Ccls Ela Progressive Continuums

Common Core Learning Standards ELA Progressive Continuums
Reading Literature (K-12)

• pages 1-10
Reading Informational Text (K-12)

• pages 11-20
Reading Foundational Skills (K-5)

• pages 21-24
Writing (K-12)
• pages 25-43
Speaking and Listening (K-12)

• pages 44-51
Language (K-12)
• pages 52-70
Retrieved on 1-10-14 from CCSS ELA Progressive Continuums and Matrices © Copyright 2012-2013. Janet A. Hale,
Curriculum Mapping 101 http://ccsselaapp.com/ ($1.99 and password needed)
READING LITERATURE
Key Ideas and Details
Boldface = New learning Italics = Same learning from previous grade level(s)
RL._.1
Grade K Grade 6
RL.K.1 With prompting and support, ask and answer questions RL.6.1 Cite textual evidence to support analysis of what the text says
about key details in a text. explicitly as well as inferences drawn from the text.
Grade 1 Grade 7
RL.1.1 Ask and answer questions about key details in a text. RL.7.1 Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
Grade 2
Grade 8
RL.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text. RL.8.1 Cite the textual evidence that most strongly supports an analysis
of what the text says explicitly as well as inferences drawn from the text.
Grade 3
Grades 9 - 10
RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. RL.9-10.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
Grade 4
Grades 11 - 12
RL.4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text. RL.11-12.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text,
Grade 5 including determining where the text leaves matters uncertain.
RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
1
READING LITERATURE
RL._.2
Grade K Grade 6
RL.K.2 With prompting and support, retell familiar stories, including RL.6.2 Determine a theme or central idea of a text and how it is
key details. conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Grade 1
Grade 7
RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson. RL.7.2 Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective summary
Grade 2 of the text.
RL.2.2 Recount stories, including fables and folktales from diverse Grade 8
cultures, and determine their central message, lesson, or moral.
RL.8.2 Determine a theme or central idea of a text and analyze its
Grade 3 development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
RL.3.2 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral and Grades 9 - 10
explain how it is conveyed through key details in the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in
Grade 4 detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
RL.4.2 Determine a theme of a story, drama, or poem from details in objective summary of the text.
the text; summarize the text.
Grades 11 - 12
Grade 5
RL.11-12.2 Determine two or more themes or central ideas of a text and
RL.5.2 Determine a theme of a story, drama, or poem from details in the analyze their development over the course of the text, including how they
text, including how characters in a story or drama respond to interact and build on one another to produce a complex account;
challenges or how the speaker in a poem reflects upon a topic; provide an objective summary of the text.
summarize the text.
2
READING LITERATURE
RL._.3
Grade K Grade 6
RL.K.3 With prompting and support, identify characters, settings, RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a
and major events in a story. series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
Grade 1
Grade 7
RL.1.3 Describe characters, settings, and major events in a story, using
key details. RL.7.3 Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
Grade 2
Grade 8
RL.2.3 Describe how characters in a story respond to major events and
challenges. RL.8.3 Analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or provoke a
Grade 3 decision.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or Grades 9 - 10
feelings) and explain how their actions contribute to the sequence of
events. RL.9-10.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact
Grade 4 with other characters, and advance the plot or develop the theme.
RL.4.3 Describe in depth a character, setting, or event in a story or Grades 11 - 12
drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions). RL.11-12.3 Analyze the impact of the author’s choices regarding how
to develop and relate elements of a story or drama (e.g., where a story
Grade 5 is set, how the action is ordered, how the characters are introduced
and developed).
RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g.,
how characters interact).
3
READING LITERATURE
Craft and Structure
RL._.4
Grade 7
Grade K
RL.7.4 Determine the meaning of words and phrases as they are used in
RL.K.4 Ask and answer questions about unknown words in a text.
a text, including figurative and connotative meanings; analyze the impact
Grade 1 of rhymes and other repetitions of sounds (e.g., alliteration) on a specific
RL.1.4 Identify words and phrases in stories or poems that suggest verse or stanza of a poem or section of a story or drama.
feelings or appeal to the senses. Grade 8
Grade 2 RL.8.4 Determine the meaning of words and phrases as they are used in
RL.2.4 Describe how words and phrases (e.g., regular beats, a text, including figurative and connotative meanings; analyze the impact
alliteration, rhymes, repeated lines) supply rhythm and meaning in of specific word choices on meaning and tone, including analogies
a story, poem, or song. or allusions to other texts.
Grade 3 Grades 9 - 10
RL.3.4 Determine the meaning of words and phrases as they are used RL.9-10.4 Determine the meaning of words and phrases as they are used
in a text, distinguishing literal from non-literal language. in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and
Grade 4
tone (e.g., how the language evokes a sense of time and place; how it
RL.4.4 Determine the meaning of words and phrases as they are used in sets a formal or informal tone).
a text, including those that allude to significant characters found in
Grades 11 - 12
mythology (e.g., Herculean).
RL.11-12.4 Determine the meaning of words and phrases as they are
Grade 5
used in the text, including figurative and connotative meanings; analyze
RL.5.4 Determine the meaning of words and phrases as they are used in the impact of specific word choices on meaning and tone, including
a text, including figurative language such as metaphors and similes. words with multiple meanings or language that is particularly fresh,
Grade 6 engaging, or beautiful. (Include Shakespeare as well as other
authors.)
RL.6.4 Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone.
4
READING LITERATURE
Craft and Structure
RL._.5
Grade K Grade 6
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the development
Grade 1
of the theme, setting, or plot.
RL.1.5 Explain major differences between books that tell stories and
Grade 7
books that give information, drawing on a wide reading of a range
of text types. RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
Grade 2
Grade 8
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the RL.8.5 Compare and contrast the structure of two or
action. more texts and analyze how the differing structure of each text
contributes to its meaning and style.
Grade 3
Grades 9 - 10
RL.3.5 Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; RL.9-10.5 Analyze how an author’s choices concerning how
describe how each successive part builds on earlier sections. to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
Grade 4
mystery, tension, or surprise.
RL.4.5 Explain major differences between poems, drama, and prose,
Grades 11 - 12
and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions, RL.11-12.5 Analyze how an author’s choices concerning how to structure
dialogue, stage directions) when writing or speaking about a text. specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute
Grade 5
to its overall structure and meaning as well as its aesthetic impact.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together
to provide the overall structure of a particular story, drama, or poem.
5
READING LITERATURE
Craft and Structure
RL._.6
Grade 6
Grade K
RL.6.6 Explain how an author develops the point of view of the
RL.K.6 With prompting and support, name the author and illustrator
narrator or speaker in a text.
of a story and define the role of each in telling the story.
Grade 7
Grade 1
RL.7.6 Analyze how an author develops and contrasts the points of
RL.1.6 Identify who is telling the story at various points in a text. view of different characters or narrators in a text.
