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The Iowa Core Essential Elements (EEs) are specific statements of knowledge and skills linked
to the grade-level expectations identified in the Iowa Core Standards. The purpose of the EEs is to
build a bridge from the content in the Iowa Core Standards to academic expectations for students
with the most significant cognitive disabilities. A group of general educators, special educators, and
content specialists from member states in the Dynamic Learning Maps (DLM) Consortium gathered to
determine the essence of the Common Core State Standards (CCSS). The stakeholder group members
were selected by their states to participate in this work. State education agency (SEA) representatives
and SEA-selected teachers collaborated to develop the EEs.
Learning occurs through active participation and interaction with and exposure to meaningful
content
Learning that builds over time
Application of knowledge and skills
Active participation and interaction in learning activities
Collaboration and communication (with adults and peers)
Ongoing comprehensive instruction
The unpacked standards document identifies the concepts, skills, big ideas, and essential questions for
each grade level cluster. This will help teachers understand what the student needs to know and be able
to do. It is important to note that the standards do not support isolated skill development but conceptual
understanding and skill development within context.
As individuals read through the unpacking it is also important to understand that the concepts, skills, and
big ideas are written with vocabulary appropriate for the teacher. There is no expectation that students
would repeat the wording in these sections. The essential questions were written from a student
perspective. The essential questions should help teachers think about skills, concepts, and expressive
communication opportunities.
Throughout the standards and the unpacked documents, communication implies a broad set
of behaviors and combinations of behaviors which may or may not be a standardized form but which
convey intent (purpose for communicating) and are understood by the listener. Since academic content
is symbolic in nature, we must work to help students find ways to communicate what they know. We
know this can be challenging for many students. Working closely with related services professionals and
the students parents is key. (qtd. in ELA Unpacking the Extended Standards, DPI NC)
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The unpacked Iowa Core ELA Essential Elements provides teachers the concepts, skills, big ideas, and
essential questions:
Unpacking means to identify the concepts and skills found in the cluster of grade level EEs.
For every cluster the unpacked EEs document provides four components:
Concept
o Because the EEs were unpacked by cluster and not each Essential Element the concept is
inferred from all of the EEs in the cluster
Skills
o What might that look like for students with significant cognitive disabilities?
Point
Eye gaze
Vocalize
Use of AAC system (with or without switches, high tech or low tech)
Partner assisted scanning
Big Idea
o What we want students to comprehend independently and remember indefinitely
Will the big idea apply to more than one content area of learning?
Will the big idea apply to more than one grade?
Will the big idea be important in the future?
Will the big idea be one a student can remember after instruction ends?
Essential Questions
o Are more narrowly focused and point to the big ideas and concepts
o Provoke thought, discussion, inquiry, new understandings, and more questions
o Ask students to consider alternates, weigh evidence, support ideas, and justify answers
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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o Spark meaningful connections with prior learning, personal experience, and prior lessons
o Help students transfer knowledge to other situations and subjects
Teams of Iowa ELA content and special education educators worked together to unpack the Iowa Core
ELA Essential Elements
These teams worked in consultation with Claire Greer, Ph.D. and Karen Erickson, Ph.D., from the Center
for Literacy and Disabilities Center, UNC Chapel Hill, NC, who offered guidance based on their experience
in standards and curriculum and alternate assessments of students with significant cognitive disabilities.
As part of the unpacking process, the Dynamic Learning Maps in ELA were reviewed to ensure alignment
to the concepts and skills assessed within the DLM ELA Alternate Assessment.
Teachers across the state have indicated unpacked standards will help them decide what is
important for their students to learn, what concepts and skills students need to succeed, connect
with high-level thinking skills, and engage students in the material by setting a purpose for
learning.
In short, it helps teachers create unit and lesson plans that connect within and across content
areas.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RL.K.2 With prompting and support, retell Skills: Identify details, identify major events,
EE.RL.K.2 With guidance and support, identify
familiar stories, including key details. identify characters and setting
major events in familiar stories.
Big Idea: Key information is explicitly stated in
stories.
RL.K.3 With prompting and support, identify EE.RL.K.3 With guidance and support, identify
characters, settings, and major events in a characters and settings in a familiar story. Essential Questions: What does the story tell
story. me? Do I remember all of the important details?
If I don't remember, what can I do? Who is in
the story? Where does the story happen?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Craft and Structure
RL.K.4 Ask and answer questions about Concepts: Print carries meaning and is stable
EE.RL.K.4 With guidance and support, indicate
unknown words in a text. over time.
when an unknown word is used in a text.
RL.K.5 Recognize common types of texts (e.g., EE.RL.K.5 With guidance and support, Skills: Recognize unknown words within text;
storybooks, poems). recognize familiar texts (e.g., storybooks, recognize familiar texts; identify print in stories.
poems).
Big Ideas: We should understand the words we
see and hear in stories. A story never changes
RL.K.6 With prompting and support, name the no matter how many times we read it. Reading
EE.RL.K.6 With guidance and support,
author and illustrator of a story and define the involves reading words not just looking at
distinguish between words and illustrations in a
role of each in telling the story. pictures.
story.
Essential Questions: What do the words that
we are hearing mean? What part of the book
are we supposed to read?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Integration of Knowledge and Ideas
RL.K.7 With prompting and support, describe Concepts: Representations help explain the
EE.RL.K.7 With guidance and support, identify
the relationship between illustrations and the story but the text gives the details.
illustrations or objects/tactual information that
story in which they appear (e.g., what moment
go with a familiar story.
in a story an illustration depicts).
RL.K.8 (Not applicable to literature) Skills: Identify illustrations or objects/ tactual
information that go with familiar text; identify
EE.RL.K.8 (Not applicable to literature) characters; Identify what a character is doing in
familiar text.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RI.K.2 With prompting and support, identify the EE.RI.K.2 With guidance and support, identify Skills: Identify the topic, events, individuals and
main topic and retell key details of a text. the topic of a familiar text. supporting details from the text.
Big Idea: Informational text includes details that
help us remember and identify the topic.
RI.K.3 With prompting and support, describe EE.RI.K.3 With guidance and support, identify
the connection between two individuals, events, individuals, events, or details in a familiar Essential Questions: What does the text tell
ideas, or pieces of information in a text. informational text. me? What was an important detail from the
text? What important details do I remember? If I
don't remember, what can I do?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Craft and Structure
RI.K.4 With prompting and support, ask and Concepts: Print carries meaning and is stable
EE.RI.K.4 With guidance and support, indicate
answer questions about unknown words in a over time.
when an unknown word is used in a text.
text.
RI.K.5 Identify the front cover, back cover, and Skills: Indicate unknown words; identify front
title page of a book. EE.RI.K.5 With guidance and support, identify cover of a book; identify illustrations; identify the
the front cover of a book. print.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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b. Count, pronounce, blend, and segment Big Idea: The sounds and syllables in words
b. With guidance and support, recognize
syllables in spoken words. can be identified, isolated, and compared.
the number of words in a spoken message.
c. Blend and segment onsets and rimes of Essential Questions: What sound do we hear
single syllable spoken words. c. With guidance and support, identify at the beginning of the word? How many parts
single-syllable spoken words with the same do we hear in the word? How many words did
onset (beginning sound) as a familiar word. we hear in the spoken message? What other
words have the same sound? What rhyming
d. Isolate and pronounce the initial, medial words do I hear?
vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel- d. Not applicable
consonant, or CVC) words.* (This does not
include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds
(phonemes) in simple, one-syllable words to e. Not applicable
make new words.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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a. Demonstrate basic knowledge of one- Skills: Identify name; identify first letter/ sound
to-one letter-sound correspondences by a. With guidance and support, recognize in name; recognize environmental print.
producing the primary or many of the most first letter of own name in print.
frequent sound for each consonant.
b. Associate the long and short sounds Big Idea: Our name contains letters that can be
with common spellings (graphemes) for the b. Not applicable used to read and write other words
five major vowels.
c. Read common high-frequency words Essential Questions: Where is my name?
c. With guidance and support, recognize
by sight (e.g., the, of, to, you, she, my, is, What is the first letter in my name? Where do I
environmental print.
are, do, does). see words around me?
d. Distinguish between similarly spelled
words by identifying the sounds of the d. Not applicable
letters that differ.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Fluency
Concept: Participating in shared reading is an
active process.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.K.1 Use a combination of drawing, dictating, Concept: Opinions information can be shared
and writing to compose opinion pieces in which through writing
EE.W.K.1 With guidance and support, select a
they tell a reader the topic or the name of the
familiar book and use drawing, dictating, or
book they are writing about and state an opinion
writing to state an opinion about it.
or preference about the topic or book (e.g., My Skills: Select a book, topic or event and draw,
favorite book is . . .) dictate or write to share an opinion or give
W.K.2 Use a combination of drawing, dictating, information.
and writing to compose informative/explanatory EE.W.K.2 With guidance and support, select a
texts in which they name what they are writing familiar topic and use drawing, dictating, or
about and supply some information about the writing to share information about the topic. Big Idea: Self-selecting familiar books, topics,
topic. and events tap background knowledge and
experience making it easier to form opinions
and ideas to draw, dictate, or write about.
W.K.3 Use a combination of drawing, dictating,
and writing to narrate a single event or several EE.W.K.3 With guidance and support, select an Essential Questions: What's my opinion of this
loosely linked events, tell about the events in event and use drawing, dictating, or writing and book, topic or event? How can I share my
the order in which they occurred, and provide a share information about it. opinions, information, and ideas? What
reaction to what happened. information do I want share?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Production and Distribution of Writing
W.K.4 (Begins in grade 3) Concept: Using digital tools can improve the
EE.W.K.4 (Begins in grade 3) quality of written messages.
W.K.5 With guidance and support from adults, Skills: Communicate multiple ideas; explore
respond to questions and suggestions from digital tools; work with others to produce a
EE.W.K.5 (Begins in grade 1)
peers and add details to strengthen writing as written text
needed.
Big Idea: Digital tools can support production
and publication of written work.
W.K.6 With guidance and support from adults, EE.W.K.6 With guidance and support from
explore a variety of digital tools to produce and adults, explore a variety of digital tools to
publish writing, including in collaboration with produce individual or group writing. Essential Questions: How does this digital tool
peers. work? How can I produce and publish writing
with this tool?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Research to Build and Present Knowledge
W.K.7 Participate in shared research and Concept: Familiar experiences serve as an
EE.W.K.7 With guidance and support,
writing projects (e.g., explore a number of books important source of information for writing.
participate in shared research and writing
by a favorite author and express opinions about
objects.
them).
W.K.8 With guidance and support from adults, Skills: Recall information from familiar topics,
EE.W.K.8 With guidance and support from
recall information from experiences or gather books and activities; relate information, objects
adults, identify information, objects, or events
information from provided sources to answer a or events to own experience.
that relate to personal experiences.
question.
Big Idea: Information recalled or identified from
familiar topics, activities, and experiences can
be recorded through shared writing.
W.K.9 (Begins in grade 4) Essential Questions: What do we remember
EE.W.K.9 (Begins in grade 4)
about this book/activity? What do we know
about this? When have we seen something like
this before? When have we done something
like this before? What should we write about it?
How do we write it?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Range of Writing
W.K.10 (Begins in grade 3) EE.W.K.10 (Begins in grade 3)
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.K.1 Participate in collaborative Concept: Communication occurs between two
conversations with diverse partners about EE.SL.K.1 Participate in conversations with or more people for a variety of purposes.
kindergarten topics and texts with peers and others.
adults in small and larger groups.
a. Follow agreed-upon rules for discussions Skills: Use communicative behaviors to convey
(e.g., listening to others and taking turns message; use language to convey message;
a. Communicate directly with supportive
speaking about the topics and texts under answer questions; ask for help.
adults or peers.
discussion).
SL.K.5 Add drawings or other visual displays to EE.SL.K.5 With guidance and support, add or Skills: Identify familiar people, places, things,
descriptions as desired to provide additional select drawings or other visual or tactual events; make choices; add or select
detail. displays that relate to familiar people, places, representations; use language to communicate.
things, and events.
Big Idea: Language and representations can
be used to tell others what you are thinking.
SL.K.6 Speak audibly and express thoughts, EE.SL.K.6 With guidance and support,
communicate thoughts, feelings, and ideas. Essential Questions: What information do I
feelings, and ideas clearly.
know about the people, places, things, and
events? What picture can you draw or pick
that tells something about the ideas? How can
I relate these ideas to my own experiences?
What do I want to share with others about my
thoughts, feelings, and ideas?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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b. Use the most frequently occurring Big Idea: Words are related to each other and
inflections and affixes (e.g., -ed, -s, re-, un-, the context in which they are used.
b. Not applicable.
pre-, -ful, -less) as a clue to the meaning of
an unknown word.
