The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. 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
- 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.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
- 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.
- 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.
- Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1
- 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.
- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
- Read and comprehend complex literary and informational texts independently and proficiently.
Note on range and content of student reading
Content area literacy is critical to students’ post secondary success in higher education and the workplace. To prepare students for these challenges, literacy skills must to be developed across all content areas. Students expand their range when applying literacy skills to a variety of content areas because the academic discourses and disciplinary concepts in those require different approaches to reading, writing, speaking, viewing, and listening. It is through applying literacy skills in a number of content areas that students learn to integrate these skills and strategies into life experience. Teachers in all content areas who make literacy a priority understand that learning involves making meaning
Although the authors of the Common Core Standards chose to articulate standards for literacy in the areas of history/social studies, science, and technical subjects, the Iowa Core extends that definition to include all secondary content areas.
1 Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.