This Month™ · Close-up with…

Dolly Parton

& the Imagination Library
Songwriter Literacy Philanthropist East Tennessee
January 19th, 1946 – August 25th, 2026
📚 Literacy & Reading
Dolly Parton photographed in Nashville, Tennessee, in April 2005.
Nashville, 2005

👤 Who Was Dolly Parton?

Dolly Parton was born in a tiny one room cabin in the mountains of Tennessee on January 19th, 1946. She was the fourth of twelve children. The family did not have much money, but the house was full of singing.

🌟 Fun Fact!Dolly wrote her very first song when she was six years old. It was about a doll her mother made for her out of a corn cob, with corn silk for hair.

Dolly grew up to write thousands of songs and to sing them all over the world. She also started something that sends free books to children every single month. First we will learn about her songs. Then we will learn about the books.

Dolly Rebecca Parton was born on January 19th, 1946, in a one room cabin in the Great Smoky Mountains of East Tennessee. She was the fourth of twelve children. Her father farmed and took construction work to keep the family fed. Her mother raised the children and filled the house with old ballads, songs that families had carried down through many generations.

Dolly started singing in church when she was six. At seven she played a guitar she made herself, and at eight an uncle gave her a real one. By the time she was ten she was singing on radio and television in Knoxville. One day after she finished high school in 1964, she moved to Nashville to write songs for a living.

🎵 Where Her Music Came FromDolly could not read sheet music. She learned by listening to the people around her, and she learned to play many instruments by ear, including the banjo, the fiddle, the autoharp, and the guitar.

Dolly Rebecca Parton was born on January 19th, 1946, in a one room cabin in the Great Smoky Mountains of East Tennessee, the fourth of twelve children. Her father, Robert Lee Parton, worked as a sharecropper and later farmed his own small piece of land, adding construction jobs when the farm did not bring in enough. Her mother, Avie Lee, ran the household and sang the old ballads that families in southern Appalachia had carried with them from the British Isles generations earlier.

Parton described the family as poor. She also wrote, later, about a household that was rich in other ways. Two of her best known songs, "Coat of Many Colors" and "In the Good Old Days (When Times Were Bad)," take that childhood as their subject. She began performing publicly in her grandfather's church at six, appeared on Knoxville radio and television by ten, and recorded her first single at thirteen. In 1964, one day after graduating from Sevier County High School, she moved to Nashville.

Her first success there came as a writer rather than a performer. Other artists recorded her songs and put them on the charts before her own records sold. Over roughly sixty years she wrote more than three thousand songs and sold more than one hundred million records.

📖 A Detail Worth NoticingParton's father could not read or write. She spoke about him often as one of the sharpest people she knew, and she believed that not being able to read had closed doors he otherwise could have walked through. That belief became the reason the Imagination Library exists.

Dolly Rebecca Parton was born on January 19th, 1946, in a one room cabin in the Great Smoky Mountains of East Tennessee, the fourth of twelve children. Her father sharecropped, then farmed a small plot, and took construction work when farming did not cover the year. Her mother ran the household and sang the old ballads that families in southern Appalachia had carried over from the British Isles generations earlier. Parton described the family as poor and later built a body of work out of that material rather than away from it.

She moved to Nashville in 1964, one day after graduating from Sevier County High School. Her first success came as a writer for other people. When Monument Records signed her at nineteen, the label marketed her as a pop singer and resisted letting her record country, on the theory that her unusually high soprano did not suit the genre. Only after another artist took one of her compositions to number six on the country chart did the label change position.

That episode is worth holding onto, because it establishes a pattern. Parton spent much of her career being underestimated by people with authority over her work, and much of it quietly arranging matters so that their judgment mattered less.

🧠 Image as StrategyIn a widely watched 1977 television interview, the host suggested Parton did not need to look the way she looked and asked whether she ever felt she was a joke. Parton answered, smiling, that the joke was on the public, adding: "I know exactly what I'm doing." Consider what it means for a performer to adopt an exaggerated appearance deliberately, and who gains and loses when audiences mistake the costume for the person.

🎶 The Music She Made

Dolly wrote songs that tell stories. A song might be about a coat, or a butterfly, or a mountain where somebody grew up. When we listen, we can almost see what is happening.

One of her most famous songs is called "Coat of Many Colors." It is about a coat her mother sewed for her out of little scraps of cloth, because there was no money for a new one. Dolly loved that coat.

Dolly Parton became one of the most successful country singers who ever lived. Her songs reached far past country music, though. "I Will Always Love You" and "9 to 5" and "Jolene" are sung by people who have never listened to a country station.

She wrote "9 to 5" for a movie she starred in, and she worked out the rhythm for it by clicking her long fingernails together while she waited on the film set. The song went to number one.

🏔 Mountain MusicLydia Hamessley, a music professor who studied Parton's songs and interviewed her, heard old Appalachian mountain music inside them. Parton grew up hearing people sing a particular way, and that way of singing stayed in her voice her whole life.

In 1967 the country singer Porter Wagoner introduced a new performer on his weekly television show. The camera found a young woman in a magenta dress with a tall blonde hairstyle, and a career began. Over the following decades Parton became known as the Queen of Country, though the label undersells what she actually drew on.

Lydia Hamessley, a professor of music at Hamilton College who wrote a book about Parton's songwriting and interviewed her for it, found the roots of that music in several places at once: old time Appalachian mountain music, bluegrass, and the gospel hymns of the Pentecostal church Parton grew up in. Hamessley describes Parton's real gift as storytelling, and calls her an artisan as well as an artist, meaning someone who does not stop at the first good idea but keeps working the material.

Parton's own account of her process matches that. She described songwriting as a workshop. A phrase or a scrap of melody would arrive, and then the real labor started.

💡 Did You Know? The Song She Did Not SellIn 1974 Elvis Presley wanted to record "I Will Always Love You." His manager told Parton she would have to sign over half the publishing rights, which was the standard arrangement. She refused, and the song stayed hers. Eighteen years later Whitney Houston's recording of it became an enormous worldwide hit, and the royalties came to Parton.

Lydia Hamessley, a professor of music at Hamilton College who wrote a book on Parton's songwriting and interviewed her for it, locates the music in three overlapping traditions: old time Appalachian mountain music, bluegrass, and the gospel hymns of the Pentecostal church where Parton first sang in public. Hamessley identifies storytelling as the central skill and describes Parton as an artisan as well as an artist, meaning a maker who keeps reworking material rather than settling for the first usable version.

Parton could not read sheet music. She learned by ear, played a range of instruments by ear, and described songwriting as a workshop: a phrase or fragment of melody arrives, and the labor begins after that.

Her commercial history complicates any simple story about authenticity. Beginning around 1976 she pursued pop crossover deliberately. She self-produced New Harvest...First Gathering in 1977 aiming at a pop audience, and when it did not cross over she hired a pop producer for the next record, which became her first million seller. Country audiences at the time debated whether this was a betrayal of the tradition or simply a working musician expanding her reach.