Grade 2 Grade 8
RL.2.6 Acknowledge differences in the points of view of characters, RL.8.6 Analyze how differences in the points of view of the
including by speaking in a different voice for each character when characters and the audience or reader (e.g., created through the use
reading dialogue aloud. of dramatic irony) create such effects as suspense or humor.
RL.3.6 Distinguish their own point of view from that of the narrator RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States,
or those of the characters.
drawing on a wide reading of world literature.
RL.4.6 Compare and contrast the point of view from which different RL.11-12.6 Analyze a case in which grasping point of view requires
stories are narrated, including the difference between first- and third- distinguishing what is directly stated in a text from what is really
person narrations. meant (e.g., satire, sarcasm, irony, or understatement).
Grade 5
RL.5.6 Describe how a narrator’s or speaker’s point of view influences
how events are described.
6
READING LITERATURE
Integration of Knowledge and Ideas
RL._.7
Grade K Grade 6
RL.K.7 With prompting and support, describe the relationship RL.6.7 Compare and contrast the experience of reading a story,
between illustrations and the story in which they appear (e.g., what drama, or poem to listening to or viewing an audio, video, or live
moment in a story an illustration depicts). version of the text, including contrasting what they “see” and “hear”
Grade 1 when reading the text to what they perceive when they listen or watch.
RL.1.7 Use illustrations and details in a story to describe its characters, Grade 7
setting, or events. RL.7.7 Compare and contrast a written story, drama, or poem to its
Grade 2 audio, filmed, staged, or multimedia version, analyzing the effects of
techniques unique to each medium (e.g., lighting, sound, color, or
RL.2.7 Use information gained from the illustrations and words in
camera focus and angles in a film).
a print or digital text to demonstrate understanding of its characters,
setting, or plot. Grade 8
Grade 3 RL.8.7 Analyze the extent to which a filmed or live production of a story
or drama stays faithful to or departs from the text or script, evaluating
RL.3.7 Explain how specific aspects of a text’s illustrations contribute
the choices made by the director or actors.
to what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting). Grades 9 - 10
Grade 4 RL.9-10.7 Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is emphasized or absent
RL.4.7 Make connections between the text of a story or drama and a
in each treatment (e.g., Auden’s “Musee des Beaux Arts” and
visual or oral presentation of the text, identifying where each version
Breughel’s Landscape with the Fall of Icarus).
reflects specific descriptions and directions in the text.
Grades 11 - 12
Grade 5
RL.11-12.7 Analyze multiple interpretations of a story, drama, or
RL.5.7 Analyze how visual and multimedia elements contribute to the
poem (e.g., recorded or live production of a play or recorded novel or
meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
poetry), evaluating how each version interprets the
presentation of fiction, folktale, myth, poem).
source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
7
READING LITERATURE
RL._.8
Grade 6
Grade K
RL.6.8 (Not applicable to literature)
RL.K.8 (Not applicable to literature)
Grade 7
Grade 1
Grade 8
Grade 2
Grades 9 - 10
Grade 3
RL.9-10.8 (Not applicable to literature)
Grades 11 - 12
Grade 4
RL.11-12.8 (Not applicable to literature)
Grade 5
8
READING LITERATURE
RL._.9
Grade K Grade 6
RL.K.9 With prompting and support, compare and contrast the RL.6.9 Compare and contrast texts in different forms or genres (e.g.,
adventures and experiences of characters in familiar stories. stories and poems; historical novels and fantasy stories) in terms
Grade 1 of their approaches to similar themes and topics.
RL.1.9 Compare and contrast the adventures and experiences of Grade 7
characters in stories. RL.7.9 Compare and contrast a fictional portrayal of a time, place, or
Grade 2 character and a historical account of the same period as a means of
understanding how authors of fiction use or alter history.
RL.2.9 Compare and contrast two or more versions of the
same story (e.g., Cinderella stories) by different authors or from Grade 8
different cultures. RL.8.9 Analyze how a modern work of fiction draws on themes,
Grade 3 patterns of events, or character types from myths, traditional stories, or
religious works such as the Bible, including describing how the
RL.3.9 Compare and contrast the themes, settings, and plots material is rendered new.
of stories written by the same author about the same or similar
characters (e.g., in books from a series). Grades 9 - 10
Grade 4 RL.9-10.9 Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a theme or
RL.4.9 Compare and contrast the treatment of similar themes and topic from Ovid or the Bible or how a later author draws on a play
topics (e.g., opposition of good and evil) and patterns of events (e.g., by Shakespeare).
the quest) in stories, myths, and traditional literature from different
cultures. Grades 11 - 12
Grade 5 RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and
early-twentieth-century foundational works of American literature,
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries including how two or more texts from the same period treat similar
and adventure stories) on their approaches to similar themes and themes or topics.
topics.
9
READING LITERATURE
Range of Reading and Level of Text Complexity
RL._.10
Grade K Grade 7
RL.K.10 Actively engage in group reading activities with purpose and RL.7.10 By the end of the year, read and comprehend literature,
understanding. including stories, dramas, and poems, in the grades 6-8 text complexity
Grade 1 band proficiently, with scaffolding as needed at the high end of the range.
RL.1.10 With prompting and support, read prose and poetry of Grade 8
appropriate complexity for grade 1. RL.8.10 By the end of the year, read and comprehend literature,
Grade 2 including stories, dramas, and poems, at the high end of grades 6-8 text
complexity band independently and proficiently.
RL.2.10 By the end of the year, read and comprehend literature,
including stories and poetry, in the grades 2-3 text complexity band Grades 9 - 10
proficiently, with scaffolding as needed at the high end of the range. RL.9-10.10 By the end of grade 9, read and comprehend literature,
Grade 3 including stories, dramas, and poems, in the grades 9-10 text complexity
band proficiently, with scaffolding as needed at the high end of the
RL.3.10 By the end of the year, read and comprehend literature, range.
including stories, dramas, and poetry, at the high end of the grades 2-3 By the end of grade 10, read and comprehend literature, including
text complexity band independently and proficiently. stories, dramas, and poems, at the high end of the grades 9-10 text
Grade 4 complexity band independently and proficiently.
RL.4.10 By the end of the year, read and comprehend literature, Grades 11 - 12
including stories, dramas, and poetry, in the grades 4-5 text complexity RL.11-12.10 By the end of grade 11, read and comprehend literature,
band proficiently, with scaffolding as needed at the high end of the range. including stories, dramas, and poems, in the grades 11-CCR text
Grade 5 complexity band proficiently, with scaffolding as needed at the high end
of the range.
including stories, dramas, and poetry, at the high end of the grades 4-5 By the end of grade 12, read and comprehend literature, including
text complexity band independently and proficiently. stories, dramas, and poems, at the high end of the grades 11-CCR text
complexity band independently and proficiently.
Grade 6
including stories, dramas, and poems, in the grades 6-8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
10
READING INFORMATIONAL TEST
RI._.1
Grade 6
Grade K
RI.6.1 Cite textual evidence to support analysis of what the text says
RI.K.1 With prompting and support, ask and answer questions about explicitly as well as inferences drawn from the text.
key details in a text.
Grade 7
Grade 1
RI.7.1 Cite several pieces of textual evidence to support analysis of what
RI.1.1 Ask and answer questions about key details in a text. the text says explicitly as well as inferences drawn from the text.
Grade 2 Grade 8
RI.2.1 Ask and answer such questions as who, what, where, when, why, RI.8.1 Cite the textual evidence that most strongly supports an analysis