L.K.5 With guidance and support from adults, Essential Questions: What word do I need to
explore word relationships and nuances in word use? How are these words the same and
EE.L.K.5 Demonstrate emerging understanding
meanings. different? What is the opposite of this word?
of word relationships.
What word(s) have I learned that would help me
here? What action took place in this text?
a. Sort common objects into categories
a. With guidance and support, sort common
(e.g., shapes, foods) to gain a sense of the
objects into familiar categories.
concepts the categories represent.
b. Demonstrate understanding of frequently
b. With guidance and support, demonstrate
occurring verbs and adjectives by relating
understanding of frequently occurring
them to their opposites (antonyms).
opposites.
c. Identify real-life connections between
c. With guidance and support, use words to
words and their use (e.g., note places at
communicate in real-life situations.
school that are colorful).
d. Distinguish shades of meaning among
verbs describing the same general action d. With guidance and support, demonstrate
(e.g., walk, march, strut, prance) by acting an understanding of common verbs.
out the meanings.
L.K.6 Use words and phrases acquired through EE.L.K.6 With guidance and support, use
conversations, reading and being read to, and words acquired through conversations, being
responding to texts. read to, and during shared reading activities.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RL.1.2 Retell stories, including key details, and Skills: Identify details, characters, and setting.
EE.RL.1.2 With guidance and support, recount
demonstrate understanding of their central Recount major events.
major events in familiar stories.
message or lesson.
Big Idea: Key information is explicitly stated in
stories.
RL.1.3 Describe characters, settings, and major EE.RL.1.3 Identify characters and settings in a Essential Questions: What does the story tell
events in a story, using key details. me? What are some of the events that
familiar story.
happened in the story? If I don't know or
remember, what can I do? Who is important in
the story? Why are they important? What is the
setting of the story?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Craft and Structure
RL.1.4 Identify words and phrases in stories or Concept: Texts tell about a topic through
EE.RL.1.4 With guidance and support, identify
poems that suggest feelings or appeal to the stories.
sensory or feeling words in a familiar story.
senses.
RL.1.5 Explain major differences between Skills: Identify sensory or emotion words within
books that tell stories and books that give EE.RL.1.5 With guidance and support, identify text, identify a text that tells a story, identify who
information, drawing on a wide reading of a a text as telling a story. is telling the story.
range of text types.
Big Idea: Texts convey messages and words and
phrases within a text can express emotion.
EE.RL.1.6 With guidance and support, identify
RL.1.6 Identify who is telling the story at various Essential Questions: Which words tell me how
a speaker within a familiar story.
points in a text. the characters feel? Which text tells me a
story? Who is telling the story?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to Concepts: Words, illustrations or
describe its characters, setting, or events. EE.RL.1.7 Identify illustrations or objects/tactual objects/tactuals can describe different
information that go with a familiar story. characters and their experiences or story
events.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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RI.1.2 Identify the main topic and retell key Skills: Identify details in a familiar text; identify
details of a text. individuals and events in a familiar informational
EE.RI.1.2 With guidance and support, identify text; identify details about a topic, event, or
details related to the topic of a text. individual in familiar informational texts.
RI.1.8 Identify the reasons an author gives to Skills: Identify illustrations or objects/tactual
support points in a text. EE.RI.1.8 Identify points the author makes in a information that support what is in the text;
familiar informational text. identify points the author makes; match similar
information from two texts on the same topic.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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b. Orally produce single-syllable words by b. With guidance and support, match orally Big Idea: Sounds in words can be identified,
blending sounds (phonemes), including presented segmented phonemes (e.g., C-A- isolated or blended.
consonant blends. T) to pictures or words illustrating the
corresponding word.
c. Isolate and pronounce initial, medial Essential Questions: What sound do I hear at
vowel, and final sounds (phonemes) in c. Identify a single syllable spoken word with the beginning of the word? What other words
spoken single-syllable words. the same onset (beginning sound) as a have the same sounds? What sound(s) do I
familiar word. hear at the end of the word? What word do I get
when I change this sound?
d. Segment spoken single-syllable words d. With guidance and support, substitute
into their complete sequence of individual individual sounds (phonemes) in simple,
sounds (phonemes). one-syllable words to make new words.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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b. Decode regularly spelled one-syllable b. With guidance and support, recognize Big Idea: The letters of the alphabet make up
words. familiar words that are used in every day words that can be found in every day routines.
routines.
c. Know final -e and common vowel team Essential Questions: What letter is this?
conventions for representing long vowel Which word starts with that letter? Which word
sounds. c. Not applicable. goes with this picture or symbol? Where would
I find this word?
d. Use knowledge that every syllable must
have a vowel sound to determine the d. Not applicable.
number of syllables in a printed word.
e. Decode two-syllable words following
e. Not applicable.
basic patterns by breaking the words into
syllables.
f. Read words with inflectional endings. f. Not applicable.
g. Recognize and read grade-appropriate
g. Not applicable.
irregularly spelled words.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Fluency
RF.1.4 Read with sufficient accuracy and Concept: Books can be read and studied.
EE.RF.1.4 Begin to attend to words in print.
fluency to support comprehension.
a. Read on-level text with purpose and Skills: Independently turn pages in a book or
understanding. navigate pages in a multi-media book; attend to
a. Engage in sustained, independent study words and pictures in a text for an extended
of books. period of time; listen, communicate and interact
during shared reading.
b. Read on-level text orally with accuracy, b. Participate in shared reading of a variety Big Idea: Reading books involves attending to
appropriate rate, and expression on of reading materials reflecting a variety of the words and pictures in a text.
successive readings. text genre.
c. Use context to confirm or self-correct Essential Questions: Have I checked out
word recognition and understanding, everything on this page? What do I notice about
rereading as necessary. c. Not applicable. the words or illustrations? Do I have anything I
want to share about this page? Am I ready to go
to the next page?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.1.1 Write opinion pieces in which they Concept: There are many reasons to write.
EE.W.1.1 Select a familiar book and use
introduce the topic or name the book they are
drawing, dictating, or writing to state an opinion
writing about, state an opinion, supply a reason
about it.
for the opinion, and provide some sense of
closure.
W.1.2 Write informative/explanatory texts in Skills: Select a book, topic, or event to draw,
EE.W.1.2 Select a familiar topic and use
which they name a topic, supply some facts dictate, or write to share an opinion or give
drawing, dictating, or writing to share
about the topic, and provide some sense of information.
information about it.
closure.
Big Idea: Drawing, dictating, and writing are
ways to compose a message.
W.1.3 Write narratives in which they recount two
or more appropriately sequenced events, EE.W.1.3 Select an event and use drawing,
include some details regarding what happened, dictating, or writing to share information about it.
use temporal words to signal event order, and Essential Questions: What should I write
provide some sense of closure. about? What do I want to write about it? Do I
have an opinion I want to share in writing? Is
there other information or more information I
should include in my writing?
W.1.5 With guidance and support from adults, Skills: Communicate multiple ideas; explore
EE.W.1.5 With guidance and support from
focus on a topic, respond to questions and digital tools; work with adults to add more to
adults, add more information to own drawing,
suggestions from peers, and add details to what has already been written.
dictation, or writing to strengthen it.
strengthen writing as needed.
Big Idea: Writing can be improved by adding
W.1.6 With guidance and support from adults, more information and using digital tools to
use a variety of digital tools to produce and EEW.1.6 With guidance and support from support production and publication.
publish writing, including in collaboration with adults, explore a variety of digital tools to
peers. produce individual or group writing. Essential Questions: What else do I have to
say about this topic? How does this digital tool
work? How can I produce and publish writing
with this tool?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.1.1 Participate in collaborative conversations EE.SL.1.1 Participate in conversations with Concept: Communication occurs between two
with diverse partners about grade 1 topics and adults. or more people for a variety of purposes.
texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions Skills: Use language to convey message;
(e.g., listening to others with care, speaking a. Engage in multiple-turn exchanges with answer questions or ask for help; contribute to
one at a time about the topics and texts supportive adults. an established topic or comment.
under discussion).
b. Build on others talk in conversations by Big Idea: Language is used to exchange
responding to the comments of others b. Build on comments or topics initiated by information, expand on ideas or topics and
through multiple exchanges. an adult. interact socially with others.
c. Ask questions to clear up any confusion Essential Questions: Who do I want to talk to?
about the topics and texts under discussion. c. Uses one or two words to ask questions
What do I want to say? What else do I want to
related to personally relevant topics.
say? What can I add to the conversation? What
do I know about this book? What word(s)
SL.1.2 Ask and answer questions about key EE.SL.1.2 During shared reading activities,
answers the question? What do I do if I don't
details in a text read aloud or information answer questions about details presented orally
know or don't remember?
presented orally or through other media. or through other media.
SL.1.3 Ask and answer questions about what a EE.SL.1.3 Communicate confusion or lack of
speaker says in order to gather additional understanding ("I don't know.").
information or clarify something that is not
understood.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Presentation of Knowledge and Ideas
SL.1.4 Describe people, places, things, and Concept: Things you know, think and feel can
events with relevant details, expressing ideas EE.SL.1.4 Identify familiar people, places, be communicated through language and
and feelings clearly. things, and events. representations.
SL.1.5 Add drawings or other visual displays to Skills: Identify familiar people, places, things,
descriptions when appropriate to clarify ideas, events, make choices; add or select drawings
thoughts, and feelings. EE.SL.1.5 Add or select drawings or other or other visual tactual displays that relate to
visual or tactual displays that relate to familiar familiar people, places, things, and events;
people, places, things, and events. identify when there is a need to provide more
information; provide more information.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
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a. Print all upper- and lowercase letters. Skills: Use letters to write own name; use
a. Write letters from own name. nouns and plural nouns in communication; use
personal pronouns, present tense verbs,
b. Use common, proper, and possessive b. Use frequently occurring nouns in Frequently occurring adjectives, common
nouns. communication. prepositions, and simple question words: use a
period to end a sentence; use letters to create
c. Use singular and plural nouns with c. Use frequently occurring plural nouns in
matching verbs in basic sentences (e.g., He words; identify the letters that represent sounds
communication.
hops; We hop). needed to spell words.
d. Use personal, possessive, and indefinite Big Idea: Communication involves the use of a
pronouns (e.g., I, me, my; they, them, their; d. With guidance and support, use familiar variety of words that can be combined and can
anyone, everything). personal pronouns (e.g., I, me, and you). be written using letter and letter-sound
knowledge.
e. Use verbs to convey a sense of past, Essential Questions: What sounds do I hear in
present, and future (e.g., Yesterday I the word I want to write? How do I write that
walked home; Today I walk home; e. Use familiar present tense verbs. letter? What is the name of that person, place
Tomorrow I will walk home). or thing and what words could I use to describe
it? How do we show a sentence is complete?
f. Use frequently occurring adjectives. f. With guidance and support, use familiar What word in the sentence tells you what the
frequently occurring adjectives (e.g., big, person doing?
hot).
g. Use frequently occurring conjunctions
g. Not applicable.
(e.g., and, but, or, so, because).
h. Use determiners (e.g., articles,
h. Not applicable.
demonstratives).
i. Use frequently occurring prepositions i. With guidance and support, use common
(e.g., during, beyond, toward). prepositions (e.g., on, off, in, out).
j. Produce and expand complete simple and
j. With guidance and support, use simple
compound declarative, interrogative,
question words (interrogatives) (e.g., who,
imperative, and exclamatory sentences in
what).
response to prompts.
L.1.2 Demonstrate command of the conventions
EE.L.1.2 Demonstrate emerging understanding
of standard English capitalization, punctuation,
of conventions of standard English.
and spelling when writing.
a. Capitalize dates and names of people. a. Not applicable.
b. Use end punctuation for sentences. b. With guidance and support during
shared writing, put a period at the end of a
sentence.
c. Use commas in dates and to separate
c. Not applicable.
single words in a series.
d. Use conventional spelling for words with
d. With guidance and support, use letters
common spelling patterns and for frequently
to create words.
occurring irregular words.
e. Spell untaught words phonetically, e. With guidance and support during
drawing on phonemic awareness and shared writing, identify the letters that
spelling conventions. represent sounds needed to spell words.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
21
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments
22
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
23
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
24
RI.2.5 Know and use various text features Skills: Identify words related to a given topic;
(e.g., captions, bold print, subheadings, locate facts or information; identify the author
glossaries, indexes, electronic menus, icons) EE.RI.2.5 Identify details in informational text or and the illustrator; identify that the author wrote
to locate key facts or information in a text its graphic representations. the information and the illustrator made the
efficiently. pictures.
Big Idea: Text and text features organize the
topic and provide key facts and information.
RI.2.6 Identify the main purpose of a text, Essential Questions: What are the important
including what the author wants to words in this text? What do I do if I don't
answer, explain, or describe. EE.RI.2.6 Identify the role of the author and the understand? What is the topic of this text What
illustrator. are key facts? What information is important?
