Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects Crosswalk - Standard 4

4. Pursue personal and aesthetic growth.

Go to:    


4.1 Skills    

AASL Learning Standards

Common Core Standard(s) ©

4.1.1 Read, view, and listen for pleasure and personal growth.  
4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.  
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.  
4.1.4 Seek information for personal learning in a variety of formats and genres.  
4.1.5 Connect ideas to own interests and previous knowledge and experience.  
4.1.6 Organize personal knowledge in a way that can be called upon easily.

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.

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.

4.1.7 Use social networks and information tools to gather and share information.  
4.1.8 Use creative and artistic formats to express personal learning.  

back to top

4.2 Dispositions in Action    

AASL Learning Standards

Common Core Standard(s) ©

4.2.1 Display curiosity by pursuing interests through multiple resources.  
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.  
4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.

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).

4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.  

back to top

4.3 Responsibilities    

AASL Learning Standards

Common Core Standard(s) ©

4.3.1 Participate in the social exchange of ideas, both electronically and in person.  
4.3.2 Recognize that resources are created for a variety of purposes.

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/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.

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

4.3.3 Seek opportunities for pursuing personal and aesthetic growth.  
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.  

back to top

4.4 Self-Assessment Strategies    

AASL Learning Standards

Common Core Standard(s) ©

4.4.1 Identify own areas of interest.  
4.4.2 Recognize the limits of own personal knowledge.  
4.4.3 Recognize when, why, and how to focus efforts in personal learning.  
4.4.4 Interpret new information based on cultural and social context.

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).

4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.  
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.  

Download this page as a print-friendly PDF pdf icon
Download the entire AASL learning standards/Writinging Standards crosswalk as a PDF pdf icon


American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611

© 2011 by the American Library Association Permission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.