GRADE 6

READING
Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and
of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace. Students
apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They read a wide range of literature in many genres from a variety of
time periods and cultures from around the world to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
They draw on their prior experience, their interactions with other readers and writers, and reading skills that they have developed and refined.i

READING: Literature
There are three key areas found in the Reading: Literature section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and
Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading:
Literature.

Learning Outcome
6.RL.1: Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 6, students interact with texts proficiently and
independently at the low end of the range and with scaffolding as needed at the high end of the range.

Indiana Academic Standards Content Connector

6.RL.1: Read a variety of literature within a range of complexity appropriate 6.RL.1.a.1: Read a variety of grade level appropriate literature.
for grades 6-8. By the end of grade 6, students interact with texts
proficiently and independently at the low end of the range and with
scaffolding as needed at the high end of the range. 6.RL.1.a.2: Comprehend a variety of grade level appropriate literature.

6.RL.2.1: Cite textual evidence to support analysis of what a text says 6.RL.2.1.a.1: Use specific details in a text to explain what a text says
explicitly as well as inferences drawn from the text. explicitly.

6.RL.2.1.a.2: Use specific details from the text to support inferences.

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 Indiana Academic Standards Content Connector
6.RL.2.2: Determine how a theme or central idea of a work of literature is 6.RL.2.2.a.1: Determine how a theme or central idea of a work of literature
conveyed through particular details; provide a detailed, objective summary is conveyed through particular details.
of the text.
6.RL.2.2.a.2: Provide a detailed, objective summary of the text.

6.RL.2.3: Explain how a plot unfolds in a series of episodes as well as how 6.RL.2.3.a.1: Explain how a plot unfolds in a series of episodes.
the characters respond or change as the narrative advances and moves
toward a resolution. 6.RL.2.3.a.2: Explain how the characters respond or change as the narrative
advances and moves toward a resolution.

6.RL.3.1: Analyze how a particular sentence, chapter, scene, or stanza fits 6.RL.3.1.a.1: Analyze how a particular sentence, chapter, scene, or stanza
into the overall structure of a work of literature and contributes to the fits into the overall structure of a work of literature.
development of the theme, characterization, setting, or plot.

6.RL.3.1.a.2: Analyze how a particular sentence, chapter, scene, or stanza

contributes to the development of the theme, characterization, setting, or
plot.

6.RL.3.2: Explain how an author develops the point of view of the narrator 6.RL.3.2.a.1: Explain how an author develops the point of view of the
or speaker in a work of literature and how the narrator or speaker impacts narrator or speaker in a text.
the mood, tone, and meaning of a text.
6.RL.3.2.a.2: Explain how the narrator or speaker impacts the mood, tone,
and meaning of a text.
6.RL.4.1: Compare and contrast the experience of reading a story, play, or
poem with listening to or viewing an audio, video, or live version of the text,
including contrasting what they “see” and “hear” when reading the text
with what they perceive when they listen or watch.
6.RL.4.2: Compare and contrast works of literature in different forms or 6.RL.4.2.a.1: Compare and contrast works of literature in different forms or
genres (e.g., stories and poems; historical novels and fantasy stories) in genres (e.g., stories and poems; historical novels and fantasy stories) in terms
terms of their approaches to similar themes and topics. of their approaches to similar themes and topics.

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READING: Nonfiction
There are three key areas found in the Reading: Nonfiction section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and
Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading:
Nonfiction.

Learning Outcome
6.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By the end of grade 6, students interact with texts proficiently and
independently at the low end of the range and with scaffolding as needed at the high end of the range.

Indiana Academic Standards Content Connector

6.RN.1: Read a variety of nonfiction within a range of complexity 6.RN.1.a.1: Read a variety of nonfiction texts.
appropriate for grades 6-8. By the end of grade 6, students interact with 6.RN.1.a.2: Comprehend a variety of nonfiction texts.
texts proficiently and independently at the low end of the range and with
scaffolding as needed at the high end of the range.
6.RN.2.1: Cite textual evidence to support analysis of what a text says 6.RN.2.1.a.1: Use specific details in a text to explain what a text says
explicitly as well as inferences drawn from the text. explicitly.

