D2L Corporation
2018-10-28T02:17:17-04:00
2014-07-04T23:45:46-04:00
D2L Corporation
Alaska English/Language Arts Standards
High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments. Alaskan teachers have played a key role in this effort, ensuring that the standards reflect the realities of the classroom. Since work began in spring 2010, the standards have undergone a thoughtful and rigorous drafting and refining process.
2014-06-29
2012
Alaska Board of Education & Early Development
Alaska Anchor Standards Reading
The K-12 grade-specific standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the anchor standards below by number. The grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Strand
Key Ideas and Details
R.KI.1
1.
Anchor standard
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.KI.2
2.
Anchor standard
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.KI.3
3.
Anchor standard
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Strand
Craft and Structure
R.CS.4
4.
Anchor standard
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R.CS.5
5.
Anchor standard
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.CS.6
6.
Anchor standard
Assess how point of view or purpose shapes the content and style of a text.
Strand
Integration of Knowledge and Ideas
R.IK.7
7.
Anchor standard
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
R.IK.8
8.
Anchor standard
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
R.IK.9
9.
Anchor standard
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Strand
Range of Reading and Level of Text Complexity
R.RR.10
10.
Anchor standard
Read and comprehend a range of complex literary and informational texts independently and proficiently.
Alaska Anchor Standards for Writing
The K-12 grade-specific standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the anchor standards below by number. The grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Strand
Text Types and Purposes
W.TT.1
1.
Anchor standard
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.KI.2
2.
Anchor standard
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.KI.3
3.
Anchor standard
Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Strand
Production and Distribution of Writing
W.PD.4
4.
Anchor standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.PD.5
5.
Anchor standard
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.PD.6
6.
Anchor standard
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Strand
Research to Build and Present Knowledge
W.RB.7
7.
Anchor standard
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.RB.8
8.
Anchor standard
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.RB.9
9.
Anchor standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Strand
Range of Writing
W.RW.10
10.
Anchor standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Alaska Anchor Standards for Speaking and Listening
The K-12 grade-specific standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the anchor standards below by number. The grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Strand
Comprehension and Collaboration
SL.CC.1
1.
Anchor standard
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
SL.CC.2
2.
Anchor standard
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.CC.3
3.
Anchor standard
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Strand
Presentation of Knowledge and Ideas
SL.PK.4
4.
Anchor standard
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and that the organization, development, and style are appropriate to task, purpose, and audience.
SL.PK.5
5.
Anchor standard
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.PK.6
6.
Anchor standard
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Alaska Anchor Standards for Language
The K-12 grade-specific standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the anchor standards below by number. The grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Strand
Conventions of Standard English
L.CS.1
1.
Anchor standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.CS.2
2.
Anchor standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Strand
Knowledge of Language
L.KL.3
3.
Anchor standard
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Strand
Vocabulary Acquisition and Use
L.VA.4
4.
Anchor standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.VA.5
5.
Anchor standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.VA.6
6.
Anchor standard
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Reading Standards for Literature
Strand
Key Ideas and Details
RL.K.1
1.
Standard
With prompting and support, ask and answer questions about a literary text using key details from the text.
RL.K.2
2.
Standard
With prompting and support, retell familiar stories, using key details.
RL.K.3
3.
Standard
With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem.
RL.1.1
1.
Standard
Ask and answer questions about a literary text using key details from the text.
RL.1.2
2.
Standard
Retell stories, using key details, and demonstrate understanding their message (e.g., teach a lesson, make you laugh, tell a scary story, tell about an event) or lesson.
RL.1.3
3.
Standard
Describe characters, settings, major events, and problem-solution in a story, play, or poem, using key details.
RL.2.1
1.
Standard
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of a literary text using key details from the text.
RL.2.2
2.
Standard
Retell stories, including fables and folktales from diverse cultures, and determine the author's purpose (e.g., teach a lesson, make you laugh, tell a scary story, describe an imaginary place), lesson or moral.
RL.2.3
3.
Standard
Describe how characters in a story, play or poem respond to major events, problems, and challenges.
RL.3.1
1.
Standard
Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.
RL.3.2
2.
Standard
Determine the author's purpose, message, lesson, or moral and explain how it is conveyed through key details in the text; summarize stories in correct sequence, including fables and folktales from diverse cultures.
RL.3.3
3.
Standard
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).
RL.4.1
1.
Standard
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2
2.
Standard
Determine a theme or author's message or purpose of a story, drama, or poem using details and evidence from the text as support; summarize main ideas or events, in correct sequence, including how conflicts are resolved.
RL.4.3
3.
Standard
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).
RL.5.1
1.
Standard
Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2
2.
Standard
Determine a theme or author's message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence.
RL.5.3
3.
Standard
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact, how conflicts are resolved).
RL.6.1
1.
Standard
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2
2.
Standard
Determine a theme or central idea of a text and how it is conveyed through particular details; restate and summarize main ideas or events, in correct sequence, after reading a text.
RL.6.3
3.
Standard
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution or as the narrative advances.
RL.7.1
1.
Standard
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2
2.
Standard
Determine a theme or central idea of a text and analyze its development over the course of the text; restate and summarize main ideas or events, in correct sequence, after reading a text.
RL.7.3
3.
Standard
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.8.1
1.
Standard
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2
2.
Standard
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; restate and summarize main ideas or events, in correct sequence, after reading a text.
RL.8.3
3.
Standard
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.9-10.1
1.
Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences drawn from the text.
RL.9-10.2
2.
Standard
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; restate and summarize main ideas or events, in correct sequence, after reading a text.
RL.9-10.3
3.
Standard
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.11-12.1
1.
Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (ambiguity).
RL.11-12.2
2.
Standard
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; restate and summarize main ideas or events, in correct sequence, after reading a text.
RL.11-12.3
3.
Standard
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Strand
Craft and Structure
RL.K.4
4.
Standard
Ask and answer questions about unknown words in a text.
RL.K.5
5.
Standard
Identify common types of texts (e.g., picture books, stories, poems, songs).
RL.K.6
6.
Standard
With prompting and support, name the author and illustrator of a story and describe the role of each in telling the story.
RL.1.4
4.
Standard
Identify words and phrases in stories, plays, or poems that suggest feelings or appeal to the senses.
RL.1.5
5.
Standard
Explain major differences between books that tell stories and books that give information (fiction, non-fiction, and poetry), drawing on a wide reading of a range of text types.
RL.1.6
6.
Standard
Identify who is telling the story at various points in the text (e.g., a character in the text or a narrator/story teller).
RL.2.4
4.
Standard
Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (e.g., regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind.
RL.2.5
5.
Standard
Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved.
RL.2.6
6.
Standard
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.3.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, distinguishing literal meanings from use of figurative language (e.g., exaggeration in tall tales).
RL.3.5
5.
Standard
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6
6.
Standard
Distinguish their own point of view from that of the narrator or those of the characters.
RL.4.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, similes).
RL.4.5
5.
Standard
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse and rhythm) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6
6.
Standard
Compare and contrast the point of view from which different stories are narrated, including how the use of first or third person can change the way a reader might see characters or events described.
RL.5.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole).
RL.5.5
5.
Standard
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6
6.
Standard
Describe how a narrator's or speaker's point of view (e.g., first person, third person) influences how events are described or how characters are developed and portrayed.
RL.6.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of a specific word choice on meaning and tone.
