Ela Ccss-Lts Grades K-12 El 1213

READ ME FIRST Overview of ELs Common Core Learning
Targets
What We Have Created and Why
A group of 15 EL staff members wrote long-term learning targets aligned with

the Common Core State Standards for English Language Arts (K-12),
Disciplinary Reading (6-12), and Math.
EL is committed to purposeful learning; to that end, learning targets are a key

resource for students, teachers, and instructional leaders. Our hope is that
these targets help launch teachers into what weve learned is the most
powerful work: engaging students with targets during the learning process.
The Common Core State Standards (CCSS) unite us nationally. The standards,
along with these long-term learning targets provide us with a common
framework and language.
We offer these targets as an open educational resource (OER), intended to be

shared publicly at no charge.
Next Steps for Schools and Teachers
Determine importance and sort for long-term vs. supporting targets.

In most cases, there are more targets here than teachers can realistically
instruct to and assess, and not each target is worthy of being a long-term
target. We suggest that leadership teams, disciplinary teams, or grade-level
teams analyze these targets to determine which ones you consider to be truly
long-term versus supporting. Reorganize them as necessary to make them
yours.
Build out contextualized supporting targets and assessments, looking

back at the full text of the standard. Our intention is to offer a clean
translation of the standards in student-friendly language to serve as a
jumping-off point for teachers when developing daily targets used with
students during instruction and formative assessment.
Resources
A specific resource we recommend is The Common Core: Clarifying

Expectations for Teachers & Students (2012), by Align Assess, Achieve, LLC
and distributed through McGraw Hill. These are a series of grade level
booklets for Math, ELA, and Literacy in Science, Social Studies & Technology.
They include enduring understandings, essential questions, suggested dailylevel learning targets and vocabulary broken out by cluster and standard. Find
ELA CCSS and long-term learning targets December, 2013
more information at www.mheonline.com/aaa/index.php?page=flipbooks. (Each

grade-level booklet costs $15-25.)
We also recommend installing the free Common Core Standards app by
MasteryConnect. Its very useful to have the standards at your fingertips!
http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8
Quick Links
Kindergarten
ELA
1st Grade ELA
2nd Grade ELA
3rd Grade ELA
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7th Grade ELA
8th Grade ELA
9th-10th Grade
ELA
11th-12th
Grade ELA
th
th
6 -8 Grade
Disciplinary
Reading
9th-10th Grade
Disciplinary
Reading
11th-12th
Grade
Disciplinary
Reading
ELA Common Core State Standards and Long-Term Learning

Targets Kindergarten
CCS Standards: Reading Literature
RL.K.1. With prompting and support,
ask and answer questions about key
details in a text.
Long-Term Target(s)
With support, I can ask questions
about important details in a literary
text.
With support, I can answer questions
about important details in a literary
text.
With support, I can retell a story I
know using important details.

retell familiar stories, including key
details.
With support, I can describe the
identify characters, settings, and major characters, setting and major events of
events in a story.
a story using details.
RL.K.4. Ask and answer questions
about unknown words in a text.
I can ask questions about words I dont

know in a literary text.
I can answer questions about words I
dont know in a literary text.
I can identify different types of literary
texts. (e.g., storybooks, poems).
author's job in telling a story.
RL.K.5. Recognize common types of

texts (e.g., storybooks, poems).
name the author and illustrator of a
story and define the role of each in
telling the story.

describe the relationship between
illustrations and the story in which
they appear (e.g., what moment in a
story an illustration depicts).
compare and contrast the adventures
and experiences of characters in
familiar stories.
RL.K.10. Actively engage in group
reading activities with purpose and
understanding.
CCS Standards: Reading
Informational Text
RI.K.1. With prompting and support,
ask and answer questions about key
details in a text.

identify the main topic and retell key
details of a text.
illustrator's job in telling a story.

With support, I can make connections
between pictures and words in a story.
With support, I can compare and

contrast things that happen to
characters in stories that I know.
I can actively participate in group
reading activities.
Long-Term Target(s)
about important details in an
informational text.
about important details in an
informational text.
With support, I can identify the main
topic and details of an informational
text.

describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
ask and answer questions about
unknown words in a text.
With support, I can describe how two

people, events, and/or ideas are
connected in informational texts.
about words I don't know in
informational texts.

about words I don't know in
RI.K.5. Identify the front cover, back
I can identify the front cover, back
cover, and title page of a book.
cover and title page of an informational
text.
RI.K.6. Name the author and illustrator I can describe the author's role in
of a text and define the role of each in
creating an informational text.
presenting the ideas or information in
a text.
I can describe the illustrators role in
creating an informational text.
With support, I can make connections
describe the relationship between
between the pictures and words in an
illustrations and the text in which they informational text.
appear (e.g., what person, place, thing,
or idea in the text an illustration
depicts).
With support, I can describe details an
identify the reasons an author gives to author gives in an informational text.
support points in a text.
With support, I can compare and
identify basic similarities in and
contrast informational texts about the
differences between two texts on the
same topic (illustrations, descriptions,
same topic (e.g., in illustrations,
procedures).
descriptions, or procedures).
RI.K.10. Actively engage in group
I can actively participate in group
reading activities with purpose and
reading activities.
understanding.
Long-Term Target(s)
Foundational Skills
RF.K.1. Demonstrate understanding of I can show how words are organized
the organization and basic features of
and used in a text.
print.
a. I can follow words from left to right,
top to bottom and page by page.
a. Follow words from left to right, top
b. I can describe how words I hear can
to bottom, and page by page.
be written in letters.
b. Recognize that spoken words are
represented in written language by

specific sequences of letters.
c. Understand that words are
separated by spaces in print.
d. Recognize and name all upper- and
lowercase letters of the alphabet.
c. I can identify spaces between words

in print.
d. I can name all upper and lower case
letters of the alphabet
RF.K.2. Demonstrate understanding of

spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming
words.
b. Count, pronounce, blend, and
segment syllables in spoken words.
c. Blend and segment onsets and
rimes of single-syllable spoken
words.
d. Isolate and pronounce the initial,
medial vowel, and final sounds
(phonemes) in three-phoneme
(consonant-vowel-consonant, or
CVC) words.1 (This does not include
CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds
(phonemes) in simple, one-syllable
words to make new words.
I can use sound patterns to read

words.
a. I can identify rhyming words.
a. I can make rhyming words.
b. I can count the number of syllables
in a word I hear.
b. I can say each syllable in a word I
hear.
b. I can break up words I hear into
syllables.
c. I can put syllables together in words
I hear.
c. I can blend onsets and rimes in one
syllable words.
c. I can identify onsets and rimes in
one-syllable words.
d. I can say the beginning, middle and
end sounds of c-v-c words.
e. I can change sounds in simple, one
syllable words to make new words.
RF.K.3. Know and apply grade-level

phonics and word analysis skills in
decoding words.
a. Demonstrate basic knowledge of
letter-sound correspondences by
producing the primary or most
frequent sound for each consonant.
b. Associate the long and short sounds
with the common spellings
(graphemes) for the five major
vowels.
c. Read common high-frequency words
by sight
(e.g., the, of, to, you, she, my, is, ar
e, do, does).
d. Distinguish between similarly
spelled words by identifying the
sounds of the letters that differ.
RF.K.4. Read emergent-reader texts
with purpose and understanding.
I can read words using different

strategies.
a. I can match consonants with the
sounds they make (say).
b. I can say the long sound for each
vowel.
b. I can say the short sound for each
vowel.
c. I can read common sight words in a
snap. (e.g.,
the, of, to, you, she, my, is, are, do,
does)
d. I can identify which letters and
sounds are different when looking at
similar words.
I can read kindergarten texts to make

meaning.
Standards: Writing
Long-Term Target(s)
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...).
I can share my thoughts and opinions

about a book using pictures and words.

dictating, and writing to compose
informative/explanatory texts in which
they name what they are writing about
and supply some information about the
topic.
dictating, and writing to narrate a
single event or several loosely linked
events, tell about the events in the
order in which they occurred, and
provide a reaction to what happened.
W.K.5. With guidance and support from
adults, respond to questions and
suggestions from peers and add details
to strengthen writing as needed.
adults, explore a variety of digital tools
to produce and publish writing,
including in collaboration with peers.
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).
I can teach my reader about a topic

using pictures and words.
I can tell a story to my reader using

pictures and words.
With support from adults, I can use

feedback from peers to make my
writing stronger.
With support from adults, I can revise
my writing by adding details.
digital tools to publish my writing.
I can participate in shared research
projects.
I can participate in shared writing
projects.
With support from adults, I can answer
questions about things Ive done or
learned about.

adults, recall information from
experiences or gather information
from provided sources to answer a
question.
CCS Standards: Speaking &
Long-Term Target(s)
Listening
SL.K.1. Participate in collaborative
I can participate in small and larger
conversations with diverse partners
group conversations with peers and
about kindergarten topics and
adults about kindergarten topics and
texts with peers and adults in small
texts.
and larger groups.
a. I can follow our class norms when I
participate in a conversation.
a. Follow agreed-upon rules for
b.
I can build upon what others say
discussions (e.g., listening to others
when I participate in a
and taking turns speaking about the
conversation.
topics and texts under discussion).
b. Continue a conversation through
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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.
I can ask questions when I am

confused about a text or information
that has been read aloud or shown to
me.
I can answer questions to show what I
know about a text or information that
has been read aloud or shown to me.
SL.K.3. Ask and answer questions in

order to seek help, get information, or
clarify something that is not
understood.

confused.
SL.K.4. Describe familiar people,

places, things, and events and, with
prompting and support, provide
additional detail.
I can describe people, places, things,

and events that I know. (with support)

know.
With support, I can use details when I

speak to send a clear message to my
listener.
I can use pictures to send a clear
message to my listener.
SL.K.5. Add drawings or other visual

displays to descriptions as desired to
provide additional detail.
SL.K.6. Speak audibly and express
I can speak in a loud and clear voice so
thoughts, feelings, and ideas clearly.
my listener can understand me.
CCS Standards: Language
Long-Term Target(s)
I can use grammar conventions to send
L.K.1. Demonstrate command of the
a clear message to a reader or listener.
conventions of standard English
a. I can print many upper and lower
grammar and usage when writing or
case letters.
speaking.
b. I can use common nouns and verbs.
a. Print many upper- and lowercase
c. I can write regular plural nouns.
letters.
(e.g., dog, dogs; wish, wishes)
b. Use frequently occurring nouns and d. I can use question words.
(e.g., who, what, where, when, why,
verbs.
how)
c. Form regular plural nouns orally by
e. I can use common prepositions.
adding /s/ or /es/ (e.g., dog, dogs;
(e.g., to, from, in, out, on, off, for, of,
wish, wishes).
by, with)
d. Understand and use question words f. I can write complete sentences
(interrogatives) (e.g., who, what,
when working with a group.
where, when, why, how).
e. Use the most frequently occurring
prepositions (e.g., to, from, in, out,
on, off, for, of, by, with).
f. Produce and expand complete
sentences in shared language
activities.
I can use conventions to send a clear
L.K.2. Demonstrate command of the
message to my reader.
a. I can capitalize the first word in a
capitalization, punctuation, and
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spelling when writing.

a. Capitalize the first word in a
sentence and the pronoun I.
b. Recognize and name end
punctuation.
c. Write a letter or letters for most
consonant and short-vowel sounds
(phonemes).
d. Spell simple words phonetically,
drawing on knowledge of soundletter relationships.
sentence.
a. I can capitalize the pronoun I.
b. I can identify ending punctuation
marks.
c. I can write letters for consonant
sounds.
c. I can write letters for short-vowel
sounds.
d. I can use sound patterns to spell
words I don't know.
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L.K.4. Determine or clarify the

meaning of unknown and multiplemeaning words and phrases based on
kindergarten reading and content.
a. Identify new meanings for familiar
words and apply them accurately
(e.g., knowing duck is a bird and
learning the verb to duck).
b. Use the most frequently occurring
inflections and affixes (e.g., -ed, -s,
re-, un-, pre-, -ful, -less) as a clue to
the meaning of an unknown word.
L.K.5. With guidance and support from
adults, explore word relationships and
nuances in word meanings.
a. Sort common objects into
categories (e.g., shapes, foods) to
gain a sense of the concepts the
categories represent.
b. Demonstrate understanding of
frequently occurring verbs and
adjectives by relating them to their
opposites (antonyms).
c. Identify real-life connections
between words and their use (e.g.,
note places at school that are
colorful).
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, reading and
being read to, and responding to texts.
I can use a variety of strategies to read

words I dont know.
a. I can identify new meanings for
words I know.
a. I can use words I know in different
ways that make sense. (e.g.,
knowing duck is a bird and learning
the verb to duck).
b. I can use common beginnings and
endings to help me know what a
word means. (e.g., -ed, -s, re-, un-,
pre-, -ful, -less)
I can use a variety of strategies to
figure out what words mean. (with
support)
a. I can sort words into categories.
b. I can identify antonyms of common
verbs and adjectives. This means I
can name the opposite words for
common verbs and adjectives.
c. I can make connections between
words and their use.
d. I can act out the meanings of similar
action verbs to show that I know the
differences between them.
I can speak using words I hear in

conversations.
books.
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Targets
Grade 1
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.
RL.1.4. Identify words and phrases in
stories or poems that suggest feelings
or appeal to the senses.
RL.1.5. Explain major differences
between books that tell stories and
books that give information, drawing on
a wide reading of a range of text types.
RL.1.6. Identify who is telling the story
at various points in a text.
RL.1.7. Use illustrations and details in a
story to describe its characters, setting,
or events.
RL.1.9. Compare and contrast the
adventures and experiences of
characters in stories.
RL.1.10. With prompting and support,
read prose and poetry of appropriate
complexity for grade 1.
Informational Text
RI.1.1. Ask and answer questions about
key details in a text.
Long-Term Target(s)
I can ask questions about details in a
literary text.
I can answer questions about details in
a literary text.
I can retell a story, including important
details.
I can explain the important message or
lesson of a story.
I can describe the characters, setting
and major events of a story using
details.
I can identify feeling and sense words
in stories and poems.
I can compare and contrast books that
tell stories and books that give
information.
I can identify who is telling the story at
different places in a text.
I can use pictures and details to
describe the characters, setting and
events of a story.
I can compare and contrast things that
happen to characters in stories.
With support, I can read first grade
literary texts.
Long-Term Target(s)
I can ask questions about details in
informational text.
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I can answer questions about details in

informational text.
RI.1.2. Identify the main topic and retell I can identify the main idea of an
key details of a text.
informational text.
RI.1.3. Describe the connection

between two individuals, events, ideas,
or pieces of information in a text.
I can retell details in an informational

text.
I can describe how two people, events,
and/or ideas are connected in
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RI.1.4. Ask and answer questions to

help determine or clarify the meaning
of words and phrases in a text.
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.
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).
RI.1.10. With prompting and support,
read informational texts appropriately
complex for grade 1.
Foundational Skills
RF.1.1. Demonstrate understanding of
the organization and basic features of
print.
a. Recognize the distinguishing
features of a sentence (e.g., first
word, capitalization, ending
punctuation).
RF.1.2. Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
I can ask questions about unknown

words and phrases in informational
texts.
I can answer questions about unknown
words and phrases in informational
texts.
I can identify features of informational
text. (e.g. headings, tables of contents,
glossaries, electronic menus, icons).
I can use text features to find
important facts in informational text.
I can compare and contrast the facts
from words and pictures in
I can use pictures and details to
describe the main ideas of
informational text.
I can identify the author's reasons that
support the main idea of an
informational text.
I can compare and contrast
informational texts about the same
topic.
With support, I can read first grade
Long-Term Target(s)
I can explain how words are organized
and used in a text.
a. I can identify the parts of a
sentence.
I can use sound patterns to read

words.
a. I can identify long and short vowels
in one-syllable words I hear.
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a. Distinguish long from short vowel

sounds in spoken single-syllable
words.
b. Orally produce single-syllable words
by blending sounds (phonemes),
including consonant blends.
c. Isolate and pronounce initial, medial
vowel, and final sounds (phonemes)
in spoken single-syllable words.
d. Segment spoken single-syllable
words into their complete sequence
of individual sounds (phonemes).
RF.1.3. Know and apply grade-level
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs (two letters that
represent one sound).
b. Decode regularly spelled onesyllable words.
c. Know final -e and common vowel
team conventions for representing
long vowel sounds.
d. Use knowledge that every syllable
must have a vowel sound to
determine the number of syllables in
a printed word.
e. Decode two-syllable words following
basic patterns by breaking the words
into syllables.
f. Read words with inflectional
endings.
g. Recognize and read gradeappropriate irregularly spelled
words.
RF.1.4. Read with sufficient accuracy
and fluency to support comprehension.
a. Read grade-level text with purpose
and understanding.
b. I can say one-syllable words by

putting sounds together.
c. I can say the beginning, middle and
end sounds of one- syllable words.
d. I can break up one syllable words
into their sounds.