and how to demonstrate understanding of key details in a text. of what the text says explicitly as well as inferences drawn from the text.
RI.3.1 Ask and answer questions to demonstrate understanding of a RI.9-10.1 Cite strong and thorough textual evidence to support analysis
text, referring explicitly to the text as the basis for the answers. of what the text says explicitly as well as inferences drawn from the text.
RI.4.1 Refer to details and examples in a text when explaining what the RI.11-12.1 Cite strong and thorough textual evidence to support analysis
text says explicitly and when drawing inferences from the text. of what the text says explicitly as well as inferences drawn from the
Grade 5 text, including determining where the text leaves matters uncertain.
RI.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
11
RI._.2
Grade 6
Grade K
RI.6.2 Determine a central idea of a text and how it is conveyed
RI.K.2 With prompting and support, identify the main topic and through particular details; provide a summary of the text distinct from
retell key details of a text. personal opinions or judgments.
Grade 1 Grade 7
RI.1.2 Identify the main topic and retell key details of a text. RI.7.2 Determine two or more central ideas in a text and analyze their
Grade 2 development over the course of the text; provide an objective summary
of the text.
RI.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text. Grade 8
Grade 3 RI.8.2 Determine a central idea of a text and analyze its development
over the course of the text, including its relationship to supporting
RI.3.2 Determine the main idea of a text; recount the key details and
ideas; provide an objective summary of the text.
explain how they support the main idea.
Grades 9 - 10
Grade 4
RI.9-10.2 Determine a central idea of a text and analyze its development
RI.4.2 Determine the main idea of a text and explain how it is supported
over the course of the text, including how it emerges and is shaped and
by key details; summarize the text.
refined by specific details; provide an objective summary of the text.
Grade 5
Grades 11 - 12
RI.5.2 Determine two or more main ideas of a text and explain how they
RI.11-12.2 Determine two or more central ideas of a text and analyze
are supported by key details; summarize the text.
their development over the course of the text, including how they interact
and build on one another to provide a complex analysis; provide an
objective summary of the text.
12
RI._.3
Grade 6
Grade K
RI.6.3 Analyze in detail how a key individual, event, or idea is
RI.K.3 With prompting and support, describe the connection between introduced, illustrated, and elaborated in a text(e.g., through
two individuals, events, ideas, or pieces of information in a text. examples or anecdotes).
Grade 1 Grade 7
RI.1.3 Describe the connection between two individuals, events, ideas, or RI.7.3 Analyze the interactions between individuals, events, and ideas in
pieces of information in a text. a text (e.g., how ideas influence individuals or events, or how
Grade 2 individuals influence ideas or events).
RI.2.3 Describe the connection between a series of historical events, Grade 8
scientific ideas or concepts, or steps in technical procedures in a text. RI.8.3 Analyze how a text makes connections among and
Grade 3 distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
RI.3.3 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a Grades 9 - 10
text, using language that pertains to time, sequence, and cause/effect. RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas
Grade 4 or events, including the order in which the points are made, how they
are introduced and developed, and the connections that are drawn
RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
between them.
scientific, or technical text, including what happened and why, based
on specific information in the text. Grades 11 - 12
Grade 5 RI.11-12.3 Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and
RI.5.3 Explain the relationships or interactions between two or
develop over the course of the text.
more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
13
Craft and Structure
RI._.4
Grade 6
Grade K
RI.6.4 Determine the meaning of words and phrases as they are used in
RI.K.4 With prompting and support, ask and answer questions about a text, including figurative, connotative, and technical meanings.
unknown words in a text.
Grade 7
Grade 1
RI.7.4 Determine the meaning of words and phrases as they are used in a
RI.1.4 Ask and answer questions to help determine or clarify the text, including figurative, connotative, and technical meanings; analyze
meaning of words and phrases in a text. the impact of a specific word choice on meaning and tone.
Grade 2 Grade 8
RI.2.4 Determine the meaning of words and phrases in a text relevant to RI.8.4 Determine the meaning of words and phrases as they are used in a
a grade 2 topic or subject area. text, including figurative, connotative, and technical meanings; analyze
Grade 3 the impact of specific word choices on meaning and tone including
analogies or allusions to other texts.
RI.3.4 Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 3 topic or subject Grades 9 - 10
area. RI.9-10.4 Determine the meaning of words and phrases as they are used
Grade 4 in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and
RI.4.4 Determine the meaning of general academic and domain-specific tone (e.g., how the language of a court opinion differs from that of a
words or phrases in a text relevant to a grade 4 topic or subject area. newspaper).
RI.5.4 Determine the meaning of general academic and domain-specific RI.11-12.4 Determine the meaning of words and phrases as they are used
words and phrases in a text relevant to a grade 5 topic or subject area. in a text, including figurative, connotative, and technical meanings;
analyze how an author uses and refines the meaning of a key term or
terms over the course of a text (e.g., how Madison defines faction in
Federalist No. 10).
14
Craft and Structure
RI._.5
Grade K Grade 6
RI.K.5 Identify the front cover, back cover, and title page of a book. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or
section fits into the overall structure of a text and contributes to the
Grade 1 development of the ideas.
RI.1.5 Know and use various text features (e.g., headings, tables of Grade 7
contents, glossaries, electronic menus, icons) to locate key facts or
information in a text. RI.7.5 Analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole and to the development
Grade 2 of the ideas.
RI.2.5 Know and use various text features (e.g., captions, bold print, Grade 8
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently. RI.8.5 Analyze in detail the structure of a specific paragraph in a text,
including the role of particular sentences in developing and refining a
Grade 3 key concept.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, Grades 9 - 10
hyperlinks) to locate information relevant to a given topic efficiently.
RI.9-10.5 Analyze in detail how an author’s ideas or claims are
Grade 4 developed and refined by particular sentences, paragraphs, or larger
RI.4.5 Describe the overall structure (e.g., chronology, comparison, portions of a text (e.g., a section or chapter).
cause/effect, problem/solution) of events, ideas, concepts, Grades 11 - 12
or information in a text or part of a text.
RI.11-12.5 Analyze and evaluate the effectiveness of the structure an
Grade 5 author uses in his or her exposition or argument, including
RI.5.5 Compare and contrast the overall structure (e.g., chronology, whether the structure makes points clear, convincing, and engaging.
comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
15
Craft and Structure
RI._.6
Grade K Grade 6
RI.K.6 Name the author and illustrator of a text and define the role of RI.6.6 Determine an author’s point of view or purpose in a text and
each in presenting the ideas or information in a text. explain how it is conveyed in the text.
Grade 1 Grade 7
RI.1.6 Distinguish between information provided by pictures or other RI.7.6 Determine an author’s point of view or purpose in a text
illustrations and information provided by the words in a text. and analyze how the author distinguishes his or her position from that
of others.
Grade 2
Grade 8
RI.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe. RI.8.6 Determine an author’s point of view or purpose in a text and
analyze how the author acknowledges and responds to conflicting
Grade 3 evidence or viewpoints.
RI.3.6 Distinguish their own point of view from that of the author of a Grades 9 - 10
text.
