English Language Arts Adult Basic Education 2
Core Standards of the Course
Reading Strand
Key: The citation at the end of each standard in the following chart identifies the CCSS strand, grade, and number (or standard number and letter, where applicable).
For example, RI.4.3 stands for Reading, Informational Text, Grade 4, Standard 3.
RI: Reading Informational Text RH: Reading Historical/Social Studies Text RL: Reading Literature RST: Reading Scientific and Technical Text
CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)4
RI/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.
CCR Anchor 2:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCR Anchor 3:
Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
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.
CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
RI.3.4
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a topic or subject area.
CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
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.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
CCR Anchor 6:
Assess how point of view or purpose shapes the content and style of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.3.6
Distinguish their own point of view from that of the author of a text.
CCR Anchor 7:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (Apply this standard to texts of appropriate complexity as outline by Standard 10.)
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).
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).
CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
RI.2.8
Describe how reasons support specific points the author makes in a text.
CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
CCR Anchor 10:
Read and comprehend complex literary and informational texts independently and proficiently.5
Associated Quantitative Measures of Text Complexity to B-E Levels of Learning
Common Core Band | ATOS | Degrees of Reading Power® | Flesch-Kincaid | The Lexile Framework® | Reading Maturity | SourceRater |
2nd - 3rd (B) | 2.75 - 5.14 | 42 - 54 | 1.98 - 5.34 | 420 - 820 | 3.53 - 6.13 | 0.05 - 2.48 |
4th - 5th (C) | 4.97 - 7.03 | 52 - 60 | 4.51 - 7.73 | 740 - 1010 | 5.42 - 7.92 | 0.84 - 5.75 |
6th - 8th (D) | 7.00 - 9.98 | 57 - 67 | 6.51 - 10.34 | 925 - 1185 | 7.04 - 9.57 | 4.11 - 10.66 |
9th - 10th (E) | 9.67 - 12.01 | 62 - 72 | 8.32 - 12.12 | 1050 - 1335 | 8.41 - 10.81 | 9.02 - 13.93 |
11th - CCR (E) | 11.20 - 14.10 | 67 - 74 | 10.34 - 14.2 | 1185 - 1385 | 9.57 - 12.00 | 12.30 - 14.50 |
Writing Standards
To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. The Writing Standards cultivate the development of three mutually reinforcing writing capacities: crafting arguments, writing to inform and explain, and fashioning narratives about real or imagined experiences. The overwhelming focus of writing throughout the levels is on arguments and informative/explanatory texts. Writing Standard 9 is a standout because it stresses the importance of the writing-reading connection by requiring students to draw upon and use evidence from literary and informational texts as they write arguments or inform/explain. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand as well.
Writing Strand
Key: The citation at the end of each standard in the following chart identifies the CCSS strand, grade, and number (or standard number and letter, where applicable).
For example, W.5.1a stands for Writing, Grade 5, Standard 1a.
W: Writing WHST: Writing for History/Social Studies, Scientific and Technical Subjects
CCR Anchor 1:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCR Anchor 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.
W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 6
CCR Anchor 3:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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.
CCR Anchor 4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.3.4
Produce writing in which the development and organization are appropriate to task and purpose.
CCR Anchor 5:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.3.5
With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)
CCR Anchor 6:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.3.6
With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
CCR Anchor 7:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.3.7
Conduct short research projects that build knowledge about a topic.
CCR Anchor 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.
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.
Speaking and Listening
Including, but not limited to, skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills. The standards ask students to learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.7
Speaking and Listening Strand
Key: The citation at the end of each standard in the following chart identifies the CCSS strand, grade, and number (or standard number and letter, where applicable).
For example, SL.K.2 stands for Speaking and Listening, Grade K, Standard 2.
SL: Speaking and Listening
CCR Anchor 1:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly. 8
CCR Anchor 2:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
CCR Anchor 3:
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCR Anchor 4:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
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.
CCR Anchor 6:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language standards 1 and 3.)
Language Standards
The Language Standards include the essential "rules" of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases and their nuances and relationships, and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases. Students advancing through the levels are expected to meet each level's specific standards and retain or further develop skills and understanding mastered in preceding levels.9
Language Strand
Key: The citation at the end of each standard in the following chart identifies the CCSS strand, grade, and number (or standard number and letter, where applicable).
For example, L.9-10.1 stands for Language, Grade 9-10, Standard 1.
L: Language
CCR Anchor 1:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1 and 3.1 merge 10
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCR Anchor 2:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2 and 3.2 merge
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCR Anchor 3:
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCR Anchor 4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.
CCR Anchor 5:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.3.5
Demonstrate understanding of word relationships and nuances in word meanings.
CCR Anchor 6:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.
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 people are happy that makes me happy).
L.3.6
Acquire and use accurately level-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).
Reading Standards: Foundational Skills K-5
The Reading Standards: Foundational Skills are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.11
Reading Standards: Foundational Skills K-5
Key: The citation at the end of each standard in the following chart identifies the CCSS strand, grade, and number (or standard number and letter, where applicable).
For example, RF.4.4 stands for Reading Foundational Skills, Grade 4, Standard 4.
RF: Reading Foundational Skills
RF.3.
Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
RF.2.3 and 3.3 merge
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4
Read with sufficient accuracy and fluency to support comprehension. (Fluency)
RF.2.4 and 3.4 merge
Read with sufficient accuracy and fluency to support comprehension.
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - Stephanie Patton and see the Adult Ed/ English Language Arts website. For general questions about Utah's Core Standards contact the Director - Stephanie Patton. These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.