⚖️ Where the Song Came From"9 to 5" is remembered as a movie song, but it started earlier. In 1973, clerical workers in Boston founded an organization called 9to5 to push for fair pay and an end to the daily indignities of office work. Their story reached the actor Jane Fonda, who built a film around it, and Parton wrote the title song during the long waits on set. The song then outgrew both. It has been sung on picket lines for over forty years, and the organization it was named for went on to campaign for federal laws on family leave and equal pay. Consider how much of a song's meaning belongs to the person who wrote it, and how much is given to it later by the people who sing it.
Est.
1995

📚 The Imagination Library

Dolly's father never learned to read. Dolly thought about that a lot. She wanted children to have books of their own, right at home, before they even started school.

So in 1995 she started the Imagination Library. Here is how it works. A family signs up a baby. Every month, a free book comes in the mail with that child's name on it. The books keep coming until the child turns five.

📬 A Book in the MailGetting mail is exciting. Getting a book with our own name on it is even better. That was the whole idea.

Millions and millions of books have been mailed out since then, to children in five different countries.

Dolly Parton's father could not read or write. She founded the Imagination Library in 1995 in his honor. The program mails one free book every month to every child who is signed up, from the time they are born until they turn five. That adds up to about sixty books before a child starts kindergarten.

It began in Sevier County, Tennessee, the county where Dolly grew up. It spread from there. Today the Imagination Library operates in the United States, Canada, the United Kingdom, Australia, and Ireland. In 2025 the program marked its thirtieth year and passed three hundred million books mailed.

🏗 Three Things, Thirty Years ApartDolly built three things for her home region. Dollywood opened in 1986 and brought jobs. The Dollywood Foundation started in 1988 to work on education. The Imagination Library came in 1995 to put books in children's hands. Each one solved a different piece of the same problem.
If you can read, you can do anything, dream anything and be anything.
Dolly Parton

Parton founded the Imagination Library in 1995 through the Dollywood Foundation, in honor of her father. The design is simple and has barely changed. A family enrolls a child at birth. Once a month, a free book chosen for that age arrives in the mail, addressed to the child, until the child's fifth birthday. Roughly sixty books, delivered before a child ever sits in a kindergarten classroom.

It started in one Tennessee county and now runs in five countries. By 2025 the program had passed three hundred million books and marked thirty years. It relies on local partners, which can be a school district, a business, a nonprofit, or a single person, to fund and run the program in a given area.

Researchers have studied whether it works. Claire Galea, who leads research at United Way Australia, analyzed data from more than eighty six thousand caregivers across all five countries, which she describes as the largest dataset in the world on shared book reading at home. In Australia, children enrolled in the program were found to be nine times more likely to show interest in books, seventeen times more likely to join in while an adult read aloud, and six times more likely to show early literacy skills, compared with children who were not enrolled.

🔍 What Comes After the BooksJessie Ricketts, a reading and language researcher at Royal Holloway, adds a point about what has to come next. Children pick up spoken language from the people who talk with them. Reading does not work that way. It has to be taught, and a substantial share of children need that teaching to continue well past age five. On her account the Imagination Library is a strong beginning that schools then have to build on.

Parton founded the Imagination Library in 1995 through the Dollywood Foundation, in honor of her father, who could not read or write. The mechanism has not changed since: a child is enrolled at birth, and one age appropriate book arrives in the mail each month, addressed to the child, until the fifth birthday. Roughly sixty books, all before kindergarten.

It scaled from one Tennessee county to five countries. By 2025 the program had passed three hundred million books across thirty years, mailing around 3.4 million per month. The structure is federated rather than centralized: a local partner, which may be a library, a school district, a business, or an individual, funds and operates the program in a given area while the Dollywood Foundation handles selection and logistics.

Claire Galea, Head of Research at United Way Australia, analyzed responses from more than eighty six thousand caregivers across all five countries, which she describes as the largest dataset in the world on shared reading in the home. In Australia, enrolled children were found to be nine times more likely to show interest in books, seventeen times more likely to participate while an adult read aloud, and six times more likely to demonstrate early literacy skills than children who were not enrolled.

🔬 Why the Comparison Is TrickyThink about after-school piano lessons. Children who take them play better than children who do not. How much of that is the lessons, and how much is that families who sign up for piano lessons were already musical households? Both explanations fit the same result, so the comparison cannot tell you which one is doing the work. The Imagination Library numbers have the same shape. They compare enrolled children with children who were not enrolled, and families choose whether to enroll. Enrolling takes hearing about the program, having a steady mailing address, and having the capacity to fill out the form, so the two groups may already differ before a single book arrives. There is a second layer as well: a family can only enroll if a local partner runs the program where they live, and the places that raise money for one may not be a random sample of places. None of this means the program does not work. It means this comparison cannot tell us how much of the gap the books themselves created.

Jessie Ricketts, a reading and language researcher at Royal Holloway, is looking further down the road. Children acquire spoken language from being spoken to. Reading is not acquired that way. It has to be taught, and a substantial share of children continue to need that teaching well past age five, including into the teenage years. On her account free books are a genuine beginning that cannot substitute for sustained instruction.

🦋 What She Left Behind

Dolly Parton lived a long life. She was born in 1946 and she died in 2026, when she was eighty years old.

📮 The Books Still ComeThe Imagination Library did not stop. Books still arrive in the mail every month for children who are signed up, all over the world.

When somebody builds something good, it can keep helping people for a very long time. That is what happened here.

Dolly Parton died on August 25th, 2026, in Nashville, Tennessee. She was eighty years old. People all over the world shared what her music and her books had meant to them.

The Imagination Library kept going. Books still go out in the mail every month. In September of 2026, the Dollywood Foundation announced a day called Give Like Dolly Day on September 25th, asking people everywhere to do something for a child.

🌱 An Idea That Outlives a PersonDolly did not mail the books herself. Thousands of local partners, libraries, schools, businesses, and volunteers do the work in each community. That is one reason the program could continue.

Dolly Parton died on August 25th, 2026, in Nashville, at the age of eighty. Tributes came from musicians, librarians, and public figures around the world. The scientific journal Nature published an obituary noting her contributions to public health and literacy, which is an unusual place for a country singer to be remembered.

The Imagination Library continued operating without interruption. In September 2026 the Dollywood Foundation announced Give Like Dolly Day, set for September 25th, encouraging people to support local Imagination Library programs.

This raises a question worth sitting with. A performer's work ends when the performer does, at least in the sense that no new songs get written. An institution is different. The Imagination Library was built so that it does not depend on Parton being alive: local partners fund and run it community by community, and the Dollywood Foundation administers it. Whether that design holds over decades is not yet known.

💡 Did You Know? Beyond BooksParton's philanthropy reached past literacy. In 2020 she donated one million dollars to research at Vanderbilt University Medical Center, and that money helped fund early stages of work on the Moderna COVID-19 vaccine. She also created a fund that gave monthly payments to more than nine hundred families who lost homes in the 2016 Great Smoky Mountains wildfires.

