Academic Standards for
English Language
Arts
Grades 6–12
March 1, 2014
Pennsylvania Department of Education
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
2
INTRODUCTION
These standards describe what students should know and be able to do with the English language, prekindergarten through Grade 12. The
standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms.
Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school
curriculum that will meet local students’ needs.
Five standard categories are designed to provide a Pre K–12 continuum to reflect the demands of a college- and career-ready graduate:
Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade 5. These
foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop
proficient readers with the capacity to comprehend text, both literary and informational, across disciplines.
Standard 2: Reading Informational Text enables students to read, understand, and respond to informational text.
Standard 3: Reading Literature enables students to read, understand, and respond to works of literature.
Standard 4: Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence-
based analysis of text and research.
Standard 5: Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas.
With a focus on college and career readiness, the instructional shifts as reflected in Common Core are evident throughout the PA Core Standards:
Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature
Focusing on close and careful reading of text so that students are learning from the text
Building a staircase of complexity (i.e., each grade level requires a “step” of growth on the “staircase”) so that students graduate college or
career ready
Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to
the ideas, events, facts, and arguments presented in the texts they read
Stressing an academically focused vocabulary so that students can access more complex texts
The English Language Arts Standards also provide parents and community members with information about what students should know and be
able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents,
students, educators, and community members become partners in learning. Each standard implies an end-of-year goal—with the understanding
that exceeding the standard is an even more desirable end goal.
Note: The Aligned Eligible Content is displayed with the standard statement. On Standard Aligned System portal, it is a live link.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
3
TABLE OF CONTENTS
Foundational Skills (Pre K–5) ............................................................... 1.1
Students gain a working knowledge of concepts of print, alphabetic principle,
and other basic conventions. These foundational skills are not an end in and of
themselves; rather, students apply them as effective readers.
Book Handling
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Reading Informational Text .................................................................. 1.2
Students read, understand, and respond to informational text—with an
emphasis on comprehension, vocabulary acquisition, and making connections
among ideas and between texts with a focus on textual evidence.
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Vocabulary Acquisition and Use
Range of Reading
Reading Literature ................................................................................... 1.3
Students read and respond to works of literature—with an emphasis on
comprehension, vocabulary acquisition, and making connections among ideas
and between texts with a focus on textual evidence.
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Vocabulary Acquisition and Use
Range of Reading
Writing ..........................................................................................................1.4
Students write for different purposes and audiences. Students write clear and
focused text to convey a well-defined perspective and appropriate content.
Informative/Explanatory
Opinion/Argumentative
Narrative
Response to Literature
Production and Distribution of Writing
Technology and Publication
Conducting Research
Credibility, Reliability, and Validity of Sources
Range of Writing
Speaking and Listening ...........................................................................1.5
Students present appropriately in formal speaking situations, listen critically,
and respond intelligently as individuals or in group discussions.
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Integration of Knowledge and Ideas
Conventions of Standard English
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
4
1.2 Reading Informational Text
Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Key Ideas and Details
Main Idea
CC.1.2.7.A
Determine two or more central
ideas in a text and analyze
their development over the
course of the text; provide an
objective summary of the text.
E07.B-K.1.1.2
CC.1.2.8.A
Determine a central idea of a
text and analyze its
development over the course
of the text, including its
relationship to supporting
ideas; provide an objective
summary of the text.
E08.B-K.1.1.2
CC.1.2.9–10.A
Determine a central idea of a text
and analyze its development over
the course of the text, including
how it emerges and is shaped and
refined by specific details; provide
an objective summary of the text.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.11–12.A
Determine and analyze the
relationship between two or more
central ideas of a text, including
the development and interaction
of the central ideas; provide an
objective summary of the text.
Key Ideas and Details
Text Analysis
CC.1.2.7.B
Cite several pieces of textual
evidence to support analysis of
what the text says explicitly, as
well as inferences, conclusions,
and/or generalizations drawn
from the text.
E07.B-K.1.1.1
CC.1.2.8.B
Cite the textual evidence that
most strongly supports an
analysis of what the text says
explicitly, as well as inferences,
conclusions, and/or
generalizations drawn from
the text.
E08.B-K.1.1.1
CC.1.2.9–10.B
Cite strong and thorough textual
evidence to support analysis of
what the text says explicitly, as
well as inferences and conclusions
based on an author’s explicit
assumptions and beliefs about a
subject.
L.N.1.3.1
L.N.2.1.1
L.N.2.1.2
CC.1.2.11–12.B
Cite strong and thorough textual
evidence to support analysis of
what the text says explicitly, as
well as inferences and conclusions
based on and related to an
author’s implicit and explicit
assumptions and beliefs.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
5
1.2 Reading Informational Text
Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Key Ideas and Details
Text Analysis
CC.1.2.7.C
Analyze the interactions
between individuals,
events, and ideas in a text.
E07.B-K.1.1.3
CC.1.2.8.C
Analyze how a text makes
connections among and
distinctions between
individuals, ideas, or events.
E08.B-K.1.1.3
CC.1.2.9–10.C
Apply appropriate strategies to
analyze, interpret, and evaluate
how an author unfolds an analysis
or series of ideas or events,
including the order in which the
points are made, how they are
introduced and developed, and
the connections that are drawn
between them.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.11–12.C
Analyze the interaction and
development of a complex set of
ideas, sequence of events, or
specific individuals over the
course of the text.
Craft and Structure
Point of View
CC.1.2.7.D
Determine an author’s point of
view or purpose in a text and
analyze how the author
distinguishes his or her
position from that of others.
