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English Language Arts and Literacy | Anchor Standards
 

Reading | Key Ideas and Details
  
R.PK-12.1

Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text.
  
R.PK-12.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  
R.PK-12.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 

Reading | Craft and Structure
  
R.PK-12.4

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.PK-12.5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
  
R.PK-12.6

Assess how point of view or purpose shapes the content and style of a text.
 

Reading | Integration of Knowledge and Ideas
  
R.PK-12.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. [Note: Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening.]
  
R.PK-12.8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  
R.PK-12.9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 

Reading | Range of Reading and Level of Text Complexity
  
R.PK-12.10

Independently and proficiently read and comprehend complex literary and informational texts.
 

Writing | Text Types and Purposes
  
W.PK-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  
W.PK-12.2

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.PK-12.3

Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.
 

Writing | Production and Distribution of Writing
  
W.PK-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  
W.PK-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  
W.PK-12.6

Use technology to produce and publish writing and to interact and collaborate with others.
 

Writing | Research to Build and Present Knowledge
  
W.PK-12.7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
  
W.PK-12.8

When conducting research, 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.PK-12.9

Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research.
 

Writing | Range of Writing
  
W.PK-12.10

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 | Comprehension and Collaboration
  
SL.PK-12.1

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.PK-12.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  
SL.PK-12.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.K-12.4

Present information, findings, and supporting evidence such that
  • listeners can follow the line of reasoning
  • the organization, development, vocabulary, and style are appropriate to an audience.
  
SL.PK-12.5

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  
SL.PK-12.6

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
 

Language | Conventions of Standard English
  
L.PK-12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  
L.PK-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 

Language | Knowledge of Language
  
L.PK-12.3

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.
 

Language | Vocabulary Acquisition and Use
  
L.PK-12.4

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.PK-12.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  
L.PK-12.6

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.

English Language Arts and Literacy | PK
 

Reading Literature | Key Ideas and Details
  
RL.PK.1

With prompting and support, ask and answer questions about a story or poems read aloud.
  
RL.PK.2

With prompting and support, retell a sequence of events from a story read aloud.
  
RL.PK.3

With prompting and support, act out characters and events from a story or poem read aloud.
 

Reading Literature | Craft and Structure
  
RL.PK.4

With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud. (See pre-kindergarten Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.PK.5

Show awareness of the rhythmic structure of a poem or a song by clapping or through movement.
  
RL.PK.6

With prompting and support, “read” the illustrations in a picture book by describing a character or place depicted or by telling how a sequence of events unfolds.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.PK.7

With prompting and support, make predictions about what happens next in a picture book after examining and discussing the illustrations.
  
RL.PK.9

With prompting and support, make connections between a story or poem and their own experiences.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.PK.10

Listen actively as an individual and as a member of a group to a variety of age-appropriate literature read aloud.
 

Reading Informational Text | Key Ideas and Details
  
RI.PK.1

With prompting and support, ask and answer questions about an informational text read aloud.
  
RI.PK.2

With prompting and support, recall important facts from an informational text after hearing it read aloud.
  
RI.PK.3

With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop.)
 

Reading Informational Text | Craft and Structure
  
RI.PK.4

With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud. (See pre-kindergarten Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.PK.6

With prompting and support, “read” illustrations in an informational picture book by describing facts learned from the pictures (e.g., how a seed grows into a plant).
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.PK.7

With prompting and support, describe important details from an illustration or photograph.
  
RI.PK.9

With prompting and support, identify several books on a favorite topic or several books by a favorite author or illustrator.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.PK.10

Listen actively as an individual and as a member of a group to a variety of age-appropriate informational texts read aloud.
 

Reading Foundational Skills | Print Concepts
  
RF.PK.1

With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
  
RF.PK.1.a

Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back.
  
RF.PK.1.d

Recognize and name some uppercase letters of the alphabet and the lowercase letters in their own name.
  
RF.PK.2

With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  
RF.PK.2.a

With guidance and support, recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).
  
RF.PK.2.b

With guidance and support, segment words in a simple sentence by clapping and naming the number of words in the sentence.
  
RF.PK.2.c

Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.PK.3

Demonstrate beginning understanding of phonics and word analysis skills.
  
RF.PK.3.a

Link an initial sound to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound /b/ to a picture of a ball and, with support, to a printed or written "B").
  
RF.PK.3.c

Recognize one’s own name and familiar common signs and labels (e.g., STOP).
 

Writing | Text Types and Purposes
  
W.PK.1

Dictate words to express a preference or opinion about a topic (e.g., “I would like to go to the fire station to see the truck and meet the firemen.”).
  
W.PK.2

Use a combination of dictating and drawing to supply information about a topic.
  
W.PK.3

Use a combination of dictating and drawing to tell a story.
 

Writing | Production and Distribution of Writing
  
W.PK.6

Recognize that digital tools (e.g., computers, mobile phones, cameras) are used for communication and, with guidance and support, use them to convey messages in pictures and/or words.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.PK.1

Participate in collaborative conversations with diverse partners during daily routines and play.
  
SL.PK.1.a

Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer, gaining the floor in appropriate ways).
  
SL.PK.1.b

Continue a conversation through multiple exchanges.
  
SL.PK.2

Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g. watch a video about birds and their habitats and make drawings or constructions of birds and their nests).
  
SL.PK.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.PK.4

Describe personal experiences; tell stories.
  
SL.PK.5

Create representations of experiences or stories (e.g., drawings, constructions with blocks or other materials, clay models) and explain them to others.
  
SL.PK.6

Speak audibly and express thoughts, feelings, and ideas.
 

Language | Conventions of Standard English
  
L.PK.1

Demonstrate command of the conventions of standard English grammar and usage when speaking.
  
L.PK.1.a

Demonstrate the ability to speak in complete sentences and to form questions using frequently occurring nouns, verbs, question words, and prepositions; name and use in context numbers 0-10 (see pre-kindergarten mathematics standards for Counting and Cardinality.)
 

Language | Vocabulary Acquisition and Use
  
L.PK.4

Ask and answer questions about the meaning of new words and phrases introduced through books, activities, and play.
  
L.PK.4.a

With guidance and support, generate words that are similar in meaning (e.g., happy/glad, angry/mad).
  
L.PK.5

With guidance and support from adults, explore word relationships and nuances of word meanings.
  
L.PK.5.a

Demonstrate understanding of concepts by sorting common objects into categories (e.g., sort objects by color, shape, or texture).
  
L.PK.5.b

Identify real-life connections between words and their use (e.g., note places at school that are colorful).
  
L.PK.5.c

Apply words learned in classroom activities to real-life examples (e.g., name places in school that are fun, quiet, or noisy).
  
L.PK.6

Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.

English Language Arts and Literacy | K
 

Reading Literature | Key Ideas and Details
  
RL.K.1

With prompting and support, ask and answer questions about key details in a text.
  
RL.K.2

With prompting and support, retell familiar stories, including key details.
  
RL.K.3

With prompting and support, identify characters, settings, and major events in a story.
 

Reading Literature | Craft and Structure
  
RL.K.4

Ask and answer questions about unknown words in a text. (See kindergarten Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.K.5

Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).
  
RL.K.6

With prompting and support, explain that reading the cover or title page is how to find out who created a book; name the author and illustrator of a book and define the role of each in telling the story.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.K.7

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).
  
RL.K.8

(Not applicable.)
  
RL.K.9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.K.10

Actively engage in group reading activities with purpose and understanding.
 

Reading Informational Text | Key Ideas and Details
  
RI.K.1

With prompting and support, ask and answer questions about key details in a text.
  
RI.K.2

With prompting and support, identify the main topic and retell key details of a text.
  
RI.K.3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
 

Reading Informational Text | Craft and Structure
  
RI.K.4

With prompting and support, ask and answer questions about unknown words in a text. (See kindergarten Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.K.5

Identify the front cover, back cover, and title page of a book.
  
RI.K.6

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.K.7

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

With prompting and support, identify the reasons an author gives to support points in a text.
  
RI.K.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.K.10

Actively engage in group reading activities with purpose and understanding.
 

Reading Foundational Skills | Print Concepts
  
RF.K.1

Demonstrate understanding of the organization and basic features of print.
  
RF.K.1.a

Follow words from left to right, top to bottom, and page by page.
  
RF.K.1.b

Recognize that spoken words are represented in written language by specific sequences of letters.
  
RF.K.1.c

Understand that words are separated by spaces in print.
  
RF.K.1.d

Recognize and name all upper- and lowercase letters of the alphabet.
 

Reading Foundational Skills | Phonological Awareness
  
RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  
RF.K.2.a

Recognize and produce rhyming words.
  
RF.K.2.b

Count, pronounce, blend, and segment syllables in spoken words.
  
RF.K.2.c

Blend and segment onsets and rimes of single-syllable spoken words.
  
RF.K.2.d

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/.) [Note: 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

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.
  
RF.K.3.a

Demonstrate basic knowledge of letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
  
RF.K.3.b

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  
RF.K.3.c

Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
  
RF.K.3d

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
 

Reading Foundational Skills | Fluency
  
RF.K.4

Read early-emergent-reader texts with purpose and understanding.
 

Standards | Text Types and Purposes
  
W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is
  
W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply some information about a topic.
  
W.K.3

Use a combination of drawing, dictating, and writing to narrate a single event or experience, or several loosely linked events or experiences; sequence the narrative appropriately and provide a reaction to what happened.
  
W.K.3.a

For poems, use rhyming words to create structures (See kindergarten Reading Foundational Skills Standard 2a.)
 