words.
a. I can match letters and sounds for
common consonant teams. (digraph:
two letters that make one sound).
b. I can read one-syllable words that"
play fair"
c. I can read long vowel words with a
silent e.
c. I can read long vowel team
words.
d. I can use vowel sounds to identify
the number of syllables in a word.
e. I can read two-syllable words that
by breaking the words into
syllables.
f. I can read words with endings (ing,
ed, s, es).
g. I can read high frequency words
that don't play fair.
I can read 1st grade level texts

accurately and fluently to make
meaning.
a. I can read 1st grade level texts with
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b. Read grade-level text orally with

accuracy, appropriate rate, and
expression.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Standards: Writing
purpose.
b. I can read 1st grade level texts with
fluency.
c. I can use clues in the text to check
my accuracy.
c. I can re-read to make sure that
what Im reading makes sense.
W.1.1. Write opinion pieces in which

they 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.
I can write an opinion piece (about a

book) with a clear topic, support for my
opinion, and closure.
Long-Term Target(s)
W.1.2. Write informative/explanatory

I can write an informational text that
texts in which they name a topic, supply has a clear topic.
some facts about the topic, and provide
some sense of closure.
I can include supporting facts about a
topic in an informational text.
I can include an ending to my
informational text.
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W.1.3. Write narratives in which they

recount two or more appropriately
sequenced events, include some details
regarding what happened, use temporal
words to signal event order, and
provide some sense of closure.
I can sequence at least two events in a

story.
I can include details that tell what
happened in my story.
I can use transitional words and
expressions in my story.
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.
adults, use a variety of digital tools to
produce and publish writing, including
in collaboration with peers.
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).
adults, recall information from
experiences or gather information from
provided sources to answer a question.
Listening
SL.1.1. Participate in collaborative
about grade 1 topics and texts with
peers and adults in small and larger
groups.
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
b. Build on others talk in conversations
by responding to the comments of
I can include an ending for my story.

feedback from peers to make my
writing stronger.
With support from adults, I can revise
my writing by adding details.
digital tools to publish my writing.
projects.
With support from adults, I can answer

questions about things Ive done or
learned about.
Long-Term Target(s)
adults about 1st grade topics and texts.
participate
in a conversation.
b. I can build upon what others say
when I
c. I can ask questions so Im clear
about what is
being discussed.
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others through multiple exchanges.

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.
I can ask questions about a text or

information that has been read aloud
or shown to me.
know about a text or information that
has been read aloud or shown to me.
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what a speaker says in order to gather
additional information or clarify
something that is not understood.
SL.1.4. Describe people, places, things,
and events with relevant details,
expressing ideas and feelings clearly.
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.
L.1.1. Demonstrate command of the
speaking.
a. Print all upper- and lowercase
letters.
b. Use common, proper, and possessive
nouns.
c. Use singular and plural nouns with
matching verbs in basic sentences
(e.g., He hops; We hop).
d. Use personal, possessive, and
indefinite pronouns (e.g., I, me, my;
they, them, their, anyone,
everything).
e. Use verbs to convey a sense of past,
present, and future (e.g., Yesterday I
walked home; Today I walk home;
Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring
conjunctions (e.g., and, but, or, so,
because).

confused or want more information
when listening to a speaker.
know after listening to a speaker.
I can describe people, places, things,
and events with appropriate details.
I can use drawings or other visual
displays to help me express myself.
I can speak in complete sentences.

Long-Term Target(s)
a. I can print all upper and lower case
letters.
b. I can use common, proper and
possessive nouns in my writing.
c. I can write basic sentences that
include nouns and matching verbs.
d. I can use pronouns in my writing.
(e.g., I, me, my; they, them, their,
anyone, everything)
e. I can use verbs to show past,
present, and future. (e.g., Yesterday
I walked home; Today I walk home;
Tomorrow I will walk home)
f. I can use common adjectives in my
writing.
g. I can use conjunctions in my
writing. (e.g., and, but, or, so,
because)
h. I can use words that point out a
specific noun (e.g. this, that, the).
i. I can use common prepositions in
my writing. (e.g., during, beyond,
toward)
j. I can write complex and compound
20
h. Use determiners (e.g., articles,

demonstratives).
i. Use frequently occurring
prepositions (e.g., during, beyond,
toward).
j. Produce and expand complete
simple and compound declarative,
interrogative, imperative, and
exclamatory sentences in response
to prompts.
sentences.
21

capitalization, punctuation, and spelling
when writing.
a. Capitalize dates and names of
people.
b. Use end punctuation for sentences.
c. Use commas in dates and to
separate single words in a series.
d. Use conventional spelling for words
with common spelling patterns and
for frequently occurring irregular
words.
e. Spell untaught words phonetically,
drawing on phonemic awareness and
spelling conventions.
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.
a. Use sentence-level context as a clue
to the meaning of a word or phrase.
b. Use frequently occurring affixes as a
clue to the meaning of a word.
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
figurative language, word relationships
and nuances in word meanings.
a. Sort words into categories (e.g.,
colors, clothing) to gain a sense of
the concepts the categories
represent.
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).
ELA CCSS and long-term

a clear message to a reader.
a. I can capitalize dates and names of
people.
b. I can use ending punctuation in
sentences.
c. I can use commas in dates and when
writing a list.
d. I can spell grade-level words
correctly.
e. I can use sound patterns to spell
words I don't know.

determine what word means.
a. I can use sentence clues to help me
determine what a word means.
b. I can use prefixes and suffixes to
determine the meaning of a word
c. I can identify common root words
and their endings.
With support, I can describe what

figurative and complex words and
phrases mean.
a. I can sort words into categories.
b. I can sort words by one or more
attributes.
c. I can identify real-life connection
between words and their uses.
d. I can tell the difference between
similar verbs and adjectives.
learning targets December, 2013
22
c. Identify real-life connections

between words and their use (e.g.,
note places at home that are cozy).
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.
23
L.1.6. Use words and phrases acquired

being read to, and responding to texts,
including using frequently occurring
conjunctions to signal simple
relationships (e.g., because).

conversations.
books.
24

Targets
Grade 2
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. Recount 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.
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.
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. Acknowledge differences in the
points of view of characters, including
by speaking in a different voice for each
character when reading dialogue aloud.
Long-Term Target(s)
I can ask questions before, during and
after reading that help me
understanding the meaning of a
literary text. (e.g.; who, what, where,
when, why, and how)
I can answer questions during and
after reading to show my
understanding of a literary text.
I can retell a story using important
details.
I can determine the important
message, lesson or moral in a story.
I can describe how characters in story
solve problems and overcome
challenges.
I can describe how rhymes, repeated
lines, and alliteration supply rhythm
and meaning in songs and poems.
I can describe the structure of a story.
I can identify different characters'

points of view in a story.
I can speak in different voices to match
the characters dialogue when I read a
story out loud.
I can use pictures from text to describe
a storys characters, setting and plot.
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.
25
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.
RL.2.10. By the end of the year, read
and comprehend literature, including
stories and poetry, in the grades 23
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
I can compare and contrast the same

story by different authors or from
different cultures. (e.g., Cinderella
stories)
I can make meaning from 2nd grade
stories and poems.
I can read above-grade literary texts
with scaffolding and support.
26

Informational Text
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
multi-paragraph 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, or steps in
technical procedures in a text.
RI.2.4. Determine the meaning of words
and phrases in a text relevant to
a grade 2 topic or subject area.
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.
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.
RI.2.10. By the end of year, read and
comprehend informational texts,
Long-Term Target(s)
I can ask questions to find information
(who, what, where, when, why and
how) in text.
learned in an informational text.
I can identify the main idea of each
paragraph in an informational text.
I can identify the main idea of a multiparagraph informational text.
I can describe the connection between
events, ideas or concepts in an
informational text.
I can find the meaning of words and
phrases in 2nd grade informational
texts.
I can use text features (bold, captions,
subheadings, glossaries, indexes,
icons) to efficiently find facts in
I can identify the main idea of an
informational text.
I can explain how images help a reader
make meaning from informational
texts. (e.g., a diagram showing how a
machine works)
I can describe how reasons (details)
support an authors facts.
I can compare and contrast the most
important points in two texts on the
same topic.
I can make meaning from 2nd grade
27
including history/social studies,

science, and technical texts, in the
grades 23 text complexity band
proficiently, with scaffolding as needed
at the high end of the range.
I can read above-grade informational

texts with scaffolding and support.
28

Foundational Skills
decoding words.
a. Distinguish long and short vowels
when reading regularly spelled onesyllable words.
b. Know spelling-sound
correspondences for additional
common vowel teams.
c. Decode regularly spelled twosyllable words with long vowels.
d. Decode words with common prefixes
and suffixes.
e. Identify words with inconsistent but
common spelling-sound
correspondences.
f. Recognize and read gradeappropriate irregularly spelled
words.
RF.2.4. Read with sufficient accuracy
and fluency to support comprehension.
a. Read grade-level text with purpose
and understanding.
b. Read grade-level text orally with
accuracy, appropriate rate, and
expression.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Standards: Writing
Long-Term Target(s)
W.2.1. Write opinion pieces in which

they introduce the topic or book they
are writing about, state an opinion,
supply reasons that support the
opinion, use linking words
(e.g., because, and, also) to connect
I can write an opinion piece with a

clear topic.

words.
a. I can identify long and short vowels
in one-syllable words.
b. I can match letters and sounds for
common vowel teams.
c. I can read two-syllable words with
long vowels.
d. I can read words with prefixes and
suffixes.
e. I can read words that sound the way
they are spelled, even when they
dont follow a normal pattern.
f. I can read high frequency words
that dont play fair.
I can read 2nd grade level texts

meaning.
a. I can read 2nd grade level texts with
purpose.
b. I can read 2nd grade level texts with
fluency.
my accuracy.
what Im reading makes sense.
Long-Term Target(s)
I can include reasons that support my

opinion.
I can use linking words to connect my
29
opinion and reasons, and provide a

concluding statement or section.
W.2.2. Write informative/explanatory
texts in which they introduce a topic,
use facts and definitions to develop
points, and provide a concluding
statement or section.
opinion and reasons.

I can write an informative/explanatory
text that has a clear topic.
I can include supporting facts about a
topic in an informative/explanatory
text.
I can construct a closure on the topic
of an informative/explanatory text.
30
W.2.3. Write narratives in which they

recount a well-elaborated event or
short sequence of events, include
details to describe actions, thoughts,
and feelings, use temporal words to
signal event order, and provide a sense
of closure.

adults and peers, focus on a topic and
strengthen writing as needed by
revising and editing.
adults, use a variety of digital tools to
produce and publish writing, including
in collaboration with peers.
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
provided sources to answer a question.
Listening
SL.2.1. Participate in collaborative
about grade 2 topics and texts with
peers and adults in small and larger
groups.
discussions (e.g., gaining the floor in
respectful ways, listening to others
discussion).
b. Build on others talk in conversations
I can write a story that has a clear

sequence of events.
I can include details that tell what
happened in my story.
I can use transitional words and
expressions in my story.
I can close my story.
With support, I can strengthen my
writing through revising.
With support, I can strengthen my
writing through editing.
With support, I can use digital tools to
publish my writing.

projects.
I can answer questions about things

Ive done or learned about.
Long-Term Target(s)
adults about 2nd grade topics and texts.
b. I can build upon what others say
when I participate in a
conversation.
about what is being discussed.
31
by linking their comments to the

remarks of others.
c. Ask for clarification and further
explanation as needed about the
topics and texts under discussion.
32
SL.2.2. Recount or describe key ideas

or details from a text read aloud or
information presented orally or through
other media.
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding
of a topic or issue.
SL.2.4. Tell a story or recount an
experience with appropriate facts and
relevant, descriptive details, speaking
audibly in coherent sentences.
I can describe key ideas or details

about a text or information that has
been read aloud or shown to me.
confused, to learn new things or to
deepen my understanding of a topic
when listening to a speaker.
know when listening to a speaker.
I can tell a story or describe an
experience using facts and details.
I can speak clearly and use full

sentences to tell a story or describe an
experience.
I can create a recording of a story or
SL.2.5. Create audio recordings of
stories or poems; add drawings or other poem.
visual displays to stories or recounts of
experiences when appropriate to clarify displays to support what I say.
ideas, thoughts, and feelings.
I can speak in complete sentences.
SL.2.6. Produce complete sentences
when appropriate to task and situation
in order to provide requested detail or
clarification.
Long-Term Target(s)
a. I can use collective nouns.
(e.g., group)
speaking.
b. I can use irregular plural nouns.
a. Use collective nouns (e.g., group).
(e.g., feet, children, teeth, mice,
b. Form and use frequently occurring
fish)
c. I can use reflexive pronouns.
irregular plural nouns (e.g., feet,
(e.g., myself, ourselves)
children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, d. I can use the past tense of irregular
verbs. (e.g., sat, hid, told)
ourselves).
e. I can use adjectives to describe
d. Form and use the past tense of
nouns.
frequently occurring irregular verbs e. I can use adverbs to describe
(e.g., sat, hid, told).
actions.
33
e. Use adjectives and adverbs, and

choose between them depending on
what is to be modified.
f. Produce, expand, and rearrange
complete simple and compound
sentences (e.g., The boy watched the
movie; The little boy watched the
movie; The action movie was
watched by the little boy).
f.
I can create, expand, and rearrange

complete simple and compound
sentences.
34

when writing.
a. Capitalize holidays, product names,
and geographic names.
b. Use commas in greetings and
closings of letters.
c. Use an apostrophe to form
contractions and frequently
occurring possessives.
d. Generalize learned spelling patterns
when writing words (e.g., cage
badge; boy boil).
e. Consult reference materials,
including beginning dictionaries, as
needed to check and correct
spellings.
L.2.3. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening.
a. Compare formal and informal uses of
English.
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.
a. Use sentence-level context as a clue
to the meaning of a word or phrase.
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).
c. Use a known root word as a clue to
the meaning of an unknown word
with the same root (e.g., addition,
additional).
d. Use knowledge of the meaning of

a. I can capitalize holidays, product
names, and geographic names.
b. I can use commas in greetings and
closings of letters.
c. I can use apostrophes to form
contractions and possessives.
d. I can use spelling patterns to spell
words correctly.
e. I can use resources to check and
correct my spelling.
I can express myself using language

correctly.
I can compare formal and informal
language.
determine the meaning of a word.
a. I can use sentence clues to help me
to determine what a word means.
b. I can use common prefixes to help
me determine what a word means.
c. I can use root words to determine
what a word means. (e.g., addition,
additional)
d. I can predict the meaning of
compound words by knowing the
meaning of the individual words.
(e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook,
bookmark)
e. I can use resource materials
(glossaries and dictionaries) to help
me determine the meaning of
35
individual words to predict the

meaning of compound words
(e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning
dictionaries, both print and digital,
to determine or clarify the meaning
of words and phrases.
unknown words and phrases.
36
L.2.5. Demonstrate understanding of

a. Identify real-life connections
between words and their use
(e.g., describe foods that are spicy
or juicy).
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
being read to, and responding to texts,
including using adjectives and adverbs
to describe (e.g., When other kids are
happy that makes me happy).
I can describe what figurative words

mean.
a. I can identify real-life connections
(e.g., describe foods that are spicy
or juicy)
b. I can identify synonyms.

conversations.
books.
37

Targets
Grade 3
CCS Standards: Reading - Literature
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. Recount 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 the 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.
RL.3.4. Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteral
language.
RL.3.5. Refer to parts of stories, dramas,
and poems when writing or speaking
about a text, using terms such as chapter,
scene, and stanza; describe how each
successive part builds on earlier sections.
RL.3.6. Distinguish their own point of
view from that of the narrator or those of
the characters.
RL.3.7. Explain how specific aspects of a
texts illustrations contribute to what is
conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a
character or setting).
Long-Term Target(s)
I can ask questions to deepen my
understanding of a literary text.
I can answer questions using specific
details from literary text.
I can retell a story using key details
from the text.
I can identify the main message or
lesson of a story using key details
from the text.
I can describe the characters in a
story (traits, motivations, feelings).
I can explain how a character's
actions contribute to the events in
the story.
I can determine the meaning of
words using clues from the story.
I can identify literal and nonliteral
language in a story.
I can use literary terms to describe
parts of a story or poem (e.g.,
chapter, scene stanza).
I can describe how parts of a story
build on one another.
I can distinguish between a narrator
or character's point of view and my
own.
I can explain how an illustration
contributes to the story (e.g., mood,
tone, character, setting).
I can compare and contrast stories
38
themes, settings, and plots of stories

written by the same author about the
same or similar characters (e.g., in books
from a series).
RL.3.10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
independently and proficiently.
(themes, setting, plots) of stories by

the same author (e.g. series books).
I can read grade-level literacy texts

proficiently and independently.
39

Informational Text
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, or steps in technical
procedures in a text, using language that
pertains to time, sequence, and
cause/effect.
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.
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.
RI.3.7. Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur).
RI.3.8. 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
Long-Term Target(s)
I can ask questions to deepen my
understanding of informational text.
I can answer questions using specific
details from informational text.
I can determine the main idea of an
informational text.
I can retell key ideas from an
informational text.
I can describe how events, ideas, or
concepts in an informational text are
related.
I can describe steps in a procedure,
in the order they should happen.
unknown words in informational text.
I can use text features to locate

information efficiently.
I can distinguish between my point of

view and the author's point of view.
I can use information from
illustrations (maps, photographs) to
understand informational texts.
I can use information from the words
to understand informational texts.
I can make connections between
specific sentences and paragraphs
and the overall text. (e.g.,
comparison, cause/effect,
first/second/third in a sequence)
I can compare and contrast the main
ideas and key details in two texts on
40
presented in two texts on the same topic.

