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

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.

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March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

TABLE OF CONTENTS
Foundational Skills (Pre K–5) ............................................................... 1.1 Writing..........................................................................................................1.4
Students gain a working knowledge of concepts of print, alphabetic principle, Students write for different purposes and audiences. Students write clear and
and other basic conventions. These foundational skills are not an end in and of focused text to convey a well-defined perspective and appropriate content.
themselves; rather, students apply them as effective readers.  Informative/Explanatory
 Book Handling  Opinion/Argumentative
 Print Concepts  Narrative
 Phonological Awareness  Response to Literature
 Phonics and Word Recognition  Production and Distribution of Writing
 Fluency  Technology and Publication
 Conducting Research
Reading Informational Text .................................................................. 1.2
 Credibility, Reliability, and Validity of Sources
Students read, understand, and respond to informational text—with an
emphasis on comprehension, vocabulary acquisition, and making connections  Range of Writing
among ideas and between texts with a focus on textual evidence.
 Key Ideas and Details Speaking and Listening ...........................................................................1.5
Students present appropriately in formal speaking situations, listen critically,
 Craft and Structure
and respond intelligently as individuals or in group discussions.
 Integration of Knowledge and Ideas  Comprehension and Collaboration
 Vocabulary Acquisition and Use  Presentation of Knowledge and Ideas
 Range of Reading  Integration of Knowledge and Ideas
Reading Literature ................................................................................... 1.3  Conventions of Standard English
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

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March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.2.6.A CC.1.2.7.A CC.1.2.8.A CC.1.2.9–10.A CC.1.2.11–12.A
Determine the central idea of a Determine two or more central Determine a central idea of a Determine a central idea of a text Determine and analyze the
Key Ideas and Details

text and how it is conveyed ideas in a text and analyze text and analyze its and analyze its development over relationship between two or more
through particular details; their development over the development over the course the course of the text, including central ideas of a text, including
Main Idea

provide a summary of the text
distinct from personal opinions
or judgments.
E06.B-K.1.1.2
CC.1.2.6.B
Cite textual evidence to support
analysis of what the text says
Key Ideas and Details
course of the text; provide an
objective summary of the text.
E07.B-K.1.1.2
CC.1.2.7.B
Cite several pieces of textual
evidence to support analysis of
of the text, including its
relationship to supporting
ideas; provide an objective
summary of the text.
E08.B-K.1.1.2
CC.1.2.8.B
Cite the textual evidence that
most strongly supports an
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.1.2.9–10.B
Cite strong and thorough textual
evidence to support analysis of
the development and interaction
of the central ideas; provide an
objective summary of the text.
CC.1.2.11–12.B
Cite strong and thorough textual
evidence to support analysis of

explicitly, as well as inferences what the text says explicitly, as analysis of what the text says what the text says explicitly, as what the text says explicitly, as
Text Analysis

and/or generalizations drawn well as inferences, conclusions, explicitly, as well as inferences, well as inferences and conclusions well as inferences and conclusions
from the text. and/or generalizations drawn conclusions, and/or based on an author’s explicit based on and related to an
from the text. generalizations drawn from assumptions and beliefs about a author’s implicit and explicit
E06.B-K.1.1.1 the text. subject. assumptions and beliefs.
E07.B-K.1.1.1
E08.B-K.1.1.1 L.N.1.3.1
L.N.2.1.1
L.N.2.1.2

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March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.2.6.C CC.1.2.7.C CC.1.2.8.C CC.1.2.9–10.C CC.1.2.11–12.C
Analyze in detail how a key Analyze the interactions Analyze how a text makes Apply appropriate strategies to Analyze the interaction and
individual, event, or idea is between individuals, connections among and analyze, interpret, and evaluate development of a complex set of
introduced, illustrated, and events, and ideas in a text. distinctions between how an author unfolds an analysis ideas, sequence of events, or
elaborated in a text. individuals, ideas, or events. or series of ideas or events, specific individuals over the
Key Ideas and Details

E07.B-K.1.1.3 including the order in which the course of the text.

E06.B-K.1.1.3 E08.B-K.1.1.3 points are made, how they are
Text Analysis

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.1.2.6.D CC.1.2.7.D CC.1.2.8.D CC.1.2.9–10.D CC.1.2.11–12.D
Determine an author’s point of Determine an author’s point of Determine an author’s point of Determine an author’s particular Evaluate how an author’s point of
Craft and Structure

view or purpose in a text and view or purpose in a text and view or purpose in a text and point of view and analyze how view or purpose shapes the
Point of View

explain how it is conveyed in the analyze how the author analyze how the author rhetoric advances the point of content and style of a text.
text. distinguishes his or her acknowledges and responds to view.
position from that of others. conflicting evidence or
E06.B-C.2.1.1 viewpoints. L.N.2.3.6
E07.B-C.2.1.1
E08.B-C.2.1.1
CC.1.2.6.E CC.1.2.7.E CC.1.2.8.E CC.1.2.9–10.E CC.1.2.11–12.E
Analyze the author’s structure Analyze the structure of the Analyze the structure of the Analyze in detail how an author’s Analyze and evaluate the
Craft and Structure

through the use of paragraphs, text through evaluation of the text through evaluation of the ideas or claims are developed and effectiveness of the structure an
Text Structure

chapters, or sections. author’s use of graphics,
charts. and the major sections
E06.B-C.2.1.2 of the text.
E07.B-C.2.1.2
author’s use of specific
sentences and paragraphs to
develop and refine a concept.
E08.B-C.2.1.2
refined by particular sentences, author uses in his or her
paragraphs, or larger portions of a exposition or argument, including
text. whether the structure makes
points clear, convincing, and
L.N.1.1.3 engaging.
L.N.2.4.1
L.N.2.4.3

