Built on the Common Core State Standards for ELA/Literacy, with NGSS science practices and the C3 social-studies framework alongside. This page shows exactly what we cover, grade by grade — and how the coaching stays true to it.
Yes. CCSS ELA/Literacy is our single source of truth. Every assignment type carries a specific standard code (like W.6.1), the rubric is written in that standard's language, and the AI's feedback targets that standard's expectations — not generic writing advice.
Grades 2–8. ELA is the core — writing, reading, and language mechanics. Science writing is built on the NGSS Science & Engineering Practices, and history/social-studies analysis follows the C3 Framework, with CCSS disciplinary literacy (WHST/RH) reinforced throughout.
Never. The coach asks questions, points at the rubric, and names what a stronger move looks like — the student does all the writing. That's a hard rule in the product, not a setting.
Yes. Teacher dashboards report per-standard progress for every student and class, built from the same standard codes on this page — so "who needs help with W.6.1b-style evidence" is a report, not a guess.
Alignment isn't a label we put on finished lessons — it's the order we build in.
Each assignment type is anchored to one primary code — W.6.1 for Grade 6 argument, RI.4.2 for Grade 4 main idea — plus the related standards it reinforces.
The assignment's steps mirror what the standard demands: claim, then evidence, then counterclaim. Grade expectations follow the CCSS bands — Grade 3 builds sentences and opinions before Grade 6 asks for essays.
Scoring and feedback use the standard's own criteria. A Grade 6 argument can't earn a top score without addressing a counterclaim, because W.6.1a expects one.
Expectations rise the way the standards say they should — no skipped steps, no grade-level shortcuts.
Strong sentences, foundational grammar, and short opinion pieces with reasons — before any paragraph pressure.
Topic sentences, organized paragraphs, opinion writing with evidence, and multi-paragraph informational pieces.
Argumentative essays with counterclaims, textual analysis with cited evidence, and discipline-specific writing in science and history.
Each cell shows how many standards are actively practiced at that grade. Expand a grade below the map for the full list.
The backbone of the product. Every writing, reading, and language assignment carries a specific Common Core ELA/Literacy code, and grade expectations follow the CCSS grade bands. The disciplinary-literacy standards (WHST/RH) below are reinforced through our science and history writing.
| G2 | G3 | G4 | G5 | G6 | G7 | G8 | |
|---|---|---|---|---|---|---|---|
| Writing | 5 | 6 | 8 | 8 | 8 | 8 | 8 |
| Reading Informational Text | 3 | 3 | 8 | 8 | 8 | 8 | 8 |
| Reading Literature | 6 | 6 | 7 | 7 | 7 | 7 | 7 |
| Language | 3 | 5 | 5 | 5 | 4 | 4 | 4 |
| Writing in History/Science/Technical | 2 | 1 | 1 | ||||
| Reading in History/Social Studies | 1 | 1 | 1 | ||||
| Reading in Science/Technical | 2 | 2 | 2 |
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including collective nouns, irregular plural nouns, reflexive pronouns, past tense of irregular verbs, adjectives and adverbs, and complete sentences.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from a range of strategies including context clues, prefixes, root words, and compound words.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a story respond to major events and challenges.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Participate in shared research and writing projects (record science observations). (CCSS W.2.7; NGSS SEP3 asking questions, SEP4 analyzing data)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including regular and irregular verbs, simple verb tenses, and subject-verb agreement.
Produce simple, compound, and complex sentences.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of word relationships and nuances in word meanings, including distinguishing the literal and nonliteral meanings of words and phrases in context and distinguishing shades of meaning among related words that describe states of mind or degrees of certainty.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Distinguish their own point of view from that of the narrator or those of the characters.
Write opinion pieces on topics or texts, supporting a point of view with reasons, including introducing the topic or text, stating an opinion, supplying reasons, using linking words, and providing a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic and group related information together; include illustrations when useful to aiding comprehension; develop the topic with facts, definitions, and details; use linking words and phrases; provide a concluding statement or section.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences, including establishing a situation, using dialogue and descriptions, using temporal words, and providing a sense of closure.