RI.3.10. By the end of the year, read and
including history/social studies, science,
and technical texts, at the high end of the
the same topic.

I can read grade-level informational
texts proficiently and independently.
41

Foundational Skills
decoding words.
a. Identify and know the meaning of the
most common prefixes and derivational
suffixes.
b. Decode words with common Latin
suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly
spelled words.
RF.3.4. Read with sufficient accuracy and
fluency to support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry
orally with accuracy, appropriate rate,
and expression.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
Standards: Writing
W.3.1. Write opinion pieces on topics or
texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons.
b. Provide reasons that support the
opinion.
c. Use linking words and phrases
(e.g., because, therefore, since, for exa
mple) to connect opinion and reasons.
d. Provide a concluding statement or
section.
Long-Term Target(s)
read words.
a. I can identify the meaning of
common prefixes and suffixes.
b. I can read words with common

suffixes.
c. I can read words with more than one
syllable.
d. I can read high-frequency words that
dont play fair.
I can read 3rd grade level texts

meaning.
a. I can read 3rd grade level texts
with purpose.
b. I can read 3rd grade level texts
with fluency.
my accuracy.
what Im
reading makes sense.
Long-Term Target(s)
I can write an opinion piece that
supports a point of view with
reasons. .
a. I can introduce the topic of my
opinion piece.
a. I can create an organizational
structure that
lists reasons for my opinion.
b. I can identify reasons that support
my opinion.
c. I can use linking words to connect
my opinion and reasons.
d. I can construct a concluding
statement or section for my
opinion piece.
42
W.3.2. Write informative/explanatory texts

to examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related
information together; include
illustrations when useful to aiding
comprehension.
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more, but) to
connect ideas within categories of
information.
section.
W.3.3. Write narratives to develop real or

imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Establish a situation and introduce a
narrator and/or characters; organize
an event sequence that unfolds
naturally.
b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations.
c. Use temporal words and phrases to
signal event order.
d. Provide a sense of closure.
adults, produce writing in which the
development and organization are
I can write informative/explanatory

texts that convey ideas and
a. I can write an
informative/explanatory text that
has a clear topic.
a. I can group supporting facts
together about a
topic in an
informative/explanatory text using
both text and illustrations.
b. I can develop the topic with facts,
definitions, and details.
c. I can use linking words and
phrases to connect ideas within
categories of information. (e.g.,
also, another, and, more, but)
d. I can construct a closure on the
topic of an
informative/explanatory text.
I can craft narrative texts about real
or imagined experiences or events.
a. I can establish a situation.
a. I can introduce the narrator
and/or characters of my narrative.
a. I can organize events in an order
that makes
sense in my narrative.
a. I can use dialogue to show the
actions, thoughts and feelings of
my characters.
b. I can use descriptive words to
show the
actions, thoughts and feelings of
my characters.
b. I can use transitional words and
expressions to show passage of
time in a narrative text.
c. I can write a conclusion to my
narrative.
With support from adults, I can
produce writing that is appropriate
to task and purpose. (with support)
43
appropriate to task and purpose. (Gradespecific expectations for writing types are
defined in standards 13 above.)
peers and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
adults, use technology to produce and
publish writing (using keyboarding skills)
as well as to interact and collaborate with
others.
W.3.7. Conduct short research projects
that build knowledge about a topic.
W.3.8. Recall information from
print and digital sources; take brief notes
on sources and sort evidence into
provided categories.
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.
CCS Standards: Speaking & Listening
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.
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.
With support from peers and adults, I

can a the writing process to plan,
revise and edit my writing.
technology to publish a piece of
writing.
I can use technology to collaborate
with others on a piece of writing.
I can conduct a research project to
become knowledgeable about a
topic.
I can recall information from
experiences.
I can document what I learn about a
topic by taking notes.
I can sort evidence into provided
categories.
I can adjust my writing practices for
different time frames, tasks,
purposes, and audiences.
Long-Term Target(s)
I can effectively engage in
discussions with diverse partners
about 3rd grade topics and texts.
I can express my own ideas clearly
during discussions.
I can build on others ideas during
discussions.
a. I can prepare myself to
participate in discussions.
a. I can draw on information to
44
b. Follow agreed-upon rules for

discussions (e.g., gaining the floor in
respectful ways, listening to others
discussion).
c. Ask questions to check understanding
of information presented, stay on
topic, and link their comments to the
remarks of others.
d. Explain their own ideas and
understanding in light of the
discussion.
explore the
ideas in a discussion.
b. I can follow our class norms when
I participate in a conversation.
about what is being discussed.
c. I can ask questions that are on
the topic
being discussed.
c. I can connect my questions to
what others
say.
d. I can explain what I understand
about the topic being discussed.
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.
I can determine the main idea and

supporting details in text that is read
aloud to me.

information from a speaker, offering
appropriate elaboration and detail.
SL.3.4. Report on a topic or text, tell a

story, or recount an experience with
appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
SL.3.5. 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
I can determine the main idea and

supporting details of information that
is presented in visual media and/or
numbers.
confused about what a speaker is
saying.
I can answer questions to show what
I know when listening to a speaker.
I can use facts and details to tell
about a story or experience.
I can speak clearly and at an
I can demonstrate fluency when
reading stories or poems for an audio
recording.
displays to support what I say.
I can speak in complete sentences
with appropriate detail.
45
clarification.
conventions of standard English grammar
and usage when writing or speaking.
a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions
in particular sentences.
b. Form and use regular and irregular
plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular
verbs.
e. Form and use the simple (e.g., I
walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and pronounantecedent agreement.*
g. Form and use comparative and
superlative adjectives and adverbs,
and choose between them depending
on what is to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and
complex sentences.
Long-Term Target(s)
I can use grammar conventions to
send a clear message to a reader or
listener.
a. I can explain the functions of
(nouns, pronouns, verbs,
adjectives, and adverbs).
b. I can use regular and irregular
plural nouns.
c. I can use abstract nouns.
(e.g., childhood)
d. I can use regular and irregular
verbs.
e. I can use simple verb tenses.
(e.g., I walked; I walk; I will walk)
f. I can make subjects and verbs
agree in my writing.
f. I can make pronouns and
antecedents agree
in my writing.
g. I can use adjectives to describe
nouns.
g. I can use adverbs to describe
actions.
h. I can use coordinating and
subordinating conjunctions.
i. I can write simple, complex and
compound sentences.
46

when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in
dialogue.
d. Form and use possessives.
e. Use conventional spelling for highfrequency and other studied words and
for adding suffixes to base words
(e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful
word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to
check and correct spellings.
L.3.3. Use knowledge of language and its
conventions when writing, speaking,
a. Choose words and phrases for effect.*
b. Recognize and observe differences
between the conventions of spoken
and written standard English.
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.
a. Use sentence-level context as a clue to
the meaning of a word or phrase.
b. Determine the meaning of the new
word formed when a known affix is
added to a known word
(e.g., agreeable/disagreeable,

a. I can capitalize appropriate words
in titles.
b. I can use commas in addresses.
c. I can use commas and quotation
marks in dialogue.
d. I can use possessives in my
writing.
e. I can spell words that have
suffixes added to base words
correctly.
f. I can use spelling patterns to spell
words correctly.
g. I can use resources to check and
correct my spelling.
I can express ideas using carefully

chosen words.
I can compare how people use
language when they write versus
when they talk.
determine the meaning of words and
phrases.
a. I can use what the sentence says
to help me to determine what a
word or phrase means.
b. I can use common prefixes to help
me determine what a word means.
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat)
c. I can use the meaning of root
47
comfortable/uncomfortable,
care/careless, heat/preheat).
c. Use a known root word as a clue to the
meaning of an unknown word with the
same root (e.g., company, companion).
d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise
meaning of key words and phrases.
words to help me determine the

meaning of new words with the
same root. (e.g., company,
companion)
d. I can use resource materials
(glossaries and dictionaries) to
help me determine the meaning of
key words and phrases.
48

a. Distinguish the literal and nonliteral
meanings of words and phrases in
context (e.g., take steps).
b. Identify real-life connections between
words and their use (e.g., describe
people who are friendly or helpful).
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 gradeappropriate conversational, general
academic, and domain-specific words and
phrases, including those that signal
spatial and temporal relationships (e.g.,
After dinner that night we went looking
for them).
I can analyze figurative language,

word relationships, and slight
differences in word meanings.
a. I can describe the difference
between literal and non-literal
meaning of words and phrases in
context. (e.g., take steps)
b. I can identify real-life connections
(e.g., describe people who are
friendly or helpful)
c. I can tell the difference between
related words. (e.g., knew,
believed, suspected, heard,
wondered)
I can accurately use 3rd grade
academic vocabulary to express my
ideas.
49

Targets
Grade 4
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 characters thoughts, words, or
actions).
including those that allude to significant
characters found in mythology (e.g.,
Herculean).
RL.4.5. Explain major differences
between poems, drama, and prose, and
refer to the structural elements of poems
(e.g., verse, rhythm, meter) and drama
(e.g., casts of characters, settings,
descriptions, dialogue, stage directions)
when writing or speaking about a text.
Long-Term Target(s)
I can explain what a text says using
specific details from the text.
I can make inferences using specific
details from text.
I can determine the theme of a story,
drama, or poem.
I can summarize a story, drama, or
poem.
I can describe a story's character,
setting, or events using specific
details from the text.
I can determine word meaning in a

text.
I can identify word meaning alluding
from classic mythology.
I can use literary terms to describe
parts of a story, poem, or drama
(e.g., verse, rhythm, meter, casts of
characters, settings, descriptions,
dialogue, stage directions).
I can describe the differences in

structure of poems, drama and
prose.
RL.4.6. Compare and contrast the point of I can compare and contrast different
narrators points of view.
view from which different stories are
narrated, including the difference
between first- and third-person
narrations.
I can make connections between a
RL.4.7. Make connections between the
text and the text's visuals.
text of a story or drama and a visual or
oral presentation of the text, identifying
50
where each version reflects specific

descriptions and directions in the text.
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.
dramas, and poetry, in the grades 45 text
complexity band proficiently, with
the range.
Informational Text
RI.4.1. Refer to details and examples in a
text when explaining what the text says
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, or
technical text, including what happened
and why, based on specific information in
the text.
RI.4.4. Determine the meaning of general
academic and domain-specific words or
I can compare how similar ideas and

stories are portrayed between
different cultures.
I can read grade-level literary texts

Long-Term Target(s)
I can make inferences using specific
details from the text.
I can determine the main idea using
I can summarize informational or
persuasive text.
I can explain the main points in a
historical, scientific, or technical
text, using specific details in the text.

academic words or phrases in an
informational text.
content words or phrases in an
informational text.
I can describe the organizational
structure in informational or
persuasive text (chronology,
comparison, cause/effect,
problem/solution).
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.
51
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.
RI.4.7. Interpret information presented
visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines,
animations, or interactive elements on
Web pages) and explain how the
information contributes to an
understanding of the text in which it
appears.
RI.4.8. 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.
I can compare and contrast a firsthand and second-hand account of the

same event or topic.
I can interpret information presented
through charts, graphs, timelines, or
websites.
I can explain how visual or graphic
information helps me understand the
text around it.
I can explain how an author uses

particular points in a text.
I can accurately synthesize
information from two texts on the
same topic.
52
RI.4.10. By the end of year, read and

and technical texts, in the grades 45 text
complexity band proficiently, with
the range.
Foundational Skills
decoding words.
a. Use combined knowledge of all lettersound correspondences, syllabication
patterns, and morphology (e.g., roots
and affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
understanding.
and expression.
Standards: Writing

Long-Term Target(s)
read words.
I can read 4th grade level texts

meaning.
a. I can read 4th grade level texts
with purpose.
b. I can read 4th grade level texts
with fluency.
my accuracy.
what Im
Long-Term Target(s)

supports a point of view with reasons
reasons and information.
and information.
a. Introduce a topic or text clearly, state
opinion piece.
an opinion, and create an
organizational structure in which
structure in
related ideas are grouped to support
which I group together related
the writers purpose.
ideas.
b. Provide reasons that are supported by
my opinion.
facts and details.
c. Link opinion and reasons using words
53
and phrases (e.g., for instance, in

order to, in addition).
section related to the opinion
presented.

opinion piece.
54

a. Introduce a topic clearly and group
related information in paragraphs and
sections; include formatting (e.g.,
headings), illustrations, and
multimedia when useful to aiding
comprehension.
definitions, concrete details,
quotations, or other information and
examples related to the topic.
c. Link ideas within categories of
information using words and phrases
(e.g., another, for
example, also, because).
d. Use precise language and domainspecific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and description to
show the responses of characters to
situations.
c. Use a variety of transitional words and
phrases to manage the sequence of
events.
d. Use concrete words and phrases and

a. I can introduce a topic clearly.
together about a
topic in an
informative/explanatory text
a. I can use text, formatting,
illustrations, and
multi-media to support my topic.
definitions, details, and
quotations.
categories of information.
(e.g., another, for
example, also, because)
d. I can use precise, content-specific
language/vocabulary to inform or
explain about a topic.
e. I can construct a concluding
statement or section of an
I can write narrative text about real
or imagined experiences or events.
and/or characters of my narrative.
that makes
a. I can use dialogue and
descriptions to show the actions,
thoughts and feelings of my
characters.
b. I can use transitional words and
phrases to show the sequence of
events in a narrative text.
c. I can use sensory details to
describe experiences and events
precisely.
55
sensory details to convey experiences

and events precisely.
e. Provide a conclusion that follows from
the narrated experiences or events.
W.4.4. Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience.
and editing.
d. I can write a conclusion to my

narrative.
I can produce writing that is

appropriate to task, purpose, and
audience.
can use the writing process to
produce clear and coherent writing
(with support).
56
W.4.6. With some guidance and support

from adults, use technology, including the
Internet, to produce and publish writing
others; demonstrate sufficient command
of keyboarding skills to type a minimum
of one page in a single sitting.

