Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects Crosswalk - Standard 2

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

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2.1 Skills    

AASL Learning Standards

Common Core Standard(s) ©

2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

CC6-8WH/SS/S/TS4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC6-8WH/SS/S/TS7 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.

CC6-8WH/SS/S/TS9 Draw evidence from informational texts to support analysis reflection, and research.

CC9-10WH/SS/S/TS4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC9-10WH/SS/S/TS5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CC9-10WH/SS/S/T7 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.

CC9-10WH/SS/S/T9 Draw evidence from informational texts to support analysis, reflection, and research.

CC11-12WH/SS/S/TS4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC11-12WH/SS/S/TS5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CC11-12WH/SS/S/TS7 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.

CC11-12WH/SS/S/TS8 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 specific 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.

2.1.2 Organize knowledge so that it is useful.

CC6-8WH/SS/S/TS1a 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.

CC6-8WH/SS/S/TS2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CC6-8WH/SS/S/TS7 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.

CC9-10WH/SS/S/TS1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CC9-10WH/SS/S/TS2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CC11-12WH/SS/S/TS1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

CC11-12WH/SS/S/TS2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

CC6-8WH/SS/S/TS1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CC6-8WH/SS/S/TS1e Provide a concluding statement or section that follows from and supports the argument presented.

CC6-8WH/SS/S/TS2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

CC6-8WH/SS/S/TS2e Establish and maintain a formal style and objective tone.

CC9-10WH/SS/S/TS1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

CC9-10WH/SS/S/TS1e Provide a concluding statement or section that follows from or supports the argument presented.

CC9-10WH/SS/S/TS2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CC9-10WH/SS/S/TS2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CC9-10WH/SS/S/TS2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CC9-10WH/SS/S/TS2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CC11-12WH/SS/S/TS1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

CC11-12WH/SS/S/TS1e Provide a concluding statement or section that follows from or supports the argument presented.

CC11-12WH/SS/S/TS2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CC11-12WH/SS/S/TS2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

2.1.4 Use technology and other information tools to analyze and organize information.

CC6-8WH/SS/S/TS6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CC9-10WH/SS/S/T6 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.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

CC6-8WH/SS/S/TS5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

CC6-8WH/SS/S/TS1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CC6-8WH/SS/S/TS1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CC6-8WH/SS/S/TS1d Establish and maintain a formal style.

CC6-8WH/SS/S/TS1e Provide a concluding statement or section that follows from and supports the argument presented.

CC6-8WH/SS/S/TS2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CC6-8WH/SS/S/TS2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

CC6-8WH/SS/S/TS2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

CC6-8WH/SS/S/TS2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

CC6-8WH/SS/S/TS2e Establish and maintain a formal style and objective tone.

CC9-10WH/SS/S/TS1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

CC9-10WH/SS/S/TS1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CC9-10WH/SS/S/TS1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CC9-10WH/SS/S/TS1e Provide a concluding statement or section that follows from or supports the argument presented.

CC9-10WH/SS/S/TS2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CC9-10WH/SS/S/TS2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CC9-10WH/SS/S/TS2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

CC9-10WH/SS/S/TS2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CC9-10WH/SS/S/TS2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CC11-12WH/SS/S/TS1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

CC11-12WH/SS/S/TS1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CC11-12WH/SS/S/TS1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CC11-12WH/SS/S/TS1e Provide a concluding statement or section that follows from or supports the argument presented.

CC11-12WH/SS/S/TS2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CC11-12WH/SS/S/TS2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CC11-12WH/SS/S/TS2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CC11-12WH/SS/S/TS2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

CC11-12WH/SS/S/TS2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CC11-12WH/SS/S/TS6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

2.2 Dispositions in Action    

AASL Learning Standards

Common Core Standard(s) ©

2.2.1 Demonstrate flexibility in use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.  
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.  
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

CC6-8WH/SS/S/TS1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CC6-8WH/SS/S/TS2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

CC9-10WH/SS/S/TS1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

CC9-10WH/SS/S/TS2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CC11-12WH/SS/S/TS1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

CC11-12WH/SS/S/TS2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

2.2.4 Demonstrate personal productivity by completing products to express learning.

CC6-8WH/SS/S/TS1 Write arguments focused on discipline-specific content.

CC6-8WH/SS/S/TS2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CC6-8WH/SS/S/TS7 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.

CC9-10WH/SS/S/TS1 Write arguments focused on discipline-specific content.

CC9-10WH/SS/S/TS2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CC11-12WH/SS/S/TS1 Write arguments focused on discipline-specific content.

CC11-12WH/SS/S/TS2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

2.3 Responsibilities    

AASL Learning Standards

Common Core Standard(s) ©

2.3.1 Connect understanding to the real world.  
2.3.2 Consider diverse and global perspectives in drawing conclusions.  
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.

CC6-8WH/SS/S/TS1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CC6-8WH/SS/S/TS2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

CC9-10WH/SS/S/TS1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

CC9-10WH/SS/S/TS2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CC11-12WH/SS/S/TS1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

CC11-12WH/SS/S/TS2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

2.4 Self- Assessment Strategies    

AASL Learning Standards

Common Core Standard(s) ©

2.4.1 Determine how to act on information (accept, reject, modify).  
2.4.2 Reflect on systematic process and assess for completeness of investigation.  
2.4.3 Recognize new knowledge and understanding.

CC6-8WH/SS/S/TS1e Provide a concluding statement or section that follows from and supports the argument presented.

CC6-8WH/SS/S/TS2e Establish and maintain a formal style and objective tone.

CC9-10WH/SS/S/TS1e Provide a concluding statement or section that follows from or supports the argument presented.

CC9-10WH/SS/S/TS2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CC11-12WH/SS/S/TS1e Provide a concluding statement or section that follows from or supports the argument presented.

CC11-12WH/SS/S/TS2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

2.4.4 Develop directions for future investigations.  

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