Common Planner
K–12 Standards

Grades 6, 7, 8

Other Oregon Standards for Literacy in History/Social Studies & Technical Subjects sets

College and Career Readiness Anchor Standards for Reading

  •  

    Key Ideas and Details

    1. 1.

      Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.6-8.CCR.R.1

    2. 2.

      Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.6-8.CCR.R.2

    3. 3.

      Analyze how and why individuals, events, and ideas develop and interact over the course of a text.6-8.CCR.R.3

  •  

    Craft and Structure

    1. 4.

      Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6-8.CCR.R.4

    2. 5.

      Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6-8.CCR.R.5

    3. 6.

      Assess how point of view or purpose shapes the content and style of a text.6-8.CCR.R.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.6-8.CCR.R.7

    2. 8.

      Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.6-8.CCR.R.8

    3. 9.

      Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.6-8.CCR.R.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      Read and comprehend complex literary and informational texts independently and proficiently.6-8.CCR.R.10

Reading Standards: Literacy in History and Social Studies

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    Reading History/Social Studies

    1. 1.

      Analyze what the text says explicitly as well as inferentially; cite several pieces of textual evidence to support primary and secondary source analysis.6-8.RH.1

    2. 2.

      Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.6-8.RH.2

    3. 3.

      Identify key steps in a text's description of a process related to history/social studies.6-8.RH.3

  •  

    Craft and Structure

    1. 4.

      Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.6-8.RH.4

    2. 5.

      Describe how a text presents information.6-8.RH.5

    3. 6.

      Identify aspects of a text that reveal an author's perspective or purpose.6-8.RH.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Integrate visual information with other information in print and digital texts.6-8.RH.7

    2. 8.

      Distinguish among fact, opinion, and reasoned judgment in a text.6-8.RH.8

    3. 9.

      Analyze the relationship between a primary and secondary source on the same topic.6-8.RH.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.6-8.RH.10

College and Career Readiness Anchor Standards for Writing

  •  

    Text Types and Purposes

    1. 1.

      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.6-8.CCR.W.1

    2. 2.

      Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.6-8.CCR.W.2

    3. 3.

      Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.6-8.CCR.W.3

  •  

    Production and Distribution of Writing

    1. 4.

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.6-8.CCR.W.4

    2. 5.

      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6-8.CCR.W.5

    3. 6.

      Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.6-8.CCR.W.6

  •  

    Research to Build and Present Knowledge

    1. 7.

      Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.6-8.CCR.W.7

    2. 8.

      Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.6-8.CCR.W.8

    3. 9.

      Draw evidence from literary or informational texts to support analysis, reflection, and research.6-8.CCR.W.9

  •  

    Range of Writing

    1. 10.

      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.6-8.CCR.W.10

Writing Standards

  •  

    Text Types and Purposes

    1. 1.

      Write arguments focused on discipline-specific content.6-8.WHST.1

      1. a.

        Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.6-8.WHST.1.a

      2. b.

        Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.6-8.WHST.1.b

      3. c.

        Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.6-8.WHST.1.c

      4. d.

        Establish and maintain an appropriate style for content, purpose, and audience.6-8.WHST.1.d

      5. e.

        Provide a concluding statement or section that follows from and supports the argument presented.6-8.WHST.1.e

    2. 2.

      Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.6-8.WHST.2

      1. a.

        Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting, graphics, and multimedia when useful in aiding comprehension.6-8.WHST.2.a

      2. b.

        Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.6-8.WHST.2.b

      3. c.

        Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.6-8.WHST.2.c

      4. d.

        Use precise language and domain-specific vocabulary to inform about or explain the topic.6-8.WHST.2.d

      5. e.

        Establish and maintain an appropriate style for content, purpose, and audience.6-8.WHST.2.e

      6. f.

        Provide a concluding statement or section that follows from and supports the information or explanation presented.6-8.WHST.2.f

    3. 3.

      Not applicable as a separate requirement.6-8.WHST.3

  •  

    Production and Distribution of Writing

    1. 4.

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.6-8.WHST.4

    2. 5.

      With guidance and support, 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.6-8.WHST.5

    3. 6.

      Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.6-8.WHST.6

  •  

    Research to Build and Present Knowledge

    1. 7.

      Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.6-8.WHST.7

    2. 8.

      Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.6-8.WHST.8

    3. 9.

      Draw evidence from informational texts to support analysis, reflection, and research.6-8.WHST.9

  •  

    Range of Writing

    1. 10.

      Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.6-8.WHST.10

Reading Science and Technical Subjects

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    Key Ideas and Details

    1. 1.

      Analyze what science and technical texts say explicitly as well as inferentially; cite several pieces of textual evidence to support the analysis.6-8.RST.1

    2. 2.

      Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.6-8.RST.2

    3. 3.

      Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.6-8.RST.3

  •  

    Craft and Structure

    1. 4.

      Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.6-8.RST.4

    2. 5.

      Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.6-8.RST.5

    3. 6.

      Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.6-8.RST.6

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    Integration of Knowledge and Ideas

    1. 7.

      Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.6-8.RST.7

    2. 8.

      Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.6-8.RST.8

    3. 9.

      Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.6-8.RST.9

  •  

    Range Reading and Level of Text Complexity

    1. 10.

      By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.6-8.RST.10

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
When were these standards adopted?
2019

Keep exploring

Keep exploring Standards for Literacy in History/Social Studies & Technical Subjects standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Oregon Standards for Literacy in History/Social Studies & Technical Subjects sets

Standards for Literacy in History/Social Studies & Technical Subjects