E07.B-C.2.1.1
CC.1.2.8.D
Determine an author’s point of
view or purpose in a text and
analyze how the author
acknowledges and responds to
conflicting evidence or
viewpoints.
E08.B-C.2.1.1
CC.1.2.9–10.D
Determine an author’s particular
point of view and analyze how
rhetoric advances the point of
view.
L.N.2.3.6
CC.1.2.11–12.D
Evaluate how an author’s point of
view or purpose shapes the
content and style of a text.
Craft and Structure
Text Structure
CC.1.2.7.E
Analyze the structure of the
text through evaluation of the
author’s use of graphics,
charts. and the major sections
of the text.
E07.B-C.2.1.2
CC.1.2.8.E
Analyze the structure of the
text through evaluation of the
author’s use of specific
sentences and paragraphs to
develop and refine a concept.
E08.B-C.2.1.2
CC.1.2.9–10.E
Analyze in detail how an author’s
ideas or claims are developed and
refined by particular sentences,
paragraphs, or larger portions of a
text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.11–12.E
Analyze and evaluate the
effectiveness of the structure an
author uses in his or her
exposition or argument, including
whether the structure makes
points clear, convincing, and
engaging.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
6
1.2 Reading Informational Text
Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Craft and Structure
Vocabulary
CC.1.2.7.F
Determine the meaning of
words and phrases as they are
used in grade-level reading
and content, including
interpretation of figurative,
connotative, and technical
meanings.
E07.B-V.4.1.1
E07.B-V.4.1.2
E07.B-C.2.1.3
CC.1.2.8.F
Analyze the influence of the
words and phrases in a text
including figurative,
connotative, and technical
meanings, and how they shape
meaning and tone.
E08.B-V.4.1.1
E08.B-V.4.1.2
E08.B-C.2.1.3
CC.1.2.9–10.F
Analyze how words and phrases
shape meaning and tone in texts.
L.N.1.1.4
CC.1.2.11–12.F
Evaluate how words and phrases
shape meaning and tone in texts.
Integration of Knowledge and Ideas
Diverse Media
CC.1.2.7.G
Compare and contrast a text to
an audio, video, or multimedia
version of the text, analyzing
each medium’s portrayal of the
subject (e.g., how the delivery
of a speech affects the impact
of the words).
CC.1.2.8.G
Evaluate the advantages and
disadvantages of using
different mediums (e.g., print
or digital text, video,
multimedia) to present a
particular topic or idea.
CC.1.2.9–10.G
Analyze various accounts of a
subject told in different mediums
(e.g., a person’s life story in both
print and multimedia),
determining which details are
emphasized in each account.
L.N.2.2.3
CC.1.2.11–12.G
Integrate and evaluate multiple
sources of information presented
in different media or formats (e.g.,
visually, quantitatively) as well as
in words in order to address a
question or solve a problem.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
7
1.2 Reading Informational Text
Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Integration of Knowledge and Ideas
Evaluating Arguments
CC.1.2.7.H
Evaluate an author’s
argument, reasoning, and
specific claims for the
soundness of the argument
and the relevance of the
evidence.
E07.B-C.3.1.1
CC.1.2.8.H
Evaluate an author’s
argument, reasoning, and
specific claims for the
soundness of the arguments
and the relevance of the
evidence.
E08.B-C.3.1.1
CC.1.2.9–10.H
Delineate and evaluate the
argument and specific claims in a
text, assessing the validity of
reasoning and relevance of
evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.11–12.H
Analyze seminal texts based upon
reasoning, premises, purposes,
and arguments.
Integration of Knowledge and Ideas
Analysis Across Texts
CC.1.2.7.I
Analyze how two or more
authors present and interpret
facts on the same topic.
E07.B-C.3.1.2
CC.1.2.8.I
Analyze two or more texts that
provide conflicting
information on the same topic
and identify where the texts
disagree on matters of fact or
interpretation.
E08.B-C.3.1.2
CC.1.2.9–10.I
Analyze seminal U.S. documents of
historical and literary significance,
including how they address
related themes and concepts.
CC.1.2.11–12.I
Analyze foundational U.S. and
world documents of historical,
political, and literary significance
for their themes, purposes, and
rhetorical features.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
8
1.2 Reading Informational Text
Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Vocabulary Acquisition and Use
CC.1.2.7.J
Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
E07.B-V.4.1.1
E07.B-V.4.1.2
CC.1.2.8.J
Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
E08.B-V.4.1.1
E08.B-V.4.1.2
CC.1.2.9–10.J
Acquire and use accurately
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 considering a
word or phrase important to
comprehension or expression.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
CC.1.2.11–12.J
Acquire and use accurately
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 considering a
word or phrase important to
comprehension or expression.
Vocabulary Acquisition and Use
CC.1.2.7.K
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade-level
reading and content, choosing
flexibly from a range of
strategies and tools.
E07.B-V.4.1.1
CC.1.2.8.K
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade-level
reading and content, choosing
flexibly from a range of
strategies and tools.
E08.B-V.4.1.1
CC.1.2.9–10.K
Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on
grade-level reading and content,
choosing flexibly from a range of
strategies and tools.
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
L.N.1.2.4
CC.1.2.11–12.K
Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on
grade-level reading and content,
choosing flexibly from a range of
strategies and tools.
Range of Reading
CC.1.2.7.L
Read and comprehend literary
nonfiction and informational
text on grade level, reading
independently and
proficiently.
CC.1.2.8.L
Read and comprehend literary
nonfiction and informational
text on grade level, reading
independently and
proficiently.
CC.1.2.9–10.L
Read and comprehend literary
nonfiction and informational text
on grade level, reading
independently and proficiently.