6.RN.2.1.a.2: Use specific details from the text to support inferences.

6.RN.2.2: Determine how a central idea of a text is conveyed through 6.RN.2.2.a.1: Determine how a central idea of a text is conveyed through
particular details; provide an objective summary of the text. particular details.
6.RN.2.2.a.2: Provide a summary of the text distinct from personal opinions
or judgments.
6.RN.2.3: Analyze in detail how a key individual, event, or idea is 6.RN.2.3.a.1: Analyze in detail how a key individual is introduced,
introduced, illustrated, and elaborated in a text (e.g., through examples or illustrated, and elaborated in a text.
anecdotes).
6.RN.2.3.a.2: Analyze in detail how a key event is introduced, illustrated,
and elaborated in a text.

6.RN.2.3.a.3: Analyze in detail how a key idea is introduced, illustrated, and

elaborated in a text.

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 Indiana Academic Standards Content Connector
6.RN.3.2: Analyze how a particular sentence, paragraph, chapter, or section 6.RN.3.2.a.1: Analyze how a particular sentence, paragraph, chapter, or
fits into the overall structure of a text and contributes to the development section fits into the overall structure of a text.
of the ideas.
6.RN.3.2.a.2: Analyze how a particular sentence, paragraph, chapter, or
section contributes to the development of the ideas.

6.RN.3.3: Determine an author’s perspective or purpose in a text, and 6.RN.3.3.a.1: Determine an author’s perspective or purpose.
explain how it is conveyed in the text.
6.RN.3.3.a.2: Explain how an author’s perspective is conveyed.

6.RN.4.1: Trace and evaluate the argument and specific claims in a text, 6.RN.4.1.a.1: Trace the argument and specific claims in a text.
distinguishing claims that the author supports with reasons and evidence
from claims that are not supported. 6.RN.4.1.a.2: Evaluate the claim or argument; determine if it is supported
by evidence.

6.RN.4.2: Integrate information presented in different media or formats 6.RN.4.2.a.1: Integrate information from various sources to demonstrate
(e.g., visually, quantitatively, verbally) to demonstrate a coherent understanding of a topic or issue.
understanding of a topic or issue.

6.RN.4.3: Compare and contrast one author’s presentation of events with 6.RN.4.3.a.1: Compare and contrast one author’s presentation of events
that of another. with that of another.

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READING: Vocabulary
There are two key areas found in the Reading: Vocabulary section for grades 6-12: Vocabulary Building and Vocabulary in Literature and Nonfiction Texts. By
demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Vocabulary.

Learning Outcome
6.RV.1: Acquire and use accurately grade-appropriate general academic and content-specific words and phrases; gather vocabulary knowledge when considering
a word or phrase important to comprehension or expression.