Standards | Production and Distribution of Writing
  
W.K.5

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  
W.K.5.b

Demonstrate the ability to use vocabulary appropriate for kindergarten (as described in kindergarten Language standards 4-6).
  
W.K.6

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
 

Standards | Research to Build and Present Knowledge
  
W.K.7

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  
W.K.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
 

Standards | Range of Writing
  
W.K.10

Write or dictate writing for a range of tasks, purposes, and audiences.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.K.1

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

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

Continue a conversation through multiple exchanges.
  
SL.K.2

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

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  
SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.
  
SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.
 

Language | Conventions of Standard English
  
L.K.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned previously.
  
L.K.1.a

Sentence Structure and Meaning - Demonstrate the ability to produce and expand complete sentences, using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0-100 (see kindergarten mat
  
L.K.1.b

Sentence Structure and Meaning - Form questions that seek additional information, rather than a simple yes/no answer.
  
L.K.1.c

Word Usage - Form regular plural nouns orally by adding /s/ or /es/.
  
L.K.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.K.2.a

Print upper- and lowercase letters.
  
L.K.2.b

Capitalize the first word in a sentence and the pronoun I.
  
L.K.2.c

Recognize and name end punctuation.
  
L.K.2.d

Write a letter or letters for most consonant and short-vowel sounds (phonemes).
  
L.K.2.e

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
  
L.K.2.f

Write numbers 0-20 (see kindergarten mathematics standards for Counting and Cardinality).
 

Language | Vocabulary Acquisition and Use
  
L.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
  
L.K.4.a

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.5

With guidance and support from adults, explore word relationships and nuances in word meanings.
  
L.K.5.a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  
L.K.5.b

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
  
L.K.5.c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).
  
L.K.5.d

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

Use words and phrases acquired through conversations, activities in the kindergarten curriculum, reading and being read to, and responding to texts.

English Language Arts and Literacy | 1
 

Reading Literature | Key Ideas and Details
  
RL.1.1

Ask and answer questions about key details in a text.
  
RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.
  
RL.1.3

Describe characters, settings, and major events in a story, using key details.
 

Reading Literature | Craft and Structure
  
RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.1.5

Identify characteristics of common types of stories, including folktales and fairy tales.
  
RL.1.6

Identify who is telling the story at various points in a text.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.
  
RL.1.8

(Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
  
RL.1.9

Compare and contrast the adventures and experiences of characters in stories.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.1.10

With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1. See more information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.1.1

Ask and answer questions about key details in a text.
  
RI.1.2

Identify the main topic and retell key details of a text.
  
RI.1.3

Describe the connection between two individuals, events, ideas, or pieces of information in a text.
 

Reading Informational Text | Craft and Structure
  
RI.1.4

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.1.5

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  
RI.1.6

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.1.7

Use the illustrations and details in a text to describe its key ideas.
  
RI.1.8

Identify the reasons an author gives to support points in a text.
  
RI.1.9

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.1.10

With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Reading Foundational Skills | Print Concepts
  
RF.1.1

Demonstrate understanding of the organization and basic features of print.
  
RF.1.1.a

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
 

Reading Foundational Skills | Phonological Awareness
  
RF.1.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  
RF.1.2.a

Distinguish long from short vowel sounds in spoken single-syllable words .
  
RF.1.2.b

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
  
RF.1.2.c

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  
RF.1.2.d

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.1.3

Know and apply grade-level phonics and word analysis skills in decoding words.
  
RF.1.3.a

Know the spelling-sound correspondences for common consonant digraphs.
  
RF.1.3.b

Decode regularly spelled one-syllable words.
  
RF.1.3.c

Know final -e and common vowel team conventions for representing long vowel sounds.
  
RF.1.3.d

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  
RF.1.3.e

Decode two-syllable words following basic patterns by breaking the words into syllables.
  
RF.1.3.f

Read words with inflectional endings.
  
RF.1.3.g

Recognize and read grade-appropriate irregularly spelled words.
 

Reading Foundational Skills | Fluency
  
RF.1.4

Read with sufficient accuracy and fluency to support comprehension.
  
RF.1.4.a

Read grade-level text with purpose and understanding.
  
RF.1.4.b

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  
RF.1.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 

Writing | Text Types and Purposes
  
W.1.1

Write opinion pieces that introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  
W.1.2

Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.
  
W.1.3

Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, and provide some sense of c
  
W.1.3.a

For poems, use rhyming words and words that repeat long and short vowel sounds to create structure (see Grade 1 Reading Foundational Skills Standard 2a).
 

Writing | Production and Distribution of Writing
  
W.1.4

Produce 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.1.5

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  
W.1.5.b

Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grade 1).
  
W.1.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
 

Writing | Research to Build and Present Knowledge
  
W.1.7

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).
  
W.1.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
 

Writing | Range of Writing
  
W.1.10

Write routinely for a range of tasks, purposes, and audiences.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.1.1

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

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

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
  
SL.1.1.c

Ask questions to clear up any confusion about the topics and texts under discussion.
  
SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  
SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.1.4

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary. (See grade 1 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.1.5

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  
SL.1.6

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)
 

Language | Conventions of Standard English
  
L.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
  
L.1.1.a

Sentence Structure and Meaning - Produce and expand simple and compound sentences.
  
L.1.1.b

Sentence Structure and Meaning - Demonstrate understanding that a question is a type of sentence.
  
L.1.1.c

Sentence Structure and Meaning - Use singular and plural nouns with matching verbs in sentences.
  
L.1.1.d

Sentence Structure and Meaning - Use verbs to convey a sense of past, present, and future.
  
L.1.1.e

Word Usage - Use common, proper, and possessive nouns.
  
L.1.1.f

Word Usage - Use personal, possessive, and indefinite pronouns.
  
L.1.1.g

Word Usage - Use frequently occurring prepositions, adjectives, adverbs, conjunctions and articles.
  
L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.1.2.a

Print legibly all upper- and lowercase letters.
  
L.1.2.b

Use end punctuation for sentences.
  
L.1.2.c

Capitalize the names of months and people.
  
L.1.2.d

Use commas in dates and to separate individual words in a series.
  
L.1.2.e

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
  
L.1.2.f

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
  
L.1.2.g

Write numerals up to 120 (See grade 1 mathematics standards for Numbers and Operations in base 10); understand that numbers are also written as words; write words for numbers from one to ten.
 

Language | Vocabulary Acquisition and Use
  
L.1.4

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

Use sentence-level context as a clue to the meaning of a word or phrase.
  
L.1.4.b

Use frequently occurring affixes as a clue to the meaning of a word.
  
L.1.4.c

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
  
L.1.5

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
  
L.1.5.a

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
  
L.1.5.b

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

Identify real-life connections between words and their use (e.g., note places at home that are cozy).
  
L.1.5.d

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

Use words and phrases acquired through conversations, activities in the grade 1 curriculum, reading and being read to, and responding to texts, including using frequently occurring conjunctions (e.g.,because) to signal simple relationships. See grade 1 Reading literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 1 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 2
 

Reading Literature | Key Ideas and Details
  
RL.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  
RL.2.2

Retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  
RL.2.3

Describe how characters in a story respond to major events and challenges.
 

Reading Literature | Craft and Structure
  
RL.2.4

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.2.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  
RL.2.6

Explain what dialogue is and how it can reveal characters' thoughts and perspectives.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  
RL.2.8

(Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
  
RL.2.9

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.2.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 2. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  
RI.2.2

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
  
RI.2.3

Describe the connection between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text.
 

Reading Informational Text | Craft and Structure
  
RI.2.4

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.2.5

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  
RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.2.7

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  
RI.2.8

Describe how reasons support specific points the author makes in a text.
  
RI.2.9

Compare and contrast the most important points presented by two texts on the same topic.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.2.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 2. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.
  
RF.2.3.a

Distinguish long and short vowels when reading regularly spelled one-syllable words.
  
RF.2.3.b

Know spelling-sound correspondences for additional common vowel teams.
  
RF.2.3.c

Decode regularly spelled two-syllable words with long vowels.
  
RF.2.3.d

Decode words with common prefixes and suffixes.
  
RF.2.3.e

Identify words with inconsistent but common spelling-sound correspondences.
  
RF.2.3.f

Recognize and read grade-appropriate irregularly spelled words.
 

Reading Foundational Skills | Fluency
  
RF.2.4

Read with sufficient accuracy and fluency to support comprehension.
  
RF.2.4.a

Read grade-level text with purpose and understanding.
  
RF.2.4.b

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  
RF.2.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 

Writing | Text Types and Purposes
  
W.2.1

Write opinion pieces that introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
  
W.2.2

Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  
W.2.3

Write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure.
  
W.2.3.a

For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. (See Grade 2 Reading Literature Standard 4.)
 

Writing | Production and Distribution of Writing
  
W.2.4

Produce 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.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  
W.2.5.b

Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grade 2).
  
W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
 

Writing | Research to Build and Present Knowledge
  
W.2.7

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  
W.2.8

Recall information from experiences or gather information from provided sources to answer a question.
 

Writing | Range of Writing
  
W.2.10

Write routinely for a range of tasks, purposes, and audiences.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.2.1

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

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

Build on others’ talk in conversations by linking their comments to the remarks of others.
  
SL.2.1.c

Ask for clarification and further explanation as needed about the topics and texts under discussion.
  
SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  
SL.2.3

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.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.2.4

Tell a story or recount an experience or explain how to solve a mathematical problem with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. (See grade 2 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.2.5

Create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings.
  
SL.2.6

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.)
 

