CCSS.ELA-Literacy.RH.6-8.3
The Standard
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Common Core State Standards for English Language Arts · Reading Standards for Literacy in History/Social Studies 6—12
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read a history or civics passage and identify the actions that move the described process forward. They place those actions in order and use text details to explain the sequence.
What Mastery Looks Like
- A student can select the main actions, put them in order, and leave out examples or background details. They can explain how signal words, dates, or cause-and-effect clues support the sequence.
Common Misconceptions
- Students may copy every sentence instead of separating actions from supporting details. They may miss time shifts that change the sequence. They may also confuse the result of a step with the action itself.
How to Assess It
- Give students a short, four-step passage explaining how a local ordinance is adopted. Ask them to number the actions and cross out one supporting detail that is not a step.
Lesson moves
Ways to Teach It
Print and cut apart a paragraph about how a constitutional amendment is ratified, then have pairs order the strips and justify each choice.
Ask, “Which step could not be removed from the process, and what detail from the text proves your answer?”
Run a sequence relay where teams arrange process cards, remove two minor details, and check their order against the source text.
Have students read your state’s voter registration instructions and create a numbered checklist that another student could follow.
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Printable RH.6-8.3 Worksheet
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