CC.1.2.11–12.L
Read and comprehend literary
nonfiction and informational text
on grade level, reading
independently and proficiently.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
9
1.3 Reading Literature
Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with a focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Key Ideas and Details
Theme
CC.1.3.7.A
Determine a theme or central
idea of a text and analyze its
development over the course
of the text; provide an
objective summary of the text.
E07.A-K.1.1.2
CC.1.3.8.A
Determine a theme or central
idea of a text and analyze its
development over the course
of the text, including its
relationship to the characters,
setting, and plot; provide an
objective summary of the text.
E08.A-K.1.1.2
CC.1.3.9–10.A
Determine a theme or central idea
of a text and analyze in detail its
development over the course of
the text, including how it emerges
and is shaped and refined by
specific details; provide an
objective summary of the text.
L.F.1.1.2
L.F.1.3.1
L.F.1.3.2
L.F.2.3.4
CC.1.3.11–12.A
Determine and analyze the
relationship between two or more
themes or central ideas of a text,
including the development and
interaction of the themes; provide
an objective summary of the text.
Key Ideas and Details
Text Analysis
CC.1.3.7.B
Cite several pieces of textual
evidence to support analysis of
what the text says explicitly, as
well as inferences, conclusions,
and/or generalizations drawn
from the text.
E07.A-K.1.1.1
CC.1.3.8.B
Cite the textual evidence that
most strongly supports an
analysis of what the text says
explicitly, as well as inferences,
conclusions, and/or
generalizations drawn from
the text.
E08.A-K.1.1.1
CC.1.3.9–10.B
Cite strong and thorough textual
evidence to support analysis of
what the text says explicitly, as
well as inferences and conclusions
based on an author’s explicit
assumptions and beliefs about a
subject.
L.F.1.1.1
L.F.1.3.1
L.F.2.1.2
CC.1.3.11–12.B
Cite strong and thorough textual
evidence to support analysis of
what the text says explicitly, as well
as inferences and conclusions
based on and related to an author’s
implicit and explicit assumptions
and beliefs.
Key Ideas and Details
Literary Elements
CC.1.3.7.C
Analyze how particular
elements of a story or drama
interact and how setting
shapes the characters or plot.
E07.A-K.1.1.3
CC.1.3.8.C
Analyze how particular lines of
dialogue or incidents in a story
or drama propel the action,
reveal aspects of a character,
or provoke a decision.
E08.A-K.1.1.3
CC.1.3.9–10.C
Analyze how complex characters
develop over the course of a text,
interact with other characters, and
advance the plot or develop the
theme.
L.F.1.1.3
L.F.2.3.1
L.F.2.3.4
CC.1.3.11–12.C
Analyze the impact of the author’s
choices regarding how to develop
and relate elements of a story or
drama.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
10
1.3 Reading Literature
Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with a focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Craft and Structure
Point of View
CC.1.3.7.D
Analyze how an author
develops and contrasts the
points of view of different
characters or narrators in a
text.
E07.A-C.2.1.1
CC.1.3.8.D
Analyze how differences in the
points of view of the
characters and the audience or
reader (e.g., created through
the use of dramatic irony)
create such effects as suspense
or humor.
E08.A-C.2.1.1
CC.1.3.9–10.D
Determine the point of view of the
text and analyze the impact the
point of view has on the meaning
of the text.
L.F.2.3.6
CC.1.3.11–12.D
Evaluate how an author’s point of
view or purpose shapes the content
and style of a text.
Craft and Structure
Text Structure
CC.1.3.7.E
Analyze how the structure or
form of a text contributes to its
meaning.
E07.A-C.2.1.2
CC.1.3.8.E
Compare and contrast the
structure of two or more texts
and analyze how the differing
structure of each text
contributes to its meaning and
style.
E08.A-C.2.1.2
CC.1.3.9–10.E
Analyze how an author’s choices
concerning how to structure a
text, order events within it, and
manipulate time create an effect.
L.F.1.1.3
L.F.2.3.2
L.F.2.3.3
L.F.2.5.3
CC.1.3.11–12.E
Evaluate the structure of texts
including how specific sentences,
paragraphs, and larger portions of
the texts relate to each other and
the whole.
Craft and Structure
Vocabulary
CC.1.3.7.F
Determine the meaning of
words and phrases as they are
used in grade-level reading
and content, including
interpretation of figurative,
connotative meanings.
E07.A-C.2.1.3
E07.A-V.4.1.1
E07.A-V.4.1.2
CC.1.3.8.F
Analyze the influence of the
words and phrases in a text
including figurative and
connotative meanings and how
they shape meaning and tone.
E08.A-C.2.1.3
E08.A-V.4.1.1
E08.A-V.4.1.2
CC.1.3.9–10.F
Analyze how words and phrases
shape meaning and tone in texts.
L.F.2.3.5
L.F.2.5.1
CC.1.3.11–12.F
Evaluate how words and phrases
shape meaning and tone in texts.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
11
1.3 Reading Literature
Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with a focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Integration of Knowledge and Ideas
Sources of Information
CC.1.3.7.G
Compare and contrast a
written story, drama, or poem
to its audio, filmed, staged, or
multimedia version, analyzing
the effects of techniques
unique to each medium (e.g.,
lighting, sound, color, or
camera focus and angles in a
film).
CC.1.3.8.G
Analyze the extent to which a
filmed or live production of a
story or drama stays faithful to
or departs from the text or
script, evaluating the choices
made by directors or actors.
CC.1.3.9–10.G
Analyze the representation of a
subject or a key scene in two
different artistic mediums,
including what is emphasized or
absent in each treatment.