RI.9-10.6 Determine an author’s point of view or purpose in a text and
Grade 4 analyze how an author uses rhetoric to advance that point of view or
RI.4.6 Compare and contrast a firsthand and secondhand account of purpose.
the same event or topic; describe the differences in focus and Grades 11 - 12
the information provided.
RI.11-12.6 Determine an author’s point of view or purpose in a text in
Grade 5 which the rhetoric is particularly effective, analyzing how style and
RI.5.6 Analyze multiple accounts of the same event or topic, noting content contribute to the power, persuasiveness, or beauty of the text.
important similarities and differences in the point of view they
represent.
16
RI._.7
Grade 6
Grade K
RI.6.7 Integrate information presented in different media or formats
RI.K.7 With prompting and support, describe the relationship (e.g., visually, quantitatively) as well as in words to develop a
between illustrations and the text in which they appear (e.g., what coherent understanding of a topic or issue.
person, place, thing, or idea in the text an illustration depicts).
Grade 7
Grade 1
RI.7.7 Compare and contrast a text to an audio, video, or
RI.1.7 Use the illustrations and details in a text to describe its key multimedia version of the text, analyzing each medium’s portrayal of
ideas. the subject (e.g., how the delivery of a speech affects the impact of the
Grade 2 words).
RI.2.7 Explain how specific images (e.g., a diagram showing how a Grade 8
machine works) contribute to and clarify a text. RI.8.7 Evaluate the advantages and disadvantages of using different
Grade 3 mediums (e.g., print or digital text, video, multimedia) to present a
particular topic or idea.
RI.3.7 Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding Grades 9 - 10
of the text (e.g., where, when, why, and how key events occur). RI.9-10.7 Analyze various accounts of a subject told in different
Grade 4 mediums (e.g., a person’s life story in both print and multimedia),
determining which details are emphasized in each account.
RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, Grades 11 - 12
animations, or interactive elements on Web pages) and explain how RI.11-12.7 Integrate and evaluate multiple sources of information
the information contributes to an understanding of the text in which it presented in different media or formats (e.g., visually, quantitatively) as
appears. well as in words in order to address a question or solve a problem.
Grade 5
RI.5.7 Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
17
RI._.8
Grade K Grade 6
RI.K.8 With prompting and support, identify the reasons an author RI.6.8 Trace and evaluate the argument and specific claims in a text,
gives to support points in a text. distinguishing claims that are supported by reasons and evidence from
claims that are not.
Grade 1
Grade 7
RI.1.8 Identify the reasons an author gives to support points in a text.
RI.7.8 Trace and evaluate the argument and specific claims in a
Grade 2 text, assessing whether the reasoning is sound and the evidence is
RI.2.8 Describe how reasons support specific points the author makes in relevant and sufficient to support the claims.
a text. Grade 8
Grade 3 RI.8.8 Delineate and evaluate the argument and specific claims in a text,
RI.3.8 Describe the logical connection between particular sentences assessing whether the reasoning is sound and the evidence is relevant and
and paragraphs in a text (e.g., comparison, cause/effect, sufficient; recognize when irrelevant evidence is introduced.
first/second/third in a sequence). Grades 9 - 10
Grade 4 RI.9-10.8 Delineate and evaluate the argument and specific claims in a
RI.4.8 Explain how an author uses reasons and evidence to support text, assessing whether the reasoning is valid and the evidence is relevant
particular points in a text. and sufficient; identify false statements and fallacious reasoning.
RI.5.8 Explain how an author uses reasons and evidence to support RI.11-12.8 Delineate and evaluate the reasoning in seminal
particular points in a text, identifying which reasons and evidence U.S. texts, including the application of constitutional principles and
support which point(s). use of legal reasoning (e.g., in U.S. Supreme Court majority opinions
and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
18
RI._.9
Grade K Grade 6
RI.K.9 With prompting and support, identify basic similarities in and RI.6.9 Compare and contrast one author’s presentation of events with
differences between two texts on the same topic (e.g., in illustrations, that of another (e.g., a memoir written by and a biography on the
descriptions, or procedures). same person).
Grade 1 Grade 7
RI.1.9 Identify basic similarities in and differences between two texts on RI.7.9 Analyze how two or more authors writing about the same
the same topic (e.g., in illustrations, descriptions, or procedures). topic shape their presentations of key information by emphasizing
different evidence or advancing different interpretations of facts.
Grade 2
Grade 8
RI.2.9 Compare and contrast the most important points presented by
two texts on the same topic. RI.8.9 Analyze a case in which two or more texts provide conflicting
information on the same topic and identify where the texts disagree on
Grade 3 matters of fact or interpretation.
RI.3.9 Compare and contrast the most important points and key Grades 9 - 10
details presented in two texts on the same topic.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary
Grade 4 significance (e.g., Washington’s Farewell Address, the Gettysburg
RI.4.9 Integrate information from two texts on the same topic in order Address, Roosevelt’s Four Freedoms speech, King’s “Letter from
to write or speak about the subject knowledgeably. Birmingham Jail”), including how they address related themes and
concepts.
Grade 5
Grades 11 - 12
RI.5.9 Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably. RI.11-12.9 Analyze seventeenth-, eighteenth, and nineteenth-century
foundational U.S. documents of historical and literary
significance (including The Declaration of Independence, the
Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical
features.
19
Range of Reading and Level of Text Complexity
RI._.10
Grade 6
Grade K
RI.6.10 By the end of the year, read and comprehend literary nonfiction
RI.K.10 Actively engage in group reading activities with purpose and in the grades 6-8 text complexity band proficiently, with scaffolding as
understanding. needed at the high end of the range.
Grade 1 Grade 7
RI.1.10 With prompting and support, read informational texts RI.7.10 By the end of the year, read and comprehend literary nonfiction
appropriately complex for grade 1. in the grades 6-8 text complexity band proficiently, with scaffolding as
Grade 2 needed at the high end of the range.
RI.2.10 By the end of year, read and comprehend informational Grade 8
texts, including history/social studies, science, and technical texts, in RI.8.10 By the end of the year, read and comprehend literary nonfiction
the grades 2-3 text complexity band proficiently, with scaffolding as at the high end of the grades 6-8 text complexity band independently and
needed at the high end of the range. proficiently.
RI.3.10 By the end of the year, read and comprehend informational texts, RI.9-10.10 By the end of grade 9, read and comprehend literary
including history/social studies, science, and technical texts, at the high nonfiction in the grades 9-10 text complexity band proficiently, with
end of the grades2-3 text complexity band independently and scaffolding as needed at the high end of the range.
proficiently. By the end of grade 10, read and comprehend literary nonfiction at the
Grade 4 high end of the grades 9-10 text complexity band independently and
proficiently.
RI.4.10 By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in Grades 11 - 12
the grades 4-5 text complexity band proficiently, with scaffolding as RI.11-12.10 By the end of grade 11, read and comprehend literary
needed at the high end of the range. nonfiction in the grades 11-CCR text complexity band proficiently, with
Grade 5 scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the
RI.5.10 By the end of the year, read and comprehend informational texts,
high end of the grades 11-CCR text complexity band independently and
including history/social studies, science, and technical texts, at the high
proficiently.
end of the grades 4-5 text complexity band independently and
proficiently.
20
READING FOUNDATIONAL SKILLS
Print Concepts
RF._.1
Grade K Grade 3
RF.K.1 Demonstrate understanding of the organization and basic RF.3.1 N/A