Language | Conventions of Standard English
  
L.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
  
L.2.1.a

Sentence Structure and Meaning - Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences and choose among sentence types depending on the meaning to be conveyed.
  
L.2.1.b

Sentence Structure and Meaning - Use adjectives and adverbs, and choose between them depending on what is to be modified.
  
L.2.1.c

Word Usage - Use collective nouns and frequently occurring irregular plural nouns.
  
L.2.1.d

Word Usage - Use reflexive pronouns.
  
L.2.1.e

Word Usage - Form and use the past tense of frequently occurring irregular verbs.
  
L.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.2.2.a

Print upper- and lowercase letters legibly and fluently.
  
L.2.2,b

Capitalize holidays, product names, and geographic names.
  
L.2.2.c

Use commas in greetings and closings of letters.
  
L.2.2.d

Use an apostrophe to form contractions and frequently occurring possessives.
  
L.2.2.e

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
  
L.2.2.f

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
  
L.2.2.g

Demonstrate understanding that context determines whether the writer uses a numeral or a written number (e.g., numerals in 1 + 3 = 4, but written words in "When I was one, I was just begun/When I was two, I was still quite new" from A.A. Milne's poem, "Now We Are Six").
 

Language | Knowledge of Language
  
L.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.2.3.a

Compare formal and informal uses of English.
 

Language | Vocabulary Acquisition and Use
  
L.2.4

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

Use sentence-level context as a clue to the meaning of a word or phrase.
  
L.2.4.b

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

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

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

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
  
L.2.4.f

Recognize and use appropriately abbreviations related to grade-level content or commonly used in everyday life (e.g., a.m., p.m.).
  
L.2.4.g

Recognize and use appropriately symbols related to grade-level content or commonly used in everyday life (e.g., $, ¢).
  
L.2.5

Demonstrate understanding of word relationships and nuances in word meanings.
  
L.2.5.a

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
  
L.2.5.b

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

Use words and phrases acquired through conversations, activities in the grade 2 curriculum, reading and being read to, and responding to texts, including using adjectives to describe. (See grade 2 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 2 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 3
 

Reading Literature | Key Ideas and Details
  
RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  
RL.3.2

Retell stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in a text.
  
RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
 

Reading Literature | Craft and Structure
  
RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from figurative language.(See grade 3 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.3.5

Identify common structural elements of fiction (e.g., problem, solution); describe how each successive part of a text builds on earlier sections.
  
RL.3.6

Distinguish their own point of view from that of a text's narrator or those of its characters.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.3.7

Explain how specific aspects of a 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

(Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
  
RL.3.9

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).
 

Reading Literature | Range of Reading and Complexity of Text
  
RL.3.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 3. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  
RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.
  
RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
 

Reading Informational Text | Craft and Structure
  
RI.3.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (See grade 3 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.3.5

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  
RI.3.6

Distinguish their own point of view from that of the author of a text.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.3.7

Use information gained from illustrations (e.g., maps, photographs) and the words, numbers, and symbols in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  
RI.3.8

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

Compare and contrast the most important points and key details presented in two texts on the same topic.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.3.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 3. (See more Information on qualitative and quantitative dimensions of text complexity.)
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.3.3

Know and apply grade-level phonics and word analysis skills in decoding words.
  
RF.3.3.a

Identify and know the meaning of the most common prefixes and derivational suffixes.
  
RF.3.3.b

Decode words with common Latin suffixes.
  
RF.3.3.c

Decode multisyllable words.
  
RF.3.3.d

Read grade-appropriate irregularly spelled words.
 

Reading Foundational Skills | Fluency
  
RF.3.4

Read with sufficient accuracy and fluency to support comprehension.
  
RF.3.4.a

Read grade-level text with purpose and understanding.
  
RF.3.4.b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
  
RF.3.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 

Writing | Text Types and Purposes
  
W.3.1

Write opinion pieces on familiar topics or texts, supporting an opinion with reasons.
  
W.3.1.a

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  
W.3.1.b

Provide reasons that support the opinion.
  
W.3.1.c

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
  
W.3.1.d

Provide a concluding statement or section.
  
W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  
W.3.2.a

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  
W.3.2.b

Develop the topic with facts, definitions, and details.
  
W.3.2.c

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  
W.3.2.d

Provide a concluding statement or section.
  
W.3.3

Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
  
W.3.3.a

Establish a situation and introduce a speaker, narrator and/or characters; organize an appropriate narrative sequence.
  
W.3.3.b

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show responses to situations.
  
W.3.3.c

Use figurative language to suggest images. (See grade 3 Reading Literature Standard 4.)
  
W.3.3.d

Use temporal words and phrases to signal order where appropriate.
  
W.3.3.e

Provide a sense of closure.
  
W.3.3.f

For poems, use words and phrases that form patterns of sounds (e.g., rhyme, repetition of sounds within words or lines) to create meaning or effect.
 

Writing | Production and Distribution of Writing
  
W.3.4

Produce 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.3.5

Develop and strengthen writing as needed by planning, revising, and editing.
  
W.3.5.a

Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 3).
  
W.3.5.b

Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grade 3).
  
W.3.6

Use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
 

Writing | Research to Build and Present Knowledge
  
W.3.7

Conduct short research projects that build knowledge about a topic.
  
W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
 

Writing | Range of Writing
  
W.3.10

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.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.3.1

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

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. (See grade 3 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding use of textual evidence.)
  
SL.3.1.b

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  
SL.3.1.c

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  
SL.3.1.d

Explain their own ideas and understanding in light of the discussion.
  
SL.3.2

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

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.3.4

Report on a topic, text, or solution to a mathematical problem, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and using appropriate vocabulary. (See grade 3 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.3.5

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  
SL.3.6

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.)
 

Language | Conventions of Standard English
  
L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 3 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.3.1.a

Sentence Structure and Meaning - Produce, expand, and rearrange complete simple, compound, and complex sentences.
  
L.3.1.b

Sentence Structure and Meaning - Ensure subject-verb and pronoun-antecedent agreement. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.3.1.c

Sentence Structure and Meaning - Use verbs in the present, past, and future tenses and choose among them depending on the overall meaning of the sentence.
  
L.3.1.d

Sentence Structure and Meaning - Use coordinating and subordinating conjunctions and choose between them depending on the overall meaning of the sentence.
  
L.3.1.e

Sentence Structure and Meaning - Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified and the overall meaning of the sentence.
  
L.3.1.f

Word Usage - Use abstract nouns.
  
L.3.1.g

Word Usage - Form and use regular and irregular plural nouns and the past tense of frequently occurring irregular verbs.
  
L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.3.2.a

Write legibly and fluently by hand, using either printing or cursive handwriting.
  
L.3.2.b

Capitalize appropriate words in titles.
  
L.3.2.c

Use commas in addresses.
  
L.3.2.d

Use commas and quotation marks in dialogue.
  
L.3.2.e

Form and use possessives.
  
L.3.2.f

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.g

Demonstrate understanding that numerals used at the beginning of a sentence are written as words and capitalized (e.g., "Three pandas could be seen eating leaves high in the bamboo grove.").
  
L.3.2.h

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.i

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
 

Language | Knowledge of Language
  
L.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.3.3.a

Choose words and phrases for effect. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.3.3.b

Recognize and observe differences between the conventions of spoken and written standard English.
 

Language | Vocabulary Acquisition and Use
  
L.3.4

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

Use sentence-level context as a clue to the meaning of a word or phrase.
  
L.3.4.b

Determine the meaning of the 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

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

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
  
L.3.4.e

Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., N, S, E, W on a map).
  
L.3.4.f

Recognize and use appropriately symbols related to grade-level content or commonly used in everyday life (e.g., < and >).
  
L.3.5

Demonstrate understanding of word relationships and nuances in word meanings.
  
L.3.5.a

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  
L.3.5.b

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
  
L.3.5.c

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
  
L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. (See grade 3 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 3 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 4
 

Reading Literature | Key Ideas and Details
  
RL.4.1

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

Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  
RL.4.3

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).
 

Reading Literature | Craft and Structure
  
RL.4.4

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean); explain how figurative language (e.g., simile, metaphor) enriches a text. (See grade 4 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.4.5

Explain major differences among prose, poetry, and drama, and refer to the structural elements of each (e.g., paragraphs and chapters for prose; stanza and verse for poetry; scene, stage directions, cast of characters for drama) when writing or speaking about a text.
  
RL.4.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.4.7

Make connections between a written story or drama and its visual or oral presentation, identifying where each version reflects specific descriptions and directions in the written text.
  
RL.4.8

(Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
  
RL.4.9

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
 

Reading Literature | Range of Reading and Complexity of Text
  
RL.4.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 4. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  
RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  
RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.
 

Reading Informational Text | Craft and Structure
  
RI.4.4

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language Standards 4-6on applying knowledge of vocabulary to reading.)
  
RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  
RI.4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.
  
RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.
  
RI.4.9

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 

Reading Informational Text | Range of Reading and Complexity of Text
  
RI.4.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 4. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.4.3

Know and apply grade-level phonics and word analysis skills in decoding words.
  
RF.4.3.a

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.
 

Reading Foundational Skills | Fluency
  
RF.4.4

Read with sufficient accuracy and fluency to support comprehension.
  
RF.4.4.a

Read grade-level text with purpose and understanding.
  
RF.4.4.b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  
RF.4.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 

Writing | Text Types and Purposes
  
W.4.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  
W.4.1.a

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer’s purpose.
  
W.4.1.b

Provide reasons that are supported by facts and details.
  
W.4.1.c

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
  
W.4.1.d

Provide a concluding statement or section related to the opinion presented.
  