L.F.2.2.1
L.F.2.2.3
L.F.2.2.4
CC.1.3.11–12.G
Analyze multiple interpretations of
a story, drama, or poem (e.g.,
recorded or live production of a
play or recorded novel or poetry),
evaluating how each version
interprets the source text. (Include
at least one play by Shakespeare
and one play by an American
dramatist.)
Integration of
Knowledge and Ideas
Text Analysis
CC.1.3.7.H
Compare and contrast a
fictional portrayal of a time,
place, or character and a
historical account of the same
period as a means of
understanding how authors of
fiction use or alter history.
E07.A-C.3.1.1
CC.1.3.8.H
Analyze how a modern work of
fiction draws on themes,
patterns of events, or
character types from
traditional works, including
describing how the material is
rendered new.
E08.A-C.3.1.1
CC.1.3.9–10.H
Analyze how an author draws on
and transforms themes, topics,
character types, and/or other text
elements from source material in
a specific work.
L.F.2.2.2
L.F.2.4.1
CC.1.3.11–12.H
Demonstrate knowledge of
foundational works of literature
that reflect a variety of genres in
the respective major periods of
literature, including how two or
more texts from the same period
treat similar themes or topics.
Vocabulary Acquisition and
Use
Strategies
CC.1.3.7.I
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade-level
reading and content, choosing
flexibly from a range of
strategies and tools.
E07.A-V.4.1.1
CC.1.3.8.I
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade-level
reading and content, choosing
flexibly from a range of
strategies and tools.
E08.A-V.4.1.1
CC.1.3.9–10.I
Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on
grade-level reading and content,
choosing flexibly from a range of
strategies and tools.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.11–12.I
Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade-
level reading and content, choosing
flexibly from a range of strategies
and tools.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
12
1.3 Reading Literature
Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with a focus on textual evidence.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Vocabulary Acquisition and Use
CC.1.3.7.J
Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
E07.A-V.4.1.1
E07.A-V.4.1.2
CC.1.3.8.J
Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
E08.A-V.4.1.1
E08.A-V.4.1.2
CC.1.3.9–10.J
Acquire and use accurately grade-
appropriate general academic and
domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.11–12.J
Acquire and use accurately 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
considering a word or phrase
important to comprehension or
expression.
Range of
Reading
CC.1.3.7.K
Read and comprehend literary
fiction on grade level, reading
independently and
proficiently.
CC.1.3.8.K
Read and comprehend literary
fiction on grade level, reading
independently and
proficiently.
CC.1.3.9–10.K
Read and comprehend literary
fiction on grade level, reading
independently and proficiently.
CC.1.3.11–12.K
Read and comprehend literary
fiction on grade level, reading
independently and proficiently.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
13
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Informative/
Explanatory
CC.1.4.7.A
Write
informative/explanatory
texts to examine a topic and
convey ideas, concepts, and
information clearly.
CC.1.4.8.A
Write
informative/explanatory
texts to examine a topic and
convey ideas, concepts, and
information clearly.
CC.1.4.9–10.A
Write informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and
accurately.
CC.1.4.11–12.A
Write informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and
accurately.
Informative/Explanatory
Focus
CC.1.4.7.B
Identify and introduce the
topic clearly, including a
preview of what is to follow.
E07.C.1.2.1
E07.E.1.1.1
CC.1.4.8.B
Identify and introduce the
topic clearly, including a
preview of what is to follow.
E08.C.1.2.1
E08.E.1.1.1
CC.1.4.9–10.B
Write with a sharp, distinct focus
identifying topic, task, and
audience.
C.E.1.1.1
CC.1.4.11–12.B
Write with a sharp, distinct focus
identifying topic, task, and
audience.
Informative/Explanatory
Content
CC.1.4.7.C
Develop and analyze the topic
with relevant facts, definitions,
concrete details, quotations, or
other information and
examples; include graphics
and multimedia when useful to
aiding comprehension.
E07.C.1.2.2
E07.E.1.1.2
CC.1.4.8.C
Develop and analyze the topic
with relevant, well-chosen
facts, definitions, concrete
details, quotations, or other
information and examples;
include graphics and
multimedia when useful to
aiding comprehension.
E08.C.1.2.2
E08.E.1.1.2
CC.1.4.9–10.C
Develop and analyze the topic
with relevant, well-chosen, and
sufficient facts, extended
definitions, concrete details,
quotations, or other information
and examples appropriate to the
audience’s knowledge of the topic;
include graphics and multimedia
when useful to aiding
comprehension.
C.E.1.1.2
CC.1.4.11–12.C
Develop and analyze 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; include
graphics and multimedia when
useful to aiding comprehension.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
14
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Informative/Explanatory
Organization
CC.1.4.7.D
Organize ideas, concepts, and
information using strategies
such as definition,
classification,
comparison/contrast, and
cause/effect; use appropriate
transitions to create cohesion
and clarify the relationships
among ideas and concepts;
provide a concluding
statement or section; include
formatting when useful to
aiding comprehension.
E07.C.1.2.1
E07.C.1.2.3
E07.C.1.2.6
E07.E.1.1.1
E07.E.1.1.3
E07.E.1.1.6
CC.1.4.8.D
Organize ideas, concepts, and
information into broader
categories; use appropriate
and varied transitions to
create cohesion and clarify the
relationships among ideas and
concepts; provide a concluding
statement or section; include
formatting when useful to
aiding comprehension.