Parton died on August 25th, 2026, in Nashville, at eighty. The journal Nature published an obituary recognizing her contributions to literacy and public health, an unusual venue for a country musician. The Imagination Library continued mailing books without interruption, and in September the Dollywood Foundation announced Give Like Dolly Day for September 25th.

The continuity was designed rather than lucky. Because funding and operation sit with thousands of local partners, no single death halts the system. That is a deliberate piece of institutional architecture, and it is the main reason the program did not depend on her being alive.

It also raises a question that reasonable people answer differently. Early childhood literacy is something governments could fund directly through schools and libraries. Instead, in much of the English speaking world, a significant share of it runs through a program founded and underwritten by a private individual and sustained by local donors. Supporters argue that private initiative moved faster than any legislature would have, reaches families that public systems miss, and costs taxpayers nothing. Critics argue that a service this basic should not depend on the generosity of a celebrity or the fundraising capacity of a particular county, because that makes access uneven and reversible.

📉 A Concrete Test CaseIn February 2025 the governor of Indiana declined to continue the state's fifty percent funding match for Imagination Library programs. The Dollywood Foundation's president publicly urged the state to restore it, and the governor subsequently asked his wife to look for ways to keep the Indiana program running. The episode shows how a program built on blended public and private money behaves when one of those sources is withdrawn.
Timeline
⏳ Dolly Parton's Life Journey
Learning Level: K–1
1946
🏔
Born in the Smoky Mountains

Dolly was born in a one room cabin in Tennessee. She was the fourth of twelve children. Dolly Rebecca Parton was born on January 19th, 1946, in a one room cabin in the Great Smoky Mountains of East Tennessee, the fourth of twelve children in a family with very little money. Born January 19th, 1946, in a one room cabin in the Great Smoky Mountains of East Tennessee. Fourth of twelve children of Avie Lee and Robert Lee Parton. Her father farmed and worked construction; her mother sang the old Appalachian ballads that shaped Dolly's ear. Born January 19th, 1946, in a one room cabin in the Great Smoky Mountains, fourth of twelve children of Avie Lee and Robert Lee Parton. The household combined material poverty with an unusually rich oral and musical inheritance, a combination that supplied her subject matter for six decades.

1952
✏️
Her First Song, at Six

Dolly made up her first song when she was six. It was about a doll made from a corn cob. At about six years old, Dolly wrote her first song. It was about a doll her mother had made for her from a corn cob, with corn silk for hair. She also began singing in her grandfather's church around this age. Parton wrote her first song at around six, titled "Little Tiny Tasseltop," about a corn cob doll her mother made. Her earliest public performances were in her grandfather's Pentecostal church. She played a homemade guitar at seven and received a real one from an uncle at eight. Wrote her first song at roughly six, "Little Tiny Tasseltop," about a corn cob doll her mother made. Began performing in her grandfather's Pentecostal church at the same age. The gospel idiom she absorbed there remained audible in her phrasing long after she left it.

1956
📻
On the Radio at Ten

By the time she was ten, Dolly was singing on the radio and on television. By age ten, Dolly was appearing regularly on a radio and television program in Knoxville, Tennessee. At thirteen she recorded her first single and sang at the Grand Ole Opry. By ten, Parton was a regular on The Cas Walker Show, broadcast on both radio and television in Knoxville. At thirteen she recorded the single "Puppy Love" and appeared at the Grand Ole Opry, where Johnny Cash introduced her and encouraged her to trust her own instincts. A regular on The Cas Walker Show in Knoxville by ten, on radio and television. Recorded "Puppy Love" at thirteen and appeared at the Grand Ole Opry, where Johnny Cash told her to trust her own instincts. She was a working professional before she was a teenager.

1964
🚌
Off to Nashville

The day after she finished high school, Dolly moved to Nashville to write songs. One day after graduating from high school, Dolly moved to Nashville. Her first successes there came from writing songs that other singers recorded. Parton moved to Nashville one day after graduating from Sevier County High School. She signed with a publishing company and, working often with her uncle Bill Owens, wrote charting singles for other artists before her own records found an audience. Moved to Nashville one day after graduating high school. Signed with a publisher and wrote charting singles for other artists, often with her uncle Bill Owens, before her own records sold. Songwriting credit, not performance, was her first form of leverage in the industry.

1967
📺
Television and a First Album

Dolly started singing on a television show every week. Lots of people saw her. Dolly joined a weekly television program hosted by singer Porter Wagoner, which brought her to a national audience. The same year she released her first full album, Hello, I'm Dolly. Porter Wagoner invited Parton onto his syndicated weekly television show, replacing a popular previous performer. Her debut album Hello, I'm Dolly came out the same year. Wagoner persuaded RCA Victor to sign her, and their duets charted before her solo work did. Joined Porter Wagoner's syndicated television show and released Hello, I'm Dolly. Wagoner got her signed to RCA Victor but also acquired a substantial financial stake, co-producing her records and owning nearly half of the publishing company she had founded. Visibility came bundled with dependency.

1971
🧥
"Coat of Many Colors"

Dolly wrote a song about a coat her mother sewed from little scraps of cloth. Dolly released "Coat of Many Colors," a song about a coat her mother sewed for her out of fabric scraps because the family could not afford a new one. It became one of her most loved songs. "Coat of Many Colors" reached number four on the country chart and became her signature song. Like "In the Good Old Days (When Times Were Bad)," it drew directly on her family's poverty, treating it as material for storytelling rather than something to hide. "Coat of Many Colors" reached number four and became her signature song. Together with "In the Good Old Days (When Times Were Bad)," it treats her family's poverty as material for public storytelling rather than something to conceal, a choice that defined her relationship with her audience.

1980
🎬
"9 to 5" and the Movies

Dolly was in a movie and wrote its song. She made the beat by clicking her fingernails. Dolly starred in her first movie, 9 to 5, and wrote its theme song. She created the song's rhythm by clicking her fingernails together on the film set. It reached number one. Parton's first film role came in 9 to 5, alongside Jane Fonda and Lily Tomlin. She wrote the title song, deriving its beat from clacking her acrylic fingernails backstage. In early 1981 it topped the country, pop, and adult contemporary charts at once, and it was nominated for an Academy Award. Her film debut in 9 to 5, for which she wrote the title song, building its rhythm from the sound of her acrylic fingernails. In early 1981 it topped the country, pop, and adult contemporary charts simultaneously and drew an Academy Award nomination. The film itself addressed workplace discrimination against women.