W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  
W.4.2.a

Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  
W.4.2.b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  
W.4.2.c

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  
W.4.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.
  
W.4.2.e

Provide a concluding statement or section related to the information or explanation presented.
  
W.4.3

Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
  
W.4.3.a

Orient the reader by establishing a situation and introducing a speaker, narrator and/or characters; organize an appropriate narrative sequence.
  
W.4.3.b

Use dialogue and description to develop experiences or events or show responses to situations.
  
W.4.3.c

Use a variety of transitional words and phrases to manage sequence.
  
W.4.3.d

Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely.
  
W.4.3.e

Provide a sense of closure appropriate to the narrated experiences or events.
  
W.4.3.f

For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different from prose narratives. (See grade 4 Reading Literature Standard 5.)
 

Writing | Production and Distribution of Writing
  
W.4.4

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 under grade 4 Writing-Text Types and Purposes.)
  
W.4.5

Develop and strengthen writing as needed by planning, revising, and editing.
  
W.4.5.a

Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 4).
  
W.4.5.b

Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 4).
  
W.4.6

Use technology, including current web-based communication platforms, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
 

Writing | Research to Build and Present Knowledge
  
W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  
W.4.8

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

Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 4 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.4.10

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.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.4.1

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

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. (See grade 4 Reading Literature Standard 1 and Reading Informational 1 for specific expectations regarding the use of textual evidence.)
  
SL.4.1.b

Follow agreed-upon rules for discussions and carry out assigned roles.
  
SL.4.1.c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  
SL.4.1.d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  
SL.4.2

Paraphrase portions of a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  
SL.4.3

Identify the reasons and evidence a speaker provides to support particular points.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.4.4

Report on a topic, text, procedure, or solution to a mathematical problem, 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 and use appropriate vocabulary (See grade 4 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  
SL.4.6

Differentiate between contexts that call for formal English (e.g., presenting research findings) 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.)
 

Language | Conventions of Standard English
  
L.4.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 4 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.4.1.a

Sentence Structure and Meaning - Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.4.1.b

Sentence Structure and Meaning - Correctly use frequently confused words (e.g., there, their).
  
L.4.1.c

Sentence Structure and Meaning - Use helping verbs, also known as auxiliaries (e.g., can, may, might, should) to convey various conditions of possibility, likelihood, obligation, or permission, choosing among helping verbs depending on the mean
  
L.4.1.d

Sentence Structure and Meaning - Use relative pronouns and relative adverbs to add more information about a noun or a verb used in a sentence.
  
L.4.1.e

Sentence Structure and Meaning - Form and use prepositional phrases in sentences to add more information about qualities such as location, time, agency, and direction.
  
L.4.1.f

Word Usage - Form and use progressive verb tenses.
  
L.4.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.4.2.a

Write legibly and fluently by hand, using either printing or cursive handwriting; write their given name signature in cursive.
  
L.4.2.b

Use correct capitalization.
  
L.4.2.c

Use commas and quotation marks to mark direct speech and quotations from a text.
  
L.4.2.d

Use a comma before a coordinating conjunction in a compound sentence.
  
L.4.2.e

Spell grade-appropriate words correctly, consulting references as needed.
 

Language | Knowledge of Language
  
L.4.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.4.3.a

Choose words and phrases to convey ideas precisely. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.4.3.b

Choose punctuation for effect.
  
L.4.3.c

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
 

Language | Vocabulary Acquisition and Use
  
L.4.4

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

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

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

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.4.4.d

Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., hr., min., sec.).
  
L.4.4.e

Recognize and use appropriately symbols related to grade-level content or common in everyday life (e.g., &, #, *).
  
L.4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.4.5.a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
  
L.4.5.b

Recognize and explain the meaning of common idioms, adages, and proverbs.
  
L.4.5.c

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
  
L.4.6

Acquire and use accurately 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 to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). grade 4 Reading literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 4Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 5
 

Reading Literature | Key Ideas and Details
  
RL.5.1

Quote or paraphrase a text accurately when explaining what the text states explicitly and when drawing inferences from the text. (See grade 5 Writing Standard 8 for more on paraphrasing.)
  
RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  
RL.5.3

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).
 

Reading Literature | Craft and Structure
  
RL.5.4

Determine the meaning of words and phrases as they are used in a text; identify and explain the effects of figurative language such as metaphors and similes. (See grade 5 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.5.5

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

Describe how a narrator’s or speaker’s point of view influences how events are described in a story, myth, poem, or drama.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.5.7

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).
  
RL.5.8

(Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
  
RL.5.9

Compare and contrast stories in the same genre (e.g., mysteries or adventure stories) on their approaches to similar themes and topics.
 

Reading Literature | Range of Reading and Complexity of Text
  
RL.5.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 5. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.5.1

Quote or paraphrase a text accurately when explaining what the text says explicitly and when drawing inferences from the text. (See grade 5 Writing Standard 8 for more on paraphrasing.)
  
RI.5.2

Determine one or more main ideas of a text and explain how they are supported by key details; summarize a text.
  
RI.5.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, mathematical, or technical text based on specific information in the text.
 

Reading Informational Text | Craft and Structure
  
RI.5.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.5.5

Describe how an author uses one or more structures (e.g., chronology, comparison, cause/effect, problem/solution) of events, to present information in a text.
  
RI.5.6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.5.7

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

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  
RI.5.9

Integrate information from several texts on the same topic in order to write or speak knowledgeably about the subject.
 

Reading Informational Text | Range of Reading and Complexity of Text
  
RI.5.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 5. (See more Information on qualitative and quantitative dimensions of text complexity.)
 

Reading Foundational Skills | Phonics and Word Recognition
  
RF.5.3

Know and apply grade-level phonics and word analysis skills in decoding words.
  
RF.5.3.a

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.
 

Reading Foundational Skills | Fluency
  
RF.5.4

Read with sufficient accuracy and fluency to support comprehension.
  
RF.5.4.a

Read grade-level text with purpose and understanding.
  
RF.5.4.b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  
RF.5.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 

Writing | Text Types and Purposes
  
W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  
W.5.1.a

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped in paragraphs and sections to support the writer’s purpose.
  
W.5.1.b

Provide logically ordered reasons that are supported by facts and details.
  
W.5.1.c

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  
W.5.1.d

Provide a concluding statement or section related to the opinion presented.
  
W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  
W.5.2.a

Introduce a topic clearly, provide a general observation and focus, and group related information logically in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  
W.5.2.b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  
W.5.2.c

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  
W.5.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.
  
W.5.2.e

Provide a concluding statement or section related to the information or explanation presented.
  
W.5.3

Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
  
W.5.3.a

Orient the reader by establishing a situation and introducing a speaker, narrator and/or characters; organize an appropriate narrative sequence.
  
W.5.3.b

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show responses to situations.
  
W.5.3.c

Use a variety of transitional words, phrases, and clauses to manage sequence.
  
W.5.3.d

Use concrete words and phrases and sensory details to convey experiences or events precisely.
  
W.5.3.e

Provide a sense of closure appropriate to the narrated experiences or events.
  
W.5.3.f

For prose narratives, draw on characteristics of traditional or modern genres (e.g., tall tales, myths, mysteries, fantasies, historical fiction) from diverse cultures as models for writing. (See grade 5 Reading Literature Standard 9.)
  
W.5.3.g

For poems, draw on characteristics of traditional poetic forms (e.g.., ballads, couplets) or modern free verse from diverse cultures as models for writing.
 

Writing | Production and Distribution of Writing
  
W.5.4

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 Writing Standards 1-3.)
  
W.5.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  
W.5.5.a

Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 5).
  
W.5.5.b

Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 5).
  
W.5.6

Use technology, including current web-based communication platforms, to produce 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
 

Writing | Research to Build and Present Knowledge
  
W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  
W.5.8

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

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying one or more grade 5 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.5.10

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.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.5.1

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

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. (See grade 5 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding the use of evidence.)
  
SL.5.1.b

Follow agreed-upon rules for discussions and carry out assigned roles.
  
SL.5.1.c

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

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
  
SL.5.2

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  
SL.5.3

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.5.4

Report on a topic, text, procedure, or solution to a mathematical problem 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 and use appropriate vocabulary. (See grade 5 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.5.5

Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
  
SL.5.6

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.)
 

Language | Conventions of Standard English
  
L.5.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 5 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.5.1.a

Sentence Structure and Meaning - Use verb tense to convey various times, sequences, states, and conditions, choosing among verb tenses depending on the overall meaning of the sentence.
  
L.5.1.b

Sentence Structure and Meaning - Recognize and correct inappropriate shifts in verb tense. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.5.1.c

Sentence Structure and Meaning - Use active and passive verbs, choosing between them depending on the overall meaning of the sentence.
  
L.5.1.d

Word Usage - Form and use perfect verb tenses.
  
L.5.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.5.2.a

Write legibly and fluently by hand, using either print or cursive handwriting; write their given and family name signature in cursive.
  
L.5.2.b

Use punctuation to separate items in a series. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.5.2.c

Use a comma to separate an introductory element from the rest of the sentence.
  
L.5.2.d

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.e

Use underlining, quotation marks, or italics to indicate titles of works.
  
L.5.2.f

Spell grade-appropriate words correctly, consulting references as needed.
 

Language | Knowledge of Language
  
L.5.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.5.3.a

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.5.3.b

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
 

Language | Vocabulary Acquisition and Use
  
L.5.4

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

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

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

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.5.4.d

Recognize and use appropriately abbreviations related to grade-level content or common in everyday life, including abbreviations derived from words or phrases in other languages (e.g., lb., oz., etc.).
  