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March 1, 2014

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 6 Grade 7
CC.1.2.6.F
Determine the meaning of words
and phrases as they are used in
Craft and Structure
grade-level reading and content,
Vocabulary
including interpretation of
figurative language in context.
E06.B-V.4.1.1
E06.B-V.4.1.2
CC.1.2.6.G
Integration of Knowledge and Ideas
Integrate information presented
in different media or formats
(e.g., visually, quantitatively) as
well as in words to develop a
Diverse Media
coherent understanding of a
topic or issue.
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 8 Grades 9–10 Grades 11–12
CC.1.2.7.F CC.1.2.8.F CC.1.2.9–10.F CC.1.2.11–12.F
Determine the meaning of Analyze the influence of the Analyze how words and phrases Evaluate how words and phrases
words and phrases as they are words and phrases in a text shape meaning and tone in texts. shape meaning and tone in texts.
used in grade-level reading including figurative,
and content, including connotative, and technical
interpretation of figurative, meanings, and how they shape L.N.1.1.4
connotative, and technical meaning and tone.
meanings.
E08.B-V.4.1.1
E07.B-V.4.1.1 E08.B-V.4.1.2
E07.B-V.4.1.2 E08.B-C.2.1.3
E07.B-C.2.1.3
CC.1.2.7.G CC.1.2.8.G CC.1.2.9–10.G CC.1.2.11–12.G
Compare and contrast a text to Evaluate the advantages and Analyze various accounts of a Integrate and evaluate multiple
an audio, video, or multimedia disadvantages of using subject told in different mediums sources of information presented
version of the text, analyzing different mediums (e.g., print (e.g., a person’s life story in both in different media or formats (e.g.,
each medium’s portrayal of the or digital text, video, print and multimedia), visually, quantitatively) as well as
subject (e.g., how the delivery multimedia) to present a determining which details are in words in order to address a
of a speech affects the impact particular topic or idea. emphasized in each account. question or solve a problem.
of the words).
L.N.2.2.3
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 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.2.6.H CC.1.2.7.H CC.1.2.8.H CC.1.2.9–10.H CC.1.2.11–12.H
Integration of Knowledge and Ideas

Evaluate an author’s argument Evaluate an author’s Evaluate an author’s Delineate and evaluate the Analyze seminal texts based upon
by examining claims and argument, reasoning, and argument, reasoning, and argument and specific claims in a reasoning, premises, purposes,
determining if they are specific claims for the specific claims for the text, assessing the validity of and arguments.
Evaluating Arguments

supported by evidence. soundness of the argument soundness of the arguments reasoning and relevance of
and the relevance of the and the relevance of the evidence.
E06.B-C.3.1.1 evidence. evidence.
L.N.2.5.4
E07.B-C.3.1.1 E08.B-C.3.1.1 L.N.2.5.5
L.N.2.5.6

CC.1.2.6.I CC.1.2.7.I CC.1.2.8.I CC.1.2.9–10.I CC.1.2.11–12.I

Integration of Knowledge and Ideas

Examine how two authors Analyze how two or more Analyze two or more texts that Analyze seminal U.S. documents of Analyze foundational U.S. and
present similar information in authors present and interpret provide conflicting historical and literary significance, world documents of historical,
different types of text. facts on the same topic. information on the same topic including how they address political, and literary significance
Analysis Across Texts

and identify where the texts related themes and concepts. for their themes, purposes, and
E06.B-C.3.1.2 E07.B-C.3.1.2 disagree on matters of fact or rhetorical features.
interpretation.

E08.B-C.3.1.2

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March 1, 2014

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 6 Grade 7
CC.1.2.6.J
Acquire and use accurately
grade-appropriate general
Vocabulary Acquisition and Use
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
E06.B-V.4.1.1
E06.B-V.4.1.2
CC.1.2.6.K
Vocabulary Acquisition and Use
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.
E06.B-V.4.1.1
CC.1.2.6.L
Range of Reading
Read and comprehend literary
nonfiction and informational text
on grade level, reading
independently and proficiently.
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 8
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.1.2.7.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.1.2.7.L
Read and comprehend literary
nonfiction and informational
text on grade level, reading
independently and
proficiently.
Grades 9–10
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.1.2.8.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.1.2.8.L
Read and comprehend literary
nonfiction and informational
text on grade level, reading
independently and
proficiently.
Grades 11–12
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.1.2.9–10.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.1.2.9–10.L
Read and comprehend literary
nonfiction and informational text
on grade level, reading
independently and proficiently.
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.
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.
CC.1.2.11–12.L
Read and comprehend literary
nonfiction and informational text
on grade level, reading
independently and proficiently.
8

