Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10	By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4th Grade ELA Reading: Foundational Skills

Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.A	Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.A	Read on-level text with purpose and understanding.
RF.4.4.B	Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4.C	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4th Grade ELA Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1.A	Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
W.4.1.B	Provide reasons that are supported by facts and details.
W.4.1.C	Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1.D	Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.A	Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2.B	Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2.C	Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.D	Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2.E	Provide a concluding statement or section related to the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3.A	Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.B	Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.C	Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.D	Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3.E	Provide a conclusion that follows from the narrated experiences or events.
Writing
W.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5	With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6	With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.7	Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8	Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.A	Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
W.4.9.B	Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Writing
W.4.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4th Grade ELA Speaking & Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1.A	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1.B	Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1.C	Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.1.D	Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Speaking and Listening
SL.4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3	Identify the reasons and evidence a speaker provides to support particular points.
SL.4.4	Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.5	Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.4.6	Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

4th Grade ELA Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.A	Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1.B	Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.C	Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.D	Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.E	Form and use prepositional phrases.
L.4.1.F	Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1.G	Correctly use frequently confused words (e.g., to, too, two; there, their).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.A	Use correct capitalization.
L.4.2.B	Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.C	Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.D	Spell grade-appropriate words correctly, consulting references as needed.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.A	Choose words and phrases to convey ideas precisely.
L.4.3.B	Choose punctuation for effect.
L.4.3.C	Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.A	Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.B	Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4.C	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5.A	Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.B	Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.C	Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language
L.4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).