L.5.4.e

Recognize and use appropriately symbols related to grade-level content or common in everyday life, including symbols with multiple meanings (e.g., parentheses in mathematics and writing, ° to measure angles and temperature).
  
L.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.5.5.a

Interpret figurative language, including similes and metaphors, in context.
  
L.5.5.b

Recognize and explain the meaning of common idioms, adages, and proverbs.
  
L.5.5.c

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
  
L.5.6

Acquire and use accurately 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). grade 5 Reading literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 5 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 6
 

Reading Literature | Key Ideas and Details
  
RL.6.1

Cite textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 6 Writing Standard 8 for more on quoting and paraphrasing.)
  
RL.6.2

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  
RL.6.3

Describe how the plot of a particular story, poem, or drama unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
 

Reading Literature | Craft and Structure
  
RL.6.4

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 choices, including those that create repeated sounds and rhythms in poetry, on meaning, tone (i.e., emotional atmosphere). (See grade 6 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
  
RL.6.6

Explain how an author develops the point of view of the narrator or speaker in a text.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.6.7

Compare and contrast the experience of reading a story, drama, or poem to that of listening to or viewing the same text.
  
RL.6.8

(Not applicable. For expectations regarding themes in literary works, See Reading Literature Standard 2.)
  
RL.6.9

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.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.6.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 6. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.6.1

Cite textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 6 Writing Standard 8 for more on quoting and paraphrasing.)
  
RI.6.2

Determine a text's central idea(s) and how particular details help convey the idea(s); provide a summary of the text distinct from personal opinions or judgments.
  
RI.6.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
 

Reading Informational Text | Craft and Structure
  
RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; explain how word choice affects meaning and tone. (See grade 6 Language standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.6.5

Analyze how a particular sentence, paragraph, chapter, section or text feature (e.g., heading) fits into the overall structure of a text and contributes to the development of the ideas.
  
RI.6.6

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.6.7

Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue.
  
RI.6.8

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

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).
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.6.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 6. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Writing | Text Types and Purposes
  
W.6.1

Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
  
W.6.1.a

Introduce claim(s) and organize the reasons and evidence clearly in paragraphs and sections.
  
W.6.1.b

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  
W.6.1.c

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  
W.6.1.d

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).
  
W.6.1.e

Provide a concluding statement or section that follows from the argument presented.
  
W.6.2

Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  
W.6.2.a

Introduce a topic; organize ideas, concepts, and information in paragraphs and sections, 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

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  
W.6.2.c

Use appropriate transitions to clarify the relationships among ideas and concepts.
  
W.6.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.
  
W.6.2.e

Establish and maintain a style appropriate to the audience and purpose (e.g., formal for academic writing).
  
W.6.2.f

Provide a concluding statement or section that follows from the information or explanation presented.
  
W.6.3

Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, and well-structured sequences.
  
W.6.3.a

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an appropriate narrative sequence.
  
W.6.3.b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  
W.6.3.c

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

Use precise words and phrases, relevant descriptive details, figurative and sensory language, and techniques such as personification (e.g., "the fog crept in") to convey experiences or events.
  
W.6.3.e

Provide a conclusion that follows from the narrated experiences or events.
 

Writing | Production and Distribution of Writing
  
W.6.4

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 Writing Standards 1-3.)
  
W.6.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  
W.6.5.a

Demonstrate command of standard English conventions (as described in Language standards 1-3 up to and including grade 6).
  
W.6.5.b

Demonstrate the ability to select accurate vocabulary (as described in Language standards 4-6 up to and including grade 6).
  
W.6.6

Use technology, including current web-based platforms, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
 

Writing | Research to Build and Present Knowledge
  
W.6.7

Conduct short as well as more sustained research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  
W.6.8

When conducting research, 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

Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grade 6 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.6.10

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.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.6.1

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

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. (See grade 6 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding the use of textual evidence.)
  
SL.6.1.b

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  
SL.6.1.c

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

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
  
SL.6.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
  
SL.6.3

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate vocabulary, eye contact, volume, and pronunciation. (See grade 6 Language standards 4-6 for specific expectations regarding vocabulary.)
  
SL.6.5

Include multimedia components and visual displays in presentations to clarify information.
  
SL.6.6

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.)
 

Language | Conventions of Standard English
  
L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 6 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.6.1.a

Sentence Structure, Variety, and Meaning - Use simple, compound, complex, and compound-complex sentences to communicate ideas clearly and add variety to writing.
  
L.6.1.b

Sentence Structure, Variety, and Meaning - Explain the function of phrases and clauses in general, how phrases and clauses differ, and how their use conveys a particular meaning in a specific spoken or written sentence.
  
L.6.1.c

Sentence Structure, Variety, and Meaning - Place or rearrange phrases or clauses within a sentence, recognizing and correcting misplaced or dangling modifiers. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.6.2.a

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.6.2.b

Spell correctly, recognizing that some words have commonly accepted variations (e.g., donut/doughnut).
 

Language | Knowledge of Language
  
L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.6.3.a

Maintain appropriate consistency in style and tone while varying sentence patterns for meaning and audience interest. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.6.3.b

Recognize variations from standard or formal English in writing and speaking, determine their appropriateness for the intended purpose and audience, and make changes as necessary. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
 

Language | Vocabulary Acquisition and Use
  
L.6.4

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

Use 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

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

Consult 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 or its part of speech.
  
L.6.4.d

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

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.6.5.a

Interpret figures of speech (e.g., personification) in context.
  
L.6.5.b

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

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
  
L.6.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. (See grade 6 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 6 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 7
 

Reading Literature | Key Ideas and Details
  
RL.7.1

Cite several pieces of textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 7 Writing Standard 8 for more on quoting and paraphrasing.)
  
RL.7.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of a text.
  
RL.7.3

Analyze how particular elements of a story, poem, or drama interact (e.g., how setting shapes the characters or plot).
 

Reading Literature | Craft and Structure
  
RL.7.4

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, tone, or mood, including the impact of repeated use of particular images. (See grade 7 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.7.5

Analyze how aspects of a literary work's structure contribute to its meaning or style (e.g., the effect of repetition in an epic, a flashback in a novel, or a soliloquy in a drama).
  
RL.7.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.7.7

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
  
RL.7.8

(Not applicable. For expectations regarding themes in literary works, See Reading Literature Standard 2.)
  
RL.7.9

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.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.7.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 7. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.7.1

Cite several pieces of textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 7 Writing Standard 8 for more on quoting and paraphrasing.)
  
RI.7.2

Determine a text's central idea(s) and analyze its/ their development over the course of a text; provide an objective summary of a text.
  
RI.7.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
 

Reading Informational Text | Craft and Structure
  
RI.7.4

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. (See grade 7 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.7.5

Analyze the structure an author uses to organize a text, including how the major sections and text features (e.g., headings) contribute to the whole and to the development of the ideas.
  
RI.7.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.7.7

Compare and contrast a written text to an audio, video, or multimedia version, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
  
RI.7.8

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

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.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.7.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 7. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Writing | Text Types and Purposes
  
W.7.1

Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
  
W.7.1.a

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically in paragraphs and sections.
  
W.7.1.b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  
W.7.1.c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
  
W.7.1.d

Establish and maintain style appropriate to audience and purpose (e.g., formal for academic writing).
  
W.7.1.e

Provide a concluding statement or section that follows from and supports the argument presented.
  
W.7.2

Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  
W.7.2.a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information in paragraphs and sections, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.
  
W.7.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  
W.7.2.c

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  
W.7.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.
  
W.7.2.e

Establish and maintain a style appropriate for audience and purpose (e.g., formal for academic writing).
  
W.7.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented.
  
W.7.3

Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, and well-structured sequences.
  
W.7.3.a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an appropriate narrative sequence.
  
W.7.3.b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  
W.7.3.c

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

Use precise words and phrases, relevant descriptive details, and figurative and sensory language to establish a mood that evokes an emotion, to capture action, and to convey experiences and events.
  
W.7.3.e

Provide a conclusion that follows from and reflects on the narrated experiences or events.
 

Writing | Production and Distribution of Writing
  
W.7.4

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 Writing Standards 1-3.)
  
W.7.5

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.
  
W.7.5.a

Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 7).
  
W.7.5.b

Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 7).
  
W.7.6

Use technology, including current web-based communication platforms, 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.
 

Writing | Research to Build and Present Knowledge
  
W.7.7

Conduct short as well as more sustained research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  
W.7.8

When conducting research, 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

Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grade 7 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.7.10

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.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.7.1

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

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. (See grade 7 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding textual evidence.)
  
SL.7.1.b

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  
SL.7.1.c

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  
SL.7.1.d

Acknowledge new information expressed by others and, when warranted, modify their own views.
  
SL.7.2

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
  
SL.7.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate vocabulary, eye contact, volume, and pronunciation. (See grade 7 Language standards 4-6 for specific expectations regarding vocabulary.)
  
SL.7.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
  
SL.7.6

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.)
 

Language | Conventions of Standard English
  
L.7.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 7 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.7.1.a

Sentence Structure, Variety, and Meaning - Use phrases and clauses to communicate ideas precisely, with attention to skillful verb tenses to add clarity.
  
L.7.1.b

Sentence Structure, Variety, and Meaning - Recognize and correct vague pronouns (those that have unclear or ambiguous antecedents). [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.7.1.c

Sentence Structure, Variety, and Meaning - Recognize and correct inappropriate shifts in pronoun number and person in sentences with multiple clauses and phrases.
  