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 6 Grade 7
CC.1.3.6.A
Determine a theme or central
idea of a text and how it is
Key Ideas and Details
conveyed through particular
details; provide a summary of the
text distinct from personal
Theme
opinions or judgments.
E06.A-K.1.1.2
CC.1.3.6.B
Cite textual evidence to support
analysis of what the text says
Key Ideas and Details
explicitly, as well as inferences
Text Analysis
and/or generalizations drawn
from the text.
E06.A-K.1.1.1
CC.1.3.6.C
Describe how a particular story
Key Ideas and Details
Literary Elements
or drama’s plot unfolds in a
series of episodes, as well as how
the characters respond or change
as the plot moves toward a
resolution.
E06.A-K.1.1.3
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 8
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.1.3.7.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.1.3.7.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
Grades 9–10 Grades 11–12
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.1.3.8.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.1.3.8.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.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.1.3.9–10.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.1.3.9–10.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.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.
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.
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.
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 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.3.6.D CC.1.3.7.D CC.1.3.8.D CC.1.3.9–10.D CC.1.3.11–12.D
Determine an author’s purpose Analyze how an author Analyze how differences in the Determine the point of view of the Evaluate how an author’s point of
Craft and Structure

in a text and explain how it is develops and contrasts the points of view of the text and analyze the impact the view or purpose shapes the content
Point of View

conveyed in a text. points of view of different characters and the audience or point of view has on the meaning and style of a text.
characters or narrators in a reader (e.g., created through of the text.
E06.A-C.2.1.1 text. the use of dramatic irony)
create such effects as suspense L.F.2.3.6
E07.A-C.2.1.1 or humor.

E08.A-C.2.1.1
CC.1.3.6.E CC.1.3.7.E CC.1.3.8.E CC.1.3.9–10.E CC.1.3.11–12.E
Analyze how the structure of a Analyze how the structure or Compare and contrast the Analyze how an author’s choices Evaluate the structure of texts
Craft and Structure

text contributes to the form of a text contributes to its structure of two or more texts concerning how to structure a including how specific sentences,
Text Structure

development of theme, setting,
and plot.
E06.A-C.2.1.2
CC.1.3.6.F
Determine the meaning of words
and phrases as they are used in
Craft and Structure
meaning. and analyze how the differing
structure of each text
E07.A-C.2.1.2 contributes to its meaning and
style.
E08.A-C.2.1.2
CC.1.3.7.F CC.1.3.8.F
Determine the meaning of Analyze the influence of the
words and phrases as they are words and phrases in a text
text, order events within it, and paragraphs, and larger portions of
manipulate time create an effect. the texts relate to each other and
the whole.
L.F.1.1.3
L.F.2.3.2
L.F.2.3.3
L.F.2.5.3
CC.1.3.9–10.F CC.1.3.11–12.F
Analyze how words and phrases Evaluate how words and phrases
shape meaning and tone in texts. shape meaning and tone in texts.

grade-level reading and content, used in grade-level reading including figurative and
Vocabulary

including interpretation of and content, including connotative meanings and how L.F.2.3.5
figurative language in context. interpretation of figurative, they shape meaning and tone. L.F.2.5.1
connotative meanings.
E06.A-C.2.1.3 E08.A-C.2.1.3
E06.A-V.4.1.1 E07.A-C.2.1.3 E08.A-V.4.1.1
E06.A-V.4.1.2 E07.A-V.4.1.1 E08.A-V.4.1.2
E07.A-V.4.1.2

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March 1, 2014

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 6 Grade 7
CC.1.3.6.G
Integration of Knowledge and Ideas
Compare and contrast the
experiences of reading a story,
Sources of Information
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what is “seen” and
“heard” when reading the text to
what is perceived when listening
or watching.
CC.1.3.6.H
Compare and contrast texts in
Knowledge and Ideas
different forms or genres in
Integration of
Text Analysis
terms of their approaches to
similar themes and topics as well
as their use of additional literary
elements.
E06.A-C.3.1.1
CC.1.3.6.I
Determine or clarify the meaning
Vocabulary Acquisition and
of unknown and multiple-
meaning words and phrases
based on grade-level reading and
Strategies
content, choosing flexibly from a
Use
range of strategies and tools.
E06.A-V.4.1.1
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 8
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.1.3.7.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.1.3.7.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
Grade 6–12
Grades 9–10 Grades 11–12
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.1.3.8.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.1.3.8.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.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.1.3.9–10.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.1.3.9–10.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.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.)
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.
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.
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 6 Grade 7
CC.1.3.6.J
Vocabulary Acquisition and Use
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.
E06.A-V.4.1.1
E06.A-V.4.1.2
CC.1.3.6.K
Read and comprehend literary
Range of
Reading
fiction on grade level, reading
independently and proficiently.
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 8 Grades 9–10
CC.1.3.7.J CC.1.3.8.J
Acquire and use accurately Acquire and use accurately
grade-appropriate general grade-appropriate general
academic and domain-specific academic and domain-specific
words and phrases; gather words and phrases; gather
vocabulary knowledge when vocabulary knowledge when
considering a word or phrase considering a word or phrase
important to comprehension important to comprehension
or expression. or expression.
E07.A-V.4.1.1 E08.A-V.4.1.1
E07.A-V.4.1.2 E08.A-V.4.1.2
CC.1.3.7.K CC.1.3.8.K
Read and comprehend literary Read and comprehend literary
fiction on grade level, reading fiction on grade level, reading
independently and independently and
proficiently. proficiently.
Grades 11–12
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.1.3.9–10.K
Read and comprehend literary
fiction on grade level, reading
independently and proficiently.
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.
CC.1.3.11–12.K
Read and comprehend literary
fiction on grade level, reading
independently and proficiently.
12
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.4.6.A CC.1.4.7.A CC.1.4.8.A CC.1.4.9–10.A CC.1.4.11–12.A
Write Write Write Write informative/explanatory Write informative/explanatory
Informative/
Explanatory

informative/explanatory texts informative/explanatory informative/explanatory texts to examine and convey texts to examine and convey
to examine a topic and convey texts to examine a topic and texts to examine a topic and complex ideas, concepts, and complex ideas, concepts, and
ideas, concepts, and convey ideas, concepts, and convey ideas, concepts, and information clearly and information clearly and
information clearly. information clearly. information clearly. accurately. accurately.