What can I do if I can't find the facts or
information? What is the role of the
author/illustrator?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
25
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
26
a. Distinguish long and short vowels when Skills: Identify lower case letters; identify single
reading regularly spelled one-syllable a. Identify the lower case letters of the consonant sounds; identify 10 or more written
words. alphabet. words.
c Decode regularly spelled two-syllable Essential Questions: What sound does that
words with long vowels. c. Not applicable. letter have? What letter has that sound? What
is this letter? What word is this? How can I
d. Decode words with common prefixes remember that word?
d. Not applicable.
and suffixes.
e. Identify words with inconsistent but
e. Not applicable.
common spelling-sound correspondences.
f. Recognize and read grade-appropriate
f. Recognize 10 or more written words.
irregularly spelled words.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Fluency
RF.2.4 Read with sufficient accuracy and Concepts: Reading is an active process.
EE.RF.2.4 Attend to words in print.
fluency to support comprehension.
a. Read on-level text with purpose and a. Read familiar text comprised of known Skills: Attend to text; read words that are
understanding. words. familiar.
b. Read on-level text orally with accuracy, Big Ideas: Engagement during reading requires
appropriate rate, and expression on b. Not applicable. attending and reading words.
successive readings.
c. Use context to confirm or self-correct Essential Questions: Where is the text on the
word recognition and understanding, c. Not applicable. page? What words can I read on this page?
rereading as necessary.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
27
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.2.1 Write opinion pieces in which they Concept: Writers communicate about a topic,
introduce the topic or book they are writing an opinion, an event or personal experience in
about, state an opinion, supply reasons that multiple ways.
EE.W.2.1 Select a book and write, draw, or
support the opinion, use linking words (e.g.,
dictate to state an opinion about it.
because, and, also) to connect opinion and
reasons, and provide a concluding statement or
section.
W.2.2 Write informative/explanatory texts in Skills: Select a book, topic, event or personal
which they introduce a topic, use facts and EE.W.2.2 Select a topic and use drawing, experience; write, draw, or dictate to compose a
definitions to develop points, and provide a dictating, or writing to compose a message with message and state an opinion; compose a
concluding statement or section. one fact about the topic. message with one fact about a topic.
W.2.3 Write narratives in which they recount a Big Idea: Drawing, dictating, and writing are
well-elaborated event or short sequence of ways to compose a message and communicate
EE.W.2.3 Select an event or personal
events, include details to describe actions, information or an opinion.
experience and use drawing, writing, or
thoughts, and feelings, use temporal words to
dictating to compose a message about it.
signal event order, and provide a sense of
closure.
Essential Questions: What should I write
about? What's my opinion of this book? What
do I want to write about this topic? What fact do
I want to include in my message? What event
or personal experience do I want to write
about?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Production and Distribution of Writing
W.2.4 (Begins in grade 3) Concept: There are multiple ways to improve
EE.W.2.4 (Begins in grade 3) writing.
W.2.5 With guidance and support from adults EE.W.2.5 With guidance and support from Skills: Communicate multiple ideas; use digital
and peers, focus on a topic and strengthen adults and peers, add more information to own tools; work with adults and peers to add more
writing as needed by revising and editing. drawing, dictation, or writing to strengthen the information to a drawing, dictation, or a written
message. text.
W.2.6 With guidance and support from adults, EE.W.2.6 With guidance and support from Big Idea: Writing can be strengthened by
use a variety of digital tools to produce and adults and peers, use technology (including working with others, adding more information
publish writing, including in collaboration with assistive technologies) to produce and publish and/or using digital tools to support production
peers. writing. and publication.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
28
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
29
*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations Concept: Communication occurs between two
with diverse partners about grade 2 topics and EE.SL.2.1 Participate in conversations with or more people for a variety of purposes.
texts with peers and adults in small and larger adults and peers.
groups.
a. Follow agreed-upon rules for discussions Skills: Communicate to convey message; listen
(e.g., gaining the floor in respectful ways, to what another person is saying; respond to
listening to others with care, speaking one a. Engage in multiple-turn exchanges with partner; express confusion; answer questions;
at a time about the topics and texts under peers with support from an adult. contribute two or more ideas or comments to an
discussion). established topic; take turns asking and
answering questions.
b. Build on others talk in conversations by Big Idea: Back and forth communication
linking their comments to the remarks of b. Build on others talk in conversations by exchanges provide an opportunity to seek
others. linking their comments to the remarks of clarification and demonstrate knowledge more
others. completely than single question-answer
exchanges.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
30
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
31
a. Use symbolic language when Big Idea: Words, signs, and symbols all provide
a. Compare formal and informal uses of a way to use language to make requests,
communicating.
English. comment, or share information.
b. Determine the meaning of the new word Big Idea: Words are learned by relating them to
formed when a known prefix is added to a other words in and across contexts.
b. Not applicable.
known word (e.g., happy/unhappy,
tell/retell).
c. Use a known root word as a clue to the Essential Questions: What does this word
meaning of an unknown word with the same c. Not applicable. mean? What new word did I learn? What two
root (e.g., addition, additional). words make up this word? What word can I use
d. Use knowledge of the meaning of to describe what has happened? Which words
individual words to predict the meaning of are action words?
d. Identify the words comprising compound
compound words (e.g., birdhouse,
words.
lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning
dictionaries, both print and digital, to
e. Not applicable.
determine or clarify the meaning of words
and phrases.
L.2.5 Demonstrate understanding of word EE.L.2.5 Demonstrate understanding of word
relationships and nuances in word meanings. relationships and use.
a. Identify real-life connections between a. Identify real-life connections between
words and their use (e.g., describe foods words and their use (e.g., happy: I am
that are spicy or juicy). happy.).
b. Distinguish shades of meaning among
closely related verbs (e.g., toss, throw, hurl) b. Demonstrate understanding of the
and closely related adjectives (e.g., thin, meaning of common verbs.
slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through
conversations, reading and being read to, and EE.L.2.6 Use words acquired through
responding to texts, including using adjectives conversations, being read to, and during shared
and adverbs to describe (e.g., When other kids reading activities.
are happy that makes me happy).
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
32
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
33
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
34
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
35
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
36
a. Identify and know the meaning of the a. In context, demonstrate basic Skills: Identify all letter-sound associations,
most common prefixes and derivational knowledge of letter-sound decode single-syllable words, read 40 or more
suffixes. correspondences. written words.
b. Decode words with common Latin b. With models and supports, decode Big Idea: Reading words involves knowing
suffixes. single-syllable words with common spelling letter sounds, blending those sounds, and
patterns (consonant-vowel- consonant remembering whole words.
[CVC] or high-frequency rimes).
c. Decode multi-syllable words. Essential Questions: What letter has that
sound? What are the sounds in this word? How
c. Not applicable. do I blend those sounds together? Have I seen
that spelling pattern before? What word do I
know that will help me read this word? What
d. Read grade-appropriate irregularly connections can I make to this word to help me
d. Recognize 40 or more written words. remember it?
spelled words.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Fluency
RF.3.4 Read with sufficient accuracy and Concept: Reading words with accuracy
fluency to support comprehension. EE.RF.3.4 Read words in text. supports comprehension.
a. Read on-level text with purpose and a. Read familiar text comprised of known Skills: Read familiar text, use context to
understanding. words. determine missing words in a text.
b. Read on-level prose and poetry orally Big Idea: Reading involves recognizing the
with accuracy, appropriate rate, and b. Not applicable. words and understanding their meaning.
expression on successive readings
c. Use context to confirm or self-correct Essential Questions: What is this word? What
c. Use context to determine missing words
word recognition and understanding, word would make sense in this sentence?
in familiar texts.
rereading as necessary.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
37
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.3.1 Write opinion pieces on topics or texts, Concept: Selecting a topic and additional
supporting a point of view with reasons. EE.W.3.1 Write opinions about topics or text. information are important to the process of
writing.
a. Introduce the topic or text they are Skills: Select a topics and texts; state an
writing about, state an opinion, and create a. Select a text and write an opinion about opinion about the topic or text; give a reason to
an organizational structure that lists it. support that opinion; write words to convey
reasons. information; write a fact or detail related to the
b. Provide reasons that support the topic; write about events or personal
b. Write one reason to support an opinion
experiences; Use the names of the people
opinion. about a text.
involved when writing about events or personal
c. Use linking words and phrases (e.g., experiences.
c. Not applicable.
because, therefore, since, for example) to
connect opinion and reasons.
d. Provide a concluding statement or Big Idea: Deciding what to write about and
section. d. Not applicable. what additional information to include are
important steps in writing.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
38
W.3.8 Recall information from experiences or Skills: Identify a topic; identify sources that will
gather information from print and digital EE.W.3.8 Sort information on a topic or give information about the topic; identify
sources; take brief notes on sources and sort personal experience into two provided information from the source; sort the
evidence into provided categories. categories and write about each one. information into given categories; write about
each piece of information.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
39
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
40
*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.3.1 Engage effectively in a range of Concept: Communication occurs between two
collaborative discussions (one-on-one, in or more people for a variety of purposes.
EE.SL.3.1 Engage in collaborative discussions.
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 Skills: Communicate to convey message,
read or studied required material; explicitly respond to partner; ask questions, clarify a
draw on that preparation and other a. Engage in collaborative interactions message, answer questions; identify details in
information known about the topic to about texts. a text read aloud; ask or answers questions
explore ideas under discussion. regarding details.
b. Follow agreed-upon rules for Big Idea: Back and forth communication
discussions (e.g., gaining the floor in exchanges provide opportunities to build more
respectful ways, listening to others with b. Listen to others ideas before complete understandings, clarify messages,
care, speaking one at a time about the responding. and demonstrate knowledge more completely
topics and texts under discussion). than single question-answer exchanges.
c. Ask questions to check understanding of Essential Questions: Who do I want to talk to?
information presented, stay on topic, and c. Indicate confusion or lack of What do I want to say? What can I add to that?
link their comments to the remarks of understanding about information presented. What do I want to know more about? Who can I
others. ask? How can I make my message more clear?
d. Explain their own ideas and What do I know about this text? What is
d. Express ideas clearly. important to remember? What do I do if I don't
understanding in light of the discussion.
SL.3.2 Determine the main ideas and remember? What words describe details from
supporting details of a text read aloud or EE.SL.3.2 Identify details in a text read aloud or the text? What word(s) answers the question?
information presented in diverse media and information presented orally or through other What important information came from this
formats, including visually, quantitatively, and media. text?
orally.
SL.3.3 Ask and answer questions about
EE.SL.3.3 Ask or answer questions about the
information from a speaker, offering appropriate
details provided by the speaker.
elaboration and detail.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Presentation of Knowledge and Ideas
SL.3.4 Report on a topic or text, tells a story, or Concept: Language and other representations
recounts an experience with appropriate facts EE.SL.3.4 Recount a personal experience, can be used to communicate and make your
and relevant, descriptive details, speaking story, or topic including details. message clear.
clearly at an understandable pace.
SL.3.5 Create engaging audio recordings of Skills: Recount a personal experience, story or
stories or poems that demonstrate fluid reading topic. Create a multimedia presentation of a
at an understandable pace; add visual displays story or poem. Combine words to clarify
when appropriate to emphasize or enhance EE.SL.3.5 Create a multimedia presentation of thoughts, feelings, and ideas in various
certain facts or details. a story or poem. contexts.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
41
d. Form and use regular and irregular Big Idea: Communication involves choosing the
d. Use present and past tense verbs. right words and using the right letters to spell
verbs.
e. Form and use the simple (e.g., I walked; I e. Not applicable. those words.
walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun- Essential Questions: What do I call that
antecedent agreement. f. Not applicable. person, place or thing? What is the person or
thing doing? How can I describe it? What if
g. Form and use comparative and
there is more than one? How do I tell what
superlative adjectives and adverbs, and g. Use common adjectives.
choose between them depending on what is happened? How do I tell what I did? How do I
to be modified. tell what is happening now? How do I tell what
h. Use coordinating and subordinating I am doing now? Who is doing something?
h. Not applicable (see EE.L.3.1.a) What is that person doing? If I don't know how
conjunctions.
i. Produce simple, compound, and complex to write a word, what resources can I use?
sentences. i. Ask simple questions.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
42
c. Use a known root word as a clue to the Big Idea: Words are learned by relating them to
meaning of an unknown word with the same other words in and across contexts. Words
root (e.g., company, companion). c. Not applicable. provide information about time, location, and
emotion.
d. Use glossaries or beginning dictionaries, Essential Questions: What word fits in that
both print and digital, to determine or clarify d. Not applicable. sentence? What word do I know that makes
the precise meaning of key words and sense here? When did that happen? What does
L.3.5 Demonstrate understanding of word EE.L.3.5 Demonstrate understanding of word this word mean? What word describes how I
relationships and nuances in word meanings. relationships and use. feel? What word do I know that I could use
a. Distinguish the literal and nonliteral here? Where is that? When will that happen?
a. Determine the literal meaning of words How can I use that word in my life?
meanings of words and phrases in context
and phrases in context.