RL.6.5
5.
Standard
Analyze the overall structure of a text: how a particular sentence, chapter, scene, or stanza fits into the overall work and analyzing how it contributes to the development of the characters, theme, setting, or plot.
RL.6.6
6.
Standard
Determine author's purpose and explain how an author develops the point of view of the narrator or speaker in a text.
RL.7.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.7.5
5.
Standard
Analyze the overall structure of a text: how a drama's or poem's form or structure (e.g. sonnet, soliloquy) contributes to its meaning, including analyzing the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.6
6.
Standard
Analyze author's purpose and how an author establishes and contrasts the points of view of different characters or narrators in a text.
RL.8.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5
5.
Standard
Analyze the overall structure of a text: compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.6
6.
Standard
Analyze author's purpose and how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.9-10.4
4.
Standard
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5
5.
Standard
Analyze how an author's choices concerning how to structure a text, use literary devices appropriate to genre (e.g., foreshadowing, imagery, allusion or symbolism), order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6
6.
Standard
Analyze a particular point of view or cultural experience reflected in a work of literature (e.g., mythology, colonialism, local culture), drawing on a wide reading of world literature.
RL.11-12.4
4.
Standard
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.5
5.
Standard
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6
6.
Standard
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement, or attitude).
Strand
Integration of Knowledge and Ideas
RL.K.7
7.
Standard
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) or use illustrations to tell or retell a story.
RL.K.8
8.
Standard
(Not applicable to literature)
RL.K.9
9.
Standard
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.1.7
7.
Standard
Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution.
RL.1.8
8.
Standard
(Not applicable to literature)
RL.1.9
9.
Standard
With prompting and support, compare and contrast the adventures and experiences of characters in stories.
RL.2.7
7.
Standard
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology).
RL.2.8
8.
Standard
(Not applicable to literature)
RL.2.9
9.
Standard
Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures.
RL.3.7
7.
Standard
Explain how specific aspects of text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.8
8.
Standard
(Not applicable to literature)
RL.3.9
9.
Standard
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.4.7
7.
Standard
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.4.8
8.
Standard
(Not applicable to literature)
RL.4.9
9.
Standard
Compare and contrast the treatment of similar themes and plots (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in literature.
RL.5.7
7.
Standard
Analyze how visual and multimedia elements contribute to the meaning, tone, or personal appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.8
8.
Standard
(Not applicable to literature)
RL.5.9
9.
Standard
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and plot development.
RL.6.7
7.
Standard
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch (e.g., Shiloh).
RL.6.8
8.
Standard
(Not applicable to literature)
RL.6.9
9.
Standard
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
RL.7-8.7
7.
Standard
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film) (e.g., The Incredible Journey, Call of the Wild).
RL.7.8
8.
Standard
(Not applicable to literature)
RL.7.9
9.
Standard
Compare and contrast a fictional portrayal of a time, place, or character and a historical or cultural account of the same period as a means of understanding how authors of fiction use or alter history.
RL.8.7
7.
Standard
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors (e.g., Old Yeller, Brian's Song, The Miracle Worker).
RL.8.8
8.
Standard
(Not applicable to literature)
RL.8.9
9.
Standard
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL.9-10.7
7.
Standard
Analyze the representation of a subject or a key scene in two different artistic media, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
RL.9-10.8
8.
Standard
(Not applicable to literature)
RL.9-10.9
9.
Standard
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare).
RL.11-12.7
7.
Standard
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.8
8.
Standard
(Not applicable to literature)
RL.11-12.9
9.
Standard
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Strand
Range of Reading and Level of Complexity
RL.K.10
10.
Standard
Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed.
RL.1.10
10.
Standard
With prompting and support, read prose and poetry from a variety of cultures of appropriate complexity for grade 1.
RL.2.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range.
RL.3.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range.
RL.4.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range.
RL.5.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.
RL.6.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7), with scaffolding as needed at the high end of the range.
RL.7.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 7 (from upper grade 6 to grade 8), with scaffolding as needed at the high end of the range.
RL.8.10
10.
Standard
By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 8 (from upper grade 7 to grade 9), with scaffolding as needed at the high end of the range.
RL.9-10.10
10.
Standard
By the end of grade 9, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 9 (from upper grade 8 to grade 10), with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 10 (from upper grade 9 to grade 11), with scaffolding as needed at the high end of the range.
RL.11-12.10
10.
Standard
By the end of grade 11, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 11 (from upper grade 10 to grade 12), with scaffolding as needed at the high end of the range.<br />By the end of grade 12, read and comprehend a range of literature from a variety of cultures, at the high end of the grades 11–12 text complexity band independently and proficiently.
Reading Standards for Informational Text
Strand
Key Ideas and Details
RI.K.1
1.
Standard
With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.
RI.K.2
2.
Standard
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3
3.
Standard
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.1
1.
Standard
With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.
RI.1.2
2.
Standard
Identify the main topic or author's purpose (e.g., to teach or tell us about …) and retell key details of a text.
RI.1.3
3.
Standard
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.2.1
1.
Standard
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of informational texts using key details from the text.
RI.2.2
2.
Standard
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3
3.
Standard
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.3.1
1.
Standard
Ask and answer questions to demonstrate understanding of a text, (e.g., explaining what the texts says explicitly, making basic inferences and predictions), referring explicitly to the text as the basis for the answers.
RI.3.2
2.
Standard
Determine the main idea of a text and locate details that support the main idea; paraphrase or summarize main ideas or events in a multi-paragraph text, including correct sequence and details that support the main idea.
RI.3.3
3.
Standard
Describe the relationship or connection among 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.
RI.4.1
1.
Standard
Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text.
RI.4.2
2.
Standard
Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
RI.4.3
3.
Standard
Explain relationships (e.g., cause-effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.5.1
1.
Standard
Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text.
RI.5.2
2.
Standard
Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
RI.5.3
3.
Standard
Explain the relationships (e.g., cause-effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.6.1
1.
Standard
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2
2.
Standard
Determine a central idea and subtopics of a text and how they are conveyed through particular details; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text.
RI.6.3
3.
Standard
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated on in a text (e.g., through examples or anecdotes).
RI.7.1
1.
Standard
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2
2.
Standard
Determine the central idea and subtopics in a text and analyze their development over the course of the text; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text.
RI.7.3
3.
Standard
Analyze the interactions between individuals, events, and ideas presented in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.8.1
1.
Standard
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.8.2
2.
Standard
Determine a central idea and subtopics of a text and analyze their development over the course of the text, including their relationship to supporting ideas; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text.
RI.8.3
3.
Standard
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.9-10.1
1.
Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2
2.
Standard
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; restate and summarize main ideas or events, in correct sequence when necessary, after reading a text.
RI.9-10.3
3.
Standard
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.11-12.1
1.
Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2
2.
Standard
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; restate and summarize main ideas or events, in correct sequence when necessary, after reading a text.
RI.11-12.3
3.
Standard
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Strand
Craft and Structure
RI.K.4
4.
Standard
With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5
5.
Standard
Identify the front cover, back cover, and title page of a book.
RI.K.6
6.
Standard
Name the author and illustrator of a text and describe the role of each in presenting the ideas or information in a text.
RI.1.4
4.
Standard
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5
5.
Standard
Know and use various text features (e.g., title, labels with graphics, bold print, visual cues such as arrows, electronic menus, icons) to locate key facts or information in a text.