1986–1988
🎡
Dollywood and the Foundation

Dolly built a big park in her home state. It gave lots of people jobs. Dolly opened Dollywood, a theme park in Tennessee, in 1986. It brought jobs to the area where she grew up. Two years later she started the Dollywood Foundation to work on education. Dollywood opened in Pigeon Forge in 1986, bringing employment and tax revenue to a region that had struggled economically. In 1988 Parton founded the Dollywood Foundation, initially aimed at improving educational outcomes in her home county of Sevier County. Dollywood opened in Pigeon Forge in 1986, bringing employment and tax revenue to an economically depressed region. The Dollywood Foundation followed in 1988, focused first on keeping Sevier County students in school. Both preceded the Imagination Library and established the infrastructure it would later run on.

1995
📚
The Imagination Library Begins

Dolly started mailing free books to children, one every month. Dolly founded the Imagination Library in honor of her father, who never learned to read. It mails one free book a month to each enrolled child from birth until age five. It began in her home county in Tennessee. Parton founded the Imagination Library through the Dollywood Foundation, in honor of her father, who could not read or write. The model has stayed constant since: one age appropriate book mailed monthly to each enrolled child from birth to age five, funded and administered locally, beginning in Sevier County, Tennessee. Founded the Imagination Library through the Dollywood Foundation, in honor of her father, who could not read or write. The federated design, in which local partners fund and operate while the Foundation handles selection and logistics, is what later allowed the program to scale internationally and to survive its founder.

2018
💯
The Hundred Millionth Book

The program mailed its one hundred millionth book. That is a very big number. The Imagination Library gave away its one hundred millionth book. Dolly donated it to the Library of Congress in Washington, D.C. The book was her own picture book version of Coat of Many Colors. Parton donated the program's hundred millionth book, a copy of her picture book Coat of Many Colors, to the Library of Congress. By this point the program had expanded well beyond Tennessee into Canada, the United Kingdom, Australia, and Ireland. Donated the hundred millionth book, her own picture book Coat of Many Colors, to the Library of Congress. By this point the program ran in five countries. Milestone donations of this kind also function as fundraising instruments, generating the publicity that recruits new local partners.

2025
🎉
Thirty Years, Three Hundred Million Books

The book program turned thirty years old. The Imagination Library turned thirty years old and passed three hundred million books mailed to children. The program marked its thirtieth anniversary and passed the milestone of three hundred million books distributed. Around 3.4 million books were going out monthly across the five countries where it operates. Thirtieth anniversary and more than three hundred million books distributed, at roughly 3.4 million per month. The same year, research drawing on more than eighty six thousand caregivers across five countries produced the largest dataset in the world on shared reading in the home.

2026
🦋
Her Death, and What Continued

Dolly died in 2026 when she was eighty. The books kept coming in the mail. Dolly Parton died on August 25th, 2026, at age eighty. The Imagination Library kept running, and the Dollywood Foundation announced Give Like Dolly Day on September 25th to honor her. Parton died on August 25th, 2026, in Nashville, at eighty. Tributes came from around the world, including an obituary in the journal Nature recognizing her contributions to literacy and public health. The Imagination Library continued without interruption, and the Dollywood Foundation announced Give Like Dolly Day for September 25th, 2026. Parton died on August 25th, 2026, in Nashville, at eighty. Nature published an obituary citing her contributions to literacy and public health. The Imagination Library continued uninterrupted and the Dollywood Foundation announced Give Like Dolly Day for September 25th, 2026, testing in real time whether the institution could stand without her.

💬 Discussion Questions

  • 1Dolly wrote a song about a doll made from a corn cob. What is one small thing in our classroom that we could write a song about, and what would the song say?
  • 2Dolly sent books to children she never met and never would meet. Why might a person give a gift to someone they will never meet?
  • 3The books come to a child's house in the mail. They do not come to school. Why might Dolly have wanted the books to come to a child's home?
  • 1Dolly's family had very little money, and her mother filled the house with old songs. Which of those two things do you think shaped her work more? What in her story makes you think so?
  • 2The Imagination Library sends books to every child who signs up, not only to children whose families cannot afford books. What reasons might there be for building it that way?
  • 3Dolly built a theme park in 1986 to bring jobs, and a book program in 1995 to bring reading. If a community could only have one, which do you think would help more? What would your answer depend on?
  • 1Researchers found that Australian children enrolled in the Imagination Library were far more interested in books than children who were not enrolled. Besides the books themselves, what else might explain that gap?
  • 2Jessie Ricketts argues that free books cannot make a strong reader on their own, and that instruction has to continue for years afterward. Does that argument weaken the case for the Imagination Library, strengthen it, or neither?
  • 3Parton died in August 2026 and books kept arriving the next month. Using what the guide says about how the Imagination Library is run, explain how that was possible. Then name one thing that could still put the program at risk.
  • 1Enrolled Australian children were reported to be nine times more likely to be interested in books than children not enrolled. What would a researcher need to do to establish that the books caused that gap rather than merely accompanying it? What kind of study would settle it?
  • 2Indiana withdrew its matching funds in 2025 and the program there had to find another way forward. Does that episode argue for putting early literacy fully under government, fully under private philanthropy, or is the blended model defensible despite the instability? Make the strongest case you can for a position you do not hold.
  • 3Parton was offered the Presidential Medal of Freedom three times and turned it down each time. She gave practical reasons for the first two, and later said she worried that accepting would make her look political. What does a public figure gain by staying unaligned, and what does that choice cost or leave undone?