Indiana Academic Standards Content Connector

6.RV.1: Acquire and use accurately grade-appropriate general academic and 6.RV.1.a.1: Acquire general academic and content- specific words and
content-specific words and phrases; gather vocabulary knowledge when phrases accurately.
considering a word or phrase important to comprehension or expression. 6.RV.1.a.2: Use general academic and content- specific words and phrases
accurately.
6.RV.2.1: Use context to determine or clarify the meaning of words and phrases. 6.RV.2.1.a.1: Use context to determine the meaning of words or phrases.
6.RV.2.2: Use the relationship between particular words (e.g., cause/effect, 6.RV.2.2.a.1: Use the relationship between particular words (e.g.,
part/whole, item/category) to better understand each of the words. cause/effect, part/whole, item/category) to better understand each of the
words.
6.RV.2.3: Distinguish among the connotations of words with similar 6.RV.2.3.a.1: Distinguish among the connotations of words with similar
denotations. denotations.
6.RV.2.4: Use common, grade-appropriate Greek or Latin affixes and roots 6.RV.2.4.a.1: Use common, grade-appropriate Greek or Latin roots and
as clues to the meaning of a word (e.g., audience, auditory, audible). affixes as clues to the meaning of a word.
6.RV.2.5: Consult reference materials, both print and digital (e.g., 6.RV.2.5.a.1: Consult reference materials (e.g., dictionaries, glossaries,
dictionary, thesaurus), to find the pronunciation of a word or determine or thesauruses) to find the pronunciation of a word.
clarify its precise meaning, part of speech, or origin. 6.RV.2.5.a.2: Consult reference materials (e.g., dictionaries, glossaries,
thesauruses) to find the synonym for a word.
6.RV.2.5.a.3: Consult reference materials (e.g., dictionaries, glossaries,
thesauruses) to find the precise meaning of a word.
6.RV.3.1: Determine the meaning of words and phrases as they are used in 6.RV.3.1.a.1: Determine the meaning of words and phrases as they are used
works of literature, including figurative and connotative meanings; analyze in a work of literature including figurative (i.e., metaphors, similes, and
the impact of a specific word choice on meaning and tone. idioms) and connotative meanings.
6.RV.3.1.a.2: Analyze the impact of a specific word choice on meaning and
tone.
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 Indiana Academic Standards Content Connector
6.RV.3.2: Determine the meaning of words and phrases as they are used in 6.RV.3.2.a.1: Determine the meaning of words and phrases as they are used
a nonfiction text, including figurative, connotative, and technical meanings. in a nonfiction text including figurative (i.e., metaphors, similes, and
idioms), connotative, and technical meanings.

6.RV.3.3: Interpret figures of speech (e.g., personification) in context. 6.RV.3.3.a.1: Interpret figures of speech (e.g., personification) in context.

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WRITING
Guiding Principle: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and
genre to create, critique, and discuss writing. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.ii

WRITING
There are four key areas found in the Writing section for grades 6-12: Writing Genres, the Writing Process, the Research Process, and Conventions of Standard
English. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Writing.

Learning Outcome
6.W.1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research
by drawing evidence from literature and nonfiction texts.

Indiana Academic Standards Content Connector

6.W.1: Write routinely over a variety of time frames for a range of tasks, 6.W.1.a.1: Write routinely over a variety of time frames for varying tasks,
purposes, and audiences; apply reading standards to support analysis, purposes, and audiences.
reflection, and research by drawing evidence from literature and nonfiction
texts.
6.W.1.a.2: Apply reading standards to write in response to literature and
nonfiction texts.

6.W.3.1: Write arguments in a variety of forms that – 6.W.3.1.a.1: Introduce claim(s), using strategies such as textual analysis,
● Introduce claim(s), using strategies such as textual analysis, comparison/contrast, and cause/effect in an argument.
comparison/contrast and cause/effect.
● Use an organizational structure to group related ideas that support the 6.W.3.1.a.2: Use an organizational structure to group related ideas that
argument. support the argument.
● Support claim(s) with clear reasons and relevant evidence, using credible 6.W.3.1.a.3: Support claim(s) with clear reasons and relevant evidence,
sources and demonstrating an understanding of the topic or text. using credible sources and demonstrating an understanding of the topic or
● Establish and maintain a consistent style and tone appropriate to purpose text in an argument.