CC.1.4.6.B CC.1.4.7.B CC.1.4.8.B CC.1.4.9–10.B CC.1.4.11–12.B

Informative/Explanatory

Identify and introduce the topic
for the intended audience.
E06.C.1.2.1
Focus
Identify and introduce the Identify and introduce the Write with a sharp, distinct focus Write with a sharp, distinct focus
topic clearly, including a topic clearly, including a identifying topic, task, and identifying topic, task, and
preview of what is to follow. preview of what is to follow. audience. audience.

E06.E.1.1.1 E07.C.1.2.1 E08.C.1.2.1 C.E.1.1.1

E07.E.1.1.1 E08.E.1.1.1

CC.1.4.6.C CC.1.4.7.C CC.1.4.8.C CC.1.4.9–10.C CC.1.4.11–12.C

Develop and analyze the topic Develop and analyze the topic Develop and analyze the topic Develop and analyze the topic Develop and analyze the topic
Informative/Explanatory

with relevant facts, definitions,
concrete details, quotations, or
other information and examples;
include graphics and multimedia
Content
with relevant facts, definitions, with relevant, well-chosen with relevant, well-chosen, and thoroughly by selecting the most
concrete details, quotations, or facts, definitions, concrete sufficient facts, extended significant and relevant facts,
other information and details, quotations, or other definitions, concrete details, extended definitions, concrete
examples; include graphics information and examples; quotations, or other information details, quotations, or other

when useful to aiding and multimedia when useful to include graphics and and examples appropriate to the information and examples
comprehension. aiding comprehension. multimedia when useful to audience’s knowledge of the topic; appropriate to the audience’s
aiding comprehension. include graphics and multimedia knowledge of the topic; include
E06.C.1.2.2 E07.C.1.2.2 when useful to aiding graphics and multimedia when
E06.E.1.1.2 E07.E.1.1.2 E08.C.1.2.2 comprehension. useful to aiding comprehension.
E08.E.1.1.2
C.E.1.1.2

13
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.D
Organize ideas, concepts, and
information using strategies such
as definition, classification,
comparison/contrast, and
cause/effect; use appropriate
Informative/Explanatory
Grade 7
CC.1.4.7.D
Organize ideas, concepts, and
information using strategies
such as definition,
classification,
comparison/contrast, and
Grade 8
CC.1.4.8.D
Organize ideas, concepts, and
information into broader
categories; use appropriate
and varied transitions to
create cohesion and clarify the
Grades 9–10
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
Grades 11–12
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

transitions to clarify the cause/effect; use appropriate relationships among ideas and text; include formatting when and syntax to link the major
relationships among ideas and transitions to create cohesion concepts; provide a concluding useful to aiding comprehension; sections of the text; provide a
concepts; provide a concluding and clarify the relationships statement or section; include provide a concluding statement or concluding statement or section
Organization

statement or section; include among ideas and concepts; formatting when useful to section. that supports the information
formatting when useful to aiding provide a concluding aiding comprehension. presented; include formatting
comprehension. statement or section; include C.E.1.1.3 when useful to aiding
formatting when useful to E08.C.1.2.1 C.E.1.1.5 comprehension.
E06.C.1.2.1 aiding comprehension. E08.C.1.2.3
E06.C.1.2.3 E08.C.1.2.6
E06.C.1.2.6 E07.C.1.2.1 E08.E.1.1.1
E06.E.1.1.1 E07.C.1.2.3 E08.E.1.1.3
E06.E.1.1.3 E07.C.1.2.6 E08.E.1.1.6
E06.E.1.1.6 E07.E.1.1.1
E07.E.1.1.3
E07.E.1.1.6

14
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.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.
Informative/Explanatory
Grade 7
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
Grade 8
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
Grades 9–10
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
Grades 11–12
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

 Develop and maintain a lengths and complexities. lengths and complexities. while attending to the norms style and objective tone while
consistent voice.  Develop and maintain a  Create tone and voice of the discipline in which they attending to the norms of the
 Establish and maintain a consistent voice. through precise language. are writing. discipline in which they are
Style

formal style.  Establish and maintain a  Establish and maintain a writing.

formal style. formal style.
E06.C.1.2.4 C.E.1.1.4
E06.C.1.2.5 C.E.2.1.1
E06.D.2.1.1 E07.C.1.2.4 E08.C.1.2.4 C.E.2.1.2
E06.D.2.1.2 E07.C.1.2.5 E08.C.1.2.5 C.E.2.1.3
E06.D.2.1.3 E07.D.2.1.1 E08.D.2.1.1 C.E.2.1.4
E06.D.2.1.4 E07.D.2.1.2 E08.D.2.1.2 C.E.2.1.6
E06.D.2.1.5 E07.D.2.1.3 E08.D.2.1.3 C.E.2.1.7
E06.E.1.1.4 E07.D.2.1.4 E08.D.2.1.4
E06.E.1.1.5 E07.D.2.1.5 E08.D.2.1.5
E07.E.1.1.4 E08.D.2.1.6
E07.E.1.1.5 E08.E.1.1.4
E08.E.1.1.5

15
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.F
Demonstrate a grade-
appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation, and spelling.
E06.D.1.1.1
Informative/Explanatory
Conventions of Language
Grade 7
CC.1.4.7.F
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Grade 8
CC.1.4.8.F
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Grades 9–10
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
Grades 11–12
CC.1.4.11–12.F
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.