Conduct short research projects that build knowledge about a topic. (CCSS W.3.7; NGSS SEP3 asking questions, SEP4 analyzing data and patterns)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including progressive verb tenses, modal auxiliaries, complete sentences, and frequently confused words.
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including explaining the meaning of simple similes and metaphors in context and recognizing and explaining the meaning of common idioms, adages, and proverbs.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Explain how an author uses reasons and evidence to support particular points in a text.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information, including introducing the topic, stating an opinion, providing reasons supported by facts and details, linking opinion and reasons, and providing a concluding statement.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly, including introducing a topic clearly, grouping related information in paragraphs and sections, developing with facts, definitions, concrete details, quotations, using linking words and phrases, using precise language and domain-specific vocabulary, and providing a concluding statement or section.
Introduce a topic clearly and group related information in paragraphs and sections.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences, including orienting the reader, using dialogue and description, using transitional words and phrases, using concrete words and sensory details, and providing a conclusion.
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including perfect verb tenses, verb tense consistency, and correlative conjunctions.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figurative language such as similes and metaphors in context and recognizing and explaining the meaning of common idioms, adages, and proverbs.
Quote accurately from a text and correctly refer to the text when explaining what the text says explicitly and when drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Quote accurately from a text, and correctly refer to the text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Describe how a narrator's or speaker's point of view influences how events are described.
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information, including introducing a topic clearly, stating an opinion, providing logically ordered reasons supported by facts and details, linking opinion and reasons using words, phrases, and clauses, and providing a concluding statement.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly, including introducing a topic clearly, providing a general observation and focus, grouping related information logically, developing with facts, definitions, concrete details, quotations, linking ideas within categories using words, phrases, and clauses, using precise language and domain-specific vocabulary, and providing a concluding statement or section.
Introduce a topic clearly, provide a general observation and focus, and group related information logically.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences, including orienting the reader, using narrative techniques such as dialogue and description, using transitional words and phrases, using concrete words and sensory details, and providing a conclusion.
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including subjective/objective/possessive pronoun case, intensive pronouns, recognizing pronoun shifts, and correcting vague pronouns.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech such as personification in context and distinguishing among the connotations of words with similar denotations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Describe how a particular story's 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.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Explain how an author develops the point of view of the narrator or speaker in a text.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Write arguments to support claims with clear reasons and relevant evidence, including introducing claims and organizing reasons and evidence clearly, supporting claims with clear reasons and relevant evidence using credible sources, using words, phrases, and clauses to clarify relationships among claims and reasons, establishing and maintaining a formal style, and providing a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content, including introducing a topic, organizing ideas using strategies such as definition, classification, comparison/contrast, and cause/effect, developing with relevant facts, definitions, concrete details, and quotations, using appropriate transitions, using precise language and domain-specific vocabulary, establishing and maintaining a formal style, and providing a concluding statement or section.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences, including engaging the reader by establishing a context and point of view, organizing an event sequence that unfolds naturally, using narrative techniques such as dialogue, pacing, and description, using transition words and phrases, using precise words and phrases and sensory language, and providing a conclusion that follows from the narrated experiences.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Write arguments focused on discipline-specific content.
Write informative/explanatory texts, including the narration of historical events, scientific procedures, or technical processes.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including phrases and clauses, sentence variety, and misplaced/dangling modifiers.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech such as literary, biblical, and mythological allusions in context and distinguishing among the connotations of words with similar denotations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
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.
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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.
Write arguments to support claims with clear reasons and relevant evidence, including introducing claims, acknowledging alternate or opposing claims, supporting with logical reasoning and relevant evidence, using transitions, and providing a concluding statement.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content, including introducing a topic clearly, previewing what is to follow, organizing using strategies such as definition, classification, comparison/contrast, cause/effect, developing with relevant facts, definitions, concrete details, quotations, using appropriate transitions, precise language and domain-specific vocabulary, establishing formal style, and providing a concluding statement.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.
Write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences, including establishing context and point of view, using dialogue, pacing, and description, using transitions, precise words and sensory language, and providing a reflective conclusion.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Write arguments focused on discipline-specific content.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including verbals (gerunds, participles, infinitives), active and passive voice, and verb mood (indicative, imperative, interrogative, conditional, subjunctive).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech such as verbal irony and puns in context and distinguishing among the connotations of words with similar denotations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its relationship to supporting ideas; provide an objective summary of the text.