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 Indiana Academic Standards Content Connector
and audience. 6.W.3.1.a.4: Establish and maintain a consistent style and tone appropriate
● Use appropriate transitions that enhance the progression of the text and to purpose and audience in an argument.
clarify the relationships among claim(s) and reasons.
● Provide a concluding statement or section that follows from the argument 6.W.3.1.a.5: Use appropriate transitions that enhance the progression of
presented. the text and clarify the relationships among claim(s) and reasons in an
argument.
6.W.3.1.a.6: Provide a concluding statement or paragraph that follows from
the argument presented.
6.W.3.1.a.7: Write arguments in a variety of forms.
6.W.3.2: Write informative compositions on a variety of topics that – 6.W.3.2.a.1: Introduce a topic in an informative composition.
● Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition and classification. 6.W.3.2.a.2: Organize ideas, concepts, and information, using strategies
● Develop the topic with relevant facts, definitions, concrete details, such as definition and classification in an informative composition.
quotations, or other information and examples from various sources and 6.W.3.2.a.3: Develop the topic with relevant facts, definitions, concrete
texts. details, quotations, or other information and examples from various sources
● Use appropriate transitions to clarify the relationships among ideas and and texts in an informative composition.
concepts. 6.W.3.2.a.4: Use appropriate transitions to clarify the relationships among
● Include formatting (e.g., headings), graphics (e.g., charts, tables), and ideas and concepts in an informative composition.
multimedia when useful to aiding comprehension.
● Choose language and content-specific vocabulary that express ideas 6.W.3.2.a.5: Establish and maintain a style appropriate to purpose and
precisely and concisely, recognizing and eliminating wordiness and audience in an informative composition.
redundancy.
● Establish and maintain a style appropriate to purpose and audience. 6.W.3.2.a.6: Choose language and content-specific vocabulary that express
● Provide a concluding statement or section that follows from the ideas precisely and concisely, recognizing and eliminating wordiness and
information or explanation presented. redundancy in an informative composition.
6.W.3.2.a.7: Include text features and multimedia when useful to aid
comprehension in an informative composition.
6.W.3.2.a.8: Provide a concluding statement or paragraph that follows
from the information or explanation presented in an informative
composition.
6.W.3.2.a.9: Write informative compositions on a variety of topics.

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 Indiana Academic Standards Content Connector
6.W.3.3: Write narrative compositions in a variety of forms that – 6.W.3.3.a.1: Engage and orient the reader by developing an exposition (e.g.,
● Engage and orient the reader by developing an exposition (e.g., describe describe the setting, establish the situation, introduce the narrator and/or
the setting, establish the situation, introduce the narrator and/or characters) in a narrative composition.
characters). 6.W.3.3.a.2: Develop an event sequence (e.g., conflict, climax, resolution)
● Organize an event sequence (e.g. conflict, climax, resolution) that unfolds that unfolds naturally, connecting ideas and events from one timeframe to
naturally and logically, using a variety of transition words, phrases, and another in a narrative composition.
clauses to convey sequence and signal shifts from one timeframe or setting
6.W.3.3.a.3: Use narrative techniques, such as dialogue, pacing, and
to another.
description, to develop experiences, events, and/or characters in a narrative
● Use narrative techniques, such as dialogue, pacing, and description, to
composition.
develop experiences, events, and/or characters.
● Use precise words and phrases, relevant descriptive details, and sensory 6.W.3.3.a.4: Use precise words and phrases, relevant descriptive details,
language to convey experiences and events. and sensory language to convey experiences and events in a narrative
● Provide an ending that follows from the narrated experiences or events. composition.
6.W.3.3.a.5: Provide an ending that follows from the narrated experiences
or events in a narrative composition.
6.W.3.3.a.6: Write narrative compositions in a variety of forms.
6.W.4: Apply the writing process to – 6.W.4.a.1: Develop a plan for writing (e.g., choose a topic, introduce story
● Plan and develop; draft; revise using appropriate reference materials; elements, develop storyline, conclude story).
rewrite; try a new approach; and edit to produce and strengthen writing 6.W.4.a.2: Strengthen writing by revising, editing, rewriting, or trying a new
that is clear and coherent, with some guidance and support from peers and approach.
adults. 6.W.4.a.3: Use technology to produce and publish writing. (e.g., use
● Use technology to interact and collaborate with others to generate, Internet to gather information, word processing to generate and
produce, and publish writing. collaborate on writing).
6.W.5: Conduct short research assignments and tasks to build knowledge 6.W.5.a.1: Formulate a research question.
about the research process and the topic under study.
● Formulate a research question (e.g., In what ways did Madame Walker 6.W.5.a.2: Quote or paraphrase the data and conclusions of others in
influence Indiana society?). writing while avoiding plagiarism.
● Gather relevant information from multiple sources, and annotate sources.
6.W.5.a.3: Follow a standard format for citation.
● Assess the credibility of each source.
● Quote or paraphrase the information and conclusions of others.

