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English

Grades 9-12

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.  Grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

 

Key Ideas and Details

  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.
  2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

  1. 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.
  2. 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.
  3. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

  1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  2. 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.
  3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

 

For additional information, please visit the California Department of Education website.

 

Department Chair

Striegl, Michael
Teacher

English Teachers

Borek, Catherine
Teacher
Cabanillas, Sergio
Teacher
Cal, Gayle
Teacher
Chancy, Zoltan
Teacher
Kerr, Kendra
Teacher
Magana, Kathleen
Teacher
Monteilh, Starr
Teacher
Narita, Patricia
Teacher
Naso, Sicily
Teacher
Sim, Narita
Teacher
Striegl, Michael
Teacher
Tacapan, John
Teacher
Woods, Michelle
Teacher