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.
With support, I can use technology to

publish a piece of writing.
with others to produce a piece of
writing.
I can type at least one page of
writing in a single setting.
I can conduct a research project to
become knowledgeable about a
topic.
I can recall information that is
important to a topic.
I can sort my notes into categories.
W.4.9. Draw evidence from literary or

informational texts to support analysis,
reflection, and research.
a. Apply grade 4 Reading standards to
literature (e.g., Describe in depth a
character, setting, or event in a story
or drama, drawing on specific details
in the text [e.g., a characters
thoughts, words, or actions].).
b. Apply grade 4 Reading standards to
informational texts (e.g., Explain how
an author uses reasons and evidence
to support particular points in a text).
audiences.
I can provide a list of sources I used

to gather information.
I can choose evidence from literary
or informational texts to support
analysis, reflection and research.
a. (e.g., Describe in depth a
character, setting, or event in a
story or drama, drawing on
specific details in the text [e.g., a
characters thoughts, words, or
actions].).
b. (e.g., Explain how an author uses
particular points in a text).
57

their own clearly.
discussion.
discussions and carry out assigned
roles.
c. Pose and respond to specific questions
to clarify or follow up on information,
and make comments that contribute to
the discussion and link to the remarks
of others.
d. Review the key ideas expressed and
explain their own ideas and
understanding in light of the
discussion.
Long-Term Target(s)
about 4th grade topics and texts.
SL.4.2. Paraphrase portions of a text read

aloud or information presented in diverse
media and formats, including visually,
I can paraphrase portions of a text

that is read aloud to me.
SL.4.3. Identify the reasons and evidence

a speaker provides to support particular
points.
SL.4.4. Report on a topic or text, tell a

during discussions.
discussions.
explore ideas in
the discussion.
c. I can ask questions that are on the
topic being discussed.
c. I can answer questions about the
topic being
discussed.
c. I can connect my questions and
responses to
what others say.
d. After a discussion, I can explain
what I understand about the topic
being discussed.
I can paraphrase information that is

presented in visual media and/or
numbers.
I can identify the reason a speaker
provides to support a particular
point.
I can identify evidence a speaker
provides to support particular points.
I can report on a topic or text using
58
story, or recount an experience in an

organized manner, using appropriate
facts and relevant, descriptive details to
support main ideas or themes; speak
clearly at an understandable pace.
SL.4.5. Add audio recordings and visual
displays to presentations when
appropriate to enhance the development
of main ideas or themes.
organized facts and details.

I can add audio or visual support to a
presentation in order to enhance
main ideas or themes.
59
SL.4.6. Differentiate between contexts

that call for formal English (e.g.,
presenting ideas) and situations where
informal discourse is appropriate (e.g.,
small-group discussion); use formal
English when appropriate to task and
situation.
a. Use relative pronouns (who, whose,
whom, which, that) and relative
adverbs (where, when, why).
b. Form and use the progressive (e.g., I
was walking; I am walking; I will be
walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may,
must) to convey various conditions.
d. Order adjectives within sentences
according to conventional patterns
(e.g., a small red bag rather than a red
small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences,
recognizing and correcting
inappropriate fragments and run-ons.*
g. Correctly use frequently confused
words (e.g., to, too, two; there, their).*
when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to
mark direct speech and quotations
from a text.
c. Use a comma before a coordinating
conjunction in a compound sentence.
I use formal English when

appropriate.
Long-Term Target(s)
listener.
a. I can use relative pronouns. (e.g.;
who, whose, whom, which, that)
a. I can use relative adverbs. (e.g.;
where, when,
why)
b. I can use progressive verb tenses.
(e.g., I was walking; I am walking;
I will be walking)
c. I can use can, may, and must
correctly.
d. I can use conventional patterns to
order adjectives within sentences.
(e.g., a small red bag rather
than a red small bag)
e. I can use prepositional phrases.
f. I can write complete sentences.
f. I can recognize fragmented and
run-on
sentences.
g. I can correctly use homophones.
(e.g., to, too, two; there, their)
a. I can use correct capitalization in
my writing.
b. I can use commas and quotation
marks to identify speech and
quotations from a text.
c. I can use a comma before a
coordinating conjunction in a
compound sentence.
d. I can spell grade-appropriate
60
d. Spell grade-appropriate words

correctly, consulting references as
needed.
words correctly.
d. I can use resources to check and
correct my
spelling.
61

a. Choose words and phrases to convey
ideas precisely.*
b. Choose punctuation for effect.*
c. Differentiate between contexts that
call for formal English (e.g., presenting
ideas) and situations where informal
discourse is appropriate (e.g., smallgroup discussion).
unknown and multiple-meaning words
and phrases based on grade 4 reading
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., definitions,
examples, or restatements in text) as a
clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek
and Latin affixes and roots as clues to
the meaning of a word (e.g., telegraph,
photograph, autograph).
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.
figurative language, word relationships,
a. Explain the meaning of simple similes
and metaphors (e.g., as pretty as a
picture) in context.
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
c. Demonstrate understanding of words
I can express ideas using carefully

chosen words.
I can choose punctuation for effect in
my writing.
I use formal English when
appropriate.

determine the meaning of words and
phrases.
a. I can use context to help me to
determine what a word or phrase
means.
b. I can use common affixes and
roots as clues to help me
determine what a word means.
(e.g., telegraph, photograph,
autograph)
c. I can use resource materials
(glossaries, dictionaries,
thesauruses) to help me
determine the pronunciation and
meaning of key words and
phrases.

a. I can explain the meaning of
simple similes in context.
a. I can explain the meaning of
simple
metaphors in context.
b. I can explain the meaning of
common idioms.
62

by relating them to their opposites
common
(antonyms) and to words with similar
adages.
but not identical meanings (synonyms).
common
proverbs.
c. I can name synonyms and
antonyms for vocabulary words.
63
L.4.6. Acquire and use accurately gradeI can accurately use 4th grade
appropriate general academic and
domain-specific words and phrases,
ideas.
including those that signal precise
actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are
basic to a particular topic (e.g., wildlife,
conservation, and endangered when
discussing animal preservation).
64

Targets
Grade 5
RL.5.1. Quote accurately from a text
when explaining what the text says
from the text.
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).
including figurative language such as
metaphors and similes.
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.
Long-Term Target(s)
quotes from the text.
I can make inferences using quotes
from text.
I can determine a theme based on
details in a literary text.
I can summarize a literary text.
I can compare and contrast literary

elements using details from the text
(two or more characters' points of
view, settings, events).
literal and figurative language
(metaphors and similes) in text.
I can explain how a series of
chapters, scenes of stanzas fit
together to create a larger literary
text.
RL.5.6. Describe how a narrators or

speakers point of view influences how
events are described.
I can describe how a narrator's point

of view influences the description of
events.
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.5.9. Compare and contrast stories in
the same genre (e.g., mysteries and
I can analyze how visual and

multimedia elements add to the
meaning, tone or beauty of literary
text.
I can compare and contrast stories in
the same genre for approach to
65
adventure stories) on their approaches to

similar themes and topics.
dramas, and poetry, at the high end of the
theme and topic.

66

Informational Text
RI.5.1. Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
RI.5.2. Determine two or more main ideas
of a text and explain how they are
supported by key details; summarize the
text.
Long-Term Target(s)
quotes from the text.
I can make inferences using quotes
from the text.
I can determine the main idea(s) of
an informational text based on key
details.
I can summarize an informational

text.
I can explain important relationships
RI.5.3. Explain the relationships or
between people, events, and ideas in
interactions between two or more
a historical, scientific, or technical
individuals, events, ideas, or concepts in a
text using specific details in the text.
historical, scientific, or technical text
based on specific information in the text.
RI.5.4. Determine the meaning of general I can determine the meaning of
academic words or phrases in an
academic and domain-specific words and
informational text.
RI.5.5. Compare and contrast the overall

structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events,
ideas, concepts, or information in two or
more texts.
RI.5.6. Analyze multiple accounts of the
same event or topic, noting important
similarities and differences in the point of
view they represent.
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
content words or phrases in an

informational text.
I can compare and contrast the
organizational structure of different
I can compare and contrast multiple

accounts of the same event or topic.
I can locate an answer or solve a

problem efficiently, drawing from
multiple informational sources.
I can explain how authors use

evidence and reasons to support
67
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 about the subject
knowledgeably.
and technical texts, at the high end of the
Foundational Skills
decoding words.
a. Use combined knowledge of all lettersound correspondences, syllabication
patterns, and morphology (e.g., roots
and affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
understanding.
and expression.
Standards: Writing
reasons and information.
a. Introduce a topic or text clearly, state
an opinion, and create an
their points in informational texts.
I can accurately synthesize

information from multiple texts on
the same topic.
Long-Term Target(s)
read words.
I can read 5th grade level texts

meaning.
a. I can read 5th grade texts with
purpose and understanding.
b. I can read 5th grade texts with
fluency.
my accuracy.
what Im
Long-Term Target(s)

supports a point of view with reasons
and information.
opinion piece.
68
organizational structure in which ideas

are logically grouped to support the
writers purpose.
b. Provide logically ordered reasons that
are supported by facts and details.
c. Link opinion and reasons using words,
phrases, and clauses
(e.g., consequently, specifically).
section related to the opinion
presented.
structure in
which I group together related
ideas.
my opinion.
opinion piece.
69

a. Introduce a topic clearly, provide a
general observation and focus, and
group related information logically;
include formatting (e.g., headings),
illustrations, and multimedia when
useful to aiding comprehension.
examples related to the topic.
c. Link ideas within and across
categories of information using words,
phrases, and clauses
(e.g., in contrast, especially).
explain the topic.
section related to the information or
explanation presented.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as
dialogue, description, and pacing, to
show the responses of characters to
situations.
c. Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and

a. I can introduce a topic clearly.
together about a
topic in an
informative/explanatory text
a. I can use text, formatting,
illustrations, and
multi-media to support my topic.
definitions, details, and
quotations.
categories of information.
(e.g., in contrast, especially)
d. I can use precise, content-specific
vocabulary to inform or explain
about a topic.
I can write narrative texts about real
or imagined experiences using
descriptive details and clearly
sequenced events.
and/or
characters of my narrative.
that makes
b. I can show the actions, thoughts
and feelings of my characters
through dialogue, description, and
careful pacing.
c. I can use transitional words,
phrases and clauses to show the
order of events in a narrative text.
d. I can use sensory details to
70
sensory details to convey experiences

and events precisely.
describe experiences and events

precisely.
e. I can write a conclusion to my
narrative.

in which the development and
organization are appropriate to task,
editing, rewriting, or trying a new
approach.
I can produce clear and coherent

writing that is appropriate to task,
can use a writing process to produce
clear and coherent writing.
71

from adults, use technology, including the
of two pages in a single sitting.

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.

literature (e.g., Compare and contrast
two or more characters, settings, or
events in a story or a drama, drawing
on specific details in the text [e.g., how
characters interact]).
informational texts (e.g., Explain how
an author uses reasons and evidence
to support particular points in a text,
identifying which reasons and

technology to publish a piece of
writing.
writing.
I can use type a minimum of two
pages in a single sitting.
I can build knowledge about multiple
aspects of a topic by conducting
research.
I can use several sources to build my
knowledge about a topic.
I can recall information that is
important to a topic.
I can summarize or paraphrase
information in my notes and in
finished work.
to gather information.
I can choose evidence from literary
or informational texts to support
a. (e.g., Compare and contrast two
or more characters, settings, or
events in a story or a drama,
drawing on specific details in the
text [e.g., how characters
interact])
b. (e.g., Explain how an author uses
particular points in a text,
identifying which reasons and
evidence support which point[s])
72
evidence support which point[s]).

audiences.

73

their own clearly.
discussion.
discussions and carry out assigned
roles.
by making comments that contribute
to the discussion and elaborate on the
remarks of others.
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,
SL.5.3. Summarize the points a speaker
makes and explain how each claim is
supported by reasons and evidence.
SL.5.4. Report on a topic or text or

present an opinion, sequencing ideas
logically and using appropriate facts and
relevant, descriptive details to support
main ideas or themes; speak clearly at an
Long-Term Target(s)
about 5th grade topics and texts.
during discussions.
discussions.
explore ideas in
the discussion.
c. I can ask questions that are on the
c. I can connect my questions and
responses to what others say.
d. After a discussion, I can explain
key ideas about the topic being
discussed.
I can summarize text that is read

aloud to me.
I can summarize information that is
presented in visual media and/or
numbers.
I can summarize the points a speaker
provides.
I can explain how the evidence a
speaker provides supports the points
theyre trying to make.
I can report on a topic or text using
organized facts and details.
74
SL.5.5. Include multimedia components
(e.g., graphics, sound) 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.
I can include multimedia components

or visual support to a presentation in
order to enhance main ideas or
themes.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when appropriate.
75

a. Explain the function of conjunctions,
prepositions, and interjections in
general and their function in particular
sentences.
b. Form and use the perfect (e.g., I had
walked; I have walked; I will have
walked) verb tenses.
c. Use verb tense to convey various
times, sequences, states, and
conditions.
d. Recognize and correct inappropriate
shifts in verb tense.*
e. Use correlative conjunctions
(e.g., either/or, neither/nor).
Long-Term Target(s)
listener.
a. I can explain what conjunctions,
prepositions, and interjections are
and how theyre used in
sentences.
b. I can use the perfect verb tenses.
(e.g., I had walked; I have walked;
I will have walked)
c. I can use verb tense to convey
various times, sequences, states,
and conditions.
d. I can identify an inappropriate
shift in verb tense.
d. I can correct an inappropriate
shift in verb
tense.
e. I can use correlative conjunctions.
(e.g., either/or, neither/nor)
a. I can use punctuation to separate
when writing.
items in a series.
a. Use punctuation to separate items in a b. I can use a comma to separate an
series.*
introductory word or phrase from
the rest of the sentence.
b. Use a comma to separate an
introductory element from the rest of
c. I can use a comma to set off the
the sentence.
words yes and no. (e.g., Yes, thank
you)
c. Use a comma to set off the
words yes and no (e.g., Yes, thank
c. I can use a comma to set off a
you), to set off a tag question from the tag question
rest of the sentence (e.g., Its true,
from the rest of the sentence.
isnt it?), and to indicate direct address (e.g., Its true,
(e.g., Is that you, Steve?).
isnt it?)
d. Use underlining, quotation marks, or
c. I can use a comma to indicate
italics to indicate titles of works.
direct address.
e. Spell grade-appropriate words
(e.g., Is that you, Steve?)
d.
I
can use underlining, quotation
correctly, consulting references as
marks, or italics to indicate titles
needed.
of works.
e. I can spell grade-appropriate
76

a. Expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style.
b. Compare and contrast the varieties of
English (e.g., dialects, registers) used
in stories, dramas, or poems.
a. Use context (e.g., cause/effect
relationships and comparisons in text)
as a clue to the meaning of a word or
phrase.
and Latin affixes and roots as clues to
the meaning of a word
(e.g., photograph, photosynthesis).
pronunciation and determine or clarify
the precise meaning of key words and
phrases.
a. Interpret figurative language,
including similes and metaphors, in
context.
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
c. Use the relationship between
words correctly.
e. I can consult reference materials
to check
and correct my spelling.
I can use my knowledge of language
and its conventions when writing,
speaking, reading, or listening.
a. I can use a variety of sentence
structures in my writing.
b. I can compare and contrast the
varieties of English (e.g., dialects,
registers) used in different kinds
of texts. (e.g., stories, dramas,
poems)
read grade appropriate words and
phrases I dont know.
a. I can use context (e.g.,
cause/effect relationships and
comparisons in text) to help me
understand the meaning of a word
or phrase.
b. I can use common Greek and
Latin affixes (prefixes) and roots
as clues to help me know what a
word means. (e.g., photograph,
photosynthesis)
determine or clarify the
pronunciation and meaning of key
words and phrases.
a. I can interpret the meaning of
similes in context.
a. I can interpret the meaning of
metaphors in
context.
common idioms.
77
particular words (e.g., synonyms,

antonyms, homographs) to better
understand each of the words.
L.5.6. Acquire and use accurately gradeappropriate 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).

common
adages.
common
proverbs.
c. I can use relationships between
words
(synonyms, antonyms, and
homographs) to
help me understand words.
I can accurately use 5th grade
ideas.
78

Targets
Grade 6
RL.6.1. Cite textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
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 a particular storys
or dramas plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
including figurative and connotative
meanings; analyze the impact of a specific
word choice on meaning and tone.
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.
experience of reading a story, drama, or
poem to listening to or viewing an audio,
video, or live version of the text, including
contrasting what they see and hear
when reading the text to what they
perceive when they listen or watch.
Long-Term Target(s)
I can cite text-based evidence to
support an analysis of literary text.
I can determine a theme based on
details in a literary text.
I can summarize a literary text using
only information from the text.
I can describe how the plot evolves
throughout a literary text.
I can describe how the characters
change throughout a literary text.
literal and figurative language
(metaphors and similes) in literary
text.
I can analyze how an author's word
choice affects tone and meaning.
I can analyze how a particular
sentence, stanza, scene, or chapter
fits in and contributes to the
development of a literary text.
I can analyze how an author develops
a narrator or speakers point of view.
I can compare and contrast how
reading a text is different from
watching a movie or listening to a
literary text.
79
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.

different genres communicate the
same theme or idea.
80

dramas, and poems, in the grades 68
the range.
Informational Text
RI.6.1. Cite textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.