E08.C.1.2.1
E08.C.1.2.3
E08.C.1.2.6
E08.E.1.1.1
E08.E.1.1.3
E08.E.1.1.6
CC.1.4.9–10.D
Organize ideas, concepts, and
information to make important
connections and distinctions; use
appropriate and varied transitions
to link the major sections of the
text; include formatting when
useful to aiding comprehension;
provide a concluding statement or
section.
C.E.1.1.3
C.E.1.1.5
CC.1.4.11–12.D
Organize complex ideas, concepts,
and information so that each new
element builds on that which
precedes it to create a whole; use
appropriate and varied transitions
and syntax to link the major
sections of the text; provide a
concluding statement or section
that supports the information
presented; include formatting
when useful to aiding
comprehension.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
15
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Informative/Explanatory
Style
CC.1.4.7.E
Write with an awareness of the
stylistic aspects of
composition.
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
Use sentences of varying
lengths and complexities.
Develop and maintain a
consistent voice.
Establish and maintain a
formal style.
E07.C.1.2.4
E07.C.1.2.5
E07.D.2.1.1
E07.D.2.1.2
E07.D.2.1.3
E07.D.2.1.4
E07.D.2.1.5
E07.E.1.1.4
E07.E.1.1.5
CC.1.4.8.E
Write with an awareness of the
stylistic aspects of
composition.
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
Use sentences of varying
lengths and complexities.
Create tone and voice
through precise language.
Establish and maintain a
formal style.
E08.C.1.2.4
E08.C.1.2.5
E08.D.2.1.1
E08.D.2.1.2
E08.D.2.1.3
E08.D.2.1.4
E08.D.2.1.5
E08.D.2.1.6
E08.E.1.1.4
E08.E.1.1.5
CC.1.4.9–10.E
Write with an awareness of the
stylistic aspects of composition.
Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
Establish and maintain a
formal style and objective tone
while attending to the norms
of the discipline in which they
are writing.
C.E.1.1.4
C.E.2.1.1
C.E.2.1.2
C.E.2.1.3
C.E.2.1.4
C.E.2.1.6
C.E.2.1.7
CC.1.4.11–12.E
Write with an awareness of the
stylistic aspects of composition.
Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage
the complexity of the topic.
Establish and maintain a formal
style and objective tone while
attending to the norms of the
discipline in which they are
writing.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
16
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Informative/Explanatory
Conventions of Language
CC.1.4.7.F
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
E07.D.1.1.1
E07.D.1.1.2
E07.D.1.1.3
E07.D.1.1.4
E07.D.1.1.5
E07.D.1.1.6
E07.D.1.1.7
E07.D.1.1.8
E07.D.1.1.9
E07.D.1.2.1
E07.D.1.2.2
E07.D.1.2.3
E07.D.1.2.4
CC.1.4.8.F
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
E08.D.1.1.1
E08.D.1.1.2
E08.D.1.1.3
E08.D.1.1.4
E08.D.1.1.5
E08.D.1.1.6
E08.D.1.1.7
E08.D.1.1.8
E08.D.1.1.9
E08.D.1.1.10
E08.D.1.1.11
E08.D.1.2.1
E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.9–10.F
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
C.E.1.1.5
C.E.3.1.1
C.E.3.1.2
C.E.3.1.3
C.E.3.1.4
C.E.3.1.5
CC.1.4.11–12.F
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
Opinion/Argumentative
CC.1.4.7.G
Write arguments to support
claims.
CC.1.4.8.G
Write arguments to support
claims.
CC.1.4.9–10.G
Write arguments to support
claims in an analysis of
substantive topics.
CC.1.4.11–12.G
Write arguments to support
claims in an analysis of
substantive topics.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
17
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Opinion/Argumentative
Focus
CC.1.4.7.H
Introduce and state an opinion
on a topic.
E07.C.1.1.1
E07.E.1.1.1
CC.1.4.8.H
Introduce and state an opinion
on a topic.
E08.C.1.1.1
E08.E.1.1.1
CC.1.4.9–10.H
Write with a sharp, distinct focus
identifying topic, task, and
audience.
Introduce the precise claim.
C.P.1.1.1
CC.1.4.11–12.H
Write with a sharp, distinct focus
identifying topic, task, and
audience.
Introduce the precise,
knowledgeable claim.
Opinion/Argumentative
Content
CC.1.4.7.I
Acknowledge alternate or
opposing claims and support
claim with logical reasoning
and relevant evidence, using
accurate, credible sources and
demonstrating an
understanding of the topic.
E07.C.1.1.2
E07.E.1.1.2
CC.1.4.8.I
Acknowledge and distinguish
the claim(s) from alternate or
opposing claims and support
claim with logical reasoning
and relevant evidence, using
accurate, credible sources and
demonstrating an
understanding of the topic.
E08.C.1.1.2
E08.E.1.1.2
CC.1.4.9–10.I
Distinguish the claim(s) from
alternate or opposing claims;
develop claim(s) fairly, supplying
evidence for each while pointing
out the strengths and limitations
of both in a manner that
anticipates the audience’s
knowledge level and concerns.
C.P.1.1.2
C.P.1.1.3
CC.1.4.11–12.I
Distinguish the claim(s) from
alternate or opposing claims;
develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each
while pointing out the strengths
and limitations of both in a manner
that anticipates the audience’s
knowledge level, concerns, values,
and possible biases.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
18
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Opinion/Argumentative
Organization
CC.1.4.7.J
Organize the claim(s) with
clear reasons and evidence
clearly; clarify relationships
among claim(s) and reasons by
using words, phrases, and
clauses to create cohesion;
provide a concluding
statement or section that
follows from and supports the
argument presented.