RI.1.6
6.
Standard
Distinguish between information provided by photos or other graphics and information provided by the words in a text.
RI.2.4
4.
Standard
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5
5.
Standard
Know and use various text features (e.g., captions, bold print, headings, charts, bulleted or numbered lists, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6
6.
Standard
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.3.4
4.
Standard
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5
5.
Standard
Use text features and search tools (e.g., table of contents, index, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6
6.
Standard
Determine author's purpose; distinguish own point of view from that of the author of a text.
RI.4.4
4.
Standard
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5
5.
Standard
Describe the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6
6.
Standard
Determine author's purpose; compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.5.4
4.
Standard
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5
5.
Standard
Compare and contrast the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.6
6.
Standard
Determine author's purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events).
RI.6.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5
5.
Standard
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6
6.
Standard
Determine an author's purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and explain how it is conveyed in the text.
RI.7.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5
5.
Standard
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6
6.
Standard
Determine an author's purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and analyze how the author distinguishes his or her point of view from that of others.
RI.8.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5
5.
Standard
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RI.8.6
6.
Standard
Determine an author's purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.9-10.4
4.
Standard
Determine the meaning of words and phrases as they are used in various genres, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5
5.
Standard
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6
6.
Standard
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.11-12.4
4.
Standard
Determine the meaning of words and phrases as they are used in various genres, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
RI.11-12.5
5.
Standard
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6
6.
Standard
Discern an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or aesthetic impact of the text.
Strand
Integration of Knowledge and Ideas
RI.K.7
7.
Standard
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.8
8.
Standard
With prompting and support, identify the opinions an author states in a text.
RI.K.9
9.
Standard
With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies).
RI.1.7
7.
Standard
Use the illustrations and details in a text to describe its key ideas.
RI.1.8
8.
Standard
Identify the opinions an author states to support points in a text.
RI.1.9
9.
Standard
Identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two graphics, descriptions, or steps in a process to make something).
RI.2.7
7.
Standard
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8
8.
Standard
Describe how reasons given support specific opinions the author states in a text.
RI.2.9
9.
Standard
Compare and contrast the most important points presented by two texts or related topics (e.g., a book about polar bears and a book about black bears).
RI.3.7
7.
Standard
Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8
8.
Standard
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9
9.
Standard
Compare and contrast the most important points and key details presented in two texts on the same topic or related topics.
RI.4.7
7.
Standard
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8
8.
Standard
Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9
9.
Standard
Integrate information from two texts on the same topic or related topics in order to write or speak about the subject knowledgeably.
RI.5.7
7.
Standard
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8
8.
Standard
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
RI.5.9
9.
Standard
Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably.
RI.6.7
7.
Standard
Integrate information presented in different media (e.g., may include, but not limited to podcasts) or formats (e.g., visually, quantitatively/data-related) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8
8.
Standard
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.9
9.
Standard
Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
RI.7.7
7.
Standard
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the method of the delivery of a speech affects the impact of the overall message).
RI.7.8
8.
Standard
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.9
9.
Standard
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
RI.8.7
7.
Standard
Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
RI.8.8
8.
Standard
Delineate and evaluate the argument and specific claims in a text (e.g., identify bias and propaganda techniques, well-supported logical arguments), assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9
9.
Standard
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
RI.9-10.7
7.
Standard
Analyze various accounts of a subject told in different media (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
RI.9-10.8
8.
Standard
Delineate and evaluate the argument and specific claims in a text (e.g., bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well-supported logical arguments), assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.9
9.
Standard
Analyze seminal U.S. and world documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
RI.11-12.7
7.
Standard
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.11-12.8
8.
Standard
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RI.11-12.9
9.
Standard
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. and world documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
Strand
Range of Reading and Level of Text Complexity
RI.K.10
10.
Standard
Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.
RI.1.10
10.
Standard
With prompting and support, read informational texts on a range of topics appropriately complex for grade 1, with scaffolding as needed.
RI.2.10
10.
Standard
By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range.
RI.3.10
10.
Standard
By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range.
RI.4.10
10.
Standard
By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range.
RI.5.10
10.
Standard
By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.
RI.6.10
10.
Standard
By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7), with scaffolding as needed at the high end of the range.
RI.7.10
10.
Standard
By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 7 (from upper grade 6 to grade 8), with scaffolding as needed at the high end of the range.
RI.8.10
10.
Standard
By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 8 (from upper grade 7 to grade 9), with scaffolding as needed at the high end of the range.
RI.9-10.10
10.
Standard
By the end of grade 9, read and comprehend literary nonfiction, within a complexity band appropriate to grade 9 (from upper grade 8 to grade 10), with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction, within a complexity band appropriate to grade 10 (from upper grade 9 to grade 11), with scaffolding as needed at the high end of the range.
RI.11-12.10
10.
Standard
By the end of grade 11, read and comprehend literary nonfiction, within a complexity band appropriate to grade 11 (from upper grade 10 to grade 12), with scaffolding as needed at the high end of the range.<br />By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–12 text complexity band independently and proficiently.
Reading Standards: Foundational Skills
Strand
Print Concepts
RF.K.1
1.
Standard
Demonstrate understanding of the organization and basic features of print.
RF.K.1.a
a.
Standard
Follow words from left to right, top to bottom, and page-by-page.
RF.K.1.b
b.
Standard
Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.c
c.
Standard
Understand that words are separated by spaces in print.
RF.K.1.d
d.
Standard
Recognize and name all upper- and lowercase letters of the alphabet.
RF.1.1
1.
Standard
Demonstrate understanding of the organization and basic features of print.
RF.1.1.a
a.
Standard
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Strand
Phonological Awareness
RF.K.2
2.
Standard
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2.a
a.
Standard
Recognize and produce rhyming words.
RF.K.2.b
b.
Standard
Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2.c
c.
Standard
Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d
d.
Standard
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.
RF.K.2.e
e.
Standard
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.1.2
2.
Standard
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2.a
a.
Standard
Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b
b.
Standard
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c
c.
Standard
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2.d
d.
Standard
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Strand
Phonics and Word Recognition
RF.K.3
3.
Standard
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a
a.
Standard
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.b
b.
Standard
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3.c
c.
Standard
Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.d
d.
Standard
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.3
3.
Standard
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.a
a.
Standard
Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b
b.
Standard
Decode regularly spelled one-syllable words.
RF.1.3.c
c.
Standard
Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d
d.
Standard
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e
e.
Standard
Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.f
f.
Standard
Read words with inflectional endings.
RF.1.3.g
g.
Standard
Recognize and read grade-appropriate irregularly spelled words.
RF.2.3
3.
Standard
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.a
a.
Standard
Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3.b
b.
Standard
Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.c
c.
Standard
Decode regularly spelled two-syllable words with long vowels.
RF.2.3.d
d.
Standard
Decode words with common prefixes and suffixes.
RF.2.3.e
e.
Standard
Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.f
f.
Standard
Recognize and read grade-appropriate irregularly spelled words.
RF.3.3
3.
Standard
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3.a
a.
Standard
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3.b
b.
Standard
Decode words with common Latin suffixes.
RF.3.3.c
c.
Standard
Decode multisyllable words.
RF.3.3.d
d.
Standard
Read grade-appropriate irregularly spelled words.
RF.4.3
3.
Standard
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.a
a.
Standard
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.5.3
3.
Standard
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3.a
a.
