Key Ideas and Details 6-12

Key Ideas and Details  —  Common Core ELA Standards for Science/Technical: 6-12

1. Common Core ELA Standards for Science/Technical: 6-8
   Grades 6-8

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Grade Level 6-8	None Available	None Available	None Available	None Available

2. Common Core ELA Standards for Science/Technical: 6-8 > KID
   

   Key Ideas and Details

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Science/Technical Skills Key Ideas Key Details	None Available	None Available	None Available	None Available

3. Common Core ELA Standards for Science/Technical: 6-8 > KID > S.1
   

   Cite specific textual evidence to support analysis of science and technical texts.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Texts Science Technical Evidence Textual	5 - Cite (specific textual evidence) 4 - Analysis (science and technical texts)	5 - I can cite specific textual evidence. 4 - I can analyze science and technical texts.	A. Evidence is essential to support one's analysis of textual information. B. Analysis of textual information is essential for drawing conclusions.	A.1 What is good evidence for one's analysis of science texts? A.2 What is good evidence for one's analysis of technical texts? A.3 How do you know if cited evidence supports a particular analysis? B.1 Why do we need to analyze textual information? B.2 What strategies can be used to analyze science and technical texts?

4. Common Core ELA Standards for Science/Technical: 6-8 > KID > S.2
   

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

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Central ideas Conclusions Summary Prior knowledge Prior opinions	4 - Determine (central ideas or conclusions of a text) 5 - Provide (accurate text summary distinct from prior knowledge or opinions)	4 - I can determine central ideas or conclusions of a text. 5 - I can provide an accurate text summary distinct from prior knowledge or opinions.	A. Textual information often addresses central ideas or conclusions. B. Accurate summaries of text is essential for conveying the author's intended ideas and conclusions.	A.1 How can the central ideas or conclusions of a text be determined? B.1 What is the value of excluding prior knowledge and opinions when summarizing a text? B.2 How can prior knowledge and opinion be excluded from an accurate summary of a text?

5. Common Core ELA Standards for Science/Technical: 6-8 > KID > S.3
   

   Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Multistep Procedure Experiments Measurements Technical tasks	3 - Use (procedure when carrying out experiments) 2 - Measurement (quantities) 3 - Execute (perform technical tasks)	3 - I can use a procedure to carry out an experiment. 2 - I can use a procedure to measure a quantity. 3 - I can perform technical tasks using a procedure.	A:Various tasks can be broken down into multistep procedures.	A.1 How does one follow precisely a multistep experimental procedure? A.2 How does one follow precisely a multistep procedure when taking measurements? A.3 How does one follow precisely a multistep procedure when performing technical tasks?

6. Common Core ELA Standards for Science/Technical: 9-10
   

   Grades 9-10

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Grade Level 9-10	None Available	None Available	None Available	None Available

7. Common Core ELA Standards for Science/Technical: 9-10 > KID
   

   Key Ideas and Details

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Science/Technical Skills Key Ideas Key Details	None Available	None Available	None Available	None Available

8. Common Core ELA Standards for Science/Technical: 9-10 > KID > S.1
   

   Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Texts Science Technical Evidence Text Details Explanations Descriptions	5 - Cite (specific textual evidence) 4 - Analysis (science and technical texts) 1 - Identify (explanation texts) 1 - Identify (descriptive text)	5 - I can cite explanation-specific textual evidence. 5 - I can cite description-specific textual evidence. 4 - I can analyze explanation specific science and technical texts. 4 - I can analyze description specific science and technical texts. 1 - I can identify explanation text. 1 - I can identify descriptive text.	A. Evidence is essential to support one's analysis of textual information. B. Analysis of textual information is essential for drawing conclusions.	A.1 What is good evidence for one's analysis of science texts? A.2 What is good evidence for one's analysis of technical texts? A.3 How do you know if explanation cited evidence supports a particular analysis? A.4 How do you know if descriptive cited evidence supports a particular analysis? B.1 Why do we need to analyze textual information? B.2 What strategies can be used to analyze science or technical text?

9. Common Core ELA Standards for Science/Technical: 9-10 > KID > S.2
   

   Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Central idea Conclusion Summary Explanation Process Phenomenon Concept	4 - Determine (central idea of a text) 4 - Determine (conclusions of a text) 3 - Trace (text’s explanation or depiction of a complex process) 3 - Trace (text’s explanation or depiction of a complex phenomenon) 3 - Trace (text’s explanation or depiction of a complex concept) 2 - Summarize (accurate summary of the text)	4 - I can determine the central idea of a text. 4 - I can determine the conclusion of a text. 3 - I can trace a text's explanation or depiction of a complex process. 3 - I can trace a text"s explanation or depiction of complex phenomenon. 3 - I can trace a text"s explanation or depiction of complex concept. 2 - I can accurately summarize text.	A. Text will have a central idea or conclusion. B. Text written about a complex process, phenomenon, or concept will have an explanation or depiction that may be traced.	A.1 How does one determine the central idea of a text? How does one determine the conclusion of a text? A.2 How does one summarize text to include central ideas or conclusions? B.1 How does one trace a complex process from the explanation or depiction of a text? B.2 How does one trace a complex phenomenon from the explanation or depiction of a text? B.3 How does one trace a complex concept from the explanation or depiction of a text?