RI.6.2. Determine a 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.
I can determine the main idea of an

informational text based on details in
the text.
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).
including figurative, connotative, and
technical meanings.
RI.6.5. Analyze how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contributes to the development of the
ideas.
RI.6.6. Determine an authors point of
view or purpose in a text and explain how
it is conveyed in the text.
RI.6.7. Integrate information presented in

different media or formats (e.g., visually,
quantitatively) as well as in words to

Long-Term Target(s)
I can cite text-based evidence to
support an analysis of informational
text.
I can summarize an informational

text using only information from the
text.
I can analyze how key individuals,
events, or ideas are developed
throughout a text.
determine word meaning in
I can analyze how a particular
sentence, paragraph, chapter, or
section fits in and contributes to the
development of ideas in a text.
I can determine an authors point of
view or purpose in an informational
text.
I can explain how an authors point
of view is conveyed in an
informational text.
I can use a variety of media to
develop and deepen my
understanding of a topic or idea.
81
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
authors presentation of events with that
of another (e.g., a memoir written by and
a biography on the same person).
I can identify the argument and

specific claims in a text.
I can evaluate the argument and
specific claims for sufficient
evidence.
I can compare how different authors
portray the same idea or event.
82

comprehend literary nonfiction in the
proficiently, with scaffolding as needed at
the high end of the range.
Standards: Writing

W.6.1. Write arguments to support claims

with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the
reasons and evidence clearly.
b. Support claim(s) with clear reasons
and relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
clarify the relationships among
claim(s) and reasons.
d. Establish and maintain a formal style.
section that follows from the argument
presented.
I can write arguments to support

claims with clear reasons and
relevant evidence.
a. I can create an introduction that
states my main argument and
foreshadows the organization of
my piece.
b. I can support my claim(s) with
clear reasons and relevant
evidence.
b. I can use credible sources to
support my claim(s)
c. I can identify the relationship
between my claim(s) and reasons
by using linking words, phrases
and clauses.
d. I can maintain a formal style in
my writing.
statement or section that
reinforces my main argument.
texts that convey ideas and concepts
using relevant information that is
carefully selected and organized.
text.
a. I can organize my information
using various
strategies (e.g.
definition/classification,
comparison/contrast,
cause/effect.)
a. I can include headings, graphics,
and
multimedia to help readers
understand my
ideas.

to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
a. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant facts,

Long-Term Target(s)
83
c.
d.
e.
f.

examples.
Use appropriate transitions to clarify
the relationships among ideas and
concepts.
Use precise language and domainspecific vocabulary to inform about or
explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or
section that follows from the
information or explanation presented.

effective technique, relevant descriptive
details, and well-structured event
sequences.
a. Engage and orient the reader by
establishing a context and introducing
a narrator and/or characters; organize
an event sequence that unfolds
naturally and logically.
dialogue, pacing, and description, to
develop experiences, events, and/or
characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events.
b. I can develop the topic with

relevant facts, definitions,
concrete details, and quotations.
c. I can use transitions to clarify
relationships among my ideas.
d. I can use contextually specific
language/vocabulary to inform or
explain about a topic
e. I can establish and maintain a
formal style in my writing.
f. I can construct a concluding
relevant details and event sequences
that make sense.
a. I can establish a context for my
narrative.
a. I can introduce the
narrator/characters of my
narrative.
a. I can organize events in a logical
sequence.
b. I can use dialogue and
descriptions to show the actions,
thoughts and feelings of my
characters.
c. I can use transitional words,
phrases and clauses to show
passage of time in a narrative
text.
d. I can use precise words and
phrases and sensory language to
convey experiences and events to
my reader.
d. I can use relevant descriptive
details to
convey experiences and events.
e. I can write a conclusion to my
narrative that makes sense to a
reader.
84
in which the development, organization,

and style are appropriate to task,
from peers and adults, develop and
planning, revising, editing, rewriting, or
trying a new approach.
W.6.6. Use technology, including the
of three pages in a single sitting.
W.6.7. Conduct short research projects to

answer a question, drawing on several
sources and refocusing the inquiry when
appropriate.

can use a writing process to produce
clear and coherent writing.
I can use technology to publish a

piece of writing.
writing.
I can use type at least three pages of
writing in a single sitting.
I can conduct short research projects
to answer a question.
I can use several sources in my
research.
I can refocus or refine my question
when appropriate.
85
W.6.8. 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.

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).
literary nonfiction (e.g., Trace and
evaluate the argument and specific
claims in a text, distinguishing claims
that are supported by reasons and
evidence from claims that are not).
audiences.
I can gather relevant information

from a variety of sources.
I can assess the credibility of each
source I use.
I can quote or paraphrase what
others say about my topic while
avoiding plagiarism.
to gather information in a
bibliography.
I can use evidence from a variety of
grade appropriate texts to support
analysis, reflection, and research.

86

partners on grade 6 topics, texts, and
issues, building on others ideas and
expressing their own clearly.
explicitly draw on that preparation by
referring to evidence on the topic, text,
or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
with elaboration and detail by making
comments that contribute to the topic,
text, or issue under discussion.
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
Long-Term Target(s)
about 6th grade topics, texts, and
issues.
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.
I can interpret information presented

in different media and formats.
SL.6.3. Delineate a speakers argument

and specific claims, distinguishing claims
that are supported by reasons and
evidence from claims that are not.
SL.6.4. Present claims and findings,

during discussions.
discussions.
I participate in a discussion.
c. I can pose questions that help me
clarify what is being discussed.
c. I can pose questions that
elaborate on the
c. I can respond to questions with
elaboration
and detail that connect with the
topic being
discussed.
d. After a discussion, I can
paraphrase what I understand
about the topic being discussed.
I can explain how new information

connects to a topic, text, or issue I
am studying.
I can outline a speakers argument
and specific claims.
I can determine whether a speakers
argument is supported by reasons
and evidence or not.
I can present claims and findings in a
87
sequencing ideas logically and using

pertinent descriptions, facts, and details
to accentuate main ideas or themes; use
appropriate eye contact, adequate
volume, and clear pronunciation.
logical order.
I can support my main points with
descriptions, facts, and details.
I can use effective speaking
techniques (appropriate eye contact,
adequate volume, and clear
pronunciation).
88

(e.g., graphics, images, music, sound) and
visual displays in presentations to clarify
information.
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
a. Ensure that pronouns are in the proper
case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself,
ourselves).
c. Recognize and correct inappropriate
shifts in pronoun number and person.*
d. Recognize and correct vague pronouns
(i.e., ones with unclear or ambiguous
antecedents).*
e. Recognize variations from standard
English in their own and others'
writing and speaking, and identify and
use strategies to improve expression in
conventional language.*
when writing.
a. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
b. Spell correctly.
a. Vary sentence patterns for meaning,
reader/listener interest, and style.*

and visual displays in a presentation
to clarify information.
English when indicated or
appropriate.
Long-Term Target(s)
I can use correct grammar and usage
when writing or speaking.
a. I can use the proper case of
pronouns in my writing.
b. I can use intensive pronouns.
(e.g., myself, ourselves)
c. I can correct inappropriate shifts
in pronoun number and person.
d. I can correct vague pronouns.
(i.e., ones with unclear or
ambiguous antecedents)
e. I can identify when Standard
English is and isnt being used.
e. I can convert language into
Standard English.
I can use correct capitalization,

punctuation, and spelling to send a
clear message to my reader.
a. I can use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
b. I can spell correctly.
I can use a variety of sentence
structures to make my writing and
speaking more interesting.
I can maintain consistency in style
and tone when writing and speaking.
89
b. Maintain consistency in style and

tone.*
90

a. Use context (e.g., the overall meaning
of a sentence or paragraph; a words
position or function in a sentence) as a
phrase.
or Latin affixes and roots as clues to
the meaning of a word (e.g., audience,
auditory, audible).
pronunciation of a word or determine
or clarify its precise meaning or its
part of speech.
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).
a. Interpret figures of speech (e.g.,
personification) in context.
b. Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful,
thrifty).

determine the meaning of unknown
words and phrases.
a. I can use context (e.g., the overall
meaning of a sentence or
paragraph; a words position or
function in a sentence) to
determine the meaning of a word
or phrase.
b. I can use common Greek and
Latin affixes (prefixes) and roots
as clues to help me determine the
meaning of a word.
(e.g., audience, auditory, audible)
determine or clarify the
pronunciation, meaning of key
words and phrases, and its part of
speech.
d. I can check the accuracy of my
guess about the meaning of a
word or phrase by using resource
materials.

word relationships, and nuances in
word meanings.
a. I can interpret figures of speech
in context. (e.g., personification)
b. I can use the relationship between
particular words to better
(e.g., cause/effect, part/whole,
item/category)
c. I can distinguish among the
connotations (associations) of
words with similar denotations
(definitions.) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty)
91

domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.

ideas.
I can use resources to build my
vocabulary.
92

Targets
Grade 7
RL.7.1. Cite several pieces of textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
of a text and analyze its development over
the course of the text; provide an
objective summary of the text.
RL.7.3. Analyze how particular elements

of a story or drama interact (e.g., how
setting shapes the characters or plot).
meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza
of a poem or section of a story or drama.
RL.7.5. Analyze how a dramas or poems
form or structure (e.g., soliloquy, sonnet)
contributes to its meaning.
RL.7.6. Analyze how an author develops
and contrasts the points of view of
different characters or narrators in a text.
RL.7.7. Compare and contrast a written
story, drama, or poem to its audio, filmed,
staged, or multimedia version, analyzing
the effects of techniques unique to each
medium (e.g., lighting, sound, color, or
camera focus and angles in a film).
RL.7.9. Compare and contrast a fictional
Long-Term Target(s)
I can cite several pieces of text-based
evidence to support an analysis of
informational text.
I can determine a theme or the
central ideas literary text.
I can analyze the development of a
theme or central idea throughout a
literary text.
I can objectively summarize literary
text.
I can analyze the interaction of
literary elements of a story or drama.
words and phrases in literary text
(figurative, connotative, and
technical meanings).
I can analyze the impact of rhymes
and repetitions of sound on a specific
section of poetry, story or drama.
I can analyze how a dramas or
poems form or structure contributes
to its meaning.
I can analyze how an author develops
and contrasts the points of view of
characters and narrators in a literary
text.
I can compare and contrast different
media versions of a literary text
(written vs. audio vs. film vs. staged,
etc.).
I can analyze the impact of the
techniques unique to each medium.
I can compare and contrast a
93
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.
fictional and historical account of a

time, place or character.
I can analyze how authors of fiction
use or alter history based on my
comparison of a fictional and
historical account of the same time,
place or character.
94

dramas, and poems, in the grades 68
the range.
Informational Text
RI.7.1. Cite several pieces of textual
evidence to support analysis of what the
RI.7.2. Determine two or more central
ideas in a text and analyze their
development over the course of the text;
provide an objective summary of the 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).
technical meanings; analyze the impact of
a specific word choice on meaning and
tone.
RI.7.5. Analyze the structure an author
uses to organize a text, including how the
major sections contribute to the whole
and to the development of the ideas.
view or purpose in a text and analyze how
the author distinguishes his or her
position from that of others.
I can read grade level literary texts

I can read above grade level texts
Long-Term Target(s)
I can cite several pieces of text-based
informational text.
central ideas informational text.
theme or central idea throughout the
text.
I can objectively summarize
informational text.
I can analyze the interactions
between individuals, events and
ideas in a text.
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze the impact of word
choice on meaning and tone.
I can analyze the organization of an
informational text (including how the
major sections contribute to the
whole and to the development of the
ideas).
view or purpose in informational
text.
I can analyze how the author
distinguishes his/her position from
95
RI.7.7. Compare and contrast a text to an

audio, video, or multimedia version of the
text, analyzing each mediums portrayal
of the subject (e.g., how the delivery of a
speech affects the impact of the words).
others.
I can compare and contrast different
media versions of informational text
(written vs. audio vs. film vs. staged,
etc.).
I can analyze impact of the
techniques unique to each medium.
96
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.
comprehend literary nonfiction in the
Standards: Writing

specific claims in a text for sound
reasoning and relevant, sufficient
evidence.
I can contrast how multiple authors
emphasize evidence or interpret
facts differently when presenting
information on the same topic.
I can read above grade level texts
Long-Term Target(s)
W.7.1. Write arguments to support claims I can write arguments to support

with clear reasons and relevant evidence. claims with clear reasons and
a. Introduce claim(s), acknowledge
relevant evidence.
alternate or opposing claims, and
organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence.
section that follows from and supports
the argument presented.
97
W.7.2. Write informative/explanatory texts I can write informative/explanatory

relevant content.
a. Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts,
b. Develop the topic with relevant facts,
examples.
c. Use appropriate transitions to create
cohesion and clarify the relationships
among ideas and concepts.
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or
the information or explanation
presented.
W.7.3. Write narratives to develop real or I can write narrative texts about real
that make sense.
sequences.
establishing a context and point of
view and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically.
dialogue, pacing, and description, to
characters.
98

sequence and signal shifts from one
time frame or setting to another.
sensory language to capture the action
and convey experiences and events.
and reflects on the narrated
experiences or events.
purpose, and audience. (Grade-specific
expectations for writing types are defined
in standards 13 above.)
trying a new approach, focusing on how
well purpose and audience have been
addressed.
W.7.6. Use technology, including the
and link to and cite sources as well as to
interact and collaborate with others,
including linking to and citing sources.
answer a question, drawing on several
sources and generating additional
related, focused questions for further
research and investigation.

purpose and audience.

can use a writing process to ensure
that purpose and audience have been
addressed.
I can use technology to produce and

publish a piece of writing with links
to cited sources.
with others while producing a piece
of writing, linking to cited sources.
to answer a question.
research.
I can generate additional questions
for further research.

multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
I can use search terms effectively.
and quote or paraphrase the data and
conclusions of others while avoiding
I can evaluate the credibility and
plagiarism and following a standard
accuracy of each source.
format for citation.
99
I can quote or paraphrase others

work while avoiding plagiarism.

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).
literary nonfiction (e.g. Trace and
claims in a text, assessing whether the
reasoning is sound and the evidence is
relevant and sufficient to support the
claims).
audiences.
I can use a standard format for

citation.
I can select evidence from literary or
informational texts to support

different timeframes, tasks, purposes
and audiences.
100

read or researched material under
study; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions,
track progress toward specific goals
and deadlines, and define individual
roles as needed.
c. Pose questions that elicit elaboration
and respond to others questions and
comments with relevant observations
and ideas that bring the discussion
back on topic as needed.
d. Acknowledge new information
expressed by others and, when
warranted, modify their own views.
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.
and specific claims, evaluating the
soundness of the reasoning and the
relevance and sufficiency of the evidence.
emphasizing salient points in a focused,
coherent manner with pertinent
descriptions, facts, details, and examples;
use appropriate eye contact, adequate
volume, and clear pronunciation.
Long-Term Target(s)
issues.
during discussions.
discussions.
I can analyze the main ideas and

supporting details presented in
different media and formats.
I can explain how ideas clarify a
topic, text or issue.
I can outline a speakers argument
and specific claims.
I can evaluate the reasoning and
evidence presented for soundness,
relevance, and sufficiency.
I can present claims and findings
with descriptions, facts, details and
examples.
adequate volume and clear
101

and visual displays in presentations to
clarify claims and findings and emphasize
salient points.
pronunciation).
and visual displays in a presentation
to clarify claims and to add
emphasis.
appropriate.
102

a. Explain the function of phrases and
clauses in general and their function in
specific sentences.
b. Choose among simple, compound,
complex, and compound-complex
sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a
sentence, recognizing and correcting
misplaced and dangling modifiers.*
when writing.
a. Use a comma to separate coordinate
adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an
old[,] green shirt).
b. Spell correctly.
a. Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.*
phrase.
the meaning of a word
(e.g., belligerent, bellicose, rebel).
Long-Term Target(s)

punctuation and spelling to send a
I can express ideas with precision.

words or phrases.
103
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.
104

literary, biblical, and mythological
allusions) in context.
particular words (e.g.,
synonym/antonym, analogy) to better
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending).

word relationships and nuances in
word meanings.

ideas.
vocabulary.
105

Targets
Grade 8
RL.8.1. Cite the textual evidence that
most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
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 or drama
propel the action, reveal aspects of a
character, or provoke a decision.
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts.
structure of two or more texts and
analyze how the differing structure of
each text contributes to its meaning and
style.
RL.8.6. Analyze how differences in the
points of view of the characters and the
audience or reader (e.g., created through
the use of dramatic irony) create such
effects as suspense or humor.
RL.8.7. Analyze the extent to which a
filmed or live production of a story or
Long-Term Target(s)
I can cite text-based evidence that
provides the strongest support for
my analysis of literary text.
central ideas of literary text.
text (including its relationship to the
characters, setting, and plot).
text.
I can analyze how specific dialogue
or incidents in a plot propel the
action, reveal aspects of a character,
or provoke a decision.
technical meanings)
choice on meaning and tone
(analogies or allusions).
structure of multiple texts.
I can analyze how different
structures impact meaning and style
of a text.
I can analyze how difference in
points of view between characters
and audience create effects in
writing.
I can analyze the extent to which a
filmed or live production follows the
106
drama stays faithful to or departs from

the text or script, evaluating the choices
made by the director or actors.
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.
text or script of the same literary

text.
I can evaluate the choices made by
director or actors in presenting an
interpretation of a script.
I can analyze the connections
between modern fiction and myths,
traditional stories or religious works
(themes, patterns of events,
character types).
107

dramas, and poems, at the high end of
Informational Text
RI.8.1. Cite the textual evidence that most
strongly supports an analysis of what the
and analyze its development over the
course of the text, including its
relationship to supporting ideas; provide
an objective summary of the 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).
specific word choices on meaning and
tone, including analogies or allusions to
other texts.
RI.8.5. Analyze in detail the structure of a
specific paragraph in a text, including the
role of particular sentences in developing
and refining a key concept.
the author acknowledges and responds to
conflicting evidence or viewpoints.