Standard
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Strand
Fluency
RF.K.4
4.
Standard
Read emergent-reader texts with purpose and understanding.
RF.1.4
4.
Standard
Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a
a.
Standard
Read on-level text with purpose and understanding.
RF.1.4.b
b.
Standard
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c
c.
Standard
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.2.4
4.
Standard
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4.a
a.
Standard
Read on-level text with purpose and understanding.
RF.2.4.b
b.
Standard
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.c
c.
Standard
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4
4.
Standard
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4.a
a.
Standard
Read on-level text with purpose and understanding.
RF.3.4.b
b.
Standard
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.4.c
c.
Standard
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.4.4
4.
Standard
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.a
a.
Standard
Read on-level text with purpose and understanding.
RF.4.4.b
b.
Standard
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4.c
c.
Standard
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.5.4
4.
Standard
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4.a
a.
Standard
Read on-level text with purpose and understanding.
RF.5.4.b
b.
Standard
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4.c
c.
Standard
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing Standards
Strand
Text Types and Purposes
W.K.1
1.
Standard
Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (e.g., I like dogs better than cats because…; My favorite part of the story is when…; I think it was funny when…).
W.K.2
2.
Standard
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3
3.
Standard
Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened.
W.1.1
1.
Standard
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion or preference, supply a fact (e.g., because race cars go faster than…) or reason for the opinion, and end with a sentence that restates their opinion related to a feeling or emotion (e.g., it makes me laugh; that was the scariest part).
W.1.2
2.
Standard
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure (e.g., restate at the end the most interesting fact or the most important idea shared).
W.1.3
3.
Standard
Use narrative writing to recount two or more real or imagined sequenced events, include some details regarding what happened, who was there, use linking words to signal event order (e.g., first, next, then), and provide an ending (e.g., how the problem was solved; how someone felt at the end).
W.2.1
1.
Standard
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 one or more concluding sentences that restate or paraphrase their opinion.
W.2.2
2.
Standard
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus.
W.2.3
3.
Standard
Use narrative writing to retell a well-elaborated event or short sequence of real or imagined events, include details to describe actions, thoughts, and feelings, use linking words to signal event order, and provide one or more concluding sentences that restate or emphasize a feeling or lesson learned.
W.3.1
1.
Standard
Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can).
W.3.1.a
a.
Standard
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists fact- or text-based reasons.
W.3.1.b
b.
Standard
Provide reasons that support the opinion.
W.3.1.c
c.
Standard
Link opinion and reasons using words and phrases (e.g., because, therefore, since, for example).
W.3.1.d
d.
Standard
Provide a concluding statement or section that reinforces or restates the opinion.
W.3.2
2.
Standard
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a
a.
Standard
Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension.
W.3.2.b
b.
Standard
Develop the topic with facts, definitions, details, and explanations that support the focus.
W.3.2.c
c.
Standard
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d
d.
Standard
Provide a concluding statement or section that paraphrases the focus of the text.
W.3.3
3.
Standard
Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology).
W.3.3.a
a.
Standard
Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.b
b.
Standard
Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems.
W.3.3.c
c.
Standard
Use transitional words and phrases to signal event sequences (e.g., later, soon after).
W.3.3.d
d.
Standard
Provide a sense of closure (e.g., how a problem was solved or how the event ended).
W.4.1
1.
Standard
Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information (e.g., The character ___ was brave because she ____).
W.4.1.a
a.
Standard
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.
W.4.1.b
b.
Standard
Provide reasons that are supported by facts and details.
W.4.1.c
c.
Standard
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1.d
d.
Standard
Provide a concluding statement or section that reinforces or restates the opinion presented.
W.4.2
2.
Standard
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.a
a.
Standard
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), labeled or captioned visuals/diagrams, and multimedia when useful to aiding comprehension.
W.4.2.b
b.
Standard
Develop the topic with facts, definitions, concrete details, quotations, or other information/explanations and examples that support the focus.
W.4.2.c
c.
Standard
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.d
d.
Standard
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2.e
e.
Standard
Provide a concluding statement or section that paraphrases the focus of the text or explanation presented.
W.4.3
3.
Standard
Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology).
W.4.3.a
a.
Standard
Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.b
b.
Standard
Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts.
W.4.3.c
c.
Standard
Use a variety of transitional words and phrases to develop the sequence of events.
W.4.3.d
d.
Standard
Use concrete words and phrases and sensory details, and elaboration to convey experiences and events precisely.
W.4.3.e
e.
Standard
Provide a conclusion that follows from the narrated experiences or events.
W.5.1
1.
Standard
Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information.
W.5.1.a
a.
Standard
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.
W.5.1.b
b.
Standard
Provide logically ordered reasons that are supported by facts and details.
W.5.1.c
c.
Standard
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically, most of all).
W.5.1.d
d.
Standard
Provide a concluding statement or section that reinforces or restates the opinion presented.
W.5.2
2.
Standard
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2.a
a.
Standard
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), labeled or captioned visuals/graphics, and multimedia when useful to aiding comprehension.
W.5.2.b
b.
Standard
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples that support the topic.
W.5.2.c
c.
Standard
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2.d
d.
Standard
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2.e
e.
Standard
Provide a concluding statement or section that paraphrases the focus of the text or explanation presented.
W.5.3
3.
Standard
Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology).
W.5.3.a
a.
Standard
Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3.b
b.
Standard
Use narrative techniques, such as dialogue, description and elaboration, concrete and sensory details, literary devices, and pacing to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts.
W.5.3.c
c.
Standard
Use a variety of transitional words, phrases, and devices (e.g., foreshadowing) to develop the pacing and sequence of events.
W.5.3
3.
Standard
Use concrete words and phrases, sensory details, and elaboration to convey experiences and events precisely.
W.5.3.e.
e.
Standard
Provide a conclusion that follows from the narrated experiences or events.
W.6.1
1.
Standard
Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a
a.
Standard
Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b
b.
Standard
Support claim(s) with clear reasons and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1.c
c.
Standard
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d
d.
Standard
Establish and maintain a formal style.
W.6.1.e
e.
Standard
Provide a concluding statement or section that follows from the argument presented.
W.6.2
2.
Standard
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.2.a
a.
Standard
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b
b.
Standard
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.c
c.
Standard
Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d
d.
Standard
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.e
e.
Standard
Establish and maintain a formal style.
W.6.2.f
f.
Standard
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3
3.
Standard
Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3.a
a.
Standard
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.6.3.b
b.
Standard
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3.c
c.
Standard
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.6.3.d
d.
Standard
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.e
e.
Standard
Provide a conclusion that follows from the narrated experiences or events.
W.7.1
1.
Standard
Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a
a.
Standard
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b
b.
Standard
Support claim(s) with logical reasoning and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.7.1.c
c.
Standard
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d
d.
Standard
Establish and maintain a formal style.
W.7.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
W.7.2
2.
Standard
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2.a
a.
Standard
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2.b
b.
Standard
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2.c
c.
Standard
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2.d
d.
Standard
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2.e
e.
Standard
Establish and maintain a formal style.
W.7.2.f
f.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.3
3.
Standard
Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3.a
a.
Standard
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3.b
b.
Standard
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3.c
c.
Standard
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.3.d
d.
Standard
Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events.
W.7.3.e
e.
Standard
Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.8.1
1.
Standard
Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a
a.
Standard
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b
b.
Standard
Support claim(s) with logical reasoning and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.8.1.c
c.