features of print.
Grade 4
a.) Follow words from left to right, top to bottom, and page by page.
b.) Recognize that spoken words are represented in written language RF.4.1 N/A
by specific sequences of letters.
Grade 5
c.) Understand that words are separated by spaces in print.
d.) Recognize and name all upper- and lowercase letters of the RF.5.1 N/A
alphabet.
Grade 1
RF.1.1 Demonstrate understanding of the organization and basic features

of print.
a.) Recognize the distinguishing features of a sentence (e.g., first

word, capitalization, ending punctuation).
Grade 2
RF.2.1 N/A
21
Phonological Awareness
RF._.2
Grade K Grade 1
RF.K.2 Demonstrate understanding of spoken words, syllables, and RF.1.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes). sounds (phonemes).
a.) Recognize and produce rhyming words. a.) Distinguish long from short vowel sounds in spoken single-syllable
words.
b.) Count, pronounce, blend, and segment syllables in spoken words.
b.) Orally produce single-syllable words by blending sounds
c.) Blend and segment onsets and rimes of single-syllable spoken phonemes), including consonant blends.
words.
c.) Isolate and pronounce initial, medial vowel, and final sounds
d.) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
(phonemes) in three-phoneme (consonant-vowel-consonant, or
CVC) words.* (This does not include CVCs ending with /l/, /r/, or d.) Segment spoken single-syllable words into their complete sequence
/x/.) of individual sounds (phonemes).
e.) Add or substitute individual sounds (phonemes) in simple, one- Grade 2

syllable words to make new words.
RF.2.2 N/A
*Words, syllables, or phonemes written in /slashes/ refer to their
pronunciation or phonology. Thus, /CVC/ is a word with three phonemes Grade 3
regardless of the number of letters in the spelling of the word.
RF.3.2 N/A
Grade 4
RF.4.2 N/A
Grade 5
RF.5.2 N/A
22
Phonics and Word Recognition
RF._.3
a.) Distinguish long and short vowels when reading regularly spelled
Grade K one-syllable words.
RF.K.3 Know and apply grade-level phonics and word analysis skills b.) Know spelling-sound correspondences for additional common vowel
in decoding words. teams.
a.) Demonstrate basic knowledge of one-to-one letter-sound c.) Decode regularly spelled two-syllable words with long vowels.
correspondences by producing the primary or many of the most d.) Decode words with common prefixes and suffixes.
frequent sound for each consonant. e.) Identify words with inconsistent but common spelling-sound
b.) Associate the long and short sounds with common spellings correspondences.
(graphemes) for the five major vowels. f.) Recognize and read grade-appropriate irregularly spelled words.
c.) Read common high-frequency words by sight Grade 3
(e.g., the, of, to, you, she, my, is, are, do, does). RF.3.3 Know and apply grade-level phonics and word analysis skills in
d.) Distinguish between similarly spelled words by identifying the decoding words.
sounds of the letters that differ.
a.) Identify and know the meaning of the most common prefixes
Grade 1 and derivational suffixes.
RF.1.3 Know and apply grade-level phonics and word analysis skills in b.) Decode words with common Latin suffixes.
decoding words. c.) Decode multisyllable words.
a.) Know the spelling-sound correspondences for common consonant d.) Read grade-appropriate irregularly spelled words.
digraphs. Grade 4
b.) Decode regularly spelled one-syllable words. RF.4.3 Know and apply grade-level phonics and word analysis skills in
c.) Know final -e and common vowel team conventions for decoding words.
representing long vowel sounds.
d.) Use knowledge that every syllable must have a vowel sound to a.) Use combined knowledge of all letter-sound correspondences,
determine the number of syllables in a printed word. syllabication patterns, and morphology (e.g., roots and affixes) to
e.) Decode two-syllable words following basic patterns by breaking read accurately unfamiliar multisyllabic words in context and out
the words into syllables. of context.
f.) Read words with inflectional endings. Grade 5
g.) Recognize and read grade-appropriate irregularly spelled words. RF.5.3 Know and apply grade-level phonics and word analysis skills in
Grade 2 decoding words.
RF.2.3 Know and apply grade-level phonics and word analysis skills in a.) Use combined knowledge of all letter-sound correspondences,
decoding words. syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
23
Fluency
RF._.4
Grade K a.) Read grade-level text with purpose and understanding.
b.) Read grade-level prose and poetry orally with accuracy,
RF.K.4 Read emergent-reader texts with purpose and understanding. appropriate rate, and expression on successive readings.
c.) Use context to confirm or self-correct word recognition and
Grade 1 understanding, rereading as necessary.
RF.1.4 Read with sufficient accuracy and fluency to support Grade 4

comprehension.
RF.4.4 Read with sufficient accuracy and fluency to support
a.) Read grade-level text with purpose and understanding. comprehension.
b.) Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings. a.) Read grade-level text with purpose and understanding.
c.) Use context to confirm or self-correct word recognition and b.) Read grade-level prose and poetry orally with accuracy, appropriate
understanding, rereading as necessary. rate, and expression on successive readings.
RF.2.4 Read with sufficient accuracy and fluency to support Grade 5

comprehension.
a.) Read grade-level text with purpose and understanding. comprehension.
b.) Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings. a.) Read grade-level text with purpose and understanding.
c.) Use context to confirm or self-correct word recognition and b.) Read grade-level prose and poetry orally with accuracy, appropriate
understanding, rereading as necessary. rate, and expression on successive readings.