10. Common Core ELA Standards for Science/Technical: 9-10 > KID > S.3
    Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Multistep Procedure Experiments Measurements Technical tasks Text Multistep procedure Special cases Exceptions	3 - Use (procedure when carrying out experiments) 2 - Measurement (quantities) 3 - Execute (perform technical tasks) 2 - Identify (special cases or exceptions)	3 - I can use a procedure to carry out an experiment. 2 - I can use a procedure to measure a quantity. 3 - I can perform technical tasks using a procedure. 2 - I can identify special cases or exceptions for a given multistep procedure.	A:Various tasks can be broken down into multistep procedures.	A.1 How does one follow precisely a multistep experimental procedure? A.2 How does one follow precisely a multistep procedure when taking measurements? A.3 How does one follow precisely a multistep procedure when performing technical tasks? A.4 How does one identify special cases or exceptions for a given multistep procedure?

11. Common Core ELA Standards for Science/Technical: 11-12
    

    Grades 11-12

12. Common Core ELA Standards for Science/Technical: 11-12 > KID
    

    Key Ideas and Details

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Text Key Ideas Details	None Available	None Available	None Available	None Available

13. Common Core ELA Standards for Science/Technical: 11-12 > KID > S.1
    Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Texts Science Technical Evidence Text Author Distinctions Gaps in account Inconsistencies in account	5 - Cite (specific textual evidence) 1 - Identify (author distinctions) 1 - Identify (author gaps in account) 1 - Identify (author inconsistencies in account)	5 - I can cite specific textual evidence that support an author's analysis. 1 - I can identify author distinctions within text. 1 - I can identify an author's gaps in their account. 1 - I can identify an author's inconsistencies in their account.	A. Evidence is essential to support one's analysis of textual information. B. Analysis of textual information is essential for drawing conclusions.	A.1 What is good evidence for one's analysis of science texts? A.2 What is good evidence for one's analysis of technical texts? A.3 How do you know if explanation cited evidence supports a particular analysis? A.4 How do you know if descriptive cited evidence supports a particular analysis? B.1 How do you identify gaps or inconsistencies in an author's account? Why do we need to analyze textual information? B.2 What strategies can be used to analyze science or technical text for important distinctions, gaps, or inconsistencies an author may introduce?

14. Common Core ELA Standards for Science/Technical: 11-12 > KID > S.2
    Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Text Central idea Conclusion Paraphrased summary Summary Concept Processes Information	4 - Determine (central idea of a text) 4 - Determine (conclusion of a text) 2 - Summarize (complex concepts) 2 - Summarize (complex processes) 2 - Summarize (complex information)	4 - I can determine the central idea of a text. 4 - I can determine the conclusion of a text. 2 - I can summarize text by paraphrasing in simpler and accurate terms. 2 - I can summarize complex concepts. 2 - I can summarize complex processes. 2 - I can summarize complex information.	A. Text will have a central idea or conclusion . B. Text written about a complex concepts, processes, or information can be summarized in simpler and accurate terms resulting in a deeper understanding of the content.	A.1 How does one determine the central idea of a text? How does one determine the conclusion of a text? A.2 How does one summarize by paraphrasing text in simpler and accurate terms? B.1 How does one summarize a complex concept from text? B.2 How does one trace a complex processes from text? B.3 How does one trace a complex information from text?

15. Common Core ELA Standards for Science/Technical: 11-12 > KID > S.3
    Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Multistep Procedure Experiments Measurements Technical tasks Text Multistep procedure Special cases Exceptions	3 - Use (procedure when carrying out experiments) 2 - Measurement (quantities) 3 - Execute (perform technical tasks) 4 - Analyze (specific result based on text)	3 - I can use a procedure to carry out an experiment. 2 - I can use a procedure to measure a quantity. 3 - I can perform technical tasks using a procedure. 2 - I can identify special cases or exceptions for a given multistep procedure.	A. Various tasks can be broken down into multistep procedures that lead to the ability to analyze results.	A.1 How does one follow precisely a multistep experimental procedure? A.2 How does one follow precisely a multistep procedure when taking measurements? A.3 How does one follow precisely a multistep procedure when performing technical tasks? A.4 How does one analyze results based on multistep procedure?