🌟 Explore More

01
🎨 Creative
A Coat of Many Colors
Teacher-led Cut paper into small scraps in many colors and set out a coat shape for each child. Everyone glues scraps on until the coat is covered. While we work, we talk about how Dolly's mother made something beautiful out of pieces nobody else wanted. Hang the finished coats together so the class can see how different each one turned out.
02
💭 Reflection
The Book in Our Mailbox
Teacher-led Draw a mailbox with a book coming out of it. Each child draws the cover of a book they would most want to find inside, then tells a partner one sentence about what happens in it. We are inventing the book, not copying a real one.
03
🎵 Music
Four Lines About One Small Thing
Teacher-led As a class, pick one ordinary object in the room. Together we build four lines about it, one line at a time, with the teacher writing them down. Then we clap a steady beat and say the lines out loud. Dolly started with a corn cob doll, so a pencil sharpener is plenty to work with.
01
✏️ Writing
A Letter to a Four Year Old
Write a short letter to a preschooler who is about to get their first Imagination Library book. Tell them one thing a book can do that a screen cannot, and give one reason why. Keep it to five sentences. The hard part is picking a reason a four year old would actually care about.
02
🔍 Research
Is It Here? A Class Map
Pairs, then whole class Each pair takes a different place to check: our own county, a neighboring county, the town a parent or grandparent grew up in, or a county somewhere else in the state. With your teacher's help, find out whether the Imagination Library operates there and who the local partner is, such as a library, a school district, a business, or a club. Bring back the partner's name and one sentence about them. Finding no program is a real result, so report that too. Put every pair's finding on one class map and look at the pattern together.
03
🎨 Creative
Design the Envelope
A book arrives every month with a child's name on it. Design the outside of that package so a small child can tell right away that something good is inside. Then write two sentences explaining the choices you made and why you think they would work.
01
✏️ Opinion Writing
Sixty Books, One Box or Sixty Deliveries
A child in the Imagination Library receives roughly sixty books, one a month for five years. Suppose a program could instead deliver all sixty in a single box on a child's first birthday, at lower cost. Write a paragraph arguing which approach would do more good. Use at least two specific reasons, and name one thing your side gives up.
02
🔍 Research Essay
From One Person to an Institution
Parton's father could not read, and decades later that led to a program running in five countries. Trace the steps between those two points using the timeline and the guide. Write three paragraphs on how a personal experience became an organization, and identify the moment where it stopped depending on her alone.
03
💭 Reflection Writing
What the Numbers Prove
The research found enrolled Australian children were nine times more likely to be interested in books than children who were not enrolled. Write about what that number shows and what it cannot show on its own. Remember that a family has to hear about the program and sign up for it.
01
🔬 Evidence Analysis
Correlation, Cause, and Sixty Books
Write a claim, evidence, and reasoning response evaluating whether the research described in this guide establishes that the Imagination Library causes stronger early literacy. Identify at least one alternative explanation for the reported gap, and describe a study design that could rule it out. Name the limits of your own conclusion.
02
🔍 Comparative Research
Two Routes to the Same Goal
The Imagination Library is a philanthropic program. The United Kingdom's BookTrust Bookstart scheme pursues a similar aim through different arrangements. Research both and compare them on funding source, who is eligible, geographic coverage, and who can be held accountable if the program fails. Present your findings as a table with a short written conclusion.
03
✏️ Argument Writing
Who Should Pay for a Child's First Books
Write an argumentative essay taking a position on whether early childhood book access should be a public responsibility, a philanthropic one, or some combination. Use evidence from this guide and at least two outside sources. List the sources you used. Devote a full paragraph to the strongest objection to your position and answer it honestly rather than dismissing it.
📚
Standards Alignment
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K–1
K.T.T.2.b
Expository Text
With adult support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)
K.P.EICC.3.f
Comprehension
Make, track, and support inferences about different levels of meaning within the text. (I)
K.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
1.T.T.2.b
Expository Text
Describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)
1.P.EICC.3.f
Comprehension
Make, track, and support inferences about different levels of meaning within the text. (I)
1.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
Grades 2–3
2.T.T.2.a
Expository Text
Identify and describe techniques used to craft expository texts, including main idea and key supporting details within specific paragraphs. (I)
2.T.T.2.b
Expository Text
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (I)
2.T.T.3.c
Opinion / Argument
Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, and, also), and provide a conclusion. (C)
2.T.RA.1.b
Research & Evidence
Work collaboratively or individually to conduct research to answer questions on a shared or personal topic of interest by gathering and organizing information from multiple sources using graphic organizers or other support aids. (I)
2.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
3.T.T.2.a
Expository Text
Describe the techniques used to present and design expository texts, including facts and key details used to support the main idea. (I)
3.T.T.2.b
Expository Text
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (I)
3.T.T.3.c
Opinion / Argument
Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)
3.T.RA.2.a
Research & Evidence
Refer to specific passages from a text to support an idea, answer, or opinion. (I)
3.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
Gr 2 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Mastery)
Gr 2 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Developing)
Gr 3 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Apply and Improve Mastered Skills)
Gr 3 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Developing)
Grades 4–5
4.T.T.2.a
Expository Text
Discuss and evaluate techniques used to present and design expository texts, including facts and key details used to support the main idea. (I)
4.T.T.2.b
Expository Text
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (I)
4.T.T.3.c
Opinion / Argument
Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)
4.T.RA.2.a
Research & Evidence
Refer to specific passages or quotations from a text to support an idea, answer, or opinion. (I)
4.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
5.T.T.2.a
Expository Text
Discuss and evaluate techniques used to present and design expository texts, including multiple main ideas, facts, and key details used to support the main idea. (I)
5.T.T.2.b
Expository Text
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (I)
5.T.T.3.c
Opinion / Argument
Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. [This progression resumes as argumentative techniques in 6th grade; students will reinforce skills during 5th grade.] (C)
5.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
Gr 4 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Apply and Improve Mastered Skills)
Gr 4 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Developing)
Gr 5 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Apply and Improve Mastered Skills)
Gr 5 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Mastery)
Middle School +
6.T.T.2.a
Expository Text
Recognize and describe expository techniques used to present and design content, including main ideas, facts, key details, and a sense of closure. (I)
6.T.T.3.a
Opinion / Argument
Recognize and explain argumentative techniques used to present and design content, including an author’s claim, supporting relevant evidence, an identified counterclaim, and a conclusion that logically follows the argument. (I)
6.T.T.3.c
Opinion / Argument
Apply argumentative techniques (e.g., author’s claim, supporting relevant evidence, an identified counterclaim, and a logical conclusion) to enhance writing and engage audiences. (C)
6.T.RA.1.b
Research & Evidence
Conduct research by locating, gathering, curating, and integrating information from credible sources (including print, digital, and personal communication) about texts and related topics. (I)
6.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
7.T.T.2.a
Expository Text
Analyze expository techniques used to present and design content, including main ideas, facts, statistics, key details, information from text features, and a sense of closure. (I)
7.T.T.3.a
Opinion / Argument
Analyze argumentative techniques used to present and design content, including an author’s claim, supporting relevant evidence, an identified counterclaim, and a conclusion that logically follows the argument. (I)
7.T.T.3.c
Opinion / Argument
Apply argumentative techniques (e.g., author’s claim, supporting relevant evidence, an identified counterclaim, and a logical conclusion) to enhance writing and engage audiences. (C)
7.T.RA.1.b
Research & Evidence
Conduct research by locating, gathering, curating, and integrating information from credible sources (including print, digital, and personal communication) about texts and related topics.* (C)
7.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
8.T.T.2.a
Expository Text
Analyze the development of expository techniques used to present and design content, including multiple main ideas, facts, statistics, key details, information from text features, and a sense of closure. (I)
8.T.T.3.a
Opinion / Argument
Analyze the development of argumentative techniques used to present and design content, including an author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion that logically follows the argument. (I)
8.T.T.3.c
Opinion / Argument
Apply argumentative techniques (e.g., author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion) to enhance writing and engage audiences. (C)
8.T.RA.1.b
Research & Evidence
Conduct research by locating, gathering, curating, and integrating information from credible sources (including print, digital, and personal communication) about texts and related topics.* (I)
8.P.CP.1.c
Discussion
Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
Gr 6 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Apply and Improve Mastered Skills)
Gr 6 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Apply and Improve Mastered Skills)
Gr 7 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Apply and Improve Mastered Skills)
Gr 7 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Apply and Improve Mastered Skills)
Gr 8 · SSIPS1
Social Studies Skill
Compare similarities and differences. (Apply and Improve Mastered Skills)
Gr 8 · SSIPS3
Social Studies Skill
Identify issues and/or problems and alternative solutions. (Apply and Improve Mastered Skills)
7.PAR.4.10
Mathematics · Statistics
Predict characteristics of a population by examining the characteristics of a representative sample. Recognize the potential limitations and scope of the sample to the population.
K–1
CCSS.ELA-LITERACY.RI.K.1
Informational Text
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.K.2
Informational Text
With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RI.K.3
Informational Text
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.SL.K.1
Discussion
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.
CCSS.ELA-LITERACY.RI.1.1
Informational Text
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.2
Informational Text
Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RI.1.3
Informational Text
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.SL.1.1
Discussion
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.
Grades 2–3
CCSS.ELA-LITERACY.RI.2.1
Informational Text
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Informational Text
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3
Informational Text
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.W.2.1
Opinion / Argument
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.7
Research & Evidence
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.SL.2.1
Discussion
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.RI.3.1
Informational Text
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2
Informational Text
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3
Informational Text
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.W.3.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.7
Research & Evidence
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.SL.3.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
Grades 4–5
CCSS.ELA-LITERACY.RI.4.1
Informational Text
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2
Informational Text
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.3
Informational Text
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.W.4.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.4.9
Research & Evidence
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
CCSS.ELA-LITERACY.SL.4.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.RI.5.1
Informational Text
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2
Informational Text
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Informational Text
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.W.5.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.5.9
Research & Evidence
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
CCSS.ELA-LITERACY.SL.5.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Middle School +
CCSS.ELA-LITERACY.RI.6.1
Informational Text
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.6.3
Informational Text
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
CCSS.ELA-LITERACY.W.6.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.
CCSS.ELA-LITERACY.W.6.7
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-LITERACY.W.6.8
Research & Evidence
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-LITERACY.SL.6.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.RI.7.1
Informational Text
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.3
Informational Text
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
CCSS.ELA-LITERACY.W.7.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.7.7
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-LITERACY.W.7.8
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.SL.7.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.RI.8.1
Informational Text
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.8.3
Informational Text