Analyze how a text makes connections and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
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.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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.
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.
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works (e.g., describing how the material is rendered new).
Write arguments to support claims with clear reasons and relevant evidence, including introducing claims, acknowledging and distinguishing from counterclaims, supporting with logical reasoning and relevant evidence, and maintaining a formal style.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content, including introducing a topic clearly, developing with well-chosen facts, using varied transitions, precise language, and domain-specific vocabulary, maintaining a formal style, and providing a concluding statement.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories.
Write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences, including establishing context and point of view, using dialogue, pacing, description, and reflection, using transitions, precise words and sensory language, and providing a reflective conclusion.
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.
Write arguments focused on discipline-specific content.
Science investigations are built on the NGSS Science & Engineering Practices: students make claims, cite real data, and construct explanations — writing all the way.
| G2 | G3 | G4 | G5 | G6 | G7 | G8 | |
|---|---|---|---|---|---|---|---|
| Engaging in Argument from Evidence | 1 | 1 | 1 | 2 | 2 | 2 | 2 |
| Argument with Rebuttal | 1 | 1 | 1 | ||||
| Analyzing & Interpreting Data | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| Constructing Explanations | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| Asking Questions & Defining Problems | 1 | 1 | 1 | 1 | |||
| Planning & Carrying Out Investigations | 1 | 1 |
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Construct an explanation based on evidence for how organisms obtain energy and matter for growth. (NGSS SEP4, SEP6, SEP7)
Ask questions and construct explanations from evidence, revising the explanation as new data appears. (NGSS SEP1, SEP4, SEP6, SEP7)
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Construct an explanation using evidence from data tables. Use cause-effect language connecting evidence to claim. (NGSS SEP4, SEP6, SEP7)
Ask questions, analyze data, and construct an evidence-based explanation, revising it and weighing rival explanations as evidence accumulates. (NGSS SEP1, SEP4, SEP6, SEP7; CCSS.WHST.6-8.1)
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Construct a scientific explanation supported by multiple data points. Reasoning must include a named scientific principle and mechanism. (NGSS SEP4, SEP6, SEP7; CCSS.WHST.6-8.1)
Construct a scientific argument with claim, evidence, reasoning, and rebuttal of an alternative explanation. (NGSS SEP7; CCSS.WHST.6-8.1)
Ask questions, analyze data, weigh competing explanations, and construct an argument from evidence, revising the explanation as data accumulates. (NGSS SEP1, SEP4, SEP6, SEP7; CCSS.WHST.6-8.1)
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Construct a scientific explanation supported by multiple quantitative data points. Reasoning must name a scientific principle and explain the causal mechanism. (NGSS SEP4, SEP6, SEP7)
Construct a scientific argument with claim, evidence, reasoning, and substantive rebuttal. (NGSS SEP7; CCSS.WHST.6-8.1)
Ask questions, analyze multi-variable data, weigh competing explanations, and construct an argument tracing an indirect, multi-step causal chain, revising the explanation as evidence accumulates. (NGSS SEP1, SEP4, SEP6, SEP7; CCSS.WHST.6-8.1)
Analyzing and Interpreting Data
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Construct a scientific explanation with multiple evidence types. Reasoning explains the mechanism using named scientific principles. (NGSS SEP4, SEP6, SEP7; CCSS.WHST.6-8.1)
Construct a sophisticated scientific argument with evidence-based reasoning and rebuttal of the strongest alternative explanation. (NGSS SEP7; CCSS.WHST.6-8.1)
History and social studies analysis follows the C3 Framework inquiry arc: evaluating sources, using evidence, and communicating conclusions.
| G2 | G3 | G4 | G5 | G6 | G7 | G8 | |
|---|---|---|---|---|---|---|---|
| Communicating Conclusions | 1 | 1 | 1 | 1 | 2 | 3 | 3 |
| Evaluating Sources & Using Evidence | 1 | 1 | 2 | 3 | 3 | ||
| Applying Disciplinary Concepts | 5 | 5 | 4 |
Describe how communities work together and how rules and institutions address problems.