Standard
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1.d
d.
Standard
Establish and maintain a formal style.
W.8.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
W.8.2
2.
Standard
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.2.a
a.
Standard
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2.b
b.
Standard
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.2.c
c.
Standard
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2.d
d.
Standard
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2.e
e.
Standard
Establish and maintain a formal style.
W.8.2.f
f.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.3
3.
Standard
Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.8.3.a
a.
Standard
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.8.3.b
b.
Standard
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
W.8.3.c
c.
Standard
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
W.8.3.d
d.
Standard
Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events.
W.8.3.e
e.
Standard
Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.9-10.1
1.
Standard
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1.a
a.
Standard
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.b
b.
Standard
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.9-10.1.c
c.
Standard
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.9-10.1.d
d.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.2
2.
Standard
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.2.a
a.
Standard
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.9-10.2.b
b.
Standard
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.9-10.2.c
c.
Standard
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.9-10.2.d
d.
Standard
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.2.e
e.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.2.f
f.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.9-10.3
3.
Standard
Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.a
a.
Standard
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.9-10.3.b
b.
Standard
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c
c.
Standard
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.3.d
d.
Standard
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
W.9-10.3.e
e.
Standard
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.11-12.1
1.
Standard
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.1.a
a.
Standard
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
W.11-12.1.b
b.
Standard
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
W.11-12.1.c
c.
Standard
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.11-12.1.d
d.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.11-12.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
W.11-12.2
2.
Standard
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.2.a
a.
Standard
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.11-12.2.b
b.
Standard
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.11-12.2.c
c.
Standard
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.11-12.2.d
d.
Standard
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2.e
e.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f
f.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11-12.3
3.
Standard
Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3.a
a.
Standard
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.11-12.3.b
b.
Standard
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3.c
c.
Standard
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3.d
d.
Standard
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
W.11-12.3.e
e.
Standard
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Strand
Production and Distribution of Writing
W.K.4
4.
Standard
(Begins in grade 3.)
W.K.5
5.
Standard
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6
6.
Standard
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.4
4.
Standard
(Begins in grade 3)
W.1.5
5.
Standard
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add concrete and sensory details to strengthen writing as needed.
W.1.6
6.
Standard
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.4
4.
Standard
(Begins in grade 3)
W.2.5
5.
Standard
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed (e.g., adding concrete and sensory details; elaborating on how the details chosen support the focus) by revising and editing.
W.2.6
6.
Standard
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.3.4
4.
Standard
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.3.5
5.
Standard
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)
W.3.6
6.
Standard
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others and to locate information about topics.
W.4.4
4.
Standard
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.4.5
5.
Standard
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
W.4.6
6.
Standard
With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others and to locate information about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.5.4
4.
Standard
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5
5.
Standard
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
W.5.6
6.
Standard
With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.6.4
4.
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.6.5
5.
Standard
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
W.6.6
6.
Standard
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to create a piece of writing.
W.7.4
4.
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.7.5
5.
Standard
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)
W.7.6
6.
Standard
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.8.4
4.
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.8.5
5.
Standard
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)
W.8.6
6.
Standard
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.9-10.4
4.
Standard
Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5
5.
Standard
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
W.9-10.6
6.
Standard
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
W.11-12.4
4.
Standard
Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
5.
Standard
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
W.11-12.6
6.
Standard
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Strand
Research to Build and Present Knowledge
W.K.7
7.
Standard
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them).
W.K.8
8.
Standard
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.K.9
9.
Standard
(Begins in grade 4)
W.1.7
7.
Standard
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions or combine or summarize information/facts learned).
W.1.8
8.
Standard
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.1.9
9.
Standard
(Begins in grade 4)
W.2.7
7.
Standard
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report or visual or oral presentation; record data from science observations).
W.2.8
8.
Standard
Recall information from experiences or gather information from provided sources to answer a question.
W.2.9
9.
Standard
(Begins in grade 4)
W.3.7
7.
Standard
Conduct short research projects that build knowledge about a topic.
W.3.8
8.
Standard
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9
9.
Standard
(Begins in grade 4)
W.4.7
7.
Standard
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8
8.
Standard
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.
W.4.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.a
a.
Standard
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].").
W.4.9.b
b.
Standard
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.").
W.5.7
7.
Standard
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8
8.
Standard
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.
W.5.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9.a
a.
Standard
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [e.g., how characters interact, how conflicts are resolved].").
W.5.9.b
b.
Standard
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 supports which point[s].").
W.6.7
7.
Standard
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8
8.
Standard
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.
W.6.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a
a.
Standard
Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.").
W.6.9.b
b.
Standard
Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
W.7.7
7.
Standard
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
8.
Standard
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.
W.7.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a
a.
Standard
Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.").
W.7.9.b
b.
Standard
Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.").
W.8.7
7.
Standard
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
8.
Standard
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.
W.8.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.a
a.
Standard
Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.").
W.8.9.b
b.
Standard
Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text [e.g., identifies bias and propaganda techniques, well-supported logical arguments], assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.").
W.9-10.7
7.
Standard
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8
8.
Standard
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.9.a
a.
Standard
Apply grades 9–10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare].").
W.9-10.9.b
b.
Standard
Apply grades 9–10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text [e.g., bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well-supported logical arguments], assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.").
W.11-12.7
7.
Standard
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8
8.
Standard
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
W.11-12.9
9.
Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.9.a
a.
Standard
Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.").
W.11-12.9.b
b.
Standard
Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses].").
Strand
Range of Writing
W.K.10
10.
Standard
(Begins in grade 3)
W.1.10
10.
Standard
(Begins in grade 3)
W.2.10
10.
Standard
(Begins in grade 3)
W.3.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.4.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.5.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.6.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.7.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.8.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.9-10.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.11-12.10
10.
Standard
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards
Strand
Comprehension and Collaboration
SL.K.1
1.
Standard
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1.a
a.
Standard
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1.b
b.
Standard
Continue a conversation through multiple exchanges.
SL.K.2
2.
Standard
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3
3.
Standard
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.1.1
1.
Standard
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.a
a.
Standard
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).
SL.1.1.b
b.
Standard
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.c
c.
Standard
Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2
2.
Standard
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3
3.
Standard
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.2.1
1.
Standard
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1.a
a.
Standard
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).
SL.2.1.b
b.
Standard
Build on others' talk in conversations by linking their comments to the remarks of others.
SL.2.1.c
c.
Standard
Ask for clarification and further explanation as needed about the topics and texts under discussions.
SL.2.2
2.
Standard
Retell or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3
3.
Standard
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.3.1
1.
Standard
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.
SL.3.1.a
a.
Standard
After learning a protocol (e.g., Socratic method), 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.
SL.3.1.b
b.
Standard
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).
SL.3.1.c
c.
Standard
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1.d
d.
Standard
Explain their own ideas and understanding in light of the discussion.
SL.3.2
2.
Standard
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3
3.
Standard
Ask and answer questions about information from a speaker, offering appropriate elaboration or explanations and detail.
SL.4.1
1.
Standard
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.
SL.4.1.a
a.
Standard
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.
SL.4.1.b
b.
Standard
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1.c
c.
Standard
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.
SL.4.1.d
d.
Standard
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2
2.
Standard
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3
3.
Standard
Identify the reasons and evidence a speaker provides to support particular points (e.g., using a graphic organizer to show connections between reasons given and support provided).
SL.5.1
1.