E07.C.1.1.1
E07.C.1.1.3
E07.C.1.1.5
E07.E.1.1.1
E07.E.1.1.3
E07.E.1.1.6
CC.1.4.8.J
Organize the claim(s) with
clear reasons and evidence
clearly; clarify relationships
among claim(s),
counterclaims, reasons, and
evidence by using words,
phrases, and clauses to create
cohesion; provide a concluding
statement or section that
follows from and supports the
argument presented.
E08.C.1.1.1
E08.C.1.1.3
E08.C.1.1.5
E08.E.1.1.1
E08.E.1.1.3
E08.E.1.1.6
CC.1.4.9–10.J
Create organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence; 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; provide a
concluding statement or section
that follows from and supports the
argument presented.
C.P.1.1.2
C.P.1.1.3
C.P.2.1.5
C.P.2.1.6
CC.1.4.11–12.J
Create organization that logically
sequences claim(s), counterclaims,
reasons, and evidence; use words,
phrases, and clauses as well as
varied syntax to link the major
sections of the text to create
cohesion and clarify the
relationships between claim(s) and
reasons, between reasons and
evidence, and between claim(s) and
counterclaims; provide a
concluding statement or section
that follows from and supports the
argument presented.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
19
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Opinion/Argumentative
Style
Style
CC.1.4.7.K
Write with an awareness of the
stylistic aspects of
composition.
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
Use sentences of varying
lengths and complexities.
Develop and maintain a
consistent voice.
Establish and maintain a
formal style.
E07.C.1.1.4
E07.D.2.1.1
E07.D.2.1.2
E07.D.2.1.3
E07.D.2.1.4
E07.D.2.1.5
E07.E.1.1.4
E07.E.1.1.5
CC.1.4.8.K
Write with an awareness of the
stylistic aspects of
composition.
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
Use sentences of varying
lengths and complexities.
Create tone and voice
through precise language.
Establish and maintain a
formal style.
E08.C.1.1.4
E08.D.2.1.1
E08.D.2.1.2
E08.D.2.1.3
E08.D.2.1.4
E08.D.2.1.5
E08.D.2.1.6
E08.E.1.1.4
E08.E.1.1.5
CC.1.4.9–10.K
Write with an awareness of the
stylistic aspects of composition.
Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
Establish and maintain a
formal style and objective tone
while attending to the norms
of the discipline in which they
are writing.
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
C.P.2.1.3
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
CC.1.4.11–12.K
Write with an awareness of the
stylistic aspects of composition.
Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage
the complexity of the topic.
Establish and maintain a formal
style and objective tone while
attending to the norms of the
discipline in which they are
writing.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
20
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Opinion/Argumentative
Conventions of Language
CC.1.4.7.L
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
E07.D.1.1.1
E07.D.1.1.2
E07.D.1.1.3
E07.D.1.1.4
E07.D.1.1.5
E07.D.1.1.6
E07.D.1.1.7
E07.D.1.1.8
E07.D.1.1.9
E07.D.1.2.1
E07.D.1.2.2
E07.D.1.2.3
E07.D.1.2.4
CC.1.4.8.L
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
E08.D.1.1.1
E08.D.1.1.2
E08.D.1.1.3
E08.D.1.1.4
E08.D.1.1.5
E08.D.1.1.6
E08.D.1.1.7
E08.D.1.1.8
E08.D.1.1.9
E08.D.1.1.10
E08.D.1.1.11
E08.D.1.2.1
E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.9–10.L
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
C.P.1.1.5
C.P.3.1.1
C.P.3.1.2
C.P.3.1.3
C.P.3.1.4
C.P.3.1.5
CC.1.4.11–12.L
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
Narrative
CC.1.4.7.M
Write narratives to develop
real or imagined
experiences or events.
CC.1.4.8.M
Write narratives to develop
real or imagined
experiences or events.
CC.1.4.9–10.M
Write narratives to develop real
or imagined experiences or
events.
CC.1.4.11–12.M
Write narratives to develop real
or imagined experiences or
events.
Narrative
Focus
CC.1.4.7.N
Engage and orient the reader
by establishing a context and
point of view and introducing
a narrator and/or characters.
E07.C.1.3.1
CC.1.4.8.N
Engage and orient the reader
by establishing a context and
point of view and introducing
a narrator and/or characters.
E08.C.1.3.1
CC.1.4.9–10.N
Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple points of view, and
introducing a narrator and/or
characters.
CC.1.4.11–12.N
Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple points
of view, and introducing a narrator
and/or characters.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
21
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Narrative
Content
CC.1.4.7.O
Use narrative techniques such
as dialogue, description, and
pacing to develop experiences,
events, and/or characters; use
precise words and phrases,
relevant descriptive details,
and sensory language to
capture the action and convey
experiences and events.
E07.C.1.3.2
E07.C.1.3.4
CC.1.4.8.O
Use narrative techniques such
as dialogue, description,
reflection, and pacing to
develop experiences, events,
and/or characters; use precise
words and phrases, relevant
descriptive details, and
sensory language to capture
the action and convey
experiences and events.
E08.C1.3.2
E08.C1.3.4
CC.1.4.9–10.O
Use narrative techniques such as
dialogue, description, reflection,
multiple plotlines, and pacing to
develop experiences, events,
and/or characters; use precise
words and phrases, telling details,
and sensory language to convey a
vivid picture of the experiences,
events, settings, and/or
characters.
CC.1.4.11–12.O
Use narrative techniques such as
dialogue, description, reflection,
multiple plotlines, and pacing to
develop experiences, events,
and/or characters; use precise
words and phrases, telling details,
and sensory language to convey a
vivid picture of the experiences,
events, settings, and/or characters.