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 Indiana Academic Standards Content Connector
● Avoid plagiarism and provide basic bibliographic information for sources. 6.W.5.a.4: Gather relevant information (e.g., highlight in text, quote or
● Present information, choosing from a variety of formats. paraphrase from text or discussion) from print and/or digital sources.

6.W.5.a.5: Assess the credibility of each source.

6.W.5.a.6: Complete a short research project (e.g., determine topic, locate

information on a topic, organize information related to the topic, draft a
permanent product).
6.W.6.1: Demonstrate command of English grammar and usage, focusing 6.W.6.1.a.1: Effectively use English grammar.
on:
6.W.6.1a: Pronouns – 6.W.6.1a.a.1: Accurately use a variety of pronouns, including subject,
Using a variety of pronouns, including subject, object, possessive, and object, possessive, and reflexive.
reflexive; ensuring pronoun-antecedent agreement; recognizing and
correcting vague pronouns (i.e., ones with unclear or ambiguous 6.W.6.1a.a.2: Recognize and correct vague pronouns.
antecedents).
6.W.6.1e: Usage – 6.W.6.1e.a.1: Write simple, compound, complex, and compound-complex
Writing simple, compound, complex, and compound-complex sentences; sentences.
recognizing sentence fragments and run-ons. 6.W.6.1e.a.2: Recognize sentence fragments and run-ons.

6.W.6.2: Demonstrate command of the conventions of standard English 6.W.6.2.a.1: Effectively use capitalization, punctuation, and spelling.
capitalization, punctuation, and spelling focusing on:
6.W.6.2b: Punctuation – 6.W.6.2b.a.1: Use commas, parentheses, and/or dashes in writing to set off
● Using punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
nonrestrictive/parenthetical elements.
● Using semicolons to connect main clauses and colons to introduce a list or 6.W.6.2b.a.2: Use semicolons to connect main clauses and colons to
quotation. introduce a list or quotation.

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SPEAKING AND LISTENING
Guiding Principle: Students listen actively and communicate effectively for a variety of purposes, including for learning, enjoyment, persuasion, and the
exchange of information and ideas. Students adjust their use of language to communicate effectively with a variety of audiences and for different purposes.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects.iii

SPEAKING AND LISTENING

There are three key areas found in the Speaking and Listening section for grades 6-12: Discussion and Collaboration, Comprehension, and Presentation of
Knowledge and Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Speaking and Listening.