Standard
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.
SL.5.1.a
a.
Standard
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.
SL.5.1.b
b.
Standard
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1.c
c.
Standard
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1.d
d.
Standard
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.2
2.
Standard
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3
3.
Standard
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence (e.g., use a graphic organizer or note cards completed while listening to summarize or paraphrase key ideas presented by a speaker).
SL.6.1
1.
Standard
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.
SL.6.1.a
a.
Standard
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.
SL.6.1.b
b.
Standard
Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), set specific goals and deadlines, and define individual roles as needed.
SL.6.1.c
c.
Standard
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d
d.
Standard
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.2
2.
Standard
Interpret information presented in diverse media (included but not limited to podcasts) and formats (e.g., visually, quantitatively/data-related, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3
3.
Standard
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.7.1
1.
Standard
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.
SL.7.1.a
a.
Standard
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.
SL.7.1.b
b.
Standard
Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c
c.
Standard
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.
SL.7.1.d
d.
Standard
Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2
2.
Standard
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively/data-related, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.7.3
3.
Standard
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
SL.8.1
1.
Standard
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.
SL.8.1.a
a.
Standard
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.
SL.8.1.b
b.
Standard
Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), and decision-making (e.g., coming to consensus), track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1.c
c.
Standard
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
SL.8.1.d
d.
Standard
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2
2.
Standard
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively/data-related, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.8.3
3.
Standard
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.9-10.1
1.
Standard
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.1.a
a.
Standard
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.b
b.
Standard
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.c
c.
Standard
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.d
d.
Standard
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.2
2.
Standard
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source and noting any discrepancies among data or information.
SL.9-10.3
3.
Standard
Identify and evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.11-12.1
1.
Standard
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.11-12.1.a
a.
Standard
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.11-12.1.b
b.
Standard
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
SL.11-12.1.c
c.
Standard
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
SL.11-12.1.d
d.
Standard
Respond thoughtfully to diverse perspectives or arguments; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.2
2.
Standard
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data or information.
SL.11-12.3
3.
Standard
Identify and evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Strand
Presentation of Knowledge and Ideas
SL.K.4
4.
Standard
Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
SL.K.5
5.
Standard
Add drawings or other visual displays to descriptions as desired to provide additional details.
SL.K.6
6.
Standard
Speak audibly and express thoughts, feelings, and ideas clearly in complete sentences when appropriate to task and situation.
SL.1.4
4
Standard
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5
5.
Standard
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6
6.
Standard
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
SL.2.4
4.
Standard
Tell a story or retell an experience with relevant facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5
5.
Standard
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6
6.
Standard
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
SL.3.4
4.
Standard
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.5
5.
Standard
Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; use techniques that engage the listener (e.g., inflection, different voices); and add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6
6.
Standard
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)
SL.4.4
4.
Standard
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.5
5.
Standard
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.
SL.4.6
6.
Standard
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)
SL.5.4
4.
Standard
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5
5.
Standard
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.
SL.5.6
6.
Standard
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)
SL.6.4
4.
Standard
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5
5.
Standard
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6
6.
Standard
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)
SL.7.4
4.
Standard
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.5
5.
Standard
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6
6.
Standard
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
SL.8.4
4.
Standard
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5
5.
Standard
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6
6.
Standard
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
SL.9-10.4
4.
Standard
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5
5.
Standard
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.9-10.6
6.
Standard
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate and addressing intended audience needs and knowledge level. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
SL.11-12.4
4.
Standard
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
SL.11-12.5
5.
Standard
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.6
6.
Standard
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate and addressing intended audience needs and knowledge level. (See grades 11–12 Language standards 1 and 3 for specific expectations.)
Language Standards
Strand
Conventions of Standard English
L.K.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a
a.
Standard
Print many upper- and lowercase letters.
L.K.1.b
b.
Standard
Use frequently occurring nouns and verbs.
L.K.1.c
c.
Standard
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.d
d.
Standard
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.e
e.
Standard
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.f
f.
Standard
Produce and expand complete sentences in shared language activities.
L.K.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.a
a.
Standard
Capitalize the first word in a sentence, the first letter of the student's name, and the pronoun I.
L.K.2.b
b.
Standard
Recognize and name end punctuation.
L.K.2.c
c.
Standard
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d
d.
Standard
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.1.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1.a
a.
Standard
Print all upper- and lowercase letters.
L.1.1.b
b.
Standard
Use common, proper, and possessive nouns.
L.1.1.c
c.
Standard
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1.d
d.
Standard
Use personal, possessive, and indefinite pronouns (e.g., I me, my; they, them, their, anyone, everything).
L.1.1.e
e.
Standard
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.1.1.f
f.
Standard
Use frequently occurring adjectives.
L.1.1.g
g.
Standard
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.h
h.
Standard
Use determiners (e.g., articles, demonstratives).
L.1.1.i
i.
Standard
Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.j
j.
Standard
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.1.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2.a
a.
Standard
Capitalize dates and names of people.
L.1.2.b
b.
Standard
Use end punctuation for sentences.
L.1.2.c
c.
Standard
Use commas in dates and to separate single words in a series.
L.1.2.d
d.
Standard
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e
e.
Standard
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.2.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1.a
a.
Standard
Use collective nouns (e.g., group).
L.2.1.b
b.
Standard
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1.c
c.
Standard
Use reflexive pronouns (e.g., myself, ourselves).
L.2.1.d
d.
Standard
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1.e
e.
Standard
Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1.f
f.
Standard
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2.a
a.
Standard
Capitalize holidays, product names, and geographic names.
L.2.2.b
b.
Standard
Use commas in greetings and closing of letters.
L.2.2.c
c.
Standard
Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2.d
d.
Standard
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
L.2.2.e
e.
Standard
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.a
a.
Standard
Use nouns, pronouns, verbs, adjectives, and adverbs appropriate to function and purpose in order to apply the conventions of English.
L.3.1.b
b.
Standard
Form and use regular and irregular plural nouns.
L.3.1.c
c.
Standard
Use abstract nouns (e.g., childhood).
L.3.1.d
d.
Standard
Form and use regular and irregular verbs.
L.3.1.e
e.
Standard
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.f
f.
Standard
Ensure subject-verb and pronoun-antecedent agreement
L.3.1.g
g.
Standard
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.h
h.
Standard
Use coordinating and subordinating conjunctions.
L.3.1.i
i.
Standard
Produce simple, compound, and complex sentences.
L.3.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a
a.
Standard
Capitalize appropriate words in titles.
L.3.2.b
b.
Standard
Use commas in addresses.
L.3.2.c
c.
Standard
Use commas and quotation marks in dialogue.
L.3.2.d
d.
Standard
Form and use possessives.
L.3.2.e
e.
Standard
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)
L.3.2.f
f.
Standard
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.g
g.
Standard
Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.
L.4.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a
a.
Standard
Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns (who, whose, whom, which, that), and relative adverbs (where, when, why) appropriate to function and purpose in order to apply the conventions of English.
L.4.1.b
b.
Standard
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.c
c.
Standard
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.d
d.
Standard
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.e
e.
Standard
Form and use prepositional phrases.
L.4.1.f
f.
Standard
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1.g
g.
Standard
Correctly use frequently confused words (e.g., to, too, two, there, their).
L.4.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a
a.
Standard
Use correct capitalization.
L.4.2.b
b.
Standard
Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.c
c.
Standard
Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.d
d.