E06.D.1.1.2 E07.D.1.1.1 E08.D.1.1.1 C.E.3.1.1

E06.D.1.1.3 E07.D.1.1.2 E08.D.1.1.2 C.E.3.1.2
E06.D.1.1.4 E07.D.1.1.3 E08.D.1.1.3 C.E.3.1.3
E06.D.1.1.5 E07.D.1.1.4 E08.D.1.1.4 C.E.3.1.4
E06.D.1.1.6 E07.D.1.1.5 E08.D.1.1.5 C.E.3.1.5
E06.D.1.1.7 E07.D.1.1.6 E08.D.1.1.6
E06.D.1.1.8 E07.D.1.1.7 E08.D.1.1.7
E06.D.1.2.1 E07.D.1.1.8 E08.D.1.1.8
E06.D.1.2.2 E07.D.1.1.9 E08.D.1.1.9
E06.D.1.2.3 E07.D.1.2.1 E08.D.1.1.10
E07.D.1.2.2 E08.D.1.1.11
E07.D.1.2.3 E08.D.1.2.1
E07.D.1.2.4 E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.6.G CC.1.4.7.G CC.1.4.8.G CC.1.4.9–10.G CC.1.4.11–12.G
Opinion/Argumentative

Write arguments to support Write arguments to support Write arguments to support Write arguments to support Write arguments to support
claims. claims. claims. claims in an analysis of claims in an analysis of
substantive topics. substantive topics.

16
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.4.6.H CC.1.4.7.H CC.1.4.8.H CC.1.4.9–10.H CC.1.4.11–12.H
Introduce and state an opinion Introduce and state an opinion Introduce and state an opinion Write with a sharp, distinct focus Write with a sharp, distinct focus
Opinion/Argumentative

on a topic. on a topic. on a topic. identifying topic, task, and identifying topic, task, and
audience. audience.
E06.C.1.1.1 E07.C.1.1.1 E08.C.1.1.1  Introduce the precise claim.  Introduce the precise,
Focus

E06.E.1.1.1 E07.E.1.1.1 E08.E.1.1.1 knowledgeable claim.

C.P.1.1.1

CC.1.4.6.I CC.1.4.7.I CC.1.4.8.I CC.1.4.9–10.I CC.1.4.11–12.I

Use clear reasons and relevant Acknowledge alternate or Acknowledge and distinguish Distinguish the claim(s) from Distinguish the claim(s) from
Opinion/Argumentative

evidence to support claims, using opposing claims and support the claim(s) from alternate or alternate or opposing claims; alternate or opposing claims;
credible sources and claim with logical reasoning opposing claims and support develop claim(s) fairly, supplying develop claim(s) and counterclaims
demonstrating an understanding and relevant evidence, using claim with logical reasoning evidence for each while pointing fairly and thoroughly, supplying the
Content

of the topic. accurate, credible sources and and relevant evidence, using out the strengths and limitations most relevant evidence for each
demonstrating an accurate, credible sources and of both in a manner that while pointing out the strengths
E06.C.1.1.2 understanding of the topic. demonstrating an anticipates the audience’s and limitations of both in a manner
E06.E.1.1.2 understanding of the topic. knowledge level and concerns. that anticipates the audience’s
E07.C.1.1.2 knowledge level, concerns, values,
E07.E.1.1.2 E08.C.1.1.2 C.P.1.1.2 and possible biases.
E08.E.1.1.2 C.P.1.1.3

17
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.J
Organize the claim(s) with clear
reasons and evidence clearly;
clarify relationships among
claim(s) and reasons by using
words, phrases, and clauses;
Opinion/Argumentative
Grade 7
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
Grade 8
CC.1.4.8.J
Organize the claim(s) with
clear reasons and evidence
clearly; clarify relationships
among claim(s),
counterclaims, reasons, and
Grades 9–10
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
Grades 11–12
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

provide a concluding statement clauses to create cohesion; evidence by using words, major sections of the text, create sections of the text to create
or section that follows from the provide a concluding phrases, and clauses to create cohesion, and clarify the cohesion and clarify the
Organization

argument presented. statement or section that cohesion; provide a concluding relationships between claim(s) relationships between claim(s) and
follows from and supports the statement or section that and reasons, between reasons and reasons, between reasons and
E06.C.1.1.1 argument presented. follows from and supports the evidence, and between claim(s) evidence, and between claim(s) and
E06.C.1.1.3 argument presented. and counterclaims; provide a counterclaims; provide a
E06.C.1.1.5 E07.C.1.1.1 concluding statement or section concluding statement or section
E06.E.1.1.1 E07.C.1.1.3 E08.C.1.1.1 that follows from and supports the that follows from and supports the
E06.E.1.1.3 E07.C.1.1.5 E08.C.1.1.3 argument presented. argument presented.
E06.E.1.1.6 E07.E.1.1.1 E08.C.1.1.5
E07.E.1.1.3 E08.E.1.1.1 C.P.1.1.2
E07.E.1.1.6 E08.E.1.1.3 C.P.1.1.3
E08.E.1.1.6 C.P.2.1.5
C.P.2.1.6