Learning Outcome
6.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
Indiana Academic Standards Content Connector
6.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, 6.SL.1.a.1: Provide evidence of being prepared for discussions on a topic or
style, vocabulary) to communicate effectively with a variety of audiences and text through appropriate statements made during discussion.
for different purposes.
6.SL.2.1: Engage effectively in a range of collaborative discussions (one-on- 6.SL.2.1.a.1: Participate in collaborative discussions (one-on-one and in
one, in groups, and teacher-led) on grade-appropriate topics, texts, and groups) on grade-appropriate topics or texts by identifying key ideas of the
issues, building on others’ ideas and expressing personal ideas clearly. discussion.
6.SL.2.1.a.2: Participate in collaborative discussions (one-on-one and in
groups) on grade-appropriate topics or texts by adding relevant ideas and
expressing personal ideas.
6.SL.2.2: Elaborate and reflect on ideas under discussion by identifying 6.SL.2.2.a.1: Provide evidence of being prepared for discussions on a topic
specific evidence from materials under study and other resources. or text through appropriate statements made during discussion.
6.SL.2.3: Follow rules for considerate discussions, set specific goals and 6.SL.2.3.a.1: Demonstrate knowledge and use of agreed-upon rules for
deadlines, and define individual roles as needed. discussions.
6.SL.2.3.a.2: Identify and serve in roles for small group discussions or
projects.
6.SL.2.4: Pose and respond to specific questions with elaboration and detail 6.SL.2.4.a.1: Ask and answer questions to add detail to topic, text, or issue
by making comments that contribute to the topic, text, or issue under under discussion.
discussion. 6.SL.2.4.a.2: Make comments that contribute to the topic, text, or issue
under discussion.
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 Indiana Academic Standards Content Connector
6.SL.2.5: Review the key ideas expressed and demonstrate understanding of 6.SL.2.5.a.1: Review the key ideas expressed within collaborative
multiple perspectives through reflection and paraphrasing. discussions.
6.SL.2.5.a.2: Recognize multiple perspectives in collaborative discussions.

6.SL.3.1: Interpret information presented in diverse media and formats 6.SL.3.1.a.1: Interpret information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how it contributes to a (e.g., visually, quantitatively, orally).
topic, text, or issue under study.
6.SL.3.1.a.2: Explain how information gained via media and formats
contributes to the understanding of a topic, text, or issue under study.

6.SL.3.2: Delineate a speaker’s argument and specific claims, distinguishing 6.SL.3.2.a.1: Summarize the points a speaker makes.
claims that are supported by reasons and evidence from claims that are not.
6.SL.3.2.a.2: Distinguish claims or arguments from those that are supported
by evidence from those that are not.

6.SL.3.2.a.3: Distinguish claims presented orally or in writing that are

supported by reasons and evidence from claims that are not.

6.SL.4.1: Present claims and findings, sequencing ideas logically and using 6.SL.4.1.a.1: Report on a topic, story, or claim with a logical sequence of ideas,
pertinent descriptions, facts, and details to accentuate main ideas or appropriate facts and relevant, descriptive details.
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.

6.SL.4.2: Create engaging presentations that include multimedia 6.SL.4.2.a.1: Create a presentation with a clear focus, using various media
components (e.g., graphics, images, music, sound) and visual displays in to emphasize facts, details, or theme.
presentations to clarify information.

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MEDIA LITERACY
Guiding Principle: Students develop critical thinking about the messages received and created by media. Students recognize that media are a part of culture
and function as agents of socialization and develop understanding that people use individual skills, beliefs, and experiences to construct their own meanings from
media messages. Students develop media literacy skills in order to become more informed, reflective, and engaged participants in society.iv

MEDIA LITERACY
By demonstrating the skills listed in Media Literacy, students should be able to meet the Learning Outcome for Media Literacy.

Learning Outcome
6.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

Indiana Academic Standards Content Connector

6.ML.1: Critically analyze information found in electronic, print, and mass 6.ML.1.a.1: Critically analyze information found in electronic, print, and
media used to inform, persuade, entertain, and transmit culture. mass media used to inform, persuade, entertain, and transmit culture.
6.ML.2.1: Use evidence to evaluate the accuracy of information presented 6.ML.2.1.a.1: Use evidence to evaluate the accuracy of information
in multiple media messages. presented in multiple media messages.
6.ML.2.2: Identify the target audience of a particular media message, using 6.ML.2.2.a.1: Identify the target audience of a particular media message
the context of the message (e.g., where it is placed, when it runs, etc.). based on its context.

i
Adapted from Standards for the English Language. National Council of Teachers of English and International Reading Association, 1996. Available at
http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf.
ii
Ibid.
iii
Ibid.
iv
Adapted from Standards for the English Language. National Council of Teachers of English and International Reading Association, 1996. Available at
http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf.

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