L.7.1.d

Sentence Structure, Variety, and Meaning -Recognize that changing the placement of a phrase or clause can add variety, emphasize particular relationships among ideas, or alter the meaning of a sentence or paragraph. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.7.2

Demonstrate command of standard English capitalization, punctuation, and spelling when writing.
  
L.7.2.a

Use a comma to separate coordinate adjectives (e.g.,a fascinating, enjoyable movie).
  
L.7.2.b

Spell correctly, recognizing that some words have commonly accepted variations (e.g., donut/doughnut).
 

Language | Knowledge of Language
  
L.7.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.7.3.a

Maintain appropriate consistency in style and tone while varying sentence patterns for meaning and audience interest.
  
L.7.3.b

Recognize variations from standard or formal English in writing and speaking, determine their appropriateness for the intended purpose and audience, and make changes as necessary.
 

Language | Vocabulary Acquisition and Use
  
L.7.4

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

Use 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

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

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 or its part of speech.
  
L.7.4.d

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

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.7.5.a

Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
  
L.7.5.b

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
  
L.7.5.c

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
  
L.7.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. (See grade 7 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 7 Writing Standard 8 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 8
 

Reading Literature | Key Ideas and Details
  
RL.8.1

Cite the textual evidence that most strongly supports analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 8 Writing Standard 8 for more on quoting and paraphrasing.)
  
RL.8.2

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; provide an objective summary of the text.
  
RL.8.3

Analyze how particular lines of dialogue or incidents in a story, poem, or drama propel the action, reveal aspects of a character, or provoke a decision.
 

Reading Literature | Craft and Structure
  
RL.8.4

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, tone, or mood, including allusions and irony. (See grade 8 Language standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.8.5

Compare and contrast the structure of two or more texts, analyzing how structure contributes to meaning and style in each text.
  
RL.8.6

Analyze how differences in point of view between characters and audience (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.8.7

Analyze the extent to which an audio, filmed, or staged production of a story, drama, or poem stays faithful to or departs from the original, evaluating the choices made by the director or performer(s).
  
RL.8.8

(Not applicable. For expectations regarding themes in literary works, See Reading Literature Standard 2.)
  
RL.8.9

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.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.8.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 8. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.8.1

Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text, quoting or paraphrasing where appropriate. (See grade 8 Writing Standard 8 for more on quoting and paraphrasing.)
  
RI.8.2

Determine a text's central idea(s) and analyze its/their development over the course of the text, including relationships to supporting ideas; provide an objective summary of a text.
  
RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
 

Reading Informational Text | Craft and Structure
  
RI.8.4

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. (See grade applying knowledge of vocabulary to reading; see grade 1 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)
  
RI.8.5

Analyze in detail the structural elements of a text, including the role of specific sentences, paragraphs, and text features in developing and refining a key concept.
  
RI.8.6

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.8.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
  
RI.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
  
RI.8.9

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.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.8.10

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 8. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Writing | Text Types and Purposes
  
W.8.1

Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
  
W.8.1.a

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically in paragraphs and sections.
  
W.8.1.b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  
W.8.1.c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
  
W.8.1.d

Establish and maintain a style appropriate to the audience and purpose (e.g., formal for academic writing.)
  
W.8.1.e

Provide a concluding statement or section that follows from and supports the argument presented.
  
W.8.2

Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  
W.8.2.a

Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  
W.8.2.b

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  
W.8.2.c

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  
W.8.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.
  
W.8.2.e

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).
  
W.8.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented.
  
W.8.3

Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, and well-structured sequences.
  
W.8.3.a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an appropriate narrative sequence.
  
W.8.3.b

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  
W.8.3.c

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

Use precise words and phrases, relevant descriptive details, and sensory language to convey a tone (the writer's attitude toward the subject: e.g., humorous, serious, or ironic) and to convey experiences or events.
  
W.8.3.e

Provide a conclusion that follows from and reflects on the narrated experiences or events.
 

Writing | Production and Distribution of Writing
  
W.8.4

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 Writing Standards 1-3.)
  
W.8.5

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.
  
W.8.5.a

Demonstrate command of standard English conventions (as described in Language standards 1-3 up to and including grade 8).
  
W.8.5.b

Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 8).
  
W.8.6

Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
 

Writing | Research to Build and Present Knowledge
  
W.8.7

Conduct short as well as more sustained 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

When conducting research, 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

Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grade 8 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.8.10

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.
 

Speaking and Listening | Comprehension and Collaboration
  
SL.8.1

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

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. (See grade 8 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding the use of textual evidence.)
  
SL.8.1.b

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  
SL.8.1.c

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

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
  
SL.8.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
  
SL.8.3

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.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate vocabulary, eye contact, volume, and pronunciation. (See grade 8 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.8.5

Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
  
SL.8.6

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.)
 

Language | Conventions of Standard English
  
L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 8 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.8.1.a

Sentence Structure, Variety, and Meaning - Coordinate phrases and clauses in simple, compound, complex, and compound-complex sentences, with emphasis on agreement of pronouns and their antecedents.
  
L.8.1.b

Sentence Structure, Variety, and Meaning - Form and use verbs in the active and passive voices and the indicative, imperative, interrogative, conditional, and subjunctive moods to communicate a particular meaning. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.8.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.8.2.a

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  
L.8.2.b

Use an ellipsis to indicate an omission.
  
L.8.2.c

Spell correctly, recognizing that some words have commonly accepted variations (e.g., donut/doughnut).
 

Language | Knowledge of Language
  
L.8.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  
L.8.3.a

Maintain appropriate consistency in style and tone while varying sentence patterns for meaning and audience interest.
  
L.8.3.b

Recognize variations from standard or formal English in writing and speaking, determine their appropriateness for the intended purpose and audience, and make changes as necessary.
 

Language | Vocabulary Acquisition and Use
  
L.8.4

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

Use 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.8.4.b

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

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 or its part of speech.
  
L.8.4.d

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

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.8.5.a

Interpret figures of speech (e.g. verbal irony, puns) in context.
  
L.8.5.b

Use the relationship between particular words to better understand each of the words.
  
L.8.5.c

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
  
L.8.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. (See grade 8 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 1 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

English Language Arts and Literacy | 6-8
 

Reading in History and Social Science | Key Ideas and Details
  
RCA-H.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate. (See grades 6-8 Writing Standard 8 for more on quoting and paraphrasing.)
  
RCA-H.6-8.2

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.
  
RCA-H.6-8.3

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).
 

Reading in History and Social Science | Craft and Structure
  
RCA-H.6-8.4

Determine the meaning of general academic and domain specific words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
  
RCA-H.6-8.5

Describe how a text presents information (e.g., sequentially, comparatively, causally), including how written texts incorporate features such as headings.
  
RCA-H.6-8.6

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).
 

Reading in History and Social Science | Integration of Knowledge and Ideas
  
RCA-H.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
  
RCA-H.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.
  
RCA-H.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.
 

Reading in History and Social Science | Range of Reading and Level of Text Complexity
  
RCA-H.6-8.10

Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course. See more information on qualitative and quantitative dimensions of text complexity.)
 

Reading in Science and Career and Technical Subjects | Key Ideas and Details
  
RCA-ST.6-8.1

Cite specific textual evidence to support analysis of science and technical texts, quoting or paraphrasing as appropriate. (See grades 6-8 Writing Standard 8 for more on quoting and paraphrasing.)
  
RCA-ST.6-8.2

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  
RCA-ST.6-8.3

Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.
 

Reading in Science and Career and Technical Subjects | Craft and Structure
  
RCA-ST.6-8.4

Determine the meaning of general academic vocabulary as well as symbols, notation, 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
  
RCA-ST.6-8.5

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.
  
RCA-ST.6-8.6

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
 

Reading in Science and Career and Technical Subjects | Integration of Knowledge and Ideas
  
RCA-ST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  
RCA-ST.6-8.8

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  
RCA-ST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
 

Reading in Science and Career and Technical Subjects | Range of Reading and Level of Text Complexity
  
RCA-ST.6-8.10

Independently and proficiently read and comprehend science/technical texts exhibiting complexity appropriate for the grade/course. (See more information on qualitative and quantitative dimensions of text complexity.)
 

Writing in the Content Areas | Text Types and Purposes
  
WCA.6-8.1

Write arguments focused on discipline-specific content.
  
WCA.6-8.1.a

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims/critiques, and organize the reasons and evidence logically in paragraphs and sections.
  
WCA.6-8.1.b

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
  
WCA.6-8.1.c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims/critiques, reasons, and evidence.
  
WCA.6-8.1.d

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).
  
WCA.6-8.1.e

Provide a concluding statement or section that follows from and supports the argument presented.
  
WCA.6-8.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  
WCA.6-8.2.a

Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include text features (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.
  
WCA.6-8.2.b

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  
WCA.6-8.2.c

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  
WCA.6-8.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.
  
WCA.6-8.2.e

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).
  
WCA.6-8.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented.
  
WCA.6-8.3

Not applicable as a separate requirement. Note: Students' narrative skills grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historic import. In science, mathematics, and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations, analyses, or technical work so that others can replicate them and (possibly) reach the same results. In addition, career/vocational courses may involve more specific forms of narrative composition: scripts and storyboards in filmmaking, timelines and interview write-ups in journalism, instructions for a tool’s assembly or safe use in carpentry, and more.
 

Writing in the Content Areas | Production and Distribution of Writing
  
WCA.6-8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  
WCA.6-8.5

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.
  
WCA.6-8.6

Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
 

Writing in the Content Areas | Research to Build and Present Knowledge
  
WCA.6-8.7

Conduct short as well as more sustained 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.
  