(e.g., take steps).
b. Identify real-life connections between
b. Identify real-life connections between
words and their use (e.g., describe people
words and their use (e.g., happy: I am
who are friendly or helpful).
happy.).
c. Distinguish shades of meaning among
related words that describe states of mind c. Identify words that describe personal
or degrees of certainty (e.g., knew, emotional states.
believed, suspected, heard, wondered).
L.3.6 Acquire and use accurately grade-
appropriate conversational, general academic
EE.L.3.6 Demonstrate understanding of words
and domain-specific words and phrases,
that signal spatial and temporal relationships
including those that signal spatial and temporal
(e.g., behind, under, after, soon, next, later).
relationships (e.g., After dinner that night we
went looking for them).
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
43
RL.4.2 Determine a theme of a story, drama, or Skills: Identify key details; recount explicit
poem from details in the text; summarize the examples from the text; identify the theme or
EE.RL.4.2 Identify the theme or central idea of
text. main idea; identify words that describe
a familiar story, drama or poem.
characters.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
44
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
45
RI.4.2 Determine the main idea of a text and Skills: Identify which details or examples
explain how it is supported by key details; EE.RI.4.2 Identify the main idea of a text when explain what the text says explicitly; identify the
summarize the text. it is explicitly stated. main idea; identify specific details relating to
individuals, events or ideas in a text.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
46
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
47
a. Read on-level text with purpose and Skills: Recognize words; use letter knowledge
a. Read text comprised of familiar words
understanding. and context to identify words in text.
with accuracy and understanding.
b. Read on-level prose and poetry orally Big Idea: Reading involves recognizing the
with accuracy, appropriate rate, and b. Not applicable. words and understanding their meaning.
expression on successive readings.
c. Use context to confirm or self-correct Essential Questions: What sounds do these
word recognition and understanding, c. Use letter knowledge and context to letters make? What word do I get when I blend
rereading as necessary. support word recognition when reading. those sounds together? What do these words
mean? What does this text mean?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
48
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.4.1 Write opinion pieces on topics or texts, Concept: Selecting a topic and important
supporting a point of view with reasons and EE.W.4.1 Write opinions about topics or text. additional information helps a writer achieve
information. his/her purpose.
a. Introduce a topic or text clearly, state an Skills: Select a topic or text; write an opinion
opinion, and create an organizational about the topic or text; list reasons that support
structure in which related ideas are grouped a. Select a topic or text and write an an opinion; select visual, tactual or multimedia
to support the writers purpose. opinion about it. information related to the topic as appropriate;
b. Provide reasons that are supported by list words, facts, or details related to the topic,
facts and details. b. List reasons to support the opinion. event, and personal experience; write about a
c. Link opinion and reasons using words personal experience including two sequenced
and phrases (e.g., for instance, in order to, events.
c. Not applicable.
in addition).
Big Idea: Deciding what to write about and
d. Provide a concluding statement or what additional information to include are
section related to the opinion presented. d. Not applicable. important steps in writing.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
49
a. Apply grade 4 Reading standards to Big Idea: Information to use in writing can be
literature (e.g., Describe in depth a a. Apply Essential Elements of Grade 4 found in multiple sources, categorized in
character, setting, or event in a story or Reading Standards to literature (e.g., Use different ways, or learned by reading or listening
drama, drawing on specific details in the details from text to describe a character in a to text for a variety of purposes.
text [e.g., a characters thoughts, words, or story.).
actions].).
b. Apply grade 4 Reading standards to Essential Questions: What do I want to know
informational texts (e.g., Explain how an about? Where can I find information on this
author uses reasons and evidence to b. Apply Essential Elements of Grade 4 topic? How can I sort the information into the
support particular points in a text). Reading Standards to informational texts categories? What text am I reading? What is my
(e.g., "Use reasons and evidence purpose for reading? What is my purpose for
supporting point in an informational text."). writing? What do I need to write about that text?
What evidence do I have to support my writing?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
50
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
51
*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.4.1 Engage effectively in a range of Concept: Communication occurs between two
collaborative discussions (one-on-one, in or more people for a variety of purposes.
groups, and teacher- led) with diverse partners EE.SL.4.1 Engage in collaborative discussions.
on grade 4 topics and texts, building on others
ideas and expressing their own clearly.
a. Come to discussions prepared, having Skills: Communicate to convey a message; use
read or studied required material; explicitly prior knowledge about text to comment,
draw on that preparation and other a. Contribute ideas from prior knowledge of respond, or expand on discussion; ask
information known about the topic to a text during discussions about the same questions; answer questions, Identify key ideas
explore ideas under discussion. text. in discussion; identify points made by a
speaker.
b. Follow agreed-upon rules for Big Idea: Back and forth communication
discussions and carry out assigned roles. exchanges provide opportunities to build more
b. With guidance and support, carry out complete understandings, clarify messages,
assigned role in a discussion. add to discussions and demonstrate knowledge
more completely than single question-answer
exchanges.
c. Pose and respond to specific questions to Essential Questions: Who do I want to talk to?
clarify or follow up on information, and make What do I want to say? What do I want to know
comments that contribute to the discussion c. Answer specific questions related to more about? What did they mean by that? Who
and link to the remarks of others. information in a discussion. can I ask? What words answer the question?
How can I make my message?
What can I add to that person's comment?
d. Review the key ideas expressed and
What do I know about this book? What words or
explain their own ideas and understanding d. Identify the key ideas in a discussion.
phrases describe the meaning? What did the
in light of the discussion.
speaker say that was important? What do I do if
SL.4.2 Paraphrase portions of a text read aloud
EE.SL.4.2 Ask and answer questions about I don't remember or understand?
or information presented in diverse media and
details from a text read aloud or information
formats, including visually, quantitatively, and
presented orally or through other media.
orally.
SL.4.3 Identify the reasons and evidence a EE.SL.4.3 Identify a point that the speaker
speaker provides to support particular points. makes.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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b. Choose punctuation for effect.* Big Idea: Words, signs, and symbols all provide
a way to express emotions and communicate
b. Not applicable.
how I feel.
c. Differentiate between contexts that call Essential Questions: How do I feel? What
for formal English (e.g., presenting ideas) words can I use to describe those feelings?
and situations where informal discourse is c. Communicate effectively with peers and How can I communicate that to others? What
appropriate (e.g., small-group discussion). adults. do I want to say? Who do I want to
communicate with? What words, signs or
symbols can I use to say that?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RL.5.2 Determine a theme of a story, drama, or Skills: Identify words in text to answer
poem from details in the text, including how questions; identify the theme or central idea of
EE.RL.5.2 Identify the central idea or theme of
characters in a story or drama respond to the text; compare two characters using details.
a story, drama or poem.
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
Big Idea: Using words and details from the text
help the reader understand the characters and
central idea.
RL.5.3 Compare and contrast two or more
characters, settings, or events in a story or EE.RL.5.3 Compare two characters in a familiar Essential Questions: Which words in the text
drama, drawing on specific details in the text story. answer this question? What is the theme or
(e.g., how characters interact). main idea of this story, drama or poem? How
are the characters alike? How are they
different?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Craft and Structure
RL.5.4 Determine the meaning of words and Concept: Authors carefully choose words to
phrases as they are used in a text, including EE.RL.5.4 Determine the intended meaning of accomplish their purpose.
figurative language such as metaphors and multi-meaning words in a text.
similes.
RL.5.5 Explain how a series of chapters, Skills: Use context clues to identify the
scenes, or stanzas fits together to provide the meaning of multi-meaning words in text; identify
overall structure of a particular story, drama, or EE.RL.5.5 Identify a story element that a story element that changes from the
poem. undergoes change from beginning to end. beginning to the end of the story; identify the
narrators point of view.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RI.5.2 Determine two or more main ideas of a Skills: Identify words in text to answer
text and explain how they are supported by key EE.RI.5.2 Identify the main idea of a text when questions; identify the main idea; compare two
details; summarize the text. it is not explicitly stated. individuals in a text; compare two events in a
text; compare two ideas in a text.
RI.5.6 Analyze multiple accounts of the same Essential Questions: What are the meanings of
EE.RI.5.6 Compare two books on the same
event or topic, noting important similarities and the words and phrases? If I don't know the
topic.
differences in the point of view they represent. meaning of a word what can I do? What is the
text about? What kind of information does the
text give me? What is the same about these two
books? How are the two books different? What
can I do if I don't know?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RI.5.8 Explain how an author uses reasons and Skills: Locate specific information in the text;
evidence to support particular points in a text, EE.RI.5.8 Identify the relationship between a identify details and examples that support
identifying which reasons and evidence support specific point and supporting reasons in an different points; identify similar points from two
which point(s). informational text. texts on the same topic; identify differences
between two texts on the same topic.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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a. Use combined knowledge of all letter- a. Read common sight words and decode Big Idea: Reading words is supported by
sound correspondences, syllabication single syllable words. knowledge of letter sounds, decoding
patterns, and morphology (e.g., roots and strategies, and memory.
affixes) to read accurately unfamiliar
multisyllabic words in context and out of Essential Questions: What sounds do those
context. letters make? How do I blend those sounds
together? Where have I seen that spelling
pattern before? What word do I know that will
help me read this word? What connections can
I make to this word to help me remember it?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Fluency
RF.5.4 Read with sufficient accuracy and Concept: Reading words with accuracy
fluency to support comprehension. EE.RF.5.4 Read words in text. supports comprehension.
a. Read on-level text with purpose and a. Read text comprised of familiar words Skills: Recognize words; decode words;
understanding. with accuracy and understanding. monitor comprehension.
b. Read on-level prose and poetry orally Big Idea: Reading involves recognizing the
with accuracy, appropriate rate, and b. Not applicable. words and understanding their meaning.
expression on successive readings.
c. Use context to confirm or self-correct Essential Questions: What sounds do these
word recognition and understanding, c. Use context to confirm or self-correct letters make? What word do I get when I blend
rereading as necessary. word recognition when reading. those sounds together? What do these words
mean? What does this text mean?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.5.1 Write opinion pieces on topics or texts, Concept: Selecting a topic and important
supporting a point of view with reasons and EE.W.5.1 Write opinions about topics or text. additional information helps a writer achieve
information. his/her purpose.
a. Introduce a topic or text clearly, state an
Skills: Introduce a topic or text; state an opinion
opinion, and create an organizational a. Introduce a topic or text and state an about topic or text; give reasons to support the
structure in which ideas are logically opinion about it. opinion; write to convey information; use visual,
grouped to support the writers purpose.
tactual or multimedia information related to the
b. Provide logically ordered reasons that topic as appropriate; provide facts, details, or
are supported by facts and details. other information related to the topic; write about
b. Provide reasons to support the opinion.
an experience or event including three or more
c. Link opinion and reasons using words,
events in sequence.
phrases, and clauses (e.g., consequently, c. Not applicable.
specifically).
d. Provide a concluding statement or
section related to the opinion presented. d. Not applicable.
W.5.2 Write informative/explanatory texts to Big Idea: Deciding what to write about and
EE.W.5.2 Write to share information supported what additional information to include are
examine a topic and convey ideas and
by details. important steps in writing.
information clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g., a. Introduce a topic and write to convey Essential Questions: What should I write
headings), illustrations, and multimedia information about it including visual, tactual, about? What do I think about that topic, event or
when useful to aiding comprehension. or multimedia information as appropriate. information? Why? What general sentence can
b. Develop the topic with facts, definitions, I write to introduce this topic? What words are
b. Provide facts, details, or other related to that topic? What details support this
concrete details, quotations, or other
information related to the topic. sentence? Who are the important people in the
information and examples related to the
topic. event or personal experience? What are the
c. Link ideas within and across categories facts about this topic? Does what I wrote make
c. Not applicable. sense to me and others? If no, how can I clarify
of information using words, phrases, and
clauses (e.g., in contrast, especially). my writing? When writing about something I did,
d. Use precise language and domain- what happened first? What did I do next? What
specific vocabulary to inform about or d. Not applicable. was the last thing that happened?
explain the topic.
e. Provide a concluding statement or
section related to the information or e. Not applicable.
explanation presented.