comprehension.
24
WRITING
Text Types and Purposes
W._.1
Grade 4
Grade K
W.4.1. Write opinion pieces on topics or texts, supporting a point of view
W.K.1. Use a combination of drawing, dictating, and writing to with reasons and information.
compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or a.) Introduce a topic or text clearly, state an opinion, and create an
preference about the topic or book (e.g., My favorite book is . . .). organizational structure in which related ideas are grouped to support
the writer’s purpose.
Grade 1 b.) Provide reasons that are supported by facts and details.
W.1.1. Write opinion pieces in which they introduce the topic or name c.) Link opinion and reasons using words and phrases (e.g., for instance,
the book they are writing about, state an opinion, supply a reason for the in order to, in addition).
opinion, and provide some sense of closure. d.) Provide a concluding statement or section related to the opinion
presented.
Grade 2
Grade 5
W.2.1. Write opinion pieces in which they introduce the topic or book
they are writing about, state an opinion, supply reasons that support the W.5.1. Write opinion pieces on topics or texts, supporting a point of view
opinion, use linking words (e.g., because, and, also) to connect opinion with reasons and information.
and reasons, and provide a concluding statement or section.
a.) Introduce a topic or text clearly, state an opinion, and create an
Grade 3 organizational structure in which ideas are logically grouped to support
the writer’s purpose.
W.3.1. Write opinion pieces on topics or texts, supporting a point of b.) Provide logically ordered reasons that are supported by facts and
view with reasons. details.
a.) Introduce the topic or text they are writing about, state an opinion, c.) Link opinion and reasons using words, phrases, and clauses (e.g.,
and create an organizational structure that lists reasons. consequently, specifically).
b.) Provide reasons that support the opinion. d.) Provide a concluding statement or section related to the opinion
c.) Use linking words and phrases (e.g., because, therefore, since, for presented.
example) to connect opinion and reasons.
d.) Provide a concluding statement or section.
25
WRITING
Grade 6 Grade 8
W.6.1. Write arguments to support claims with clear reasons and W.8.1. Write arguments to support claims with clear reasons and
relevant evidence. relevant evidence.
a.) Introduce claim(s) and organize the reasons and evidence clearly. a.) Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
b.) Support claim(s) with clear reasons and relevant evidence, using
logically.
credible sources and demonstrating an understanding of the topic or
text. b.) Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
c.) Use words, phrases, and clauses to clarify the relationships among
topic or text.
claim(s) and reasons.
c.) Use words, phrases, and clauses to create cohesion and clarify the
d.) Establish and maintain a formal style.
relationships among claim(s), counterclaims, reasons, and evidence.
e.) Provide a concluding statement or section that follows from the
argument presented.
e.) Provide a concluding statement or section that follows from and
Grade 7 supports the argument presented.
W.7.1. Write arguments to support claims with clear reasons and

relevant evidence.
a.) Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
b.) Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
c.) Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
supports the argument presented.
26
WRITING
Grades 9 - 10 Grades 11 - 12
W.9-10.1. Write arguments to support claims in an analysis of W.11-12.1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. sufficient evidence.
a.) Introduce precise claim(s), distinguish the claim(s) from alternate or a.) Introduce precise, knowledgeable claim(s), establish the
opposing claims, and create an organization that establishes clear significance of the claim(s), distinguish the claim(s) from alternate or
relationships among claim(s), counterclaims, reasons, and evidence. opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
b.) Develop claim(s) and counterclaims fairly, supplying evidence for
each while pointing out the strengths and limitations of both in a b.) Develop claim(s) and counterclaims fairly and thoroughly, supplying
manner that anticipates the audience’s knowledge level and concerns. the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
c.) Use words, phrases, and clauses to link the major sections of the
level, concerns, values, and possible biases.
text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and c.) Use words, phrases, and clauses as well as varied syntax to link the
counterclaims. major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and
d.) Establish and maintain a formal style and objective tone while
between claim(s) and counterclaims.
attending to the norms and conventions of the discipline in which
they are writing. d.) Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
27
WRITING
W._.2 Grade 4
Grade K W.4.2. Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.
W.K.2. Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what they a.) Introduce a topic clearly and group related information in
are writing about and supply some information about the topic. paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
Grade 1
b.) Develop the topic with facts, definitions, concrete details, quotations,
W.1.2. Write informative/explanatory texts in which they name a topic, or other information and examples related to the topic.
supply some facts about the topic, and provide some sense of closure. c.) Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
Grade 2
d.) Use precise language and domain-specific vocabulary to inform
W.2.2. Write informative/explanatory texts in which they introduce a about or explain the topic.
topic, use facts and definitions to develop points, and provide a
e.) Provide a concluding statement or section related to the information
concluding statement or section.
or explanation presented.
Grade 3
Grade 5
W.3.2. Write informative/explanatory texts to examine a topic and
W.5.2. Write informative/explanatory texts to examine a topic and convey
convey ideas and information clearly.
ideas and information clearly.
a.) Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension. a.) Introduce a topic clearly, provide a general observation and focus,
and group related information logically; include formatting (e.g.,
b.) Develop the topic with facts, definitions, and details. headings), illustrations, and multimedia when useful to aiding
c.) Use linking words and phrases (e.g., also, another, and, more, but) comprehension.
to connect ideas within categories of information. b.) Develop the topic with facts, definitions, concrete details, quotations,
d.) Provide a concluding statement or section. or other information and examples related to the topic.
c.) Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d.) Use precise language and domain-specific vocabulary to inform about
28
WRITING
or explain the topic. classification, comparison/contrast, and cause/effect; include formatting

(e.g., headings), graphics (e.g., charts, tables), and multimedia when
e.) Provide a concluding statement or section related to the information
useful to aiding comprehension.
or explanation presented.
b.) Develop the topic with relevant facts, definitions, concrete details,
Grade 6 quotations, or other information and examples.
W.6.2. Write informative/explanatory texts to examine a topic and convey c.) Use appropriate transitions to create cohesion and clarify the
ideas, concepts, and information through the selection, organization, relationships among ideas and concepts.
and analysis of relevant content. d.) Use precise language and domain-specific vocabulary to inform about
or explain the topic.
a.) Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and e.) Establish and maintain a formal style.
cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension. f.) Provide a concluding statement or section that follows from and
supports the information or explanation presented.
b.) Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples. Grade 8
c.) Use appropriate transitions to clarify the relationships among
W.8.2. Write informative/explanatory texts to examine a topic and convey
ideas and concepts.
ideas, concepts, and information through the selection, organization, and
d.) Use precise language and domain-specific vocabulary to inform about analysis of relevant content.
or explain the topic.
a.) Introduce a topic clearly, previewing what is to follow; organize
e.) Establish and maintain a formal style.
ideas, concepts, and information into broader categories; include
f.) Provide a concluding statement or section that follows from the formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
information or explanation presented. when useful to aiding comprehension.
b.) Develop the topic with relevant, well-chosen facts, definitions,
Grade 7
concrete details, quotations, or other information and examples.
W.7.2. Write informative/explanatory texts to examine a topic and convey c.) Use appropriate and varied transitions to create cohesion and clarify
ideas, concepts, and information through the selection, organization, and the relationships among ideas and concepts.
analysis of relevant content.
d.) Use precise language and domain-specific vocabulary to inform about
a.) Introduce a topic clearly, previewing what is to follow; organize or explain the topic.
ideas, concepts, and information, using strategies such as definition, e.) Establish and maintain a formal style.
29
WRITING
f.) Provide a concluding statement or section that follows from and