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-LITERACY.W.8.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.8.7
Research & Evidence
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.
CCSS.ELA-LITERACY.W.8.8
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.SL.8.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.MATH.CONTENT.7.SP.A.1
Mathematics · Statistics
Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
K–1
RI.K.1
Informational Text
With prompting and support, ask and answer questions about key details in a text.
RI.K.2
Informational Text
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3
Informational Text
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL.K.1
Discussion
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
RI.1.1
Informational Text
Ask and answer questions about key details in a text.
RI.1.2
Informational Text
Identify the main topic and retell key details of a text.
RI.1.3
Informational Text
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL.1.1
Discussion
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.
Grades 2–3
RI.2.1
Informational Text
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2
Informational Text
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.3
Informational Text
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
W.2.1
Opinion / Argument
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section. a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.5
Research & Evidence
Participate in shared research and writing projects.
SL.2.1
Discussion
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
RI.3.1
Informational Text
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2
Informational Text
Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3
Informational Text
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.3.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Organize information and ideas around a topic to plan and prepare to write. b. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. c. Provide reasons that support the opinion. d. Use linking words and phrases to connect opinion and reasons. e. Provide a concluding statement or section. f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
W.3.5
Research & Evidence
Conduct short research projects that build knowledge about a topic.
SL.3.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
Grades 4–5
RI.4.1
Informational Text
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2
Informational Text
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3
Informational Text
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
W.4.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Organize information and ideas around a topic to plan and prepare to write. b. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. c. Provide reasons that are supported by facts and details. d. Link opinion and reasons using words and phrases. e. Provide a concluding statement or section related to the opinion presented. f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
W.4.6
Research & Evidence
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
SL.4.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
RI.5.1
Informational Text
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2
Informational Text
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3
Informational Text
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
W.5.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Organize information and ideas around a topic to plan and prepare to write. b. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. c. Provide logically ordered reasons that are supported by facts and details. d. Link opinion and reasons using words, phrases, and clauses. e. Provide a concluding statement or section related to the opinion presented. f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
W.5.6
Research & Evidence
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
SL.5.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Middle School +
RI.6.1
Informational Text
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.3
Informational Text
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
W.6.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Organize information and ideas around a topic to plan and prepare to write. b. Introduce claim(s) and organize the reasons and evidence clearly. c. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. d. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the argument presented. g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
W.6.5
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and refocusing the investigation when appropriate.
W.6.6
Research & Evidence
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
SL.6.1
Discussion
Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
RI.7.1
Informational Text
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.3
Informational Text
Analyze the interactions between individuals, events, and ideas in a text.
W.7.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Organize information and ideas around a topic to plan and prepare to write. b. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the argument presented. g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.5
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.6
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.7.1
Discussion
Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.
RI.8.1
Informational Text
Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.3
Informational Text
Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
W.8.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Organize information and ideas around a topic to plan and prepare to write. b. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the argument presented. g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.5
Research & Evidence
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.
W.8.6
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.8.1
Discussion
Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
K–1
KR1
Reading
Develop and answer questions about a text. (RI&RL)
KR2
Reading
Retell stories or share key details from a text. (RI&RL)
KR3
Reading
Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
KSL1
Discussion
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. KSL1a: Follow agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic. KSL1b: Participate in conversations through multiple exchanges. KSL1c: Consider individual differences when communicating with others.
1R1
Reading
Develop and answer questions about key ideas and details in a text. (RI&RL)
1R2
Reading
Identify a main topic or central idea in a text and retell important details. (RI&RL)
1R3
Reading
Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)
1SL1
Discussion
Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play). 1SL1a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. 1SL1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1SL1c: Ask questions to clear up any confusion about topics and texts under discussion. 1SL1d: Consider individual differences when communicating with others.
Grades 2–3
2R1
Reading
Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL)
2R2
Reading
Identify a main topic or central idea and retell key details in a text; summarize portions of a text. (RI&RL)
2R3
Reading
In literary texts, describe how characters respond to major events and challenges. (RL) In informational texts, describe the connections between ideas, concepts, or a series of events. (RI)
2W1
Opinion / Argument
Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.
2W6
Research & Evidence
Develop questions and participate in shared research and explorations to answer questions and to build knowledge.
2SL1
Discussion
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. 2SL1a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. 2SL1b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges. 2SL1c: Ask for clarification and further explanation as needed about topics and texts under discussion. 2SL1d: Consider individual differences when communicating with others.
3R1
Reading
Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL)
3R2
Reading
Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (RI&RL)
3R3
Reading
In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI)
3W1
Opinion / Argument
Write an argument to support claim(s), using clear reasons and relevant evidence. 3W1a: Introduce a claim, supported by details, and organize the reasons and evidence logically. 3W1b: Use precise language and content-specific vocabulary. 3W1c: Use linking words and phrases to connect ideas within categories of information. 3W1d: Provide a concluding statement or section.
3W6
Research & Evidence
Conduct research to answer questions, including self-generated questions, and to build knowledge.
3SL1
Discussion
Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others. 3SL1a: Come to discussions having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion. 3SL1b: Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic. 3SL1c: Ask questions to check understanding of information presented and link comments to the remarks of others. 3SL1d: Explain their own ideas and understanding of the discussion. 3SL1e: Consider individual differences when communicating with others.
Grades 4–5
4R1
Reading
Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)
4R2
Reading
Determine a theme or central idea of text and explain how it is supported by key details; summarize a text. (RI&RL)
4R3
Reading
In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. (RI)
4W1
Opinion / Argument
Write an argument to support claim(s), using clear reasons and relevant evidence. 4W1a: Introduce a precise claim, supported by well-organized facts and details, and organize the reasons and evidence logically. 4W1b: Use precise language and content-specific vocabulary. 4W1c: Use transitional words and phrases to connect ideas within categories of information. 4W1d: Provide a concluding statement or section related to the argument presented.
4W7
Research & Evidence
Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of sources.
4SL1
Discussion
Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others. 4SL1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion. 4SL1b: Follow agreed-upon norms for discussions and carry out assigned roles. 4SL1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. 4SL1d: Review the relevant ideas expressed and explain their own ideas and understanding of the discussion.
5R1
Reading
Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)
5R2
Reading
Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RI&RL)
5R3
Reading
In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)
5W1
Opinion / Argument
Write an argument to support claims with clear reasons and relevant evidence. 5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources. 5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts. 5W1e: Provide a concluding statement or section related to the argument presented. 5W1f: Maintain a style and tone appropriate to the writing task.
5W7
Research & Evidence
Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.
5SL1
Discussion
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others. 5SL1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion. 5SL1b: Follow agreed-upon norms for discussions and carry out assigned roles. 5SL1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. 5SL1d: Consider the ideas expressed and draw conclusions about information and knowledge gained from the discussions.
Middle School +
6R1
Reading
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
6R3
Reading
In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
6W1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. 6W1a: Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically. 6W1b: Support claim(s) with clear reasons and relevant evidence, using credible sources while demonstrating an understanding of the topic or text. 6W1c: Use precise language and content-specific vocabulary to argue a claim. 6W1d: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 6W1e: Provide a concluding statement or section that explains the significance of the argument presented. 6W1f: Maintain a style and tone appropriate to the writing task.
6W6
Research & Evidence
Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.
6W7
Research & Evidence
Gather relevant information from multiple sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic information for sources. GRADE
6SL1
Discussion
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of other. 6SL1a: Come to discussions prepared, having read or studied required material; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 6SL1b: Follow norms for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 6SL1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 6SL1d: Consider the ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
7R1
Reading
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
7R3
Reading
In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
7W1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. 7W1a: Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically. 7W1b: Support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text. 7W1c: Use precise language and content-specific vocabulary to argue a claim. 7W1d: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 7W1e: Provide a concluding statement or section that explains the significance of the argument presented. 7W1f: Maintain a style and tone appropriate to the writing task.
7W6
Research & Evidence
Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate. Generate additional related questions for further research and investigation.
7W7
Research & Evidence
Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation.
7SL1
Discussion
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others. 7SL1a: Come to discussions prepared, having read or researched material under study; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 7SL1b: Follow norms for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 7SL1c: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. 7SL1d: Acknowledge new information expressed by others and, when warranted, modify personal views.
8R1
Reading
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
8R3
Reading
In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
8W1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. 8W1a: Introduce a precise claim, acknowledge and distinguish the claim(s) from a counterclaim, and organize the reasons and evidence logically. 8W1b: Support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text. 8W1c: Use precise language and content-specific vocabulary to argue a claim. 8W1d: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 8W1e: Provide a concluding statement or section that explains the significance of the argument presented. 8W1f: Maintain a style and tone appropriate to the writing task.
8W6
Research & Evidence
Conduct research to answer questions, including self-generated questions, drawing on multiple sources, refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration.