W.5.3 Write narratives to develop real or
imagined experiences or events using effective EE.W.5.3 Write about events or personal
technique, descriptive details, and clear event experiences.
sequences.
a. Orient the reader by establishing a
situation and introducing a narrator and/or a. Write about an experience or event
characters; organize an event sequence including three or more events in sequence.
that unfolds naturally.
b. Use narrative techniques, such as
dialogue, description, and pacing, to b. Not applicable.
develop experiences and events or show
the responses of characters to situations.
c. Use a variety of transitional words,
phrases, and clauses to manage the c. Not applicable
sequence of events.
d. Use concrete words and phrases and
sensory details to convey experiences and d. Not applicable.
events precisely.
e. Provide a conclusion that follows from
e. Not applicable.
the narrated experiences or events.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.5.1 Engage effectively in a range of Concept: Communication occurs between two
collaborative discussions (one-on-one, in or more people for a variety of purposes.
groups, and teacher- led) with diverse partners EE.SL.5.1 Engage in collaborative discussions.
on grade 5 topics and texts, building on others
ideas and expressing their own clearly.
a. Come to discussions prepared, having Skills: Prepare to participate in discussions;
read or studied required material; explicitly a. Come to discussion prepared to share communicate to convey message, respond to
draw on that preparation and other information. partner; ask questions, answer questions,
information known about the topic to clarify a message; elaborate on comments; add
explore ideas under discussion. comments to a discussion that relate to the
remarks of others; identify words or phrases to
b. Follow agreed-upon rules for describe the meaning of a text or presentation;
discussions and carry out assigned roles. identify points made by a speaker; identify the
b. Carry out assigned role in a discussion. main idea and supporting evidence of a specific
point.
c. Pose and respond to specific questions by Big Idea: Back and forth communication
making comments that contribute to the exchanges provide opportunities to build more
discussion and elaborate on the remarks of c. Ask questions related to information in a
complete understandings, clarify messages,
others. discussion.
add to discussions and demonstrate knowledge
more completely.
d. Review the key ideas expressed and Essential Questions: How do I prepare? What
d. Make comments that contribute to the
draw conclusions in light of information and do I want to say? What do I want to know more
discussion and link to the remarks of
knowledge gained from the discussions. about? What did they mean by that? Who can I
others.
ask? What words answer the question? How
SL.5.2 Summarize a written text read aloud or can I make my message more clear? What else
information presented in diverse media and EE.SL.5.2 Identify the explicitly stated main
can I say? What can I add to that person's
formats, including visually, quantitatively, and idea of a text presented orally or through other
comment? What do I know about this text?
orally. media.
What did the speaker say that was important?
SL.5.3 Summarize the points a speaker makes What questions do I have about what was
and explain how each claim is supported by discussed? What do I do if I don't remember or
reasons and evidence. EE.SL.5.3 Identify the reasons and evidence understand? What is the main idea? What are
supporting a specific point. the reasons or evidence supporting a specific
point?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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d. Recognize and correct inappropriate Essential Questions: What word can I use to
shifts in verb tense.* d. Not applicable put these ideas together? How can I say that
already happened? What sounds do I hear in
e. Use correlative conjunctions (e.g., e. Use frequently occurring conjunctions:
that word? Is there a word I know that will help
either/or, neither/nor). and, but, or, for, because.
me spell this word?
L.5.2 Demonstrate command of the conventions
EE.L.5.2 Demonstrate understanding of
of standard English capitalization, punctuation,
conventions of standard English.
and spelling when writing.
a. Use punctuation to separate items in a
a. Not applicable.
series.*
b. Use a comma to separate an
introductory element from the rest of the b. Not applicable.
sentence.
c. Use a comma to set off the words yes
and no (e.g., Yes, thank you), to set off a
tag question from the rest of the sentence c. Not applicable.
(e.g., Its true, isnt it?), and to indicate
direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or
d. Not applicable.
italics to indicate titles of works.
e. Spell grade-appropriate words correctly, e. Spell untaught word phonetically,
consulting references as needed. drawing on letter-sound relationships and
common spelling patterns.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Knowledge of Language
L.5.3 Use knowledge of language and its Concept: Language is the process of
EE.L.5.3 Use language to achieve desired
conventions when writing, speaking, reading, or communication.
meaning when communicating.
listening.
a. Choose words and phrases for effect.* Skills: Use words, signs, or symbols to
a. Communicate using complete sentences
when asked. communicate using complete sentences.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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EE.RL.6.6 Identify words or phrases in the text Essential Questions: What are the possible
RL.6.6 Explain how an author develops the
that describe or show what the narrator or meanings of the word or phrase the author
point of view of the narrator or speaker in a text.
speaker is thinking or feeling. used? How does this word, phrase or sentence
help us understand the text? What is the
narrator or speaker thinking or feeling? What
can I do if I don't know? What words does the
author use to describe how the narrator or
speaker is thinking or feeling? What features of
the text helped you determine the structure?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.6.1 Write arguments to support claims with Concepts: Selecting a topic and important
clear reasons and relevant evidence. EE.W.6.1 Write claims about topics or text. supporting information helps a writer achieve
his/her purpose.
a. Introduce claim(s) and organize the Skills: Write a claim and support it with reasons
reasons and evidence clearly. a. Write a claim about a topic or text. or evidence; select a topic; introduce the topic;
decide what facts, details, or other information
support the topic; write about the facts or
b. Support claim(s) with clear reasons and evidence; write a narrative; use temporal words
relevant evidence, using credible sources b. Write one or more reasons to support a to establish a time frame; use words that
and demonstrating an understanding of the claim about a topic or text. convey specific details about the experience or
topic or text. event.
c. Use words, phrases, and clauses to
clarify the relationships among claim(s) and c. Not applicable.
reasons.
Big Ideas: Writers compose for a variety of
d. Establish and maintain a formal style. d. Not applicable.
purposes; they organize information, support
e. Provide a concluding statement or claims, and include details to communicate
section that follows from the argument e. Not applicable. about a topic.
presented.
W.6.2 Write informative/explanatory texts to Essential Questions: What is my goal or
examine a topic and convey ideas, concepts, EE.W.6.2 Write to share information supported purpose for writing? Am I making a claim? How
and information through the selection, by details. can I support the claim? Am I writing about
organization, and analysis of relevant content. something to share information? What is my
topic? What can I write to introduce this topic?
a. Introduce a topic; organize ideas,
What facts or details support the topic? Does
concepts, and information, using strategies
what I wrote make sense to me and others? If
such as definition, classification, a. Introduce a topic and write to convey
no, how can I clarify my writing? Have I told
comparison/contrast, and cause/effect; ideas and information about it including
what happens first? Next? Last?
include formatting (e.g., headings), graphics visual, tactual, or multimedia information as
(e.g., charts, tables), and multimedia when appropriate.
useful to aiding comprehension.
b. Develop the topic with relevant facts, b. Provide facts, details, or other
definitions, concrete details, quotations, or information related to the topic.
other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts. c. Not applicable.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
b. Use narrative techniques, such as
dialogue, pacing, and description, to
b. Not applicable.
develop experiences, events, and/or
characters.
c. Use a variety of transition words,
phrases, and clauses to convey sequence
c. Use words that establish the time frame.
and signal shifts from one time frame or
setting to another.
d. Use precise words and phrases, relevant
descriptive details, and sensory language to d. Use words that convey specific details
convey experiences and events. about the experience or event.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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W.6.9 Draw evidence from literary or Big Idea: Writing to answer a questions or
informational texts to support analysis, EE.W.6.9 Use information from literary and provide important information about a topic
reflection, and research. informational text to support writing. often requires finding information in multiple
sources.
a. Apply grade 6 Reading standards to Essential Questions: What question do I want
literature (e.g., Compare and contrast texts a. Apply Essential Elements of Grade 6 to answer? Where can I find information on this
in different forms or genres [e.g., stories Reading Standards to literature (e.g., topic? What text am I reading? What is my
and poems; historical novels and fantasy Compare a text version of a story, drama, purpose for reading? What is my purpose for
stories] in terms of their approaches to or poem with an audio, video, or live writing? What do I need to write about that text?
similar themes and topics.). version of the text.). What evidence do I have to support my writing?
b. Apply grade 6 Reading standards to
b. Apply Essential Elements of Grade 6
literary nonfiction (e.g., Trace and evaluate
Reading Standards to informational texts
the argument and specific claims in a text,
(e.g., Can produce an argument by
distinguishing claims that are supported by
logically organizing the claims and the
reasons and evidence from claims that are
supporting reasons and evidence.).
not.).
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Range of Writing
Concept: There are many reasons to write.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.6.1 Engage effectively in a range of Concepts: Successful communication
collaborative discussions (one-on-one, in exchanges are often rule based. Topic centered,
groups, and teacher-led) with diverse partners EE.SL.6.1 Engage in collaborative discussions. and draw upon information provided by
on grade 6 topics, texts, and issues, building on speakers.
others ideas and expressing their own clearly.
a. Come to discussions prepared having Skills: Prepare and participate in discussions;
read or studied required material; communicate to convey message; follow rules;
explicitly draw on that preparation by a. Come to discussions prepared to share ask questions; answer questions; add
referring to evidence on the topic, text, information. comments to a discussion; restate key ideas in
or issue to probe and reflect on ideas discussion; identify information presented orally,
under discussion. visually, and/or auditorally that is related to the
topic; identify claims made by the speaker;
b. Follow rules for collegial discussions, set b. With guidance and support from adults identify reasons or evidence that supports those
specific goals and deadlines, and define and peers, follow simple, agreed-upon rules claims.
individual roles as needed. for discussions and contribute information.
c. Pose and respond to specific questions Big Ideas: Engagement in communication
with elaboration and detail by making c. Ask and answer questions specific to the exchanges often requires: preparation,
comments that contribute to the topic, text, topic, text, or issue under discussion. cooperation, and attention.
or issue under discussion.
d. Review the key ideas expressed and Essential Questions: What do I need to
demonstrate understanding of multiple prepare? What do I want to say? What are the
perspectives through reflection and d. Restate key ideas expressed in the rules for communicating with others? What do I
paraphrasing. discussion. want to know more about? What do I already
know about this? What did they mean by that?
Who can I ask? What words answer the
question? How can I make my message more
SL.6.2 Interpret information presented in diverse
EE.SL.6.2 Identify information presented in clear? What else can I say? What can I add to
media and formats (e.g., visually, quantitatively,
diverse media and formats (e.g., visually, that person's comment? What questions do I
orally) and explain how it contributes to a topic,
quantitatively, orally) that relates to a topic, text, have about what was discussed? How do I
text, or issue under study.
or issue under study. restate what other's said? What does that graph
tell me about this? What does that picture have
SL.6.3 Delineate a speakers argument and
to do with this? What claims did the speaker
specific claims, distinguishing claims that are EE.SL.6.3 Identify the reasons and evidence
make? What evidence supports their claims?
supported by reasons and evidence from claims supporting the claims made by the speaker.
that are not.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
76
b. Maintain consistency in style and tone.* b. Not applicable. Essential Questions: Was my message
clear? If not, what part did the listener not
understand? How can I say that a different
way?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
77
a. Use context (e.g., the overall meaning of Skills: Use the context of a sentence to
a sentence or paragraph; a words position a. Use context to determine which word is determine a missing word; use common root
or function in a sentence) as a clue to the missing from a content area text. words with different word endings in context;
meaning of a word or phrase. use words with multiple meanings in context;
b. Use common, grade-appropriate Greek or b. Use frequently occurring root words clarify meaning when unknown word is
Latin affixes and roots as clues to the (e.g., like) and the words that result when encountered; identify meanings of simple
meaning of a word (e.g., audience, auditory, affixes are added (e.g., liked, disliked, similes; identify words that have similar
audible). liking). meanings; use words across contexts; and use
c. Consult reference materials (e.g., words that relate to a topic.
dictionaries, glossaries, thesauruses), both c. Seek clarification and meaning support
print and digital, to find the pronunciation of when unfamiliar words are encountered
a word or determine or clarify its precise while reading or communicating
meaning or its part of speech.
d. Verify the preliminary determination Big Ideas: As words are learned and used,
of the meaning of a word or phrase (e.g., by they are related to topics, contexts, and one
d. Not applicable.
checking the inferred meaning in context or another.
in a dictionary).
L.6.5 Demonstrate understanding of figurative Essential Questions: What word fits in that
language, word relationships, and nuances in EE.L.6.5 Demonstrate understanding of word sentence? What word do I know that makes
word meanings. relationships and use. sense here? What part of the word do you
a. Interpret figures of speech (e.g., a. Identify the meaning of simple similes recognize? How does the meaning change
personification) in context. (e.g., The man was as big as a tree.). when I add a different ending to the word?
b. Use the relationship between particular What words do I know about this topic? What
b. Demonstrate understanding of words by does that word mean when I use it in this
words (e.g., cause/effect, part/whole,
identifying other words with similar and sentence?
item/category) to better understand each of
different meanings.
the words.
c. Distinguish among the connotations
(associations) of words with similar
c. Not applicable.