Narrative
Organization
CC.1.4.7.P
Organize an event sequence
that unfolds naturally and
logically, using a variety of
transition words, phrases, and
clauses to convey sequence
and signal shifts from one time
frame or setting to another;
provide a conclusion that
follows from and reflects on
the narrated experiences and
events.
E07.C.1.3.1
E07.C.1.3.3
E07.C.1.3.5
CC.1.4.8.P
Organize an event sequence
that unfolds naturally and
logically using a variety of
transition words, phrases, and
clauses to convey sequence,
signal shifts from one time
frame or setting to another
and show the relationships
among experiences and
events; provide a conclusion
that follows from and reflects
on the narrated experiences or
events.
E08.C.1.3.1
E08.C.1.3.3
E08.C.1.3.5
CC.1.4.9–10.P
Create a smooth progression of
experiences or events using a
variety of techniques to sequence
events so that they build on one
another to create a coherent
whole; provide a conclusion that
follows from and reflects on what
is experienced, observed, or
resolved over the course of the
narrative.
CC.1.4.11–12.P
Create a smooth progression of
experiences or events using a
variety of techniques to sequence
events so that they build on one
another to create a coherent whole
and build toward a particular tone
and outcome; provide a conclusion
that follows from and reflects on
what is experienced, observed, or
resolved over the course of the
narrative.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
22
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Narrative
Style
CC.1.4.7.Q
Write with an awareness of the
stylistic aspects of writing.
Choose language that
expresses ideas precisely
and concisely, recognizing
and eliminating wordiness
and redundancy.
Use sentences of varying
lengths and complexities.
Use precise language.
Develop and maintain a
consistent voice.
E07.C.1.3.4
E07.D.2.1.1
E07.D.2.1.2
E07.D.2.1.3
E07.D.2.1.4
E07.D.2.1.5
CC.1.4.8.Q
Write with an awareness of the
stylistic aspects of writing.
Use verbs in the active and
passive voice and in the
conditional and subjunctive
mood to achieve particular
effects.
Use sentences of varying
lengths and complexities.
Create tone and voice
through precise language.
E08.C.1.3.4
E08.D.2.1.1
E08.D.2.1.2
E08.D.2.1.3
E08.D.2.1.4
E08.D.2.1.5
E08.D.2.1.6
CC.1.4.9–10.Q
Write with an awareness of the
stylistic aspects of writing.
Use parallel structure.
Use various types of phrases
and clauses to convey meaning
and add variety and interest.
CC.1.4.11–12.Q
Write with an awareness of the
stylistic aspects of writing.
Use parallel structure.
Use various types of phrases
and clauses to convey specific
meanings and add variety and
interest.
Use precise language, domain-
specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage
the complexity of the topic.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
23
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Narrative
Conventions of Language
CC.1.4.7.R
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
E07.D.1.1.1
E07.D.1.1.2
E07.D.1.1.3
E07.D.1.1.4
E07.D.1.1.5
E07.D.1.1.6
E07.D.1.1.7
E07.D.1.1.8
E07.D.1.1.9
E07.D.1.2.1
E07.D.1.2.2
E07.D.1.2.3
E07.D.1.2.4
CC.1.4.8.R
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
E08.D.1.1.1
E08.D.1.1.2
E08.D.1.1.3
E08.D.1.1.4
E08.D.1.1.5
E08.D.1.1.6
E08.D.1.1.7
E08.D.1.1.8
E08.D.1.1.9
E08.D.1.1.10
E08.D.1.1.11
E08.D.1.2.1
E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.9–10.R
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.11–12.R
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
24
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Response to Literature
CC.1.4.6.S
Draw evidence from literary or
informational texts to support
analysis, reflection, and research,
applying grade-level reading
standards for literature and
literary nonfiction.
E06.E.1.1.1
E06.E.1.1.2
E06.E.1.1.3
E06.E.1.1.4
E06.E.1.1.5
E06.E.1.1.6
CC.1.4.7.S
Draw evidence from literary or
informational texts to support
analysis, reflection, and
research, applying grade-level
reading standards for
literature and literary
nonfiction.
E07.E.1.1.1
E07.E.1.1.2
E07.E.1.1.3
E07.E.1.1.4
E07.E.1.1.5
E07.E.1.1.6
CC.1.4.8.S
Draw evidence from literary or
informational texts to support
analysis, reflection, and
research, applying grade-level
reading standards for
literature and literary
nonfiction.
E08.E.1.1.1
E08.E.1.1.2
E08.E.1.1.3
E08.E.1.1.4
E08.E.1.1.5
E08.E.1.1.6
CC.1.4.9–10.S
Draw evidence from literary or
informational texts to support
analysis, reflection, and research,
applying grade-level reading
standards for literature and
literary nonfiction.
CC.1.4.11–12.S
Draw evidence from literary or
informational texts to support
analysis, reflection, and research,
applying grade-level reading
standards for literature and literary
nonfiction.
Production and Distribution of Writing
Writing Process
CC.1.4.7.T
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.
CC.1.4.8.T
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.
CC.1.4.9–10.T
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.
CC.1.4.11–12.T
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.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
25
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Technology and
Publication
CC.1.4.7.U
Use technology, including the
Internet, to produce and
publish writing and link to and
cite sources as well as to
interact and collaborate with
others, including linking to and
citing sources.
CC.1.4.8.U
Use technology, including the
Internet, to produce and
publish writing and present
the relationships between
information and ideas
efficiently as well as to interact
and collaborate with others.
CC.1.4.9–10.U
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.