Long-Term Target(s)
provides the strongest support for an
analysis of literary text.
central ideas of an informational
text.
text (including its relationship to
supporting ideas).
informational text.
I can analyze the connections and
distinctions between individuals,
ideas or events in a text.
meanings).
I can analyze the structure of a
specific paragraph in a text
(including the role of particular
sentences in developing and refining
a key concept).
text.
108
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.

acknowledges and responds to
I can evaluate the advantages and
disadvantages of using different
mediums to present an idea.
109
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.

specific claims in a text (assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient to support the claims).
I can identify when irrelevant

evidence is used.
RI.8.9. Analyze a case in which two or
I can analyze texts for disagreement
more texts provide conflicting information on facts or interpretation.
on the same topic and identify where the
texts disagree on matters of fact or
interpretation.
comprehend literary nonfiction at the
high end of the grades 68 text
complexity band independently and
proficiently.
Standards: Writing
Long-Term Target(s)
W.8.1. Write arguments to support claims I can write arguments to support
with clear reasons and relevant evidence. claims with clear reasons and
a. Introduce claim(s), acknowledge and
relevant evidence.
distinguish the claim(s) from alternate
or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and evidence.
110
W.8.2. Write informative/explanatory texts I can write informative/explanatory

relevant content.
a. Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information into broader
categories; include formatting (e.g.,
headings), graphics (e.g., charts,
b. Develop the topic with relevant, wellchosen facts, definitions, concrete
details, quotations, or other
information and examples.
c. Use appropriate and varied transitions
to create cohesion and clarify the
relationships among ideas and
concepts.
explain the topic.
e. Establish and maintain a formal style.
presented.
W.8.3. Write narratives to develop real or I can write narrative texts about real
that make sense.
sequences.
establishing a context and point of
view and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically.
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
111
sequence, signal shifts from one time

frame or setting to another, and show
the relationships among experiences
and events.
sensory language to capture the action
and convey experiences and events.
and reflects on the narrated
experiences or events.
purpose, and audience. (Grade-specific
expectations for writing types are defined
in standards 13 above.)
trying a new approach, focusing on how
well purpose and audience have been
addressed.
W.8.6
. Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas efficiently as well
as to interact and collaborate with others.
answer a question (including a selfgenerated question), drawing on several
sources and generating additional
related, focused questions that allow for
multiple avenues of exploration.

multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;

purpose and audience.

can use the writing process to ensure
that purpose and audience have been
addressed.
I can use technology to produce and

publish writing that presents
relationships between information
and ideas efficiently.
with others while producing and
publishing writing.
to answer a question (including a
self-generated question).
research.
I can generate additional research
questions for further exploration.
I can use search terms effectively.
112
and quote or paraphrase the data and

conclusions of others while avoiding
plagiarism and following a standard
format for citation.

I can quote and paraphrase others
work while avoiding plagiarism.

literature (e.g., Analyze how a modern
work of fiction draws on themes,
patterns of events, or character types
from myths, traditional stories, or
religious works such as the Bible,
including describing how the material
is rendered new).
literary nonfiction (e.g., Delineate and
claims in a text, assessing whether the
reasoning is sound and the evidence is
relevant and sufficient; recognize
when irrelevant evidence is
introduced).
single sitting or a day or two.
read or researched material under
on the topic, text, or issue to probe and
reflect on ideas under discussion.
I can use a standard format for

citation.
I can use evidence from

different timeframes.
Long-Term Target(s)
issues.
during discussions.
discussions.
113
b. Follow rules for collegial discussions

and decision-making, track progress
toward specific goals and deadlines,
and define individual roles as needed.
c. Pose questions that connect the ideas
of several speakers and respond to
others questions and comments with
relevant evidence, observations, and
ideas.
d. Acknowledge new information
expressed by others, and, when
warranted, qualify or justify their own
views in light of the evidence
presented.
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.
and specific claims, evaluating the
soundness of the reasoning and relevance
and sufficiency of the evidence and
identifying when irrelevant evidence is
introduced.

emphasizing salient points in a focused,
coherent manner with relevant evidence,
sound valid reasoning, and well-chosen
details; use appropriate eye contact,
adequate volume, and clear
pronunciation.
SL.8.5. Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest.
I can analyze the purpose of

information presented in different
media and formats.
I can evaluate the motives behind a
presentation.
I can determine a speakers
argument and specific claims.
I can evaluate the reasoning and
evidence presented for soundness
and relevance.
I can present claims and findings in a
focused, coherent manner (use
relevant evidence, sound reasoning
and well-chosen details).
adequate volume and clear
pronunciation).
I can integrate multimedia
components and visual displays in a
presentation to clarify information,
strengthen claims and to add
emphasis.
114

a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences.
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. Recognize and correct inappropriate
shifts in verb voice and mood.*
when writing.
a. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
a. Use verbs in the active and passive
voice and in the conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
the action; expressing uncertainty or
describing a state contrary to fact).
unknown and multiple-meaning words or
phrases based on grade 8 reading and
content, choosing flexibly from a range of
strategies.
phrase.

appropriate.
Long-Term Target(s)

I can intentionally use verbs in active

and passive voice and in the
conditional and subjunctive mood.

words or phrases.
115

the meaning of a word (e.g., precede,
recede, secede).
precise meaning or its part of speech.
116

a. Interpret figures of speech (e.g. verbal
irony, puns) in context.
particular words to better understand
each of the words.
denotations (definitions)
(e.g., bullheaded, willful, firm,
persistent, resolute).

word meanings.

ideas.
vocabulary.
117

Targets
Grades 9-10
RL.9-10.1. Cite strong and thorough
textual evidence to support analysis of
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
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.
RL.9-10.4. Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone).
RL.9-10.5. Analyze how an authors
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 particular point of
view or cultural experience reflected in a
work of literature from outside the United
Long-Term Target(s)
provides strong and thorough
support for an analysis of literary
text.
I can determine the theme or central
idea of a literary text.
I can analyze the development of the
theme or central idea over the
course of the text (how it emerges
and is shaped and refined by details).
I can objectively summarize a
literary text.
I can analyze how complex
characters develop, interact with
other characters and advance the
plot or theme.
I can analyze the overall impact of
I can analyze how an authors

choices about how to structure text,
order events and manipulate time
create intended effects.
I can analyze a specific point of view

or cultural experience in world
literature.
118
States, drawing on a wide reading of

world literature.
RL.9-10.7. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Audens Muse des Beaux Arts
and Breughels Landscape with the Fall of
Icarus).
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).
RL.9-10.10. By the end of grade 9, read
stories, dramas, and poems, in the grades
910 text complexity band proficiently,
with scaffolding as needed at the high
end of the range.
By the end of grade 10, read and
dramas, and poems, at the high end of the
Informational Text
RI.9-10.1. Cite strong and thorough
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 the text.
RI.9-10.3. Analyze how the author unfolds

representation of a subject or scene
in two different mediums (including
what is emphasized or absent in each
treatment).
I can analyze how an author uses and
transforms source material in a
specific work.
I can read grade-level texts

Long-Term Target(s)
I can cite strong and thorough
informational text.
idea of a text.
I can objectively summarize an
informational text.
I can analyze how an author unfolds
119
an analysis or series of ideas or events,

including the order in which the points
are made, how they are introduced and
developed, and the connections that are
drawn between them.
RI.9-10.4. Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language of a court opinion differs
from that of a newspaper).
RI.9-10.5. Analyze in detail how an
authors 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 authors point of
an author uses rhetoric to advance that
point of view or purpose.
an analysis or series of ideas

(including the order in which the
points are made, how they are
introduced and developed, and the
connections that are drawn between
them).
meanings).
I can analyze how authors ideas or
claims are developed and refined by
other sections of text (sentences,
paragraphs, or larger portions of
text).
view of purpose in informational text.
I can analyze how an author uses
rhetoric to advance his/her point of
view or purpose.
120
RI.9-10.7. Analyze various accounts of a

subject told in different mediums (e.g., a
persons life story in both print and
multimedia), determining which details
are emphasized in each account.
RI.9-10.8. Delineate and evaluate the
assessing whether the reasoning is valid
sufficient; identify false statements and
fallacious reasoning.
RI.9-10.9. Analyze seminal U.S.

documents of historical and literary
significance (e.g., Washingtons Farewell
Address, the Gettysburg Address,
Roosevelts Four Freedoms speech, Kings
Letter from Birmingham Jail), including
how they address related themes and
concepts.
RI.9-10.10. By the end of grade 9, read
and comprehend literary nonfiction in the
I can analyze accounts of the same

subject from different mediums to
determine which details are
emphasized.
I can identify false statements and
flawed reasoning.
I can analyze important US historical
documents and literary texts for
related themes and concepts.


proficiently.
121
CCS Standards: Writing
Long-Term Target(s)
W.9-10.1. Write arguments to support

claims in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
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.
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 audiences knowledge
level and concerns.
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.
d. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
I can write an analysis of substantive

topics or texts, using valid reasoning
and sufficient evidence.
122
W.9-10.2. Write informative/explanatory

texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
content.
a. Introduce a topic; organize complex
ideas, concepts, and information to
make important connections and
distinctions; include formatting (e.g.,
headings), graphics (e.g., figures,
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
examples appropriate to the
audiences knowledge of the topic.
to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style
presented (e.g., articulating
implications or the significance of the
topic).

texts that convey complex ideas and
concepts clearly and accurately,
using content that is carefully
selected, organized, and analyzed.
123
W.9-10.3. Write narratives to develop real

or imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or events.
dialogue, pacing, description,
reflection, and multiple plot lines, to
characters.
c. Use a variety of techniques to
sequence events so that they build on
one another to create a coherent
whole.
d. Use precise words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters.
and reflects on what is experienced,
observed, or resolved over the course
of the narrative.
W.9-10.4. Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
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

or imagined experiences using wellchosen details and effective event
sequences.

writing appropriate to task, purpose
and audience.
I can use the writing process to focus

on what is most significant for a
specific purpose and audience.
124
significant for a specific purpose and

audience.
W.9-10.6. Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products,
taking advantage of technologys capacity
to link to other information and to display
information flexibly and dynamically.
I can use technology to produce,

publish, and update writing products
that link to information and display
information flexibily and dynamically.
125
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 subject under investigation.
W.9-10.8. 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.
I can conduct research projects to

answer a question or solve a
problem.
I can narrow or broaden my inquiry
appropriately.
I can synthesize multiple sources on
a subject.
from a variety of authoritative
sources.
I can use advanced searched
effectively.
I can assess the usefulness of each
source in answering the research
question.
I can selectively integrate
information into the text, maintaining
the flow of the piece.
W.9-10.9. Draw evidence from literary or

a. Apply grades 910 Reading
standards to literature (e.g., Analyze
how an author draws on and
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]).
b. Apply grades 910 Reading
standards to literary nonfiction (e.g.,
Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is valid and the
I can follow a standard format for

citation.
I can select evidence from literary
126
evidence is relevant and sufficient;

identify false statements and fallacious
reasoning).
W.9-10.10. Write routinely over extended
of tasks, purposes, and audiences.

different timeframes, tasks, purposes
and audiences.
127

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 910 topics, texts, and issues,
their own clearly and persuasively.
read and researched material under
from texts and other research on the
topic or issue to stimulate a
thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for
collegial discussions and decisionmaking (e.g., informal consensus,
taking votes on key issues,
presentation of alternate views), clear
goals and deadlines, and individual
roles as needed.
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.
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
Long-Term Target(s)
I can initiate effective discussions
with diverse partners on grade 9-10
topics, texts, and issues.
and persuasively.
I can build on others ideas.
I can integrate multiple sources of

information in various media or
128
formats (e.g., visually, quantitatively,

orally) evaluating the credibility and
SL.9-10.3. Evaluate a speakers point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence.
formats.
accuracy of sources.
I can evaluate a speakers ideas.
I can identify fallacious reasoning,
exaggeration or distorted evidence.
129
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, substance,
and style are appropriate to purpose,
audience, and task.
SL.9-10.5. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest.
SL.9-10.6. Adapt speech to a variety of
I can present information clearly,

concisely and logically for the
appropriate purpose, audience and
task.

L.9-10.1. Demonstrate command of the
a. Use parallel structure.*
b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and interest
to writing or presentations.
when writing.
a. Use a semicolon (and perhaps a
conjunctive adverb) to link two or
more closely related independent
clauses.
b. Use a colon to introduce a list or
quotation.
Long-Term Target(s)
I can strategically use digital media

in presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
appropriate.

130
c. Spell correctly.
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.
a. Write and edit work so that it conforms
to the guidelines in a style manual
(e.g., MLA Handbook,
Turabians Manual for Writers)
appropriate for the discipline and
writing type.
L.9-10.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grades 910 reading and content,
choosing flexibly from a range of
strategies.
of a sentence, paragraph, or text; a
words position or function in a
sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech
(e.g., analyze, analysis, analytical;
advocate, advocacy).
precise meaning, its part of speech, or
its etymology.
I can use a style manual appropriate

for the discipline and type of writing.

or multiple-meaning words and
phrases.
131
L.9-10.5. Demonstrate understanding of

euphemism, oxymoron) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.
L.9-10.6. Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for reading,
writing, speaking, and listening at the
college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering
a word or phrase important to
comprehension or expression.

word meanings.
I can accurately use 9th /10th grade

ideas.
vocabulary.
132

Targets
Grades 11-12
inferences drawn from the text, including
determining where the text leaves
matters uncertain.
Long-Term Target(s)
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
I can determine multiple themes or

central ideas of a literary text.
RL.11-12.3. Analyze the impact of the

authors choices regarding how to
develop and relate elements of a story or
drama (e.g., where a story is set, how the
action is ordered, how the characters are
introduced and developed).
including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)

course of the text (how they interact
and build on one another to produce
a complex account).
literary text.
I can analyze the impact of authors
choices on the development and
relationship of elements of a story or
drama.


word choices on meaning and tone
(including words with multiple
meanings or language that is
particularly fresh, engaging, or
beautiful).
choices concerning how to structure
choices about how to structure
specific parts of a text (e.g., the choice of specific parts of a text contribute to
133
where to begin or end a story, the choice

to provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which
grasping a point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g.,
satire, sarcasm, irony, or
understatement).
RL.11-12.7. Analyze multiple
interpretations of a story, drama, or poem
(e.g., recorded or live production of a play
or recorded novel or poetry), evaluating
how each version interprets the source
text. (Include at least one play by
Shakespeare and one play by an
American dramatist.
RL.11-12.9. Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics.