Grades 11 - 12
supports the information or explanation presented.
W.11-12.2. Write informative/explanatory texts to examine and convey
Grades 9 - 10 complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
W.9-10.2. Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
a.) Introduce a topic; organize complex ideas, concepts, and information
through the effective selection, organization, and analysis of content.
so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g.,
a.) Introduce a topic; organize complex ideas, concepts, and information
figures, tables), and multimedia when useful to aiding comprehension.
to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when b.) Develop the topic thoroughly by selecting the most significant and
useful to aiding comprehension. relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
b.) Develop the topic with well-chosen, relevant, and sufficient facts,
topic.
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic. c.) Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
c.) Use appropriate and varied transitions to link the major sections of
complex ideas and concepts.
the text, create cohesion, and clarify the relationships among complex
ideas and concepts. d.) Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of the
d.) Use precise language and domain-specific vocabulary to manage the
topic.
complexity of the topic.
e.) Establish and maintain a formal style and objective tone while
e.) Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
attending to the norms and conventions of the discipline in which
writing.
they are writing.
supports the information or explanation presented (e.g., articulating
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
implications or the significance of the topic).
30
WRITING
W._.3 c.) Use temporal words and phrases to signal event order.
d.) Provide a sense of closure.
Grade K
W.K.3. Use a combination of drawing, dictating, and writing to Grade 4

narrate a single event or several loosely linked events, tell about the
W.4.3. Write narratives to develop real or imagined experiences or
events in the order in which they occurred, and provide a reaction to
events using effective technique, descriptive details, and clear event
what happened.
sequences.
Grade 1
a.) Orient the reader by establishing a situation and introducing a
W.1.3. Write narratives in which they recount two or more narrator and/or characters; organize an event sequence that unfolds
appropriately sequenced events, include some details regarding what naturally.
happened, use temporal words to signal event order, and provide some b.) Use dialogue and description to develop experiences and events or
sense of closure. show the responses of characters to situations.
Grade 2 c.) Use a variety of transitional words and phrases to manage the
sequence of events.
W.2.3. Write narratives in which they recount a well-elaborated event or d.) Use concrete words and phrases and sensory details to convey
short sequence of events, include details to describe actions, thoughts, experiences and events precisely.
and feelings, use temporal words to signal event order, and provide a
sense of closure. e.) Provide a conclusion that follows from the narrated experiences or
events.
Grade 3
Grade 5
events using effective technique, descriptive details, and clear event W.5.3. Write narratives to develop real or imagined experiences or
sequences. events using effective technique, descriptive details, and clear event
sequences.
a.) Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally. a.)Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
b.) Use dialogue and descriptions of actions, thoughts, and feelings to naturally.
develop experiences and events or show the response of characters to
situations. b.)Use narrative techniques, such as dialogue, description, and pacing,
to develop experiences and events or show the responses of characters to
31
WRITING
situations. a.) Engage and orient the reader by establishing a context and point of
view and introducing a narrator and/or characters; organize an event
c.)Use a variety of transitional words, phrases, and clauses to manage
sequence that unfolds naturally and logically.
the sequence of events.
b.) Use narrative techniques, such as dialogue, pacing, and description,
d.)Use concrete words and phrases and sensory details to convey
to develop experiences, events, and/or characters.
experiences and events precisely.
c.) Use a variety of transition words, phrases, and clauses to convey
e.)Provide a conclusion that follows from the narrated experiences or
sequence and signal shifts from one time frame or setting to another.
events.
d.) Use precise words and phrases, relevant descriptive details, and
Grade 6 sensory language to capture the action and convey experiences and
events.
events using effective technique, relevant descriptive details, and well- e.) Provide a conclusion that follows from and reflects on the narrated
structured event sequences. experiences or events.
a.) Engage and orient the reader by establishing a context and Grade 8
introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically. W.8.3.Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured
b.) Use narrative techniques, such as dialogue, pacing, and description, event sequences.
to develop experiences, events, and/or characters.
a.) Engage and orient the reader by establishing a context and point of
view and introducing a narrator and/or characters; organize an event
sequence and signal shifts from one time frame or setting to another.
sequence that unfolds naturally and logically.
b.) Use narrative techniques, such as dialogue, pacing, description, and
sensory language to convey experiences and events.
reflection, to develop experiences, events, and/or characters.
e.) Provide a conclusion that follows from the narrated experiences or
events.
sequence, signal shifts from one time frame or setting to another, and
show the relationships among experiences and events.
Grade 7
W.7.3. Write narratives to develop real or imagined experiences or sensory language to capture the action and convey experiences and
events using effective technique, relevant descriptive details, and well- events.
structured event sequences.
32
WRITING
e.) Provide a conclusion that follows from and reflects on the narrated Grades 11 - 12
experiences or events.
W.11-12.3. Write narratives to develop real or imagined experiences or
Grades 9 - 10 events using effective technique, well-chosen details, and well-structured
event sequences.
W.9-10.3. Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured a.)Engage and orient the reader by setting out a problem, situation, or
event sequences. observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
a.) Engage and orient the reader by setting out a problem, situation, or progression of experiences or events.
observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression b.) Use narrative techniques, such as dialogue, pacing, description,
of experiences or events. reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
b.) Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or c.) Use a variety of techniques to sequence events so that they build on
characters. one another to create a coherent whole and build toward a particular
tone and outcome (e.g., a sense of mystery, suspense, growth, or
c.) Use a variety of techniques to sequence events so that they build on
resolution).
one another to create a coherent whole.
d.) Use precise words and phrases, telling details, and sensory language
d.) Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
to convey a vivid picture of the experiences, events, setting, and/or
characters.
characters.
e.) Provide a conclusion that follows from and reflects on what is
e.) Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
experienced, observed, or resolved over the course of the narrative.
33
WRITING
Production and Distribution
W._.4
Grade K Grade 6
W.6.4. Produce clear and coherent writing in which the development,
W.K.4. (Begins in Grade 3) organization, and style are appropriate to task, purpose, and audience.
Grade 1 (Grade-specific expectations for writing types are defined in W.6.1,
W.6.2, W.6.3. standards.)
W.1.4. (Begins in Grade 3)
Grade 2 Grade 7
W.2.4. (Begins in Grade 3) W.7.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Grade 3 (Grade-specific expectations for writing types are defined in W.7.1,
W.3.4. With guidance and support from adults, produce writing in W.7.2, W.7.3. standards.)
which the development and organization are appropriate to task and
purpose. Grade 8
W.8.4. Produce clear and coherent writing in which the development,
(Grade-specific expectations for writing types are defined in W.3.1, organization, and style are appropriate to task, purpose, and audience.
W.3.2, W.3.3. standards.) (Grade-specific expectations for writing types are defined in W.8.1,
W.8.2, W.8.3. standards.)
Grade 4
W.4.4. Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience. Grades 9 - 10
(Grade-specific expectations for writing types are defined in W.4.1, W.9-10.4. Produce clear and coherent writing in which the development,
W.4.2, W.4.3. standards.) organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in W.9-10.1,
Grade 5 W.9-10.2, W.9-10.3. standards.)
W.5.4. Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. Grades 11 - 12
(Grade-specific expectations for writing types are defined in W.5.1, W.11-12.4. Produce clear and coherent writing in which the
W.5.2, W.5.3. standards.) development, organization, and style are appropriate to task, purpose,
and audience.
(Grade-specific expectations for writing types are defined in W.11-12.1,
W.11-12.2, W.11-12.3. standards.)
34
WRITING
W._.5
Grade K Grade 5
W.K.5. With guidance and support from adults, respond to questions W.5.5. With guidance and support from peers and adults, develop and
and suggestions from peers and add details to strengthen writing as strengthen writing as needed by planning, revising, editing, rewriting, or
needed. trying a new approach.
(Editing for conventions should demonstrate command of:
Grade 1 L.K.1, L.K.2, L.K.3
W.1.5. With guidance and support from adults, focus on a topic, respond L.1.1, L.2.2, L.2.3
to questions and suggestions from peers, and add details to strengthen L.2.1, L.2.2, L.2.3
writing as needed. L.3.1, L.3.2, L.3.3
L.4.1, L.4.2, L.4.3
Grade 2 L.5.1, L.5.2, L.5.3.)
W.2.5. With guidance and support from adults and peers, focus on a topic
and strengthen writing as needed by revising and editing. Grade 6
W.6.5. With some guidance and support from peers and adults, develop
Grade 3 and strengthen writing as needed by planning, revising, editing,
W.3.5. With guidance and support from peers and adults, develop and rewriting, or trying a new approach.
strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of:
(Editing for conventions should demonstrate command of: L.K.1, L.K.2, L.K.3
L.K.1, L.K.2, L.K.3 L.1.1, L.2.2, L.2.3
L.1.1, L.2.2, L.2.3 L.2.1, L.2.2, L.2.3
L.2.1, L.2.2, L.2.3 L.3.1, L.3.2, L.3.3
L.3.1, L.3.2, L.3.3.) L.4.1, L.4.2, L.4.3
L.5.1, L.5.2, L.5.3.
Grade 4 L.6.1, L.6.2, L.6.3.)
W.4.5. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of:
L.K.1, L.K.2, L.K.3
L.1.1, L.2.2, L.2.3
L.2.1, L.2.2, L.2.3
L.3.1, L.3.2, L.3.3
L.4.1, L.4.2, L.4.3.)
35
WRITING
Grade 7 Grade 9-10

