LEARN NC

K–12 teaching and learning · from the UNC School of Education

  1. Kindergarten – Grade 5
    1. Introduction
    2. Anchor Standards
    3. Reading: Literature
    4. Reading: Informational Text
    5. Reading: Foundational Skills
    6. Writing
    7. Speaking & Listening
    8. Language
    9. Standard 10: Range, Quality, & Complexity
  2. Grades 6–12 ELA
    1. Anchor Standards
    2. Reading: Literature
    3. Reading: Informational Text
    4. Writing
    5. Speaking & Listening
    6. Language
    7. Standard 10: Range, Quality, & Complexity
  3. Grades 6–12 Literacy in History/Social Studies, Science, & Technical Subjects
    1. Anchor Standards
    2. History/Social Studies
    3. Science & Technical Subjects
    4. Writing

College and Career Readiness Anchor Standards for Reading

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

    Key Ideas and Details

  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.
  2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  4. Craft and Structure

  5. 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.
  6. 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.
  7. Assess how point of view or purpose shapes the content and style of a text.
  8. Integration of Knowledge and Ideas

  9. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
  10. 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.
  11. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  12. Range of Reading and Level of Text Complexity

  13. Read and comprehend complex literary and informational texts independently and proficiently.

Note on range and content of student reading

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

College and Career Readiness Anchor Standards for Writing

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

    Text Types and Purposes1

  1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  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.
  3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  4. Production and Distribution of Writing

  5. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  6. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  7. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  8. Research to Build and Present Knowledge

  9. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
  10. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  11. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  12. Range of Writing

  13. 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.

Note on range and content in student writing

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

College and Career Readiness Anchor Standards for Speaking and Listening

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

    Comprehension and Collaboration

  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.
  2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  4. Presentation of Knowledge and Ideas

  5. 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.
  6. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  7. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Note on range and content of student speaking and listening

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

College and Career Readiness Anchor Standards for Language

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

    Conventions of Standard English

  1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  3. Knowledge of Language

  4. 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.
  5. Vocabulary Acquisition and Use

  6. 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.
  7. Demonstrate understanding of word relationships and nuances in word meanings.
  8. 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 an unknown term important to comprehension or expression.

Note on range and content of student language use

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.