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-
appropriate general academic and domain-
EE.L.6.6 Use general academic and domain-
specific words and phrases; gather vocabulary
specific words and phrases across contexts.
knowledge when considering a word or phrase
important to comprehension or expression.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RL.7.3 Analyze how particular elements of a EE.RL.7.3 Determine how two or more story Essential Questions: What characters and
story or drama interact (e.g., how setting elements are related. events does the author describe in the text?
shapes the characters or plot). Where in the text am I expected to make an
inference? How are events in the text related to
each other? How do I know when I have to
figure something out? What is the theme or
central idea? How are the story elements
related?
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Craft and Structure
RL.7.4 Determine the meaning of words and Concepts: Authors carefully choose words and
phrases as they are used in a text, including text structures to accomplish their purpose.
figurative and connotative meanings; analyze EE.RL.7.4 Determine the meaning of simple
the impact of rhymes and other repetitions of idioms and figures of speech as they are used
sounds (e.g., alliteration) on a specific verse or in a text.
stanza of a poem or section of a story or drama.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
80
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
81
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
82
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.7.1 Write arguments to support claims with Concepts: Selecting a topic and important
clear reasons and relevant evidence. EE.W.7.1 Write claims about topics or texts. supporting information helps a writer achieve
his/her purpose.
a. Introduce claim(s), acknowledge Skills: Write a claim and support it with reasons
alternate or opposing claims, and organize a. Introduce a topic or text and write one or evidence; use temporal words in writing;
the reasons and evidence logically. claim about it. write to share information; select a topic; write
b. Support claim(s) with logical reasoning the topic; decide what facts or evidence are to
be included and write about it; include visual,
and relevant evidence, using accurate,
b. Write one or more reasons to support a tactual, or multimedia information to support
credible sources and demonstrating an
claim about a topic or text. writing; organize facts and evidence; use
understanding of the topic or text.
vocabulary specific to topic; write a narrative
c. Use words, phrases, and clauses to
with at least one character and 2 or more
create cohesion and clarify the relationships c. Use temporal words (first, next, also) to
events; use temporal words to order events;
among claim(s), reasons, and evidence. create cohesion. use vocabulary that will describe the feelings of
d. Establish and maintain a formal style. d. Not applicable. a character.
e. Provide a concluding statement or Big Ideas: Writers compose for a variety of
section that follows from and supports the e. Not applicable. purposes; they organize information, support
argument presented. claims, and include details to communicate
W.7.2 Write informative/explanatory texts to about a topic.
examine a topic and convey ideas, concepts, EE.W.7.2 Write to share information supported
and information through the selection, by details. Essential Questions: What is my goal or
organization, and analysis of relevant content. purpose for writing? What is my claim? How
can I support the claim? What am I informing or
a. Introduce a topic clearly, previewing what
explaining about this topic? Am I writing about
is to follow; organize ideas, concepts, and
something I did or something I wish I could do?
information, using strategies such as
a. Introduce a topic and write to convey What do I think about that topic, text or personal
definition, classification,
ideas and information about it including experience? Why? What is my topic? What are
comparison/contrast, and cause/ effect;
visual, tactual, or multimedia information as important words to use about the topic? What
include formatting (e.g., headings), graphics
appropriate. facts or details do I know that support the topic?
(e.g., charts, tables), and multimedia when
Who is a character I want to write about? What
useful to aiding comprehension.
words describe the character? What happened
b. Develop the topic with relevant facts,
b. Provide facts, details, or other first, next, and last? What appropriate
definitions, concrete details, quotations, or
information related to the topic. information can be included using visual, tactual
other information and examples.
or multimedia formats?
c. Use appropriate transitions to create
cohesion and clarify the relationships c. Not applicable.
among ideas and concepts.
d. Use precise language and domain-
d. Select domain-specific vocabulary to
specific vocabulary to inform about or
use in writing about the topic.
explain the topic.
e. Establish and maintain a formal style. e. Not applicable.
f. Provide a concluding statement or section
that follows from and supports the f. Not applicable.
information or explanation presented.
W.7.3 Write narratives to develop real or
imagined experiences or events using effective EE.W.7.3 Write about events or personal
technique, relevant descriptive details, and well- experiences.
structured event sequences.
a. Engage and orient the reader by
a. Write a narrative about a real or imagined
establishing a context and point of view and
experience introducing the experience, at
introducing a narrator and/or characters;
least one character, and two or more
organize an event sequence that unfolds
events.
naturally and logically.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
b. Use narrative techniques, such as
dialogue, pacing, and description, to
b. Not applicable.
develop experiences, events, and/or
characters.
c. Use a variety of transition words,
phrases, and clauses to convey sequence c. Use temporal words (e.g., first, then,
and signal shifts from one time frame or next) to signal order.
setting to another.
d. Use precise words and phrases, relevant
descriptive details, and sensory language to d. Use words that describe feelings of
capture the action and convey experiences people or characters in the narrative.
and events.
e. Provide a conclusion that follows from
and reflects on the narrated experiences or e. Not applicable.
events.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Production and Distribution of Writing
W.7.4 Produce clear and coherent writing in Concept: We write so that others can
which the development, organization, and style understand what we want them to know and so
are appropriate to task, purpose, and audience. EE.W.7.4 Produce writing that is appropriate for they can refer back to it.
(Grade-specific expectations for writing types the task, purpose, or audience.
are defined in standards
13 above.)
W.7.5 With some guidance and support from Skills: Identify purpose for writing; write about
peers and adults, develop and strengthen an explicitly stated task or purpose; organize
writing as needed by planning, revising, editing, EE.W.7.5 With guidance and support from the writing to match the purpose; communicate
rewriting, or trying a new approach, focusing on a desire to change or add something; write
adults and peers, plan before writing and revise
how well purpose and audience have been more words, phrases, ideas about a topic; use
own writing.
addressed. technology to produce and publish writing;
interact with others to collaborate about writing.
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W.7.9 Draw evidence from literary or Big Idea: Writing to answer questions or
informational texts to support analysis, EE.W.7.9 Use information from literary and provide important information about a topic
reflection, and research. informational text to support writing. often requires finding information in multiple
sources.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.7.1 Engage effectively in a range of Concepts: Successful communication
collaborative discussions (one-on-one, in exchanges are often rule based. topic centered,
groups, and teacher-led) with diverse partners EE.SL.7.1 Engage in collaborative discussions. and draw upon information provided by
on grade 7 topics, texts, and issues, building on speakers.
others ideas and expressing their own clearly.
a. Come to discussions prepared having Skills: Prepare and participate in discussions;
read or researched material under study; communicate to convey a message; follow
explicitly draw on that preparation by a. Come to discussions prepared to share rules; ask questions; answer questions; add
referring to evidence on the topic, text, or information. comments to a discussion; remain on topic;
issue to probe and reflect on ideas under acknowledge new information; identify details
discussion. related to the main idea; decide if a claim is fact
or opinion.
b. Follow rules for collegial discussions, b. With guidance and support from adults
track progress toward specific goals and and peers, follow simple, agreed-upon rules
deadlines, and define individual roles as for discussions and carry out assigned
needed. roles.
c. Pose questions that elicit elaboration Big Ideas: Engagement in communication
and respond to others questions and c. Remain on the topic of the discussion exchanges often requires: preparation,
comments with relevant observations and when answering questions or making other cooperation, and attention.
ideas that bring the discussion back on contributions to a discussion.
topic as needed.
d. Acknowledge new information expressed Essential Questions: What do I need to
by others and, when warranted, modify their prepare? What will I say? What are the rules for
own views. communicating with others? What do I want to
d. Acknowledge new information know more about? What do I already know
expressed by others in a discussion. about this? What did they mean by that? Who
can I ask? What words answer the question?
How can I make my message more clear?
What else can I say? What can I add to that
SL.7.2 Analyze the main ideas and supporting
person's comment? What questions do I have
details presented in diverse media and formats EE.SL.7.2 Identify details related to the main
about what was discussed? What do I do if I
(e.g., visually, quantitatively, and orally) and idea of a text presented orally or through other
want to say something that is not about this
explain how the ideas clarify a topic, text, or media.
topic? If someone tells me something I hadn't
issue under study.
heard before, what can I do so they know I am
SL.7.3 Delineate a speakers argument and
thinking about what they said? What is the main
specific claims, evaluating the soundness of the EE.SL.7.3 Determine whether the claims made
idea? What details support it? Was that claim a
reasoning and the relevance and sufficiency of by a speaker are fact or opinion.
fact or an opinion?
the evidence.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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L.7.2 Demonstrate command of the conventions EE.L.7.2 Demonstrate understanding of Essential Questions: How do I communicate
of standard English capitalization, punctuation, conventions of standard what I want to say in a full sentence? How do I
and spelling when writing. English. know what ending punctuation to use? What
a. Use a comma to separate coordinate sounds do I hear in the word? What letters
make that sound? Is there a word I know that
adjectives (e.g., It was a fascinating, a. Use end punctuation when writing a
will help me spell this word?
enjoyable movie but not He wore an old[,] sentence or question.
green shirt).
b. Spell correctly. b. Spell words phonetically, drawing on
knowledge of letter- sound relationships
and/or common spelling patterns.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Knowledge of Language
L.7.3 Use knowledge of language and its Concepts: Language is the process of
EE.L.7.3 Use language to achieve desired
conventions when writing, speaking, reading, or communication.
outcomes when communicating.
listening.
a. Choose language that expresses ideas Skills: Determine desired meaning; select
precisely and concisely, recognizing and a. Use precise language as required to words that convey desired meaning; use words
eliminating wordiness and redundancy.* achieve desired meaning. in sentences to communicate precise intended
message.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RI.8.2 Determine a central idea of a text and Skills: Cite evidence from the text that support
analyze its development over the course of the the inference; select details from the text that
text, including its relationship to supporting EE.RI.8.2 Provide a summary of a familiar relate to the central idea; summarize
ideas; provide an objective summary of the text. informational text. information from the text; identify key
individuals, ideas or events in the text; recount
events in sequential order.
RI.8.6 Determine an authors point of view or EE.RI.8.6 Determine an authors purpose or Essential Questions: What is the meaning of
purpose in a text and analyze how the author point of view and identify examples from text to the words in the text? What is the topic of this
acknowledges and responds to conflicting that describe or support it. text? What is the topic sentence of this
evidence or viewpoints. paragraph? What details support the topic?
What is the author's purpose or point of view
from the text? What examples from the text tell
me more about the author's purpose or point of
view?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.8.1 Write arguments to support claims with Concepts: Selecting a topic and important
clear reasons and relevant evidence. supporting information helps a writer achieve
EE.W.8.1 Write claims about topics or texts.
his/her purpose.
a. Introduce claim(s), acknowledge and Skills: Write a claim and support it with reasons
distinguish the claim(s) from alternate or a. Introduce the claim and provide reasons or evidence; use temporal words in writing;
opposing claims, and organize the reasons or pieces of evidence to support it. write to share information; select and introduce a
and evidence logically. topic; write the topic; decide what facts or
evidence are to be included and write about it;
b. Support claim(s) with logical reasoning
include visual, tactual, or multimedia information
and relevant evidence, using accurate,
b. Write reasons to support a claim about a to support writing; organize facts and evidence;
credible sources and demonstrating an
topic or text. use vocabulary specific to topic; write a
understanding of the topic or text.
narrative with at least one character and 2 or
more events; use words that describe the
c. Use words, phrases, and clauses to
feelings of characters or provide other sensory
create cohesion and clarify the relationships
information about the setting, experiences, or
among claim(s), counterclaims, reasons, c. Not applicable. events; write complete thoughts as appropriate;
and evidence.
provide a closing when writing.
d. Establish and maintain a formal style. d. Not applicable. Big Ideas: Writers compose for a variety of
purposes; they organize information, support
e. Provide a concluding statement or
claims, and include details to communicate
section that follows from and supports the e. Not applicable.
about a topic.
argument presented.
W.8.2 Write informative/explanatory texts to Essential Questions: What is my goal or
examine a topic and convey ideas, concepts, EE.W.8.2 Write to share information supported purpose for writing? What is my claim? How
and information through the selection, by details. can I support the claim? What am I informing or
organization, and analysis of relevant content. explaining about this topic? Am I writing about
something I did or something I made up? What
a. Introduce a topic clearly, previewing what
do I think about that topic, text or personal
is to follow; organize ideas, concepts, and
a. Introduce a topic clearly and write to experience? Why? What is my topic? How can I
information into broader categories; include
convey ideas and information about it introduce my topic? What are important words
formatting (e.g., headings), graphics (e.g.,
including visual, tactual, or multimedia to use about the topic? What facts or details do
charts, tables), and multimedia when useful
information as appropriate. I know that support the topic? Who is a
to aiding comprehension.
character I want to write about? What words
describe the character, events, setting, or
b. Develop the topic with relevant, well-
experiences? What happened first, next, and
chosen facts, definitions, concrete details, b. Write one or more facts or details related
last? What appropriate information can be
quotations, or other information and to the topic.
included using visual, tactual or multimedia
examples.
formats? How do I want to end my writing?
c. Use appropriate and varied transitions to
create cohesion and clarify the relationships c. Write complete thoughts as appropriate.
among ideas and concepts.
d. Use precise language and domain-
d. Use domain specific vocabulary related
specific vocabulary to inform about or
to the topic.
explain the topic.
e. Establish and maintain a formal style. e. Not applicable.
f. Provide a concluding statement or
section that follows from and supports the f. Provide a closing.
information or explanation presented.