CC.1.4.11–12.U
Use technology, including the
Internet, to produce, publish, and
update individual or shared writing
products in response to ongoing
feedback, including new arguments
and information.
Conducting Research
CC.1.4.7.V
Conduct short research
projects to answer a question,
drawing on several sources
and generating additional
related, focused questions for
further research and
investigation.
CC.1.4.8.V
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.
CC.1.4.9–10.V
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.
CC.1.4.11–12.V
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.
Credibility, Reliability, and Validity of
Sources
CC.1.4.7.W
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.
CC.1.4.8.W
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.
CC.1.4.9–10.W
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.
CC.1.4.11–12.W
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 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.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
26
1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Range of Writing
CC.1.4.7.X
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.
CC.1.4.8.X
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.
CC.1.4.9–10.X
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.
CC.1.4.11–12.X
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.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
27
1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Comprehension and Collaboration
Collaborative Discussion
CC.1.5.7.A
Engage effectively in a range of
collaborative discussions, on
grade-level topics, texts, and
issues, building on others’
ideas and expressing their own
clearly.
CC.1.5.8.A
Engage effectively in a range of
collaborative discussions, on
grade-level topics, texts, and
issues, building on others’
ideas and expressing their own
clearly.
CC.1.5.9–10.A
Initiate and participate effectively
in a range of collaborative
discussions on grade-level topics,
texts, and issues, building on
others’ ideas and expressing their
own clearly and persuasively.
CC.1.5.11–12.A
Initiate and participate effectively
in a range of collaborative
discussions on grade-level topics,
texts, and issues, building on
others’ ideas and expressing their
own clearly and persuasively.
Comprehension and Collaboration
Critical Listening
CC.1.5.7.B
Delineate a speaker’s
argument and specific claims,
evaluating the soundness of
the reasoning and the
relevance and sufficiency of
the evidence.
CC.1.5.8.B
Delineate a speaker’s
argument and specific claims,
evaluating the soundness of
the reasoning and the
relevance and sufficiency of
the evidence.
CC.1.5.9–10.B
Evaluate a speaker’s perspective,
reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted evidence.
CC.1.5.11–12.B
Evaluate how the speaker’s
perspective, reasoning, and use of
evidence and rhetoric affect the
credibility of an argument through
the author’s stance, premises, links
among ideas, word choice, points of
emphasis, and tone.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
28
1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Comprehension and Collaboration
Evaluating Information
CC.1.5.7.C
Analyze the main ideas and
supporting details presented
in diverse media formats (e.g.,
visually, quantitatively, orally)
and explain how the ideas
clarify a topic, text, or issue
under study.
CC.1.5.8.C
Analyze the purpose of
information presented in
diverse media formats (e.g.,
visually, quantitatively, orally)
and evaluate the motives (e.g.,
social, commercial, political)
behind its presentation.
CC.1.5.9–10.C
Integrate multiple sources of
information presented in diverse
media or formats (e.g., visually,
quantitatively, orally) evaluating
the credibility and accuracy of
each source.
CC.1.5.11–12.C
Integrate multiple sources of
information presented in diverse
formats and media (e.g., visually,
quantitative, orally) in order to
make informed decisions and solve
problems, evaluating the credibility
and accuracy of each source and
noting any discrepancies among
the data.
Presentation of Knowledge and Ideas
Purpose, Audience, and Task
CC.1.5.7.D
Present claims and findings,
emphasizing salient points in a
focused, coherent manner with
pertinent descriptions, facts,
details, and examples; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
CC.1.5.8.D
Present claims and findings,
emphasizing salient points in a
focused, coherent manner with
relevant evidence, sound, valid
reasoning, and well-chosen
details; use appropriate eye
contact, adequate volume and
clear pronunciation.
CC.1.5.9–10.D
Present information, findings, and
supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning; ensure that the
presentation is appropriate to
purpose, audience, and task.
CC.1.5.11–12.D
Present information, findings, and
supporting evidence, conveying a
clear and distinct perspective;
organization, development,
substance, and style are
appropriate to purpose, audience,
and task.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
29
1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Presentation of Knowledge and Ideas
Context
CC.1.5.7.E
Adapt speech to a variety of
contexts and tasks.
CC.1.5.8.E
Adapt speech to a variety of
contexts and tasks.
CC.1.5.9–10.E
Adapt speech to a variety of
contexts and tasks.
CC.1.5.11–12E
Adapt speech to a variety of
contexts and tasks.
Integration of Knowledge and Ideas
Multimedia
CC.1.5.7.F
Include multimedia
components and visual
displays in presentations to
clarify claims and findings and
emphasize salient points.
CC.1.5.8.F
Integrate multimedia and
visual displays into
presentations to add interest,
clarify information, and
strengthen claims and
evidence.
CC.1.5.9–10.F
Make strategic use of digital media
in presentations to add interest
and enhance understanding of
findings, reasoning, and evidence.
CC.1.5.11–12.F
Make strategic use of digital media
in presentations to add interest and
enhance understanding of findings,
reasoning, and evidence.
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
March 1, 2014
30
1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 7
Grade 8
Grades 9–10
Grades 11–12
Conventions of
Standard English
CC.1.5.7.G
Demonstrate command of the
conventions of standard
English when speaking based
on Grade 7 level and content.
CC.1.5.8.G
Demonstrate command of the
conventions of standard
English when speaking based
on Grade 8 level and content.
CC.1.5.9–10.G
Demonstrate command of the
conventions of standard English
when speaking based on Grades
9–10 level and content.
CC.1.5.11–12.G
Demonstrate command of the
conventions of standard English
when speaking based on Grades
11–12 level and content.