Standard
Spell grade-appropriate words correctly, consulting references as needed.
L.5.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a
a.
Standard
Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English.
L.5.1.b
b.
Standard
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.c
c.
Standard
Use verb tense to convey various times, sequences, states, and conditions.
L.5.1.d
d.
Standard
Recognize and correct inappropriate shifts in verb tense.
L.5.1.e
e.
Standard
Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a
a.
Standard
Use punctuation to separate items in a series.
L.5.2.b
b.
Standard
Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.c
c.
Standard
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.d
d.
Standard
Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e
e.
Standard
Spell grade-appropriate words correctly, consulting references as needed.
L.6.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1.a
a.
Standard
Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b
b.
Standard
Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c
c.
Standard
Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1.d
d.
Standard
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1.e
e.
Standard
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2.a
a.
Standard
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.2.b
b.
Standard
Spell correctly.
L.7.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.a
a.
Standard
Explain the function of phrases and clauses in general and their function in specific sentences in order to apply the conventions of English.
L.7.1.b
b.
Standard
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c
c.
Standard
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.a
a.
Standard
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie.).
L.7.2.b
b.
Standard
Spell correctly.
L.8.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.1.a
a.
Standard
Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences in order to apply the conventions of English.
L.8.1.b
b.
Standard
Form and use verbs in the active and passive voice.
L.8.1.c
c.
Standard
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1.d
d.
Standard
Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.2.a
a.
Standard
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2.b
b.
Standard
Use an ellipsis to indicate an omission.
L.8.2.c
c.
Standard
Spell correctly.
L.9-10.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.1.a
a.
Standard
Use parallel structure.
L.9-10.1.b
b.
Standard
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.9-10.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.2.a
a.
Standard
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
L.9-10.2.b
b.
Standard
Use a colon to introduce a list or quotation.
L.9-10.2.c
c.
Standard
Spell correctly.
L.11-12.1
1.
Standard
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.1.a
a.
Standard
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
L.11-12.1.b
b.
Standard
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
L.11-12.2
2.
Standard
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.2.a
a.
Standard
Observe hyphenation conventions.
L.11-12.2.b
b.
Standard
Spell correctly.
Strand
Knowledge of Language
L.K.3
3.
Standard
(Begins in grade 2)
L.1.3
3.
Standard
(Begins in grade 2)
L.2.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3.a
a.
Standard
Compare formal and informal uses of English.
L.3.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3.a
a.
Standard
Choose words and phrases for effect.
L.3.3.b
b.
Standard
Recognize and observe differences between the conventions of spoken and written standard English.
L.4.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a
a.
Standard
Choose words and phrases to convey ideas precisely.
L.4.3.b
b.
Standard
Choose punctuation for effect.
L.4.3.c
c.
Standard
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.5.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a
a.
Standard
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.3.b
b.
Standard
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.6.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3.a
a.
Standard
Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3.b
b.
Standard
Maintain consistency in style and tone.
L.7.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.3.a
a.
Standard
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.8.3
3.
Standard
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.3.a
a.
Standard
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
L.9-10.3
3.
Standard
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.3.a
a.
Standard
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
L.11-12.3
3.
Standard
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.11-12.3.a
a.
Standard
Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Strand
Vocabulary Acquisition and Use
L.K.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.a
a.
Standard
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.b
b.
Standard
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5
5.
Standard
With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.a
a.
Standard
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.b
b.
Standard
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.c
c.
Standard
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.d
d.
Standard
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6
6.
Standard
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
L.1.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a
a.
Standard
Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b
b.
Standard
Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c
c.
Standard
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5
5.
Standard
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5.a
a.
Standard
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b
b.
Standard
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c
c.
Standard
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d
d.
Standard
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6
6.
Standard
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
L.2.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a
a.
Standard
Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.b
b.
Standard
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.c
c.
Standard
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.d
d.
Standard
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.e
e.
Standard
Use glossaries and beginning picture dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5
5.
Standard
Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.a
a.
Standard
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.b
b.
Standard
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6
6.
Standard
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
L.3.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4.a
a.
Standard
Use a sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b
b.
Standard
Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.c
c.
Standard
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.d
d.
Standard
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5
5.
Standard
Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5.a
a.
Standard
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.b
b.
Standard
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5.c
c.
Standard
Distinguish shades of meaning among related words (e.g., words that describe states of mind or degrees of certainty, such as knew, believed ).
L.3.6
6.
Standard
Acquire and accurately use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.4.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a
a.
Standard
Determine meaning of unfamiliar words by using knowledge of phonetics, word structure, and language structure through reading words in text (word order, grammar, syntax), use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.b
b.
Standard
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4.c
c.
Standard
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5.a
a.
Standard
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.b
b.
Standard
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.c
c.
Standard
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.4.6
6.
Standard
Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
L.5.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a
a.
Standard
Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar, syntax), use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4.b
b.
Standard
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4.c
c.
Standard
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printing and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5.a
a.
Standard
Interpret figurative language, including similes and metaphors, in context.
L.5.5.b
b.
Standard
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.c
c.
Standard
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6
6.
Standard
Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
L.6.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.a
a.
Standard
Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar), context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b
b.
Standard
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c
c.
Standard
Consult reference materials (e.g., dictionaries, glossaries, thesauruses and specialized reference materials), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.6.4.d
d.
Standard
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.a
a.
Standard
Interpret the intent or meaning of figures of speech (e.g., personification, metaphors, alliteration) as used in context.
L.6.5.b
b.
Standard
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c
c.
Standard
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6
6.
Standard
Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.7.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a
a.
Standard
Determine meaning of unfamiliar words by using knowledge of word structure, (prefixes/suffixes, base words, common roots, or word origins), context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b
b.
Standard
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c
c.
Standard
Consult general and specialized reference materials (e.g., dictionaries, glossaries, and thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d
d.
Standard
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.a
a.
Standard
Interpret the intent or meaning of figures of speech (e.g., literary, religious, and mythological allusions; euphemisms) as used in context.
L.7.5.b
b.
Standard
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c
c.
Standard
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6
6.
Standard
Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.8.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4.a
a.
Standard
Determine meanings of unfamiliar words by using knowledge of word structure, (prefixes/suffixes, base words, common roots, or word origins), context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence), knowledge of language structure including using context clues and prior knowledge.
L.8.4.b
b.
Standard
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
L.8.4.c
c.
Standard
Consult general and specialized reference materials (e.g., dictionaries, glossaries, and thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.4.d
d.
Standard
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.8.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5.a
a.
Standard
Interpret the intent or meaning of figures of speech (e.g., verbal irony, puns, mixed metaphor) as used in context.
L.8.5.b
b.
Standard
Use the relationship between particular words (e.g., synonyms/antonyms, analogies) to better understand each of the words.
L.8.5.c
c.
Standard
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6
6.
Standard
Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.9-10.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
L.9-10.4.a
a.
Standard
Determine meanings of unfamiliar words by using knowledge of derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis; kayak), context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence), dialectical English (e.g., Huck Finn), idiomatic expressions (e.g., "it drives me up a wall") as clues to the meaning of a word or phrase.
L.9-10.4.b
b.
Standard
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
L.9-10.4.c
c.
Standard
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
L.9-10.4.d
d.
Standard
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.9-10.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.5.a
a.
Standard
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
L.9-10.5.b
b.
Standard
Analyze nuances in the meaning of words with similar denotation (definition) or determine the meaning of analogies.