8W7
Research & Evidence
Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation.
8SL1
Discussion
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others. 8SL1a: Come to discussions prepared, having read or researched material under study; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 8SL1b: Follow norms for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed 8SL1c: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. 8SL1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify personal views in light of the evidence presented.
K–1
RI.CR.K.1
Informational Text
With prompting and support, ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
RI.CI.K.2
Informational Text
With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
RI.IT.K.3
Informational Text
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL.PE.K.1
Discussion
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. - Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). - Continue a conversation through multiple exchanges.
RI.CR.1.1
Informational Text
Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).
RI.CI.1.2
Informational Text
Determine main topic and retell a series of key details in informational texts (e.g., who, what, where, when, why, how).
RI.IT.1.3
Informational Text
Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.
SL.PE.1.1
Discussion
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. - Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). - Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. - Ask questions to clear up any confusion about the topics and texts under discussion.
Grades 2–3
RI.CR.2.1
Informational Text
Ask and answer questions to demonstrate understanding of key details in an informational text, referring explicitly to the text as the basis for the answers.
RI.CI.2.2
Informational Text
Recount a text in oral and written form and determine main topic (in multi-paragraph informational text, focusing on specific paragraphs).
RI.IT.2.3
Informational Text
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in a sequence within a text.
W.AW.2.1
Opinion / Argument
With prompts and support, write opinion pieces to present an idea with reasons or information. - Introduce an opinion. - Support the opinion with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. - Provide a conclusion.
W.WR.2.5
Research & Evidence
Generate questions about a topic and locate related information from a reference source to obtain information on that topic through shared and independent research.
SL.PE.2.1
Discussion
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. - Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). - Build on others' talk in conversations by linking their explicit comments to the remarks of others. - Ask for clarification and further explanation as needed about the topics and texts under discussion.
RI.CR.3.1
Informational Text
Ask and answer questions and make relevant connections to demonstrate understanding of an informational text, referring explicitly to textual evidence as the basis for the answers.
RI.CI.3.2
Informational Text
Recount in oral and written form the key details from a multi-paragraph informational text and explain how they support the main idea.
RI.IT.3.3
Informational Text
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.AW.3.1
Opinion / Argument
Write opinion texts to present an idea with reasons and information. - Introduce an opinion clearly. - Support the opinion with facts, definitions, reasons text evidence, or other information and examples related to the topic. - Link ideas within sections of information using transition words and phrases (e.g., then, because, also, therefore, since, for example) to connect opinion and reasons. - Provide a conclusion related to the opinion presented.
W.WR.3.5
Research & Evidence
Generate questions about a topic and independently locate related information from at least two reference sources (print and non-print) to obtain information on that topic.
SL.PE.3.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. - Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. - Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). - Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. - Explain their own ideas and understanding in light of the discussion.
Grades 4–5
RI.CR.4.1
Informational Text
Refer to details and examples as textual evidence when explaining what an informational text says explicitly and make relevant connections when drawing inferences from the text.
RI.CI.4.2
Informational Text
Summarize an informational text and interpret the author’s purpose or main idea citing key details from the text.
RI.IT.4.3
Informational Text
Describe the impact of individuals and events throughout the course of a text, explaining events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on evidence in the text.
W.AW.4.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. - Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. - Provide reasons that are supported by facts from texts and/or other sources. - Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). - Provide a conclusion related to the opinion presented. W. IW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. - Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), text features (e.g., illustrations, diagrams, captions) and multimedia when useful to aid in comprehension. - Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. - Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). - Use precise language and domain-specific vocabulary to inform about or explain the topic. - Provide a conclusion related to the information or explanation presented.
W.SE.4.6
Research & Evidence
Gather relevant information from multiple print and digital sources; take notes, prioritize and categorize information; provide a list of sources.
SL.PE.4.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. - Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. - Follow agreed-upon rules for discussions and carry out assigned roles. - Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. - Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
RI.CR.5.1
Informational Text
Quote accurately from an informational text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.
RI.CI.5.2
Informational Text
Determine the central idea of an informational text and explain how it is supported by key details; summarize the text.
RI.IT.5.3
Informational Text
Analyze the impact of two or more individuals and events throughout the course of a text, explaining the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific evidence in the text.
W.AW.5.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. - Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. - Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when appropriate. - Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). - Provide a conclusion related to the opinion presented.
W.SE.5.6
Research & Evidence
Gather relevant information from multiple valid and reliable print and digital sources; summarize or paraphrase information in notes and finished work, making note of any similarities and differences among ideas presented; and provide a list of sources.
SL.PE.5.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. - Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. - Follow agreed-upon rules for discussions and carry out assigned roles. - Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. - Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Middle School +
RI.CR.6.1
Informational Text
Cite textual evidence and make relevant connections to support analysis of what an informational text says explicitly as well as inferences drawn from the text.
RI.IT.6.3
Informational Text
Analyze how a particular text’s (e.g., article, brochure, technical manual, procedural text) structure unfolds by using textual evidence to describe how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
W.AW.6.1
Opinion / Argument
Write arguments on discipline-specific content (e.g., social studies, science, math, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence. - Introduce claim(s) about a topic or issue and organize the reasons and evidence logically. - Support claim(s) with logical reasoning and relevant, accurate data and evidence, that demonstrate an understanding of the topic or text, using credible sources. - Use words, phrases, and clauses to link and clarify the relationships among claim(s), reasons and evidence. - Establish and maintain a formal/academic style, approach, and form. - Provide a concluding statement or section that follows from the argument presented.
W.WR.6.5
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.SE.6.6
Research & Evidence
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
SL.PE.6.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. - Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. - Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
RI.CR.7.1
Informational Text
Cite several pieces of textual evidence and make relevant connections to support analysis of what an informational text says explicitly as well as inferences drawn from the text.
RI.IT.7.3
Informational Text
Analyze how particular elements of a text interact including how a text makes connections and distinctions among individuals, events, and ideas (e.g., through comparisons, analogies, or categories).
W.AW.7.1
Opinion / Argument
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence. - Introduce claim(s) about a topic or issue, acknowledge alternate or opposing claims, and organize the reasons and evidence logically. - Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. - Establish and maintain a formal style/academic style, approach, and form. - Provide a concluding statement or section that follows from and supports the argument presented.
W.WR.7.5
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.SE.7.6
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.PE.7.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. - Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. - Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. - Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. - Acknowledge new information expressed by others and, when warranted, modify their own views.
RI.CR.8.1
Informational Text
Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text.
RI.IT.8.3
Informational Text
Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events) across multiple text types, including across literary and informational texts.
W.AW.8.1
Opinion / Argument
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence. - 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. - Support claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. - Establish and maintain a formal or academic style, approach, and form. - Provide a concluding statement or section that follows from and supports the argument presented.
W.WR.8.5
Research & Evidence
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.
W.SE.8.6
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.PE.8.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. - Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. - Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. - Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. - Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
K–1
RI.K.1
Informational Text
With prompting and support, ask and answer questions about key details in a text.
RI.K.2
Informational Text
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3
Informational Text
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL.K.1
Discussion
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.
RI.1.1
Informational Text
Ask and answer questions about key details in a text.
RI.1.2
Informational Text
Identify the main topic and retell key details of a text.
RI.1.3
Informational Text
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL.1.1
Discussion
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.
Grades 2–3
RI.2.1
Informational Text
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2
Informational Text
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3
Informational Text
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
W.2.1
Opinion / Argument
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.7
Research & Evidence
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
SL.2.1
Discussion
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
RI.3.1
Informational Text
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2
Informational Text
Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3
Informational Text
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.3.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.
W.3.7
Research & Evidence
Conduct short research projects that build knowledge about a topic.
SL.3.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
Grades 4–5
RI.4.1
Informational Text
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2
Informational Text
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3
Informational Text
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
W.4.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
W.4.9
Research & Evidence
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
SL.4.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
RI.5.1
Informational Text
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2
Informational Text
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3
Informational Text
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
W.5.1
Opinion / Argument
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
W.5.9
Research & Evidence
Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
SL.5.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Middle School +
RI.6.1
Informational Text
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.3
Informational Text
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
W.6.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.
W.6.7
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8
Research & Evidence
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
SL.6.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
RI.7.1
Informational Text
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.3
Informational Text
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
W.7.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.
W.7.7
Research & Evidence
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.8
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.7.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.
RI.8.1
Informational Text
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.3
Informational Text
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
W.8.1
Opinion / Argument
Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.
W.8.7
Research & Evidence
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.
W.8.8
Research & Evidence
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.8.1
Discussion
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
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References
Sources used in the development of this guide
▼
1