18
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.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.
Opinion/Argumentative
Grade 7
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
Grade 8
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
Grades 9–10
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
Grades 11–12
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

 Develop and maintain a lengths and complexities. lengths and complexities. while attending to the norms style and objective tone while
consistent voice.  Develop and maintain a  Create tone and voice of the discipline in which they attending to the norms of the
 Establish and maintain a consistent voice. through precise language. are writing. discipline in which they are
Style

Style

formal style.  Establish and maintain a  Establish and maintain a writing.

formal style. formal style.
E06.C.1.1.4 C.P.1.1.4
E06.D.2.1.1 C.P.2.1.1
E06.D.2.1.2 E07.C.1.1.4 E08.C.1.1.4 C.P.2.1.2
E06.D.2.1.3 E07.D.2.1.1 E08.D.2.1.1 C.P.2.1.3
E06.D.2.1.4 E07.D.2.1.2 E08.D.2.1.2 C.P.2.1.4
E06.D.2.1.5 E07.D.2.1.3 E08.D.2.1.3 C.P.2.1.6
E06.E.1.1.4 E07.D.2.1.4 E08.D.2.1.4 C.P.2.1.7
E06.E.1.1.5 E07.D.2.1.5 E08.D.2.1.5
E07.E.1.1.4 E08.D.2.1.6
E07.E.1.1.5 E08.E.1.1.4
E08.E.1.1.5

19
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.L
Demonstrate a grade-
appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation, and spelling.
E06.D.1.1.1
Conventions of Language
Opinion/Argumentative
Grade 7
CC.1.4.7.L
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Grade 8
CC.1.4.8.L
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Grades 9–10
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
Grades 11–12
CC.1.4.11–12.L
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.

E06.D.1.1.2 E07.D.1.1.1 E08.D.1.1.1 C.P.3.1.1

E06.D.1.1.3 E07.D.1.1.2 E08.D.1.1.2 C.P.3.1.2
E06.D.1.1.4 E07.D.1.1.3 E08.D.1.1.3 C.P.3.1.3
E06.D.1.1.5 E07.D.1.1.4 E08.D.1.1.4 C.P.3.1.4
E06.D.1.1.6 E07.D.1.1.5 E08.D.1.1.5 C.P.3.1.5
E06.D.1.1.7 E07.D.1.1.6 E08.D.1.1.6
E06.D.1.1.8 E07.D.1.1.7 E08.D.1.1.7
E06.D.1.2.1 E07.D.1.1.8 E08.D.1.1.8
E06.D.1.2.2 E07.D.1.1.9 E08.D.1.1.9
E06.D.1.2.3 E07.D.1.2.1 E08.D.1.1.10
E07.D.1.2.2 E08.D.1.1.11
E07.D.1.2.3 E08.D.1.2.1
E07.D.1.2.4 E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.6.M CC.1.4.7.M CC.1.4.8.M CC.1.4.9–10.M CC.1.4.11–12.M
Narrative

Write narratives to develop Write narratives to develop Write narratives to develop Write narratives to develop real Write narratives to develop real
real or imagined experiences real or imagined real or imagined or imagined experiences or or imagined experiences or
or events. experiences or events. experiences or events. events. events.

CC.1.4.6.N CC.1.4.7.N CC.1.4.8.N CC.1.4.9–10.N CC.1.4.11–12.N

Engage and orient the reader by Engage and orient the reader Engage and orient the reader Engage and orient the reader by Engage and orient the reader by
establishing a context and by establishing a context and by establishing a context and setting out a problem, situation, or setting out a problem, situation, or
Narrative
Focus

introducing a narrator and/or point of view and introducing point of view and introducing observation, establishing one or observation and its significance,
characters. a narrator and/or characters. a narrator and/or characters. multiple points of view, and establishing one or multiple points
introducing a narrator and/or of view, and introducing a narrator
E06.C.1.3.1 E07.C.1.3.1 E08.C.1.3.1 characters. and/or characters.

20
March 1, 2014

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 6
CC.1.4.6.O
Use narrative techniques such as
dialogue, description, and pacing
to develop experiences, events,
and/or characters; use precise
words and phrases, relevant
Narrative
Content
descriptive details, and sensory
language to convey experiences
and events.
E06.C.1.3.2
E06.C.1.3.4
CC.1.4.6.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
Organization
setting to another; provide a
Narrative
conclusion that follows from the
narrated experiences and events.
E06.C.1.3.1
E06.C.1.3.3
E06.C.1.3.5
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 7
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.1.4.7.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
Grade 8
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.1.4.8.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
Grades 9–10
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.1.4.9–10.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.
Grades 11–12
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.
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.
21
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.Q
Write with an awareness of the
stylistic aspects of writing.
 Vary sentence patterns for
meaning, reader/listener
interest, and style.
 Use precise language.
 Develop and maintain a
consistent voice.
Narrative
Grade 7
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
Grade 8
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
Grades 9–10
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.
Grades 11–12
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-

lengths and complexities. lengths and complexities. specific vocabulary, and

Style

 Use precise language.  Create tone and voice techniques such as metaphor,
E06.C.1.3.4  Develop and maintain a through precise language. simile, and analogy to manage
E06.D.2.1.1
consistent voice. the complexity of the topic.
E06.D.2.1.2
E06.D.2.1.3
E08.C.1.3.4
E06.D.2.1.4
E07.C.1.3.4 E08.D.2.1.1
E06.D.2.1.5
E07.D.2.1.1 E08.D.2.1.2
E06.E.1.1.4
E07.D.2.1.2 E08.D.2.1.3
E07.D.2.1.3 E08.D.2.1.4
E07.D.2.1.4 E08.D.2.1.5
E07.D.2.1.5 E08.D.2.1.6