11CCR text complexity band proficiently,
end of the range.
the overall structure, meaning and

aesthetic impact.
I can determine point of view
whether it is expressed literally or
figuratively.
I can analyze multiple

representations of a story, drama or
poem to evaluate each versions
interpretation of the source text.
I can describe the foundational

works of eighteenth-, nineteenth-,
and twentieth-century American
literature.
I can compare and contrast how two
or more texts from the same period
treat similar themes or topics.

grades 11CCR text complexity band
Long-Term Target(s)
Informational Text
evidence to support analysis of
134

matters uncertain.
RI.11-12.2. Determine two or more
central ideas of a text and analyze their
including how they interact and build on
one another to provide a complex
analysis; provide an objective summary of
the 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.
and technical meanings; analyze how an
author uses and refines the meaning of a
key term or terms over the course of a
text (e.g., how Madison defines faction in
Federalist No. 10).
RI.11-12.5. Analyze and evaluate the
effectiveness of the structure an author
uses in his or her exposition or argument,
including whether the structure makes
points clear, convincing, and engaging.
RI.11-12.6. Determine an authors 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.
RI.11-12.7. Integrate and evaluate
multiple sources of information presented
in different media or formats (e.g.,
informational text, including

matters uncertain.
text.
a complex account).
informational text.
I can explain how specific
individuals, ideas, or events interact
and develop in a text with a complex
sequence of events or set of ideas.
meanings).
refines the meaning of key terms
over the course of a text.
I can evaluate the effectiveness of
the structure of an authors
explanation or argument (including
whether the structure makes points
clear, convincing and engaging).
view or purpose in a text with
effective rhetoric.
I can analyze how style and content
contribute to the power,
persuasiveness or beauty of the text.
media and formats to address a
135
visually, quantitatively) as well as in

words in order to address a question or
solve a problem.

reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy
(e.g., The Federalist, presidential
addresses).
RI.11-12.9. Analyze seventeenth-,
eighteenth-, and nineteenth-century
foundational U.S. documents of historical
and literary significance (including The
Declaration of Independence, the
Preamble to the Constitution, the Bill of
Rights, and Lincolns Second Inaugural
Address) for their themes, purposes, and
rhetorical features.
high end of the grades 11CCR text
proficiently.
Standards: Writing
W.11-12.1. Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise, knowledgeable
claim(s), establish the significance of
question or solve a problem.

I can evaluate multiple sources of
media or formats in order to address
a question or solve a problem.
I can evaluate the reasoning
(premises, purposes, and arguments)
in seminal US texts and works of
public advocacy (including the
application of constitutional
principles and use of legal
reasoning).
I can analyze the themes, purposes,

and rhetorical features in US
significance from the seventeenth-,
eighteenth-, and nineteenthcenturies.

Long-Term Target(s)
I can write an analysis of substantive
topics or text using valid reasoning
and sufficient evidence.
136
b.
c.
d.
e.
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.
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 audiences knowledge
level, concerns, values, and possible
biases.
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.
Establish and maintain a formal style
Provide a concluding statement or
137
W.11-12.2. Write informative/explanatory

texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
content.
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 formatting (e.g.,
headings), graphics (e.g., figures,
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 audiences knowledge of the
topic.
and syntax to link the major sections of
the text, create cohesion, and clarify
the relationships among complex ideas
and concepts.
d. Use precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style
presented (e.g., articulating
implications or the significance of the
topic).

texts that convey complex ideas and
concepts clearly and accurately,
using content that is carefully
selected, organized, and analyzed.
138
W.11-12.3. Write narratives to develop

real or imagined experiences or events
using effective technique, well-chosen
sequences.
setting out a problem, situation, or
observation and its significance,
establishing one or multiple point(s) of
view, and introducing a narrator
and/or characters; create a smooth
progression of experiences or events.
dialogue, pacing, description,
reflection, and multiple plot lines, to
characters.
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).
d. Use precise words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters.
and reflects on what is experienced,
observed, or resolved over the course
of the narrative.
W.11-12.4. Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
W.11-12.5. Develop and strengthen

or imagined experiences using wellchosen details and effective event
sequences.

writing appropriate to task, purpose
and audience.
I can use the writing process to focus
139

editing, rewriting, or trying a new
approach, focusing on addressing what is
most significant for a specific purpose
and audience.
W.11-12.6. Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products in
response to ongoing feedback, including
new arguments or information.
on what is most significant for a

specific purpose and audience.
I can use technology to produce,

publish, and update writing products
in response to ongoing feedback,
new arguments, and new
information.
140
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. 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 from literary or

a. Apply grades 1112 Reading
standards to literature (e.g.,
Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works
of American literature, including how
two or more texts from the same
period treat similar themes or topics).
b. Apply grades 1112 Reading
standards to literary nonfiction (e.g.,
Delineate and evaluate the reasoning
in seminal U.S. texts, including the
application of constitutional principles
I can conduct research projects to

answer a question or solve a
problem.
I can narrow or broaden my inquiry
when appropriate.
I can synthesize multiple sources on
a subject.
from a variety of authoritative
sources.
I can use advanced searches
effectively.
I can assess the strengths and
limitations of each source in terms of
task, purpose, and audience.
I can selectively integrate
information into text, maintaining the
flow of the piece.
I can follow a standard format for
citation.
I can use evidence from literary
141
and use of legal reasoning [e.g., in U.S.

Supreme Court Case majority opinions
and dissents] and the premises,
purposes, and arguments in works of
public advocacy [e.g., The Federalist,
presidential addresses]).
W.11-12.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different timeframes, tasks,
of tasks, purposes
142

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 1112 topics, texts, and issues,
their own clearly and persuasively.
read and researched material under
from texts and other research on the
topic or issue to stimulate a
thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to promote civil,
democratic discussions and decisionmaking, set clear goals and deadlines,
and establish individual roles as
needed.
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.
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
Long-Term Target(s)
I can initiate effective discussions
with diverse partners on grade 11-12
topics, texts, and issues.
and persuasively.
I can build on others ideas.

information in various media or
143
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 speakers 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.
formats to make informed decisions

and solve problems.
accuracy of each source (noting
discrepancies among the data).
I can evaluate a speakers ideas,
organization and style.
144
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, substance, and style are
appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest.
SL.11-12.6. Adapt speech to a variety of
contexts and tasks, demonstrating a
a. Apply the understanding that usage is
a matter of convention, can change
over time, and is sometimes contested.
b. Resolve issues of complex or contested
usage, consulting references
(e.g., Merriam-Websters Dictionary of
English Usage, Garners Modern
American Usage) as needed.
when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
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
I can present information

appropriate to purpose, audience and
task (conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style).
I can strategically use digital media
in presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
appropriate.
Long-Term Target(s)

punctuation and spelling.
I can vary grammar and sentence

structure for effect, consulting
references for support.
I can analyze grammar and sentence
145
comprehend more fully when reading or

listening.
a. Vary syntax for effect, consulting
references (e.g., Tuftes Artful
Sentences) for guidance as needed;
apply an understanding of syntax to
the study of complex texts when
reading.
structure in complex text to aid my

comprehension.
146

L.11-12.4. Determine or clarify the
meaning of unknown and multipleor multiple-meaning words or
meaning words and phrases based
phrases.
on grades 1112 reading and content,
choosing flexibly from a range of
strategies.
of a sentence, paragraph, or text; a
words position or function in a
sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech
(e.g., conceive, conception,
conceivable).
precise meaning, its part of speech, its
etymology, or its standard usage.
L.11-12.5. Demonstrate understanding of I can analyze figurative language,
word meanings.
hyperbole, paradox) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.
L.11-12.6. Acquire and use accurately
I can accurately use college- and
general academic and domain-specific
career-ready academic vocabulary to
words and phrases, sufficient for reading, express my ideas.
writing, speaking, and listening at the
college and career readiness level;
147
demonstrate independence in gathering

vocabulary knowledge when considering
a word or phrase important to
comprehension or expression.
vocabulary.
148
Disciplinary Reading Common Core State Standards & Long-Term

Learning Targets
Grades 6-8
BOOKEND CCS Reading Standard
10:
Comprehend complex text
independently and proficiently
RL.8.10. By the end of grade 8, read and
dramas, and poems, at the high end of
RI.8.10. By the end of grade 8, read and
proficiently.
RH.6-8.10.By the end of grade 8, read
and comprehend history/social studies
texts in the grades 68 text complexity
band independently and proficiently.
RST.6-8.10. By the end of grade 8, read

and comprehend science/technical texts
in the grades 68 text complexity band
Long-Term Target(s)
I can comprehend a wide range of
complex texts on my own.
I can read grade-level primary and
secondary sources proficiently and
independently.
I can read above-grade primary and
secondary sources with scaffolding
and support.
I can read grade-level
science/technical texts proficiently
and independently.
I can read above-grade
science/technical texts with
scaffolding and support.
149

1:
Cite evidence
Long-Term Target(s)
CCS Reading Standard 2:

Determine central ideas and
summarize
Long-Term Target(s)
central ideas of a disciplinespecific text.
I can cite strong and specific

evidence from a range of
discipline-specific texts to
support my analysis.
RL.8.1 Cite the textual evidence that most I can cite text-based evidence that
strongly supports an analysis of what the
provides the strongest support for
my analysis of literary text.
RI.8.1. Cite the textual evidence that most I can cite text-based evidence that
strongly
provides the strongest support for an
supports an analysis of what the text says analysis of literary text.
explicitly as well as inferences drawn
from the text.
RH.6-8.1. Cite specific textual evidence to I can cite specific evidence from
support analysis of primary and
primary and secondary sources to
secondary sources.
RST.6-8.1. Cite specific textual evidence
I can cite specific textual evidence
to support analysis of science and
from scientific and technical texts to
technical texts.
I can objectively and accurately

summarize discipline-specific
texts.
RL.8.2. Determine a theme or central idea I can determine a theme or the
of a text and
central ideas of a literary or
analyze its development over the course
informational text.
of the text,
including its relationship to the
characters, setting,
and plot; provide an objective summary of text (including its relationship to the
the text.

and analyze its development over the
course of the text, including its

text.
central ideas of a literary or
informational text.
150
relationship to supporting ideas; provide

an objective summary of the text.
RH.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.
RST.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.
Analyze idea development
RL.8.3. Analyze how particular lines of

dialogue or incidents in a story or drama
propel the action, reveal aspects of a
character, or provoke a decision.
RI.8.3. Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events
(e.g., through comparisons, analogies, or
categories).
RH.6-8.3. Identify key steps in a texts
description of a process related to
history/social studies (e.g., how a bill
becomes law, how interest rates are
raised or lowered).
RST.6-8.3. Follow precisely a multistep
procedure when carrying out
experiments, taking measurements, or
performing technical tasks.

text (including its relationship to the
informational text.
I can determine the central idea of a
primary or secondary source.
I can accurately summarize a
I can determine the central idea or
conclusions of a scientific text.
scientific text.
Long-Term Target(s)
I can analyze how an author
develops ideas in a disciplinespecific text.
I can identify and follow the steps
described in a discipline-specific
text.
I can analyze how specific dialogue
or incidents in a plot propel the
action, reveal aspects of a character,
or provoke a decision.
I can analyze the connections and
distinctions between individuals,
ideas or events in a text.
I can identify key steps in a process
described in a primary or secondary
source.
I can follow precisely a multi-step
scientific or technical procedure.
151

Interpret word meaning

including analogies or allusions to other
texts.
specific word choices on meaning and
tone, including analogies or allusions to
other texts.
RH.6-8.4. Determine the meaning of
text, including vocabulary specific to
domains related to history/social studies.
RST.6-8.4. Determine the meaning of
symbols, key terms, and other domainspecific words and phrases as they are
used in a specific scientific or technical
context relevant to grades 68 texts and
topics.
Long-Term Target(s)
I can determine the meaning and
impact of specialized vocabulary
used in a wide range of
discipline-specific texts.
connotative, and technical meanings)
meanings).
discipline- specific words and
phrases used in a primary or
secondary source.
specialized symbols and technical
vocabulary used in a scientific or
technical text.
152

Analyze text structure

structure of two or more texts and
analyze how the differing structure of
each text contributes to its meaning and
style.
RI.8.5. Analyze in detail the structure of a
specific paragraph in a text, including the
role of particular sentences in developing
and refining a key concept.
RH.6-8.5. Describe how a text presents
information (e.g., sequentially,
comparatively, causally).
RST.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.
Assess purpose and point of view
RL.8.6. Analyze how differences in the

points of view of the characters and the
audience or reader (e.g., created through
the use of dramatic irony) create such
effects as suspense or humor.
the author acknowledges and responds to
RH.6-8.6. Identify aspects of a text that
Long-Term Target(s)
I can analyze how and why the
structure of a discipline-specific
text helps me understand a topic
or concept.
structure of multiple texts.
structures impact meaning and style
of a text.
I can analyze the structure of a
specific paragraph in a text
(including the role of particular
sentences in developing and refining
a key concept).
I can describe the organizational
structure of a primary or secondary
source.
structures impact meaning of a text.
I can analyze how the sections of a
text contribute to the overall
meaning.
Long-Term Target(s)
I can determine an authors point
of view or purpose in a disciplinespecific text based on details in
the text.
I can analyze how difference in
points of view between characters
and audience create effects in
writing.
text.
acknowledges and responds to
I can identify aspects of the text that
153
reveal an authors point of view or

purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
RST.6-8.6. Analyze the authors purpose
in providing an explanation, describing a
procedure, or discussing an experiment in
a text.
reveal and authors point of view or

purpose.
I can explain why the author
describes a procedure, explains a
concept, or discusses an experiment.
154

Evaluate/integrate content from
diverse formats
RL.8.7. Analyze the extent to which a
filmed or live production of a story or
drama stays faithful to or departs from
the text or script, evaluating the choices
made by the director or actors.
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.
RH.6-8.7. Integrate visual information
(e.g., in charts, graphs, photographs,
videos, or maps) with other information in
print and digital texts.
RST.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).
Evaluate the argument
Long-Term Target(s)
I can integrate and evaluate
content from diverse formats.
I can analyze the extent to which a
filmed or live production follows the
text or script of the same literary
text.
I can evaluate the choices made by
director or actors in presenting an
interpretation of a script.
I can evaluate the advantages and
disadvantages of using different
mediums to present an idea.
I can synthesize visual information
with information in print and digital
texts.
I can synthesize visual information
with other information in a scientific
or technical text.
Long-Term Target(s)
specific claims in a disciplinespecific text.
I can distinguish an argument
that is logical and well supported
from an argument based on
speculation, insufficient, or
irrelevant evidence.
N/A
RI.8.8. Delineate and evaluate the
assessing whether the reasoning is sound
sufficient; recognize when irrelevant

155
RH.6-8.8. Distinguish among fact,

opinion, and reasoned judgment in a text.

evidence is used.
I can explain the differences between
facts, reasoned judgments, and
opinions.
I can identify facts, reasoned
judgments, and opinions in a text.
156
RST.6-8.8. Distinguish among facts,

reasoned judgment based on research
findings, and speculation in a text.
I can explain the differences between

facts, reasoned judgment based on
research, and speculation.
I can identify facts, reasoned
judgment based on research, and
speculation in a scientific text.
157

Analyze how multiple texts address
similar topics
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.
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.
RH.6-8.9. Analyze the relationship
between a primary and secondary source
on the same topic.
RST.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.
Long-Term Target(s)
multiple texts present the same
topic.
I can analyze the connections
between modern fiction and myths,
traditional stories or religious works
(themes, patterns of events,
character types).
I can analyze texts for disagreement
on facts or interpretation.
I can compare and contrast a

primary and secondary source about
the same topic.
information gained from a variety of
sources about the same scientific
topic.
158

Learning Targets
Grades 9-10
10:
910 text complexity band proficiently,
end of the range.
proficiently.
RH.9-10.10.By the end of grade 10, read
and comprehend history/social studies
texts in the grades 910 text complexity
band independently and proficiently.
RST.9-10.10.By the end of grade 10, read

and comprehend science/technical texts
in the grades 910 text complexity band
Long-Term Target(s)


independently.
and support.
science/technical texts proficiently
and independently.

science/technical texts with
159

1:
Cite evidence

Long-Term Target(s)
I can cite strong, specific, and
thorough evidence from a range
of discipline-specific texts to
text.
informational text.
160
RH.9-10.1.Cite specific textual evidence

to support analysis of primary and
secondary sources, attendingto such
features as the date and origin of the
information.
RST.9-10.1.Cite specific textual evidence
to support analysis of science and
technical texts, attending to the precise
details of explanations or descriptions.
I can cite specific evidence from

support my analysis (attending to
such features as the date and origin
of the information).
I can cite specific textual evidence
from scientific and technical texts to
support my analysis (attending to the
precise details of explanations or
descriptions).

summarize
Long-Term Target(s)
RL.9-10.2. Determine a theme or central

idea of a text and analyze in detail its
including how it emerges and is shaped
and refined by specific details; provide an
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 the text.
RH.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 the text.
I can accurately and objectively

texts.
idea of a literary text.
literary text.
idea of a text.
informational text.
I can accurately summarize how key
events or ideas develop over the
161
RST.9-10.2.Determine the central ideas

or conclusions of a text; trace the texts
explanation or depiction of a complex
process, phenomenon, or concept;
provide an accurate summary of the text.
course of the text.