W.8.3 Write narratives to develop real or
imagined experiences or events using effective E E.W.8.3 Write about events or personal
technique, relevant descriptive details, and well- experiences.
structured event sequences.
a. Engage and orient the reader by establishing a a. Write a narrative about a real or imagined
context and point of view and introducing a experience introducing the experience, at least
narrator and/or characters; organize an event one character, and two or more events.
sequence that unfolds naturally and logically.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
b. Use narrative techniques, such as b. Not applicable.
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
c. Use temporal words (e.g., first,
sequence, signal shifts from one time
then, next) to signal order.
frame or setting to another, and show
the relationships among experiences
and events.
d. Use precise words and phrases, d. Use words that describe the feelings
relevant descriptive details, and sensory of characters or provide other sensory
language to capture the action and information about the setting,
convey experiences and events. experiences, or events.
e. Provide a conclusion that follows from
and reflects on the narrated experiences e. Provide a closing.
or events.
Iowa Core -Level Standards Iowa Core Essential Element Unpacked
Production and Distribution of Writing
W.8.4 Produce clear and coherent writing in Concept: We write so that others can
which the development, organization, and style EE.W.8.4 Produce writing that is appropriate for understand what we want them to know and so
are appropriate to task, purpose, and audience. the task, purpose, or audience. they can refer back to it.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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W.8.8 Gather relevant information from multiple Skills: Identify or develop the question to be
print and digital sources, using search terms answered; identify sources that will give
effectively; assess the credibility and accuracy information about a question or topic; identify
of each source; and quote or paraphrase the EE.W.8.8 Select quotes providing relevant information from multiple sources to support
data and conclusions of others while avoiding information about a topic from multiple print or writing about a topic; select quotes relevant to
plagiarism and following a standard format for digital sources. the topic; use compare and contrast in writing
citation. use what was learned in reading to support
writing.
W.8.9 Draw evidence from literary or Big Idea: Writing to answer questions or
informational texts to support analysis, provide important information about a topic
EE.W.8.9 Use information from literary and
reflection, and research. often requires finding information in multiple
informational text to support writing.
sources.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.8.1 Engage effectively in a range of Concepts: Successful communication
collaborative discussions (one-on-one, in exchanges are often rule based. topic centered,
groups, and teacher- led) with diverse partners EE.SL.8.1 Engage in collaborative discussions. and draw upon information provided by
on grade 8 topics, texts, and issues, building on speakers.
others ideas and expressing their own clearly.
a. Come to discussions prepared, having Skills: Prepare and participate in discussions;
read or researched material under study; follow rules; carry out assigned role; ask
explicitly draw on that preparation by questions; answer questions; add comments to
referring to evidence on the topic, text, or a. Come to discussions prepared to share a discussion; remain on topic; acknowledge
issue to probe and reflect on ideas under information previously studied. new information and relate it to own ideas;
discussion. identify details related to the main idea; identify
the argument made by the speaker.
b. Follow rules for collegial discussions and Big Ideas: Engagement in communication
decision- making, track progress toward exchanges often requires: preparation,
b. Follow simple rules and carry out
specific goals and deadlines, and define cooperation, attention, and the evaluation of
assigned roles during discussions.
individual roles as needed. information.
c. Pose questions that connect the ideas of Essential Questions: What do I need to
several speakers and respond to others prepare? What have I studied that I can share
questions and comments with relevant in this discussion? What will I say? What are
evidence, observations, and ideas. c. Remain on the topic of the discussion the rules for communicating with others? What
when asking or answering questions or do I want to know more about? What do I
making other contributions to a discussion. already know about this? What did they mean
by that? Who can I ask? Does the information
make sense with what I already know? If not,
what changes do I need to make? What words
answer the question? How can I make my
d. Acknowledge new information expressed
d. Acknowledge new information message more clear? What else can I say?
by others, and, when warranted, qualify or
expressed by others in a discussion and What can I add to that person's comment?
justify their own views in light of the
relate it to own ideas. What questions do I have about what was
evidence presented.
discussed? What questions can I pose based
SL.8.2 Analyze the purpose of information
on my research? What do I do if I want to say
presented in diverse media and formats (e.g., EE.SL.8.2 Determine the purpose of
something that is not about this topic? What
visually, quantitatively, orally) and evaluate the information presented in graphic, oral, visual, or
experience have I had in my own life that can
motives (e.g., social, commercial, political) multimodal formats.
help me understand this new information? If
behind its presentation.
someone tells me something I hadn't heard
SL.8.3 Delineate a speakers argument and
before, what can I do so they know I am
specific claims, evaluating the soundness of the
EE.SL.8.3 Determine the argument made by a thinking about what they said? What is the main
reasoning and relevance and sufficiency of the
speaker on a topic. idea? What details support it? What is the
evidence and identifying when irrelevant
argument made by the speaker?
evidence is introduced.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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a. Use context (e.g., the overall meaning of Skills: Use the context of a sentence to
a sentence or paragraph; a words position a. Use context to determine which word is determine a missing word; use common root
or function in a sentence) as a clue to the missing from a content area text. words with different word endings in context;
meaning of a word or phrase. seek clarification when a word is not
b. Use common, grade-appropriate Greek b. Use frequently occurring root words understood; identify words that mean more than
or Latin affixes and roots as clues to the (e.g., like) and the words that result when one thing; use knowledge of common words to
meaning of a word (e.g., precede, recede, affixes are added (e.g., liked, disliked, understand the meaning of compound and
secede). liking). complex words in which they appear; use
c. Consult general and specialized descriptive words to add meaning when writing
reference materials (e.g., dictionaries, and communicating: use words across
glossaries, thesauruses), both print and c. Seek clarification and meaning support contexts.
digital, to find the pronunciation of a word or when unfamiliar words are encountered
determine or clarify its precise meaning or while reading or communicating.
its part of speech.
d. Verify the preliminary determination of Big Ideas: As words are learned and used,
the meaning of a word or phrase (e.g., by they are related to topics, contexts, and one
d. Not applicable.
checking the inferred meaning in context or another.
in a dictionary).
L.8.5 Demonstrate understanding of figurative Essential Questions: What word fits in that
language, word relationships, and nuances in EE.L.8.5 Demonstrate understanding of word sentence? What word do I know that makes
word meanings. relationships and use. sense here? What does that word mean? How
can I figure out what that word means? What
a. Interpret figures of speech (e.g. verbal a. Demonstrate understanding of the use
else could this word mean? How does the
irony, puns) in context. of multiple meaning words.
meaning of the word change when I add a
b. Use the relationship between particular b. Use knowledge of common words to
different ending to the word? What two words
words to better understand each of the understand the meaning of compound and
make up this compound word? What parts of
words. complex words in which they appear (e.g.,
this word do I know that can help me read this
birdhouse, household).
big word? What words can I add to my writing
c. Distinguish among the connotations
to be more descriptive? What words can I add
(associations) of words with similar c. Use descriptive words to add meaning
to my communication to be more descriptive?
denotations (definitions) (e.g., bullheaded, when writing and communicating.
willful, firm, persistent, resolute).
L.8.6 Acquire and use accurately grade-
appropriate general academic and domain-
EE.L.8.6 Use general academic and domain-
specific words and phrases; gather vocabulary
specific words and phrases across contexts.
knowledge when considering a word or phrase
important to comprehension or expression.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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RI.9-10.8 Delineate and evaluate the argument Skills: Determine how a subject is represented
and specific claims in a text, assessing whether in different artistic mediums; analyze the
the reasoning is valid and the evidence is similarities and differences between the
EE.RI.9-10.8 Determine how the specific claims
relevant and sufficient; identify false statements representations of a subject in one medium and
support the argument made in an informational
and fallacious reasoning. another; determine the specific claims that
text.
support the argument made by the author in a
text; make connections between different texts
with related themes and concepts.
Big Ideas: Texts and artistic representations of
a subject can have their own unique features
including different arguments, claims, and
themes that are supported in a variety of ways.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.9-10.1 Write arguments to support claims in Concepts: Selecting a topic and important
an analysis of substantive topics or texts, using supporting information helps a writer achieve
EE.W.9-10.1 Write claims about topics or texts.
valid reasoning and relevant and sufficient his/her purpose.
evidence.
a. Introduce precise claim(s), distinguish Skills: Introduce a topic and write a claim and a
the claim(s) from alternate or opposing counterclaim to support it with reasons or
claims, and create an organization that a. Introduce a topic or text and write one evidence; write to share information; decide
establishes clear relationships among claim and one counterclaim about it. what facts or evidence are to be included and
claim(s), counterclaims, reasons, and write about it; include visual, tactual, or
evidence. multimedia information to support writing as
b. Develop claim(s) and counterclaims appropriate; organize events, facts, and
fairly, supplying evidence for each while evidence; write complete simple sentences;
pointing out the strengths and limitations of b. Not applicable. write a narrative about a problem, situation or
both in a manner that anticipates the observation with at least one character, related
audiences knowledge level and concerns. details, and clearly sequenced events; use
c. Use words, phrases, and clauses to link vocabulary specific to topic; use words that
the major sections of the text, create describe the feelings of characters or provide
cohesion, and clarify the relationships other sensory information about the setting,
c. Not applicable. experiences, or events; write complete simple
between claim(s) and reasons, between
reasons and evidence, and between sentences as appropriate; use temporal words
claim(s) and counterclaims. in writing; provide a closing or concluding
d. Establish and maintain a formal style statement when writing.
and objective tone while attending to the
d. Not applicable.
norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or Big Ideas: Writers compose for a variety of
section that follows from and supports the purposes; they organize information, support
e. Not applicable.
argument presented. claims, and include details to communicate
about a topic.
W.9-10.2 Write informative/explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through EE.W.9-10.2 Write to share information Essential Questions: What is my goal or
the effective selection, organization, and supported by details. purpose for writing? What is my claim and
analysis of content. counterclaim? How can I support the claim and
counterclaim? What is my topic? How can I
a. Introduce a topic; organize complex ideas,
introduce my topic? What are important words
concepts, and information to make important
a. Introduce a topic clearly and use a clear to use about the topic? What facts or details do
connections and distinctions; include
organization to write about it including I know that support the topic? Am I writing
formatting (e.g., headings), graphics (e.g.,
visual, tactual, or multimedia information as about something I did, to share information, or
figures, tables), and multimedia when useful
appropriate. about a problem? What do I think about that
to aiding comprehension.
topic, text or personal experience? Why? Who
is a character I want to write about? What
b. Develop the topic with well-chosen,
words describe the character, events, setting, or
relevant, and sufficient facts, extended
experiences? What happened first, next, and
definitions, concrete details, quotations, or
b. Develop the topic with facts or details. last? What information can be enhanced by
other information and examples appropriate
included using visual, tactual or multimedia
to the audiences knowledge of the topic.
formats? How do I want to end my writing?
c. Use appropriate and varied transitions to
link the major sections of the text, create c. Use complete, simple sentences as
cohesion, and clarify the relationships appropriate.
among complex ideas and concepts.
d. Use precise language and domain- d. Use domain specific vocabulary when
specific vocabulary to manage the writing claims related to a topic of study or
complexity of the topic. text.
e. Establish and maintain a formal style
and objective tone while attending to e. Not applicable
the norms and conventions of the
discipline in which they are writing.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
f. Provide a concluding statement or section
that follows from and supports the
f. Providing a closing or concluding
information or explanation presented (e.g.,
statement.
articulating implications or the significance
of the topic).
W.9-10.3 Write narratives to develop real or
imagined experiences or events using effective EE.W.9-10.3 Write about events or personal
technique, well- chosen details, and well- experiences.
structured event sequences.
a. Engage and orient the reader by setting
out a problem, situation, or observation, a. Write a narrative about a problem,
establishing one or multiple point(s) of view, situation, or observation including at least
and introducing a narrator and/or one character, details, and clearly
characters; create a smooth progression of sequenced events.
experiences or events.
b. Use narrative techniques, such as
dialogue, pacing, description, reflection, and
b. Not applicable
multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence c. Organize the events in the narrative
events so that they build on one another to using temporal words to signal order as
create a coherent whole. appropriate.
d. Use precise words and phrases, telling
d. Use descriptive words and phrases to
details, and sensory language to convey a
convey a vivid picture of experiences,
vivid picture of the experiences, events,
events, setting, or characters.
setting, and/or characters.
e. Provide a conclusion that follows from
and reflects on what is experienced,
e. Provide a closing.
observed, or resolved over the course of
the narrative.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Production and Distribution of Writing
W.9-10.4 Produce clear and coherent writing in Concept: We write so that others can
which the development, organization, and style understand what we want them to know and so
EE.W.9-10.4 Produce writing that is appropriate
are appropriate to task, purpose, and audience. they can refer back to it.
for the task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 13 above.) Skills: Identify the purpose and audience for
W.9-10.5 Develop and strengthen writing as writing; write to accomplish the purpose; create
needed by planning, revising, editing, rewriting, a plan for writing; write and revise writing as
or trying a new approach, focusing on EE.W.9-10.5 Develop writing by planning and needed; interact with others to collaborate
addressing what is most significant for a specific revising own writing. about writing; use technology to produce,
purpose and audience. update, and publish writing.