22
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6
CC.1.4.6.R
Demonstrate a grade-
appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation, and spelling.
E06.D.1.1.1
Conventions of Language
Grade 7
CC.1.4.7.R
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Grade 8
CC.1.4.8.R
Demonstrate a grade-
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Grades 9–10
CC.1.4.9–10.R
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
Grades 11–12
CC.1.4.11–12.R
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.

E06.D.1.1.2 E07.D.1.1.1 E08.D.1.1.1

E06.D.1.1.3 E07.D.1.1.2 E08.D.1.1.2
E06.D.1.1.4 E07.D.1.1.3 E08.D.1.1.3
Narrative

E06.D.1.1.5 E07.D.1.1.4 E08.D.1.1.4

E06.D.1.1.6 E07.D.1.1.5 E08.D.1.1.5
E06.D.1.1.7 E07.D.1.1.6 E08.D.1.1.6
E06.D.1.1.8 E07.D.1.1.7 E08.D.1.1.7
E06.D.1.2.1 E07.D.1.1.8 E08.D.1.1.8
E06.D.1.2.2 E07.D.1.1.9 E08.D.1.1.9
E06.D.1.2.3 E07.D.1.2.1 E08.D.1.1.10
E07.D.1.2.2 E08.D.1.1.11
E07.D.1.2.3 E08.D.1.2.1
E07.D.1.2.4 E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5

23
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

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 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.4.6.S CC.1.4.7.S CC.1.4.8.S CC.1.4.9–10.S CC.1.4.11–12.S
Draw evidence from literary or Draw evidence from literary or Draw evidence from literary or Draw evidence from literary or Draw evidence from literary or
informational texts to support informational texts to support informational texts to support informational texts to support informational texts to support
analysis, reflection, and research, analysis, reflection, and analysis, reflection, and analysis, reflection, and research, analysis, reflection, and research,
Response to Literature

applying grade-level reading research, applying grade-level research, applying grade-level applying grade-level reading applying grade-level reading
standards for literature and reading standards for reading standards for standards for literature and standards for literature and literary
literary nonfiction. literature and literary literature and literary literary nonfiction. nonfiction.
nonfiction. nonfiction.
E06.E.1.1.1
E06.E.1.1.2 E07.E.1.1.1 E08.E.1.1.1
E06.E.1.1.3 E07.E.1.1.2 E08.E.1.1.2
E06.E.1.1.4 E07.E.1.1.3 E08.E.1.1.3
E06.E.1.1.5 E07.E.1.1.4 E08.E.1.1.4
E06.E.1.1.6 E07.E.1.1.5 E08.E.1.1.5
E07.E.1.1.6 E08.E.1.1.6
CC.1.4.6.T CC.1.4.7.T CC.1.4.8.T CC.1.4.9–10.T CC.1.4.11–12.T
Production and Distribution of Writing

With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing,
Writing Process
With some guidance and With some guidance and Develop and strengthen writing as Develop and strengthen writing as
support from peers and adults, support from peers and adults, needed by planning, revising, needed by planning, revising,
develop and strengthen develop and strengthen editing, rewriting, or trying a new editing, rewriting, or trying a new
writing as needed by planning, writing as needed by planning, approach, focusing on addressing approach, focusing on addressing

rewriting, or trying a new revising, editing, rewriting, or
approach. trying a new approach,
focusing on how well purpose
and audience have been
addressed.
revising, editing, rewriting, or what is most significant for a what is most significant for a
trying a new approach, specific purpose and audience. specific purpose and audience.
focusing on how well purpose
and audience have been
addressed.

24
March 1, 2014

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 6
CC.1.4.6.U
Use technology, including the
Internet, to produce and publish
Technology and
writing as well as to interact and
Publication
collaborate with others;
demonstrate sufficient command
of keyboarding skills to type a
minimum of three pages in a
single sitting.
CC.1.4.6.V
Conduct short research projects
Conducting Research
to answer a question, drawing on
several sources and refocusing
the inquiry when appropriate.
CC.1.4.6.W
Credibility, Reliability, and Validity of
Gather relevant information from
multiple print and digital
sources; assess the credibility of
each source; and quote or
paraphrase the data and
conclusions of others while
Sources
avoiding plagiarism and
providing basic bibliographic
information for sources.
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 7
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.1.4.7.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.1.4.7.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.
Grade 8
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.1.4.8.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.1.4.8.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.
Grades 9–10
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.1.4.9–10.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.1.4.9–10.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.
Grades 11–12
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.
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.
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.
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 6
CC.1.4.6.X
Write routinely over extended
Range of Writing
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.
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 7 Grade 8
CC.1.4.7.X CC.1.4.8.X
Write routinely over extended Write routinely over extended
time frames (time for research, time frames (time for research,
reflection, and revision) and reflection, and revision) and
shorter time frames (a single shorter time frames (a single
sitting or a day or two) for a sitting or a day or two) for a
range of discipline-specific range of discipline-specific
tasks, purposes, and tasks, purposes, and
audiences. audiences.
Grades 9–10
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.
Grades 11–12
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.
26
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