Use maps and other geographic representations to describe places and regions.
Explain how culture and environment influence the way people live.
Compare life in the past to life today.
Compare perspectives and daily life of people in other times and places. (C3 D2.His.4 Grades K-2; CCSS W.2.3)
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. (C3 D4.2, grades 3-5; gathering from sources D3.1; disciplinary concepts D2.His/Geo/Civ; CCSS W.4.2)
Describe how communities work together and how rules and institutions address problems.
Use maps and other geographic representations to describe places and regions.
Explain how culture and environment influence the way people live.
Compare life in the past to life today.
Compare perspectives and daily life of people in other times and places. (C3 D2.His.4 Grades K-2; CCSS W.2.3)
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. (C3 D4.2, grades 3-5; gathering from sources D3.1; disciplinary concepts D2.His/Geo/Civ; CCSS W.4.2)
Use maps and other geographic representations to describe places and regions.
Compare life in the past to life today.
Gather relevant information from multiple sources, attending to origin, authority, and context.
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. (C3 D4.2, grades 3-5; gathering from sources D3.1; disciplinary concepts D2.His/Geo/Civ; CCSS W.4.2)
Gather relevant information from multiple sources, attending to origin, authority, and context.
Construct arguments using claims and evidence from multiple sources. (C3 D3.1, D4.1 Grades 3-5; CCSS.RH.6-8.1)
Gather relevant information from multiple sources, attending to origin, authority, and context.
Develop claims and counterclaims while pointing out the strengths and limitations of both — theory revised as new evidence appears. (C3 D3.4, D4.1 Grades 6-8; CCSS.RH.6-8.1)
Construct arguments using claims and evidence from multiple sources. (C3 D3.1, D4.1 Grades 3-5; CCSS.RH.6-8.1)
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. (C3 D4.2, grades 3-5; gathering from sources D3.1; disciplinary concepts D2.His/Geo/Civ; CCSS W.4.2)
Gather relevant information from multiple sources, attending to origin, authority, and context.
Evaluate the credibility of a source for a compelling question.
Develop claims and counterclaims while pointing out the strengths and limitations of both — theory revised as new evidence appears. (C3 D3.4, D4.1 Grades 6-8; CCSS.RH.6-8.1)
Construct arguments using claims and evidence from multiple sources. (C3 D3.1, D4.1 Grades 3-5; CCSS.RH.6-8.1)
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. (C3 D4.2, grades 3-5; gathering from sources D3.1; disciplinary concepts D2.His/Geo/Civ; CCSS W.4.2)
Acknowledge and respond to counterarguments.
Gather relevant information from multiple sources, attending to origin, authority, and context.
Evaluate the credibility of a source for a compelling question.
Develop claims and counterclaims while pointing out the strengths and limitations of both — theory revised as new evidence appears. (C3 D3.4, D4.1 Grades 6-8; CCSS.RH.6-8.1)
Construct arguments using claims and evidence from multiple sources. (C3 D3.1, D4.1 Grades 3-5; CCSS.RH.6-8.1)
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. (C3 D4.2, grades 3-5; gathering from sources D3.1; disciplinary concepts D2.His/Geo/Civ; CCSS W.4.2)
Acknowledge and respond to counterarguments.
Three real assignments, from the standard's own text to what the AI coaches for.
“Write arguments to support claims with clear reasons and relevant evidence, including introducing claims and organizing reasons and evidence clearly, supporting claims with clear reasons and relevant evidence using credible sources, using words, phrases, and clauses to clarify relationships among claims and reasons, establishing and maintaining a formal style, and providing a concluding statement or section.”
Write an argumentative essay with claims supported by clear reasons and evidence.
“Construct an explanation based on evidence for how organisms obtain energy and matter for growth. (NGSS SEP4, SEP6, SEP7)”
Read the data table and write a Claim, Evidence, and Reasoning response to the investigation question.
“Construct arguments using claims, evidence, sourcing, and counterclaims from multiple sources. (C3 D3.1, D4.1, D4.2, D4.3 Grades 6-8; CCSS.WHST.6-8.1)”
Analyze documents and write a DBQ argument with thesis, evidence, analysis, and counterargument.
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