I can determine the central idea or
conclusions of a scientific or
technical text.
I can trace a texts explanation or
depiction of a complex process,
phenomenon, or concept.
I can accurately summarize a
scientific or technical text.
162

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.
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 connections that are
drawn between them.
RH.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.
RST.9-10.3.Follow precisely a complex
multistep procedure when carrying out
performing technical tasks, attending to
special cases or exceptions defined in the
text.
Long-Term Target(s)
text.
I can analyze how complex
characters develop, interact with
other characters, and advance the
plot or theme.
I can analyze how an author unfolds
an analysis or series of ideas
(including the order in which the
points are made, how they are
introduced and developed, and the
connections that are drawn between
them).
I can analyze a series of events
described in a text.
I can determine whether earlier
events caused later ones or simply
preceded them.
I can follow precisely a complex
multistep experimental procedure,
including taking measurements or
I can attend to special cases or
exceptions defined in the text.

Long-Term Target(s)


163
meanings; analyze the cumulative impact

of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone).
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language of a court opinion differs
from that of a newspaper).
technical meanings)
meanings).
164
RH.9-10.4.Determine the meaning of

words and phrasesas they are used in a
text, including vocabulary describing
political, social, or economic aspects of
history/social studies.
RST.9-10.4.Determine the meaning of
context relevant to grades 910 texts and
topics.

specific words and phrases used in a
primary or secondary source
(including discipline-specific
vocabulary about the political, social,
or economic aspects of history).
technical text.

Long-Term Target(s)
structure of a discipline-specific
text helps me understand a topic
or concept.

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.
RI.9-10.5. Analyze in detail how an
authors ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
RH.9-10.5.Analyze how a text uses
structure to emphasize key points or
advance an explanation or analysis.
RST.9-10.5.5.Analyze the structure of the
relationships among concepts in a text,
including relationships among key terms
(e.g., force, friction, reaction force,
energy).

choices about how to structure text,
order events, and manipulate time
create intended effects.

Long-Term Target(s)
of view or purpose in a discipline-
I can analyze how authors ideas or

claims are developed and refined by
other sections of text (sentences,
paragraphs, or larger portions of
text).
I can analyze how a text uses
structure to emphasize key points or
advance an explanation or analysis.
I can analyze the relationships
among concepts and processes in a
scientific text.
I can explain the relationship among
key terms in a scientific or technical
text.
165
specific text based on details in

the text.
RL.9-10.6. Analyze a particular point of
view or cultural experience reflected in a
work of literature from outside the United
States, drawing on a wide reading of
world literature.
I can analyze a specific point of view

or cultural experience in world
literature.
166
RI.9-10.6. Determine an authors point of

an author uses rhetoric to advance that
point of view or purpose.

view of purpose in informational text.

Integrate/evaluate content from
diverse formats
Long-Term Target(s)
content from diverse formats.
RL.9-10.7. Analyze the representation of a

subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Audens Muse des Beaux Arts
and Breughels Landscape with the Fall of
Icarus).
RI.9-10.7. Analyze various accounts of a
subject told in different mediums (e.g., a
persons life story in both print and
multimedia), determining which details
are emphasized in each account.
RH.9-10.7.Integrate quantitative or
technical analysis (e.g., charts, research
data) with qualitative analysis in print or
digital text.
RST.9-10.7.Translate quantitative or
technical information expressed in words
in a text into visual form (e.g., a table or

representation of a subject or scene
in two different mediums (including
what is emphasized or absent in each
treatment)
I can analyze how an author uses

rhetoric to advance his/her point of
view or purpose.
RH.9-10.6.Compare the point of view of
I can compare and contrast the point
two or more authors for how they treat
of view of two or more authors for
the same or similar topics, including
how they treat similar topics
which details they include and emphasize (including which details they include
in their respective accounts.
and emphasize in their respective
accounts).
RST.9-10.6.Analyze the authors purpose
I can analyze the authors purpose
for providing an explanation,
procedure, or discussing an experiment in describing a procedure or discussing
a text, defining the question the author
an experiment.
seeks to address.
I can explain the question the author
is addressing in a scientific or
technical text.
I can analyze various accounts of the

same subject from different mediums
to determine which details are
emphasized.
I can integrate quantitative or
technical analysis with qualitative
analysis in print or digital text.
I can create a visual representation
to translate technical information
expressed in words in a text.
167
chart) and translate information

expressed visually or mathematically
(e.g., in an equation) into words.
I can translate visual or

mathematical text into words, using
quantitative or technical vocabulary.
168


assessing whether the reasoning is valid
sufficient; identify false statements and
fallacious reasoning.
Long-Term Target(s)
specific claims in a disciplinespecific text.
I can distinguish an argument
that is logical and well supported
from an argument based on
speculation, insufficient, or
irrelevant evidence.
I can identify false statements and

flawed reasoning.
RH.9-10.8.Assess the extent to which the I can assess how well an authors
reasoning and evidence in a text support
claim is supported by reasoning and
the authors claims.
evidence.
RST.9-10.8.Assess the extent to which the I can analyze to what degree an
reasoning and evidence in a text support
authors reasoning and evidence in a
the authors claim or a recommendation
text supports a claim or
for solving a scientific or technical
recommendation for solving a
problem.
scientific or technical problem.
similar topics
Long-Term Target(s)
topic.
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).
RI.9-10.9. Analyze seminal U.S.
significance (e.g., Washingtons Farewell

specific work.
I can analyze important US historical

documents and literary texts for
related themes and concepts.
169
Address, the Gettysburg Address,

Roosevelts Four Freedoms speech, Kings
Letter from Birmingham Jail), including
how they address related themes and
concepts.
RH.9-10.9.Compare and contrast
I can compare and contrast how the
treatments of the same topic in several
same topic is addressed in several
primary and secondary sources.
primary and secondary sources.
170
RST.9-10.9.Compare and contrast

findings presented in a text to those from
other sources (including their own
experiments), noting when the findings
support or contradict previous
explanations or accounts.
I can compare and contrast findings

presented in a variety of sources that
support or contradict previous
explanations or accounts of a
scientific or technical problem.
171

Learning Targets
Grades 11-12
10:
11CCR text complexity band proficiently,
end of the range.
high end of the grades 11CCR text
proficiently.
RH.11-12.10. By the end of grade 12,
read and comprehend history/social
studies texts in the grades 11CCR text
proficiently.
RST.11-12.10. By the end of grade 12,
read and comprehend science/technical
texts in the grades 11CCR text
proficiently.
Long-Term Target(s)


independently.
and support.
scientific/technical texts proficiently
and independently.

scientific/technical texts with
172

1:
Cite evidence

matters uncertain.
Long-Term Target(s)
I can cite strong, specific, and
thorough evidence from a range
of discipline-specific texts to
text, including determining where
the text leaves matters uncertain.
173

matters uncertain.
RH.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.
RST.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.

summarize
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
RI.11-12.2. Determine two or more

central ideas of a text and analyze their
including how they interact and build on

informational text, including
matters uncertain.
I can cite specific evidence from
support my analysis (connecting
insights gained from specific details
to an understanding of the text as a
whole).
I can cite supporting textual
scientific and technical texts, citing
supporting textual evidence.
I can identify important distinctions
the author makes and any gaps or
inconsistencies in the account.
Long-Term Target(s)
I can accurately and objectively
texts.
central ideas of a literary text.
a complex account).
literary text.
text.
174
one another to provide a complex

analysis; provide an objective summary of
the text.
RH.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.
RST.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.
RL.11-12.3. Analyze the impact of the

authors choices regarding how to
develop and relate elements of a story or
drama (e.g., where a story is set, how the
action is ordered, how the characters are
introduced and developed).
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.
RH.11-12.3.Evaluate various
explanations for actions or events and
determine which explanation best accords
with textual evidence, acknowledging
where the text leaves matters uncertain.

a complex account).
informational text.
I can provide an accurate summary
that identifies the relationships
among key details and ideas.
I can accurately paraphrase the
central ideas or conclusions of a text,
including the key concepts and
processes.
Long-Term Target(s)
text.
I can analyze the impact of authors
choices on the development and
relationship of elements of a story or
drama.
I can explain how specific
individuals, ideas, or events interact
and develop in a text with a complex
sequence of events or set of ideas.
I can evaluate various explanations
for actions or events.
I can determine which explanation is
best supported by textual evidence
175
RST.11-12.3.Follow precisely a complex

multistep procedure when carrying out
performing technical tasks; analyze the
specific results based on explanations in
the text.
and acknowledge where the text

leaves matters uncertain.
I can follow precisely a complex
multistep experimental procedure,
including taking measurements or
I can analyze the specific results
based upon explanations in the text.

Long-Term Target(s)

including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)

word choices on meaning and tone
(including words with multiple
meanings or language that is
particularly fresh, engaging, or
beautiful).
176

and technical meanings; analyze how an
author uses and refines the meaning of a
key term or terms over the course of a
text (e.g., how Madison defines faction in
Federalist No. 10).
RH.11-12.4.Determine the meaning of
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).
RST.11-12.4.Determine the meaning of
context relevant to grades 1112 texts
and topics.

meanings).

Long-Term Target(s)
structure of a text helps me
understand a topic or concept
and appreciate the aesthetic
impact of the text.
choices about how to structure
specific parts of a text contribute to
the overall structure, meaning and
aesthetic impact.

choices concerning how to structure
specific parts of a text (e.g., the choice of
where to begin or end a story, the choice
to provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
RI.11-12.5. Analyze and evaluate the
effectiveness of the structure an author
uses in his or her exposition or argument,
including whether the structure makes
points clear, convincing, and engaging.
RH.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

specific words and phrases used in a
technical text.
I can evaluate the effectiveness of

the structure of an authors
explanation or argument (including
whether the structure makes points
clear, convincing and engaging).
I can analyze how a complex primary
source is structured.
I can explain how key sentences,
177
to the whole.
RST.11-12.5.Analyze how the text
structures information or ideas into
categories or hierarchies, demonstrating
understanding of the information or
ideas.
paragraphs, and larger portions of

the text contribute to the whole.
I can analyze how a text is structured
into categories or hierarchies, and
how that structure supports my
understanding of the information or
ideas.
178

Long-Term Target(s)
of view or purpose in a text even
when it is not directly stated.
RL.11-12.6. Analyze a case in which

grasping a point of view requires
distinguishing what is directly stated in a
text from what is really meant (e.g.,
satire, sarcasm, irony, or
understatement).
RI.11-12.6. Determine an authors 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.
I can determine point of view

whether it is expressed literally or
figuratively.
RH.11-12.6.Evaluate authors differing

points of view on the same historical
event or issue by assessing the authors
claims, reasoning, and evidence.

view or purpose in a text with
effective rhetoric.
I can analyze how style and content
contribute to the power,
persuasiveness, or beauty of the text.
I can evaluate authors differing
points of view on the same historical
event or issue.
I can assess authors claims,

reasoning, and evidence.
RST.11-12.6.Analyze the authors purpose I can analyze the authors purpose
for providing an explanation,
procedure, or discussing an experiment in describing a procedure or discussing
a text, identifying important issues that
an experiment.
remain unresolved.
I can identify important issues that
remain unresolved in a scientific or
technical text.
Integrate/evaluate content from
diverse formats
Long-Term Target(s)
content from diverse formats to
address a question or solve a
problem.
RL.11-12.7. Analyze multiple
I can analyze multiple
interpretations of a story, drama, or poem representations of a story, drama or
(e.g., recorded or live production of a play poem to evaluate each versions
or recorded novel or poetry), evaluating
interpretation of the source text.
how each version interprets the source
text. (Include at least one play by
179
Shakespeare and one play by an

American dramatist.
RI.11-12.7. Integrate and evaluate
in different media or formats (e.g.,
visually, quantitatively) as well as in
words in order to address a question or
solve a problem.

media and formats to address a
I can evaluate multiple sources of
media or formats in order to address
a question or solve a problem.
180
RH.11-12.7.Integrate and evaluate

in diverse formats and media (e.g.,
visually, quantitatively, as well as in
words) in order to address a question or
solve a problem.
RST.11-12.7.Integrate and evaluate
in diverse formats and media (e.g.,
quantitative data, video, multimedia) in
order to address a question or solve a
problem.
I can integrate and evaluate multiple

sources of information in a variety of
formats and media to address a

Long-Term Target(s)
specific claims in a disciplinespecific text and.
I can integrate and evaluate multiple

sources of information in a variety of
formats and media to address a
I can challenge or corroborate

the argument in a disciplinespecific text by drawing on
additional information.
N/A
reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy
(e.g., The Federalist, presidential
addresses).
RH.11-12.8.Evaluate an authors
premises, claims, and evidence by
corroborating or challenging them with
other information.
RST.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.
I can evaluate the reasoning

(premises, purposes, and arguments)
in seminal US texts and works of
public advocacy (including the
application of constitutional
principles and use of legal
reasoning).
I can evaluate an authors premises,
claims, and evidence by
corroborating or challenging them
with other information.
I can evaluate the hypotheses, data,
analysis and conclusions in a science
or technical text by verifying the data
when possible.
I can corroborate or challenge
conclusions with other sources of
information.
181
182

similar topics
RL.11-12.9. Demonstrate knowledge of

eighteenth-, nineteenth- and earlytwentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics.
RI.11-12.9. Analyze seventeenth-,
eighteenth-, and nineteenth-century
foundational U.S. documents of historical
and literary significance (including The
Declaration of Independence, the
Preamble to the Constitution, the Bill of
Rights, and Lincolns Second Inaugural
Address) for their themes, purposes, and
rhetorical features.
RH.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.
RST.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.
Long-Term Target(s)
topic.
I can notice and resolve
discrepancies between different
texts on the same topic.
I can describe the foundational
works of eighteenth-, nineteenth-,
and twentieth-century American
literature.
I can compare and contrast how two
or more texts from the same period
treat similar themes or topics.
I can analyze the themes, purposes,
and rhetorical features in US
significance from the seventeenth-,
eighteenth-, and nineteenthcenturies.
I can integrate information from

diverse primary and secondary
sources into a coherent
understanding of an idea or event.
I can note discrepancies among
sources.
I can synthesize information from a
variety of sources into a coherent
understanding of a process,
phenomenon or concept.
I can resolve conflicting information
when possible.
183

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READ ME FIRST Overview of ELs Common Core Learning

A group of 15 EL staff members wrote long-term learning targets aligned with

EL is committed to purposeful learning; to that end, learning targets are a key

We offer these targets as an open educational resource (OER), intended to be

Determine importance and sort for long-term vs. supporting targets.

Build out contextualized supporting targets and assessments, looking

A specific resource we recommend is The Common Core: Clarifying

ELA CCSS and long-term learning targets December, 2013

more information at www.mheonline.com/aaa/index.php?page=flipbooks. (Each

6th Grade ELA

ELA Common Core State Standards and Long-Term Learning

RL.K.2. With prompting and support,

I can ask questions about words I dont

RL.K.5. Recognize common types of

RL.K.7. With prompting and support,

RI.K.2. With prompting and support,

illustrator's job in telling a story.

With support, I can compare and

ELA CCSS and long-term learning targets December, 2013

RI.K.3. With prompting and support,

With support, I can describe how two

With support, I can answer questions

represented in written language by

c. I can identify spaces between words

ELA CCSS and long-term learning targets December, 2013

RF.K.2. Demonstrate understanding of

I can use sound patterns to read

RF.K.3. Know and apply grade-level

I can read words using different

I can read kindergarten texts to make

ELA CCSS and long-term learning targets December, 2013

W.K.1. Use a combination of drawing,

I can share my thoughts and opinions

ELA CCSS and long-term learning targets December, 2013

W.K.2. Use a combination of drawing,

I can teach my reader about a topic

I can tell a story to my reader using

With support from adults, I can use

W.K.8. With guidance and support from

I can ask questions when I am

ELA CCSS and long-term learning targets December, 2013

SL.K.3. Ask and answer questions in

I can ask questions when I am

SL.K.4. Describe familiar people,

I can describe people, places, things,

I can answer questions to show what I

With support, I can use details when I

SL.K.5. Add drawings or other visual

spelling when writing.

ELA CCSS and long-term learning targets December, 2013

L.K.4. Determine or clarify the

I can use a variety of strategies to read

I can speak using words I hear in

ELA CCSS and long-term learning targets December, 2013

ELA Common Core State Standards and Long-Term Learning

RL.1.2. Retell stories, including key

ELA CCSS and long-term learning targets December, 2013

I can answer questions about details in

RI.1.3. Describe the connection

I can retell details in an informational

ELA CCSS and long-term learning targets December, 2013

RI.1.4. Ask and answer questions to

RI.1.5. Know and use various text