1.5 Speaking and Listening

Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.5.6.A CC.1.5.7.A CC.1.5.8.A CC.1.5.9–10.A CC.1.5.11–12.A
Engage effectively in a range of Engage effectively in a range of Engage effectively in a range of Initiate and participate effectively Initiate and participate effectively
Comprehension and Collaboration

collaborative discussions, on collaborative discussions, on collaborative discussions, on in a range of collaborative in a range of collaborative
Collaborative Discussion

grade-level topics, texts, and grade-level topics, texts, and grade-level topics, texts, and discussions on grade-level topics, discussions on grade-level topics,
issues, building on others’ ideas issues, building on others’ issues, building on others’ texts, and issues, building on texts, and issues, building on
and expressing their own clearly. ideas and expressing their own ideas and expressing their own others’ ideas and expressing their others’ ideas and expressing their
clearly. clearly. own clearly and persuasively. own clearly and persuasively.

CC.1.5.6.B CC.1.5.7.B CC.1.5.8.B CC.1.5.9–10.B CC.1.5.11–12.B

Delineate a speaker’s argument Delineate a speaker’s Delineate a speaker’s Evaluate a speaker’s perspective, Evaluate how the speaker’s
and specific claims by identifying argument and specific claims, argument and specific claims, reasoning, and use of evidence perspective, reasoning, and use of
specific reasons and evidence evaluating the soundness of evaluating the soundness of and rhetoric, identifying any evidence and rhetoric affect the
Comprehension and Collaboration

and recognize arguments or the reasoning and the the reasoning and the fallacious reasoning or credibility of an argument through
claims not supported by factual relevance and sufficiency of relevance and sufficiency of exaggerated or distorted evidence. the author’s stance, premises, links
evidence. the evidence. the evidence. among ideas, word choice, points of
Critical Listening

emphasis, and tone.

27
March 1, 2014

1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 6
CC.1.5.6.C
Interpret information presented
Comprehension and Collaboration
in diverse media and formats
(e.g., visually, quantitatively,
Evaluating Information
orally) and explain how it
contributes to a topic, text, or
issue under study.
CC.1.5.6.D
Present claims and findings,
Presentation of Knowledge and Ideas
sequencing ideas logically and
using pertinent descriptions,
Purpose, Audience, and Task
facts, and details to accentuate
main ideas or themes; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
March 1, 2014
PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12
Grade 7 Grade 8
CC.1.5.7.C CC.1.5.8.C
Analyze the main ideas and Analyze the purpose of
supporting details presented information presented in
in diverse media formats (e.g., diverse media formats (e.g.,
visually, quantitatively, orally) visually, quantitatively, orally)
and explain how the ideas and evaluate the motives (e.g.,
clarify a topic, text, or issue social, commercial, political)
under study. behind its presentation.
CC.1.5.7.D CC.1.5.8.D
Present claims and findings, Present claims and findings,
emphasizing salient points in a emphasizing salient points in a
focused, coherent manner with focused, coherent manner with
pertinent descriptions, facts, relevant evidence, sound, valid
details, and examples; use reasoning, and well-chosen
appropriate eye contact, details; use appropriate eye
adequate volume, and clear contact, adequate volume and
pronunciation. clear pronunciation.
Grades 9–10
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.1.5.9–10.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.
Grades 11–12
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.
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.
28
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

1.5 Speaking and Listening

Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.5.6.E CC.1.5.7.E CC.1.5.8.E CC.1.5.9–10.E CC.1.5.11–12E
Adapt speech to a variety of Adapt speech to a variety of Adapt speech to a variety of Adapt speech to a variety of Adapt speech to a variety of
Presentation of Knowledge and Ideas

contexts and tasks. contexts and tasks. contexts and tasks. contexts and tasks. contexts and tasks.
Context

CC.1.5.6.F CC.1.5.7.F CC.1.5.8.F CC.1.5.9–10.F CC.1.5.11–12.F

Include multimedia components Include multimedia Integrate multimedia and Make strategic use of digital media Make strategic use of digital media
Integration of Knowledge and Ideas

and visual displays in
presentations to clarify
information.
Multimedia
components and visual visual displays into in presentations to add interest in presentations to add interest and
displays in presentations to presentations to add interest, and enhance understanding of enhance understanding of findings,
clarify claims and findings and clarify information, and findings, reasoning, and evidence. reasoning, and evidence.
emphasize salient points. strengthen claims and

evidence.

29
March 1, 2014
 PENNSYLVANIA CORE STANDARDS
English Language Arts
Grade 6–12

1.5 Speaking and Listening

Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group
discussions.
Grade 6 Grade 7 Grade 8 Grades 9–10 Grades 11–12
CC.1.5.6.G CC.1.5.7.G CC.1.5.8.G CC.1.5.9–10.G CC.1.5.11–12.G
Demonstrate command of the Demonstrate command of the Demonstrate command of the Demonstrate command of the Demonstrate command of the
Standard English
Conventions of

conventions of standard English conventions of standard conventions of standard conventions of standard English conventions of standard English
when speaking based on Grade 6 English when speaking based English when speaking based when speaking based on Grades when speaking based on Grades
level and content. on Grade 7 level and content. on Grade 8 level and content. 9–10 level and content. 11–12 level and content.

30
March 1, 2014