Table of Contents

3.6 Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas

Examine CCR Anchor Standards 7, 8, and 9 below. Then note how they align with Reading Standards 7, 8, and 9 for Literacy in Science and Technical Subjects as shown in the chart that follows. Notice in particular how the standards scaffold student reading expectations within the technical subject content areas to prepare them for college and career.

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.8 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.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 

 

CA CCSS Reading Standards for Literacy in Science and Technical Subjects 612 CCR Anchor Standards for Reading
Grades 68 Grades 910

Grades 11–12
 

Integration of Knowledge of Ideas
7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 8. 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.
9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Reading Standards 7, 8, and 9 are grouped together into the sub-strand of the Integration of Knowledge and Ideas, which supports students’ abilities to take information from more than one source, and analyze, combine, and compare its content. By integrating the various sources, the student is better able to build knowledge and make reasoned judgments. This sub-strand supports students’ abilities to read, evaluate, and use content that is presented in diverse media and formats, find and evaluate arguments and claims made in the text, and to be able to analyze multiple texts addressing similar topics or themes. The combination of these reading competencies provides the foundation for students to engage deeply, critically and thoughtfully with multiple texts and formats.