WCA.6-8.8

When conducting research, 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.
  
WCA.6-8.9

Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 6-8 Reading Standard 1 for more on the use of textual evidence.)
 

Writing in the Content Areas | Range of Writing
  
WCA.6-8.10

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.
 

Speaking and Listening in the Content Areas | Comprehension and Collaboration
  
SLCA.6-8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on other's ideas and expressing their own clearly.
  
SLCA.6-8.1.a

Come to discussions prepared, having read and 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. (See grades 6-8 Reading Standard 1 for more on the use of textual evidence.)
  
SLCA.6-8.1.b

Follow rules for collegial discussions and decision-making, track goals toward specific goals and deadlines, and define individual roles as needed.
  
SLCA.6-8.1.c

Pose questions that connect the ideas of several speakers and respond to others' questions and comment with relevant evidence, observations, and ideas.
  
SLCA.6-8.1.d

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
  
SLCA.6-8.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
  
SLCA.6-8.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
 

Speaking and Listening in the Content Areas | Presentation of Knowledge and Ideas
  
SLCA.6-8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate vocabulary, eye contact, volume, and pronunciation.
  
SLCA.6-8.5

Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence and to add interest.
  
SLCA.6-8.6

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

English Language Arts and Literacy | 9-10
 

Reading Literature | Key Ideas and Details
  
RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text.
  
RL.9-10.2

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; provide an objective summary of the text.
  
RL.9-10.3

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.
 

Reading Literature | Craft and Structure
  
RL.9-10.4

Determine the figurative or connotative meaning(s) of words and phrases as they are used in a text; analyze the impact of words with multiple meanings, as well as symbols or metaphors that extend throughout the text and shape its meaning. (See grades 9-10 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.9-10.5

Analyze how an author’s choices concerning how to structure a text, 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

Analyze a case in which a character's point of view and actions signal acceptance or rejection of cultural norms or intellectual ideas of a period or place, drawing on a wide reading of world literature.
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.9-10.7

Analyze a critical response to a work or body of literature (e.g., author documentary, book review); provide a summary of the argument presented and evaluate the strength of the evidence supporting it.
  
RL.9-10.8

(Not applicable. For expectations regarding themes in literary texts, see Reading Literature Standard 2.)
  
RL.9-10.9

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 the Bible or how a later author draws on a play by Shakespeare).
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.9-10.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text.
  
RI.9-10.2

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; provide an objective summary of a text.
  
RI.9-10.3

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 presence or absence of connections between them.
 

Reading Informational Text | Craft and Structure
  
RI.9-10.4

Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative or contradictory impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper; how an author’s word choice varies from one part of a text to another.) (See grades 9-10 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.9-10.5

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

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.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.9-10.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized or deemphasized in each account.
  
RI.9-10.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements or incomplete truths and fallacious reasoning.
  
RI.9-10.9

Analyze seminal documents of historical and literary significance (e.g., Washington’s Farewell Address, Lincoln's Second Inaugural and the Gettysburg Addresses, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.9-10.10

Independently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. See more on qualitative and quantitative dimensions of text complexity.
 

Writing | Text Types and Purposes
  
W.9-10.1

Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  
W.9-10.1.a

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

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

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

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
W.9-10.1.e

Provide a concluding statement or section that follows from and supports the argument presented.
  
W.9-10.2

Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) 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

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  
W.9-10.2.b

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

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

Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  
W.9-10.2.e

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
W.9-10.2.f

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

Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.
  
W.9-10.3.a

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 an appropriate progression of experiences or events.
  
W.9-10.3.b

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

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

Use precise words and phrases, telling details, and figurative and sensory language to describe settings and characters and to establish mood and tone.
  
W.9-10.3.e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
 

Writing | Production and Distribution of Writing
  
W.9-10.4

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 Writing Standards 1-3.)
  
W.9-10.5

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.
  
W.9-10.5.a

Demonstrate command of standard English conventions (as described in Language standards 1-3 up to and including grades 9-10).
  
W.9-10.5.b

Demonstrate the ability to select accurate vocabulary (as described in Language standards 4-6 up to and including grades 9-10).
  
W.9-10.6

Use technology, including current web-based communication platforms, 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.
 

Writing | Research to Build and Present Knowledge
  
W.9-10.7

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 topic under investigation.
  
W.9-10.8

When conducting research, 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

Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grades 9-10 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.9-10.10

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 | Comprehension and Collaboration
  
SL.9-10.1

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

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. (See grades 9-10 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding the use of textual evidence.)
  
SL.9-10.1.b

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

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

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

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  
SL.9-10.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and tas
  
SL.9-10.5

Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  
SL.9-10.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for specific expectations.)
 

Language | Conventions of Standard English
  
L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grades 9-10 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
  
L.9-10.1.a

Sentence Structure, Variety, and Meaning - Manipulate and rearrange clauses and phrases in sentences, paying attention to the agreements of pronouns and their antecedents, logical use of verb tenses, and variety in sentence patterns.
  
L.9-10.1.b

Sentence Structure, Variety, and Meaning - Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
  
L.9-10.1.c

Sentence Structure, Variety, and Meaning - Use parallel structure as a technique for creating coherence in sentences, paragraphs, and larger pieces of writing. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
  
L.9-10.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.9-10.2.a

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  
L.9-10.2.b

Use a colon to introduce a list or quotation.
  
L.9-10.2.c

Spell correctly, recognizing that some words have commonly accepted variations (e.g., catalog/catalogue).
 

Language | Knowledge of Language
  
L.9-10.3

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

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.9-10.3.b

Revise and edit work to decrease redundancy (ineffective repetition of ideas or details). [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
 

Language | Vocabulary Acquisition and Use
  
L.9-10.4

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

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  
L.9-10.4.b

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

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

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

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.9-10.5.a

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
  
L.9-10.5.b

Analyze nuances in the meaning of words with similar denotations.
  
L.9-10.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. (See grades 9-10 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grades 9-10 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)
 

Reading in History and Social Science | Key Ideas and Details
  
RCA-H.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  
RCA-H.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.
  
RCA-H.9-10.3

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
 

Reading in History and Social Science | Craft and Structure
  
RCA-H.9-10.4

Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
  
RCA-H.9-10.5

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
  
RCA-H.9-10.6

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.
 

Reading in History and Social Science | Integration of Knowledge and Ideas
  
RCA-H.9-10.7

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  
RCA-H.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author’s claims.
  
RCA-H.9-10.9

Compare and contrast treatments of the same topic in several primary and secondary sources.
 

Reading in History and Social Science | Range of Reading and Level of Text Complexity
  
RCA-H.9-10.10

Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course. See information on qualitative and quantitative dimensions of text complexity.
 

Reading in Science and Career and Technical Subjects | Key Ideas and Details
  
RCA-ST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
  
RCA-ST.9-10.2

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 a text.
  
RCA-ST.9-10.3

Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
 

Reading in Science and Career and Technical Subjects | Craft and Structure
  
RCA-ST.9-10.4

Determine the meaning of general academic vocabulary, as well as symbols, key terms, notation, 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
  
RCA-ST.9-10.5

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
  
RCA-ST.9-10.6

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
 

Reading in Science and Career and Technical Subjects | Integration of Knowledge and Ideas
  
RCA-ST.9-10.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
  
RCA-ST.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
  
RCA-ST.9-10.9

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting where the findings support or contradict previous explanations or accounts
 

Reading in Science and Career and Technical Subjects | Range of Reading and Level of Text Complexity
  
RCA-ST.9-10.10

Independently and proficiently read and comprehend science/technical texts exhibiting complexity appropriate for the grade/course. (See more on qualitative and quantitative dimensions of text complexity.)
 

Writing in the Content Areas | Text Types and Purposes
  
WCA.9-10.1

Write arguments focused on discipline-specific content.
  
WCA.9-10.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims/critiques, and create an organization that establishes clear relationships among the claim(s), counterclaims/critiques, reasons, and evidence.
  
WCA.9-10.1.b

Develop claim(s) and counterclaims/critiques fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims/critiques in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
  
WCA.9-10.1.c

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/critiques.
  
WCA.9-10.1.d

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
WCA.9-10.1.e

Provide a concluding statement or section that follows from or supports the argument presented.
  
WCA.9-10.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  
WCA.9-10.2.a

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  
WCA.9-10.2.b

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.
  
WCA.9-10.2.c

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas, concepts, or procedures.
  
WCA.9-10.2.d

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.
  
WCA.9-10.2.e

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
WCA.9-10.2.f

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).
  
WCA.9-10.3

Not applicable as a separate requirement. Note: Students' narrative skills grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historic import. In science, mathematics, and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations, analyses, or technical work so that others can replicate them and (possibly) reach the same results. In addition, career/vocational courses may involve more specific forms of narrative composition: scripts and storyboards in filmmaking, timelines and interview write-ups in journalism, instructions for a tool’s assembly or safe use in carpentry, and more.
 

Writing in the Content Areas | Production and Distribution of Writing
  
WCA.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  
WCA.9-10.5

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.
  
WCA.9-10.6

Use technology, including current web-based communication platforms, 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.
 

Writing in the Content Areas | Research to Build and Present Knowledge
  
WCA.9-10.7

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.
  
WCA.9-10.8

When conducting research, 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.
  
WCA.9-10.9

Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 9-10 Reading Standard 1 for more on the use of textual evidence.)
 

Writing in the Content Areas | Range of Writing
  
WCA.9-10.10

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.
 

Speaking and Listening in the Content Areas | Comprehension and Collaboration
  
SLCA.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  
SLCA.9-1.a0.1

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. (See grades 9-10 Reading Standard 1 for more on the use of textual evidence.)
  