W.9-10.6 Use technology, including the Internet,
to produce, publish, and update individual or Big Ideas: Writing is a multi-step process that
EE.W.9-10.6 Use technology, including the results in products that can be shared.
shared writing products, taking advantage of
Internet, to produce publish, and update
technologys capacity to link to other information
individual or shared writing products. Essential Questions: What is my goal or
and to display information flexibly and
dynamically. purpose for writing? What is my plan for
writing? Who is my audience? What should I
write to communicate to that audience? Does it
make sense? If not, what words or phrases do I
need to change so it makes sense? How do I
need to revise my writing based on my purpose
for writing? What else can I write to make it
easier for someone to understand? How can I
produce and publish writing using technology,
including the internet? How can technology
assist me when I need to update my writing?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
109
*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.9-10.1 Initiate and participate effectively in a Concepts: Successful communication
range of collaborative discussions (one-on-one, exchanges are often rule based. topic centered,
in groups, and teacher-led) with diverse EE.SL.9-10.1 Engage in collaborative and draw upon information provided by
partners on grades 910 topics, texts, and discussions. speakers.
issues, building on others ideas and expressing
their own clearly and persuasively.
a. Come to discussions prepared, having Skills: Engage in collaborative discussions;
read and researched material under study; prepare for discussion; set goals; follow rules;
explicitly draw on that preparation by relate topics to broader themes; agree or
a. Prepare for discussions by collecting
referring to evidence from texts and other disagree with others during discussion; carry
information on the topic.
research on the topic or issue to stimulate a out assigned roles; determine the credibility of
thoughtful, well-reasoned exchange of the information presented in diverse media or
ideas. formats; identify the speaker's point of view.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g., Big Ideas: When engaging in communication
informal consensus, taking votes on key b. Work with adults and peers to set rules exchanges one has to determine the speakers
issues, and presentation of alternate views), for discussions. point of view and determine the credibility of the
clear goals and deadlines, and individual evidence presented.
roles as needed.
c. Propel conversations by posing and
responding to questions that relate the Essential Questions: Do I need to prepare for
current discussion to broader themes or c. Relate the topic of discussion to broader this conversation? If yes, what do I need to
larger ideas; actively incorporate others into themes or ideas. prepare? What have I studied that I can share
the discussion; and clarify, verify, or in this discussion? What will I say? What else
challenge ideas and conclusions. can I say? What can I add to that person's
comment? What are the other participants'
d. Respond thoughtfully to diverse
opinions about this topic? Do I agree or
perspectives, summarize points of
disagree with them? What is the point of view
agreement and disagreement, and, when
d. Indicate agreement or disagreement with made by the speaker? How do I know if this
warranted, qualify or justify their own views
others during discussions. information is credible? Why should I believe
and understanding and make new
that? Why shouldn't I believe that?
connections in light of the evidence and
reasoning presented.
SL.9-10.2 Integrate multiple sources of
information presented in diverse media or EE.SL.9-10.2 Determine the credibility of
formats (e.g., visually, quantitatively, orally) information presented in diverse media or
evaluating the credibility and accuracy of each formats.
source.
SL.9-10.3 Evaluate a speakers point of view,
reasoning, and use of evidence and rhetoric, EE.SL.9-10.3 Determine the speaker's point of
identifying any fallacious reasoning or view on a topic.
exaggerated or distorted evidence.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
112
c. Consult general and specialized reference Big Ideas: As words are learned and used,
materials (e.g., dictionaries, glossaries, c. Consult reference materials they are related to topics, contexts, and one
thesauruses), both print and digital, to find (dictionaries, online vocabulary supports) to another.
the pronunciation of a word or determine or clarify the meaning of unfamiliar words
clarify its precise meaning, its part of encountered when reading.
speech, or its etymology. Essential Questions: What word do I know
d. Verify the preliminary determination of that makes sense here? What does that word
the meaning of a word or phrase (e.g., by d. Not applicable (See EE.L.9- 10.4.c. mean? What else could that word mean? What
checking the inferred meaning in context or above.) reference materials can I use to clarify meaning
in a dictionary). of unfamiliar words? How does the meaning of
L.9-10.5 Demonstrate understanding of the word change when I add or remove an affix
EE.L.9-10.5 Demonstrate understanding of
figurative language, word relationships, and to a root word? Does that phrase mean exactly
word relationships and use.
nuances in word meanings. what it says (e.g., raining cats and dogs)? If it
a. Interpret figures of speech (e.g., doesn't, what is the author's intended meaning?
euphemism, oxymoron) in context and a. Interpret common figures of speech. How can I figure out what that word or phrase
analyze their role in the text. means here?
b. Analyze nuances in the meaning of b. Determine the intended meaning of
words with similar denotations. multiple meaning words.
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 EE.L.9-10.6 Use general academic and domain-
career readiness level; demonstrate specific words and phrases across contexts.
independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
114
RL.11-12.2 Determine two or more themes or Skills: Analyze a text to determine its meaning
central ideas of a text and analyze their citing text evidence to support explicit and
development over the course of the text, implicit understandings; recount events from the
EE.RL.11-12.2 Recount the main events of the
including how they interact and build on one text that relate to the theme, central idea,
text which are related to the theme or central
another to produce a complex account; provide character and setting; determine how
idea.
an objective summary of the text. characters, the setting or events change or
develop over the course of a drama or text.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
115
RL.11-12.9 Demonstrate knowledge of Big Ideas: Texts can be retold, recounted, and
eighteenth-, nineteenth-, and early-twentieth- interpreted in a variety of ways.
century foundational works of American EE.RL.11-12.9 Demonstrate explicit
literature, including how two or more texts from understanding of recounted versions of
the same period treat similar themes or topics. foundational works of American literature. Essential Questions: How do these stories,
dramas or poems compare? What does this
text say? What does it mean? What details can
you provide to demonstrate understanding of
recounted versions of foundational American
literature?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
117
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
118
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
119
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
W.11-12.1 Write arguments to support claims in Concepts: The purpose for writing influences
an analysis of substantive topics or texts, using EE.W.11-12.1 Write arguments to support structure, organization and the decisions writers
valid reasoning and relevant and sufficient claims. make about the type and amount of information
evidence. to include.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
120
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Text Types and Purposes
d. Use precise language, domain-specific
d. Use domain specific vocabulary when
vocabulary, and techniques such as
writing claims related to a topic of study or
metaphor, simile, and analogy to manage
text.
the complexity of the topic.
e. Establish and maintain a formal style
and objective tone while attending to the
e. Not applicable.
norms and conventions of the discipline in
which they are writing.
f. Provide a concluding statement or section
that follows from and supports the
f. Provide a closing or concluding
information or explanation presented (e.g.,
statement.
articulating implications or the significance
of the topic).
W.11-12.3 Write narratives to develop real or
imagined experiences or events using effective EE.W.11-12.3 Write about events or personal
technique, well- chosen details, and well- experiences.
structured event sequences.
a. Engage and orient the reader by setting
out a problem, situation, or observation and
a. Write a narrative about a problem,
its significance, establishing one or multiple
situation, or observation including at least
point(s) of view, and introducing a narrator
one character, details, and clearly
and/or characters; create a smooth
sequenced events.
progression of experiences or events.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
121
W.11-12.6 Use technology, including the EE.W.11-12.6 Use technology, including the
Internet, to produce, publish, and update Internet, to produce publish and update an Essential Questions: What is my goal or
individual or shared writing products in individual or shared writing project. purpose for writing? What is my plan for
response to ongoing feedback, including new writing? Who is my audience? What should I
arguments or information. write to communicate to that audience? Does it
make sense? If not, what words or phrases do I
need to change so it makes sense? How do I
need to revise my writing based on my
purpose? When do I know I need to edit? What
edits do I need to make? How do I rewrite to
create a finished product? What else can I write
to make it easier for someone to understand?
How can I produce and publish writing using
technology, including the internet?
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
122
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
123
*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Iowa Core Grade-Level Standards Iowa Core Essential Element Unpacked
Comprehension and Collaboration
SL.11-12.1 Initiate and participate effectively in a Concepts: Successful communication
range of collaborative discussions (one- on- one, exchanges are often rule based. topic centered,
in groups, and teacher-led) with diverse partners EE.SL.11-12.1 Engage in collaborative and draw upon information provided by
on grades 1112 topics, texts, and issues, discussions. speakers.
building on others ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared having Skills: Prepare for discussion; set goals; follow
read and researched material under study; rules; carry out assigned roles; ask and respond
explicitly draw on that preparation by to questions about reasoning and evidence;
a. Prepare for discussions by collecting
referring to evidence from texts and other determine and remain on topic when
research on the topic or issue to stimulate a information on the topic. participating in discussion; provide a logical link
thoughtful, well-reasoned exchange of when changing topics, answering questions, or
ideas. making a connection; determine when the topic
b. Work with peers to promote civil, shifts; adjust comments and questions to new
democratic discussions and decision topic; determine whether information presented
b. Work with peers to set rules and goals
making, set clear goals and deadlines, and in a variety of media is credible and accurate;
for discussions.
establish individual roles as needed. determine whether a speaker's claims are
reasonable and enhance the argument
c. Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a hearing c. Ask and answer questions to verify or
for a full range of positions on a topic or clarify own ideas and understandings
issue; clarify, verify, or challenge ideas and during a discussion. Big Ideas: Engagement in communication
conclusions; and promote divergent and exchanges often requires: preparation,
creative perspectives. cooperation, attention, and the evaluation of
d. Respond thoughtfully to diverse information.
perspectives; synthesize comments, claims,
and evidence made on all sides of an issue;
resolve contradictions when possible; and d. Respond to agreements and
determine what additional information or disagreements in a discussion. Essential Questions: What do I want to say?
research is required to deepen the How do I need to prepare? What is my goal?
investigation or complete the task. What are the rules? What is my role? What is
the topic? What more do I want to know about
SL.11-12.2 Integrate multiple sources of this topic? Do I have a question? How do I
information presented in diverse formats and answer the question? Can I change the topic?
media (e.g., visually, quantitatively, orally) in EE.SL.11-12.2 Determine the credibility and Did someone else change the topic? If
order to make informed decisions and solve accuracy of information presented across someone tells me something, how do I
problems, evaluating the credibility and diverse media or formats. determine the credibility and accuracy of the
accuracy of each source and noting any information? What claim and reasoning
discrepancies among the data. supports the speaker's argument?
SL.11-12.3 Evaluate a speakers point of view,
reasoning, and use of evidence and rhetoric, EE.SL.11-12.3 Determine whether the claims
assessing the stance, premises, links among and reasoning enhance the speakers argument
ideas, word choice, points of emphasis, and on a topic.
tone used.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
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The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
125
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.
126
d. Verify the preliminary determination of d. Consult reference materials Essential Questions: What word do I know
the meaning of a word or phrase (e.g., by (dictionaries, online vocabulary supports) to that makes sense here? What does that word
checking the inferred meaning in context or clarify the meaning of unfamiliar words mean? What else could that word mean? What
in a dictionary). encountered when reading. reference materials can I use to clarify meaning
of unfamiliar words? How does the meaning of
L.11-12.5 Demonstrate understanding of
EE.L.11-12.5 Demonstrate understanding of the word change when I add or remove an affix
figurative language, word relationships, and
word relationships and use. to a root word? Does that phrase mean exactly
nuances in word meanings.
what it says (e.g., raining cats and dogs)? If it
a. Interpret figures of speech (e.g.,
a. Interpret simple figures of speech doesn't, what is the author's intended meaning?
hyperbole, paradox) in context and analyze
encountered while reading or listening. How can I figure out what that word or phrase
their role in the text.
means here?
b. Analyze nuances in the meaning of
b. Not applicable.
words with similar denotations.
L.11-12.6 Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
EE.L.11-12.6 Use general academic and
speaking, and listening at the college and
domain-specific words and phrases across
career readiness level; demonstrate
contexts.
independence in gathering vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
The Iowa Core Essential Elements are intended only for students with significant cognitive disabilities and who participate in Iowas Alternate Assessments.