L.9-10.6
6.
Standard
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.11-12.4
4.
Standard
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
L.11-12.4.a
a.
Standard
Determine meanings of unfamiliar words by using knowledge of derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis; kayak), context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence), dialectical English (e.g., Huck Finn), idiomatic expressions (e.g., "it drives me up a wall") as clues to the meaning of a word or phrase.
L.11-12.4.b
b.
Standard
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11-12.4.c
c.
Standard
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
L.11-12.4.d
d.
Standard
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5
5.
Standard
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.11-12.5.a
a.
Standard
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
L.11-12.5.b
b.
Standard
Analyze nuances in the meaning of words with similar denotations (definition) or determine the meaning of analogies.
L.11-12.6
6.
Standard
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Reading Standards for Literacy in History/Social Studies
Strand
Key Ideas and Details
RH.6-8.1
1.
Standard
Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2
2.
Standard
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.3
3.
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).
RH.9-10.1
1.
Standard
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2
2.
Standard
Determine the central ideas or information of a primary or secondary source; provide accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3
3.
Standard
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH.11-12.1
1.
Standard
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2
2.
Standard
Determine the central ideas or information of a primary or secondary source; provide accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3
3.
Standard
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Strand
Craft and Structure
RH.6-8.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5
5.
Standard
Describe how a text presents information (e.g., sequentially, comparatively, causally)
RH.6-8.6
6.
Standard
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH.9-10.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
RH.9-10.5
5.
Standard
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH.9-10.6
6.
Standard
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH.11-12.4
4.
Standard
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RH.11-12.5
5.
Standard
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6
6.
Standard
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Strand
Integration of Knowledge and Ideas
RH.6-8.7
7.
Standard
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8
8.
Standard
Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9
9.
Standard
Analyze the relationship between a primary and secondary source on the same topic.
RH.9-10.7
7.
Standard
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital texts.
RH.9-10.8
8.
Standard
Assess the extent to which the reasoning and evidence in a text support the author's claim.
RH.9-10.9
9.
Standard
Compare and contrast treatments of the same topic in several primary and secondary sources.
RH.11-12.7
7.
Standard
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8
8.
Standard
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
RH.11-12.9
9.
Standard
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Strand
Range of Reading and Level of Text Complexity
RH.6-8.10
10.
Standard
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
RH.9-10.10
10.
Standard
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
RH.11-12.10
10.
Standard
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently.
Reading Standards for Literacy in Science and Technical Subjects
Strand
Key Ideas and Details
RST.6-8.1
1.
Standard
Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2
2.
Standard
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST.6-8.3
3.
Standard
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.9-10.1
1.
Standard
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST.9-10.2
2.
Standard
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3
3.
Standard
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.11-12.1
1.
Standard
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.2
2.
Standard
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3
3.
Standard
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Strand
Craft and Structure
RST.6-8.4
4.
Standard
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
RST.6-8.5
5.
Standard
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
RST.6-8.6
6.
Standard
Analysis the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
RST.9-10.4
4.
Standard
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
RST.9-10.5
5.
Standard
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
RST.9-10.6
6.
Standard
Analyze the author's purpose in providing an explanation, describing a p0rocedure, or discussing an experiment in a text, defining the question the author seeks to address.
RST.11-12.4
4.
Standard
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
RST.11-12.5
5.
Standard
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
6.
Standard
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Strand
Integration of Knowledge and Ideas
RST.6-8.7
7.
Standard
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8
8.
Standard
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST.6-8.9
9.
Standard
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
RST.9-10.7
7.
Standard
Translate quantitative or technical information expressed in words in a text into visual from (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
RST.9-10.8
8.
Standard
Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
RST.9-10.9
9.
Standard
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
RST.11-12.7
7.
Standard
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RST.11-12.8
8.
Standard
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
RST.11-12.9
9.
Standard
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon or concept, resolving conflicting information when possible.
Strand
Range of Reading and Level of Text Complexity
RST.6-8.10
10.
Standard
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
RST.9-10.10
10.
Standard
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
RST.11-12.10
10.
Standard
By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently.
Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects
Strand
Text Types and Purposes
WHST.6-8.1
1.
Standard
Write arguments focused on discipline-specific content.
WHST.6-8.1.a
a.
Standard
Introduce claim(s) abut a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WHST.6-8.1.b
b.
Standard
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.1.c
c.
Standard
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1.d
d.
Standard
Establish and maintain a formal style.
WHST.6-8.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2
2.
Standard
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.6-8.2.a
a.
Standard
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2.b
b.
Standard
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2.c
c.
Standard
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2.d
d.
Standard
Use precise language and domain-specific vocabulary to inform about or explain the topic.
WHST.6-8.2.e
e.
Standard
Establish and maintain a formal style and objective tone.
WHST.6-8.2.f
f.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented.
WHST.6-8.3
3.
Standard
Not applicable as a separate requirement.
WHST.9-10.1
1.
Standard
Write arguments focused on discipline-specific content.
WHST.9-10.1.a
a.
Standard
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1.b
b.
Standard
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
WHST.9-10.1.c
c.
Standard
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons between reasons and evidence, and between claim(s) and counterclaims.
WHST.9-10.1.d
d.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.9-10.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.9-10.2
2.
Standard
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.9-10.2.a
a.
Standard
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2.b
b.
Standard
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
WHST.9-10.2.c
c.
Standard
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
WHST.9-10.2.d
d.
Standard
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
WHST.9-10.2.e
e.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.9-10.2.f
f.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
WHST.9-10.3
3.
Standard
Not applicable as a separate requirement.
WHST.11-12.1
1.
Standard
Write arguments focused on discipline-specific content.
WHST.11-12.1.a
a.
Standard
Introduce precise claim(s), knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
WHST.11-12.1.b
b.
Standard
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
WHST.11-12.1.c
c.
Standard
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons between reasons and evidence, and between claim(s) and counterclaims.
WHST.11-12.1.d
d.
Standard
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.11-12.1.e
e.
Standard
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.11-12.2
2.
Standard
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.11-12.2.a
a.
Standard
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.11-12.2.b
b.
Standard
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
WHST.11-12.2.c
c.
Standard
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WHST.11-12.2.d
d.
Standard
Use precise language and domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
WHST.11-12.2.e
e.
Standard
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
WHST.11-12.3
3.
Standard
Not applicable as a separate requirement.
Strand
Production and Distribution of Writing
WHST.6-8.4
4.
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.6-8.5
5.
Standard
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
WHST.6-8.6
6.
Standard
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
WHST.9-10.4
4.
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.5
5.
Standard
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6
6.
Standard
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
WHST.11-12.4
4.
Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.11-12.5
5.
Standard
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on what is most significant for a specific purpose and audience.
WHST.11-12.6
6.
Standard
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Strand
Research to Build and Present Knowledge
WHST.6-8.7
7.
Standard
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.
WHST.6-8.8
8.
Standard
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.
WHST.6-8.9
9.
Standard
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.7
7.
Standard
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.8
8.
Standard
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
WHST.9-10.9
9.
Standard
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.11-12.7
7.
Standard
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8
8.
Standard
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
9.
Standard
Draw evidence from informational texts to support analysis, reflection, and research.
Strand
Range of Writing
WHST.6-8.10
10.
Standard
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WHST.9-10.10
10.
Standard
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WHST.11-12.10
10.
Standard
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.