# data[].attributes.body
Science Standards

# data[].attributes.attachment_link.readable_text
To learn more about the standards and to view the NGSS Appendices, click here.

Download a PDF of all performance expectations grouped by topic. You may also view DCI arrangements of standards or search for individual performance expectations. To the right under Related Resources are Storylines and PDFs of related standards.Storylines are statements that describe the context and rationale for the Performace Expectations (PEs) in each grade band and section.

The topics arrangements of the Next Generation Science Standards (NGSS) include the same PEs as in the DCI arrangements, but the PEs are bundled differently. At the beginning of the NGSS writing process, the writers arranged the Disciplinary Core Ideas (DCIs) into topics around which to develop the standards in order to eliminate potential redundancy, seek an appropriate grain size, and seek natural connections among the DCIs. However, the codes (names) of individual PEs are based on the DCI arrangement of the standards. Some states prefer to use the topical arrangements of the standards, whereas other states prefer to use the DCI arrangements of the standards.

# data[].attributes.attachment_link.description
To learn more about the standards and to view the NGSS Appendices, click here . Download a PDF of all performance expectations grouped by topic. You may also view DCI arrangements of standards or search for individual performance expectations .

# data[].attributes.body
Reading 1

# data[].attributes.attachment_link.readable_text
All provide opportunities to develop students' competence for Common Core Anchor Reading Standard 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.

Fiction Readings and Scaffolds from the Center for Urban Education

One-Page Fiction Readings by Grade Level
These passages are listed at their readability level according to the Fry formula.
You may want to use a reading from an earlier or later grade level
because the formula does not factor in conceptual difficulty of a text.

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grades 8-10
8th grade students at Gray School illustrate the role of the narrator.

Students read to find answers to their own questions, Gray School

Story summary with illustration, Gray School

More resources

# data[].attributes.attachment_link.title
One-Page Fiction Reading/Thinking Passages Aligned with Core Priorities

# data[].attributes.attachment_link.description
All provide opportunities to develop students' competence for Common Core Anchor Reading Standard 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.

# data[].attributes.attachment_link.title
A Teacher's Perspective:  Unpacking the Standards

# data[].attributes.attachment_link.description
Williams Elementary School, Oakland, Maine, RSU 18 Maine Department of Education Center for Best Practice http://maine.gov/doe/cbp/index.html

# data[].attributes.attachment_link.readable_text
These standards 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. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know-to discern when particular children or activities warrant more or less attention.
Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.

# data[].attributes.attachment_link.title
English Language Arts Standards " Reading: Foundational Skills " Introduction for K-5

# data[].attributes.attachment_link.description
These standards 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.

# data[].attributes.attachment_link.title
English Language Arts Standards " Speaking & Listening " Introduction | Common Core State Standards Initiative

# data[].attributes.attachment_link.description
The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

# data[].attributes.attachment_link.title
Page not found – Common Core State Standards Initiative

# data[].attributes.attachment_link.description
It looks like nothing was found at this location. Maybe try a search?

# data[].attributes.attachment_link.readable_text
Standards in this strand:

Text Types and Purposes:

CCSS.ELA-Literacy.WHST.6-8.1.a
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.WHST.6-8.1.b
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.6-8.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.6-8.2.b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Production and Distribution of Writing:

CCSS.ELA-Literacy.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.5
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.

CCSS.ELA-Literacy.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge:

CCSS.ELA-Literacy.WHST.6-8.7
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.

CCSS.ELA-Literacy.WHST.6-8.8
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.

Range of Writing:

CCSS.ELA-Literacy.WHST.6-8.10
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.

Note

Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

# data[].attributes.attachment_link.title
English Language Arts Standards " Writing " Grade 6-8

# data[].attributes.attachment_link.description
Text Types and Purposes: CCSS.ELA-Literacy.WHST.6-8.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.WHST.6-8.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

# data[].attributes.body
Standards

# data[].attributes.attachment_link.readable_text
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.

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

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.

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.

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).

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.

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.

# data[].attributes.attachment_link.title
English Language Arts Standards " Science & Technical Subjects " Grade 6-8

# data[].attributes.attachment_link.description
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. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

# data[].attributes.body
Standards

# data[].attributes.body
ELA and Literacy Across the Curriculum

# data[].attributes.attachment_link.readable_text
References

Click the "References" link above to hide these references.

Common Core State Standards Initiative (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: CCSSO & National Governors Association.

# data[].attributes.attachment_link.title
Planning Curriculum to Meet the Common Core State Standards

# data[].attributes.attachment_link.description
Click the "References" link above to hide these references. Common Core State Standards Initiative (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: CCSSO & National Governors Association.

# data[].attributes.body
www.fortheteachers.org

# data[].attributes.body
https://padlet.com/

# data[].attributes.body
https://www.nwea.org/blog/2013/22-easy-formative-assessment-techniques-for-measuring-student-learning

# data[].attributes.body
https://newsela.com/

# data[].attributes.attachment_link.readable_text
It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

# data[].attributes.attachment_link.title
Newsela | Content and assessment platform

# data[].attributes.attachment_link.description
Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

# data[].attributes.body
https://teach.mapnwea.org