Ricketts, J. (2026, September 3). Dolly Parton's Imagination Library: what its success means for children's reading. The Conversation. theconversation.com/dolly-partons-imagination-library-what-its-success-means-for-childrens-reading-290977

2

Galea, C. (2026, August 26). Dolly Parton's philanthropic Imagination Library had a proven effect in Australia, and around the world. The Conversation. theconversation.com/dolly-partons-philanthropic-imagination-library-had-a-proven-effect-in-australia-and-around-the-world-290518

3

Ware, G., & Podwinski, I. (2026, August 31). The music that made Dolly Parton a global icon. The Conversation Weekly. theconversation.com/the-music-that-made-dolly-parton-a-global-icon-290723

4

Florido, A. (2026, August 25). A look back at "9 to 5," Dolly Parton's working women's anthem. NPR. npr.org/2026/08/25/nx-s1-5944399/a-look-back-at-9-to-5-dolly-partons-working-womens-anthem

5

Dolly Parton. Wikipedia. en.wikipedia.org/wiki/Dolly_Parton

6

Dolly Parton official website. dollyparton.com

Photographs via Wikimedia Commons. Banner: Dolly Parton performing at Wolf Trap, Vienna, Virginia, 2011, by Leeann Cafferata, licensed under CC BY 2.0. Portrait: Nashville, April 2005, a United States federal government work in the public domain.