SLCA.9-1.b0.1

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.
  
SLCA.9-1.c0.1

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.
  
SLCA.9-1.d0.1

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.
  
SLCA.9-10.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  
SLCA.9-10.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
 

Speaking and Listening in the Content Areas | Presentation of Knowledge and Ideas
  
SLCA.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task.
  
SLCA.9-10.5

Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  
SLCA.9-10.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

English Language Arts and Literacy | 11-12
 

Reading Literature | Key Ideas and Details
  
RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  
RL.11-12.2

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; provide an objective summary of the text.
  
RL.11-12.3

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story, poem, or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
 

Reading Literature | Craft and Structure
  
RL.11-12.4

Determine the figurative or connotative meaning (s) of words and phrases as they are used in the text; analyze the impact of specific words or rhetorical patterns (e.g., how the language evokes a sense of time and place, how shifts in rhetorical patterns signal new perspectives). (See grades 11-12 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RL.11-12.5

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, the choice to introduce a new tone or point of view) contribute to its overall structure and meaning as well as its aesthetic impact.
  
RL.11-12.6

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, notable omission).
 

Reading Literature | Integration of Knowledge and Ideas
  
RL.11-12.7

Analyze one or more critical responses to a work or body of literature, including how the critical lens (e.g., formal, historical, feminist, sociological, psychological) influences the interpretation.
  
RL.11-12.8

(Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
  
RL.11-12.9

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.
 

Reading Literature | Range of Reading and Level of Text Complexity
  
RL.11-12.10

Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. See information on qualitative and quantitative dimensions of text complexity.
 

Reading Informational Text | Key Ideas and Details
  
RI.11-12.1

Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  
RI.11-12.2

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; provide an objective summary of a text.
  
RI.11-12.3

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.
 

Reading Informational Text | Craft and Structure
  
RI.11-12.4

Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines or revises the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (See grades 11-12 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
  
RI.11-12.5

Analyze and evaluate the effectiveness of the structure an author uses in an exposition or argument, including whether the structure makes points clear, coherent, convincing, and engaging.
  
RI.11-12.6

Determine 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 beauty of the text.
 

Reading Informational Text | Integration of Knowledge and Ideas
  
RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words in order to address a question or solve a problem.
  
RI.11-12.8

Delineate and evaluate the reasoning in seminal historical 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

Analyze pre-20th century documents of historical and literary significance (e.g., the Magna Carta, The Declaration of Independence, the Declaration of the Rights of Man, the Preamble to the Constitution, the Bill of Rights) for their themes, purposes, and rhetorical features.
 

Reading Informational Text | Range of Reading and Level of Text Complexity
  
RI.11-12.10

Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. (See more on qualitative and quantitative dimensions of text complexity.)
 

Writing | Text Types and Purposes
  
W.11-12.1

Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  
W.11-12.1.a

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

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

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

Establish and maintain a style appropriate to the audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
W.11-12.1.e

Provide a concluding statement or section that follows from and supports the argument presented.
  
W.11-12.2

Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) 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

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 text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  
W.11-12.2.b

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

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

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

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
W.11-12.2.f

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

Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.
  
W.11-12.3.a

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 an appropriate progression of experiences or events.
  
W.11-12.3.b

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

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

Use precise words and phrases, telling details, and figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  
W.11-12.3.e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
 

Writing | Production and Distribution of Writing
  
W.11-12.4

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 Writing Standards 1-3.)
  
W.11-12.5

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.
  
W.11-12.5.a

Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grades 11-12).
  
W.11-12.5.b

Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grades 11-12).
  
W.11-12.6

Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
 

Writing | Research to Build and Present Knowledge
  
W.11-12.7

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

When conducting research, 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

Draw evidence form literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grades 11-12 standards for Reading Literature or Reading Informational Text as needed.
 

Writing | Range of Writing
  
W.11-12.10

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 | Comprehension and Collaboration
  
SL.11-12.1

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

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. (See grades 11-12 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding the use of textual evidence.)
  
SL.11-12.1.b

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

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

Respond thoughtfully to diverse perspectives; 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

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.
  
SL.11-12.3

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.
 

Speaking and Listening | Presentation of Knowledge and Ideas
  
SL.11-12.4

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, vocabulary, substance, and style are appropriate to purpose, audience and a range of formal and informal tasks. (See grades 11-12 Language Standards 4-6 for specific expectations regarding vocabulary.)
  
SL.11-12.5

Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  
SL.11-12.6

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language Standards 1 and 3 for specific expectations.)
 

Language | Conventions of Standard English
  
L.11-12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grades 11-12 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions,)
  
L.11-12.1.a

Word Usage - Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
  
L.11-12.1.b

Word Usage - Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
  
L.11-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  
L.11-12.2.a

Observe hyphenation conventions.
  
L.11-12.2.b

Spell correctly, recognizing that some words have commonly accepted variations (e.g., catalog/catalogue).
 

Language | Knowledge of Language
  
L.11-12.3

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

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.
  
L.11-12.3.b

Revise and edit to make work more concise and cohesive. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
 

Language | Vocabulary Acquisition and Use
  
L.11-12.4

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

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  
L.11-12.4.b

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

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

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

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  
L.11-12.5.a

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
  
L.11-12.5.b

Analyze nuances in the meaning of words with similar denotations.
  
L.11-12.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. (See grades 11-12 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grades 11-12 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)
 

Reading in History and Social Science | Key Ideas and Details
  
RCA-H.11-12.1

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.
  
RCA-H.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  
RCA-H.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where a text leaves matters uncertain.
 

Reading in History and Social Science | Craft and Structure
  
RCA-H.11-12.4

Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  
RCA-H.11-12.5

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.
  
RCA-H.11-12.6

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
 

Reading in History and Social Science | Integration of Knowledge and Ideas
  
RCA-H.11-12.7

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.
  
RCA-H.11-12.8

Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
  
RCA-H.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
 

Reading in History and Social Science | Range of Reading and Level of Text Complexity
  
RCA-H.11-12.10

Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course. See more information on qualitative and quantitative dimensions of text complexity.)
 

Reading in Science and Career and Technical Subjects | Key Ideas and Details
  
RCA-ST.11-12.1

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.
  
RCA-ST.11-12.2

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.
  
RCA-ST.11-12.3

Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
 

Reading in Science and Career and Technical Subjects | Craft and Structure
  
RCA-ST.11-12.4

Determine the meaning of general academic vocabulary as well as symbols, notation, 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
  
RCA-ST.11-12.5

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
  
RCA-ST.11-12.6

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.
 

Reading in Science and Career and Technical Subjects | Integration of Knowledge and Ideas
  
RCA-ST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
  
RCA-ST.11-12.8

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
  
RCA-ST.11-12.9

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
 

Reading in Science and Career and Technical Subjects | Range of Reading and Level of Text Complexity
  
RCA-ST.11-12.10

Independently and proficiently read and comprehend science/technical texts exhibiting complexity appropriate for the grade/course. (See more on qualitative and quantitative dimensions of text complexity.)
 

Writing in the Content Areas | Text Types and Purposes
  
WCA.11-12.1

Write arguments focused on discipline-specific content.
  
WCA.11-12.1.a

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 the claim(s), counterclaims/critiques, reasons, and evidence.
  
WCA.11-12.1.b

Develop claim(s) and counterclaims/critiques 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/critiques in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  
WCA.11-12.1.c

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/critiques.
  
WCA.11-12.1.d

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
WCA.11-12.1.e

Provide a concluding statement or section that follows from or supports the argument presented.
  
WCA.11-12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  
WCA.11-12.2.a

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  
WCA.11-12.2.b

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.
  
WCA.11-12.2.c

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, or procedures.
  
WCA.11-12.2.d

Use precise language, domain-specific vocabulary and techniques to manage the complexity of the topic; convey a knowledgeable stance in a style that reflects the discipline and context as well as to the expertise of likely readers.
  
WCA.11-12.2.e

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
  
WCA.11-12.2.f

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
  
WCA.11-12.3

Not applicable as a separate requirement. Note: Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historic import. In science, mathematics, and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations, analyses, or technical work so that others can replicate them and (possibly) reach the same results. In addition, career/vocational courses may involve more specific forms of narrative composition: scripts and storyboards in filmmaking, timelines and interview write-ups in journalism, instructions for a tool’s assembly or safe use in carpentry, and more.
 

Writing in the Content Areas | Production and Distribution of Writing
  
WCA.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  
WCA.11-12.5

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.
  
WCA.11-12.6

Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
 

Writing in the Content Areas | Research to Build and Present Knowledge
  
WCA.11-12.7

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.
  
WCA.11-12.8

When conducting research, 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 citiation.
  
WCA.11-12.9

Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 11-12 Reading Standard 1 for more on the use of textual evidence.)
 

Writing in the Content Areas | Range of Writing
  
WCA.11-12.10

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.
 

Speaking and Listening in the Content Areas | Comprehension and Collaboration
  
SLCA.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  
SLCA.11-12.1.a

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. (See grades 11-12 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding use of textual evidence.)
  
SLCA.11-12.1.b

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  
SLCA.11-12.1.c

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.
  
SLCA.11-12.1.d

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions and critiques when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
  
SLCA.11-12.2

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.
  
SLCA.11-12.3

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.
 

Speaking and Listening in the Content Areas | Presentation of Knowledge and Ideas
  
SLCA.11-12.4

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, vocabulary, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
  
SLCA.11-12.5

Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  
SLCA.11-12.6

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Last Updated: March 11, 2024

 
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