W.7.5. With some guidance and support from peers and adults, develop W.9-10.5. Develop and strengthen writing as needed by planning,
and strengthen writing as needed by planning, revising, editing, revising, editing, rewriting, or trying a new approach, focusing on
rewriting, or trying a new approach, focusing on how well purpose and addressing what is most significant for a specific purpose and
audience have been addressed. audience.
(Editing for conventions should demonstrate command of: (Editing for conventions should demonstrate command of:
L.K.1, L.K.2, L.K.3 L.K.1, L.K.2, L.K.3
L.1.1, L.2.2, L.2.3 L.1.1, L.2.2, L.2.3
L.2.1, L.2.2, L.2.3 L.2.1, L.2.2, L.2.3
L.3.1, L.3.2, L.3.3 L.3.1, L.3.2, L.3.3
L.4.1, L.4.2, L.4.3 L.4.1, L.4.2, L.4.3
L.5.1, L.5.2, L.5.3. L.5.1, L.5.2, L.5.3.
L.6.1, L.6.2, L.6.3. L.6.1, L.6.2, L.6.3.
L.7.1, L.7.2, L.7.3.) L.7.1, L.7.2, L.7.3.
L.8.1, L.8.2, L.8.3
Grade 8 L.9-10.1, L.9-10.2, L.9-10.3.)
W.8.5. With some guidance and support from peers and adults, develop Grades 11 - 12
and strengthen writing as needed by planning, revising, editing, W.11-12.5. Develop and strengthen writing as needed by planning,
rewriting, or trying a new approach, focusing on how well purpose and revising, editing, rewriting, or trying a new approach, focusing on
audience have been addressed. addressing what is most significant for a specific purpose and audience.
(Editing for conventions should demonstrate command of: (Editing for conventions should demonstrate command of:
L.K.1, L.K.2, L.K.3 L.K.1, L.K.2, L.K.3
L.1.1, L.2.2, L.2.3 L.1.1, L.2.2, L.2.3
L.2.1, L.2.2, L.2.3 L.2.1, L.2.2, L.2.3
L.3.1, L.3.2, L.3.3 L.3.1, L.3.2, L.3.3
L.4.1, L.4.2, L.4.3 L.4.1, L.4.2, L.4.3
L.5.1, L.5.2, L.5.3. L.5.1, L.5.2, L.5.3.
L.6.1, L.6.2, L.6.3. L.6.1, L.6.2, L.6.3.
L.7.1, L.7.2, L.7.3. L.7.1, L.7.2, L.7.3.
L.8.1, L.8.2, L.8.3.) L.8.1, L.8.2, L.8.3
L.9-10.1, L.9-10.2, L.9-10.3.
L.11-12.1, L.11-12.2, L.11-12.3.)
36
WRITING
W._.6
Grade K Grade 6
W.K.6. With guidance and support from adults, explore a variety of W.6.6. Use technology, including the Internet, to produce and publish
digital tools to produce and publish writing, including in writing as well as to interact and collaborate with others; demonstrate
collaboration with peers. sufficient command of keyboarding skills to type minimum of three pages
in a single sitting.
Grade 1
W.1.6. With guidance and support from adults, use a variety of digital Grade 7
tools to produce and publish writing, including in collaboration with W.7.6. Use technology, including the Internet, to produce and publish
peers. writing and link to and cite sources as well as to interact and
collaborate with others, including linking to and citing sources.
Grade 2
W.2.6. With guidance and support from adults, use a variety of digital Grade 8
tools to produce and publish writing, including in collaboration with W.8.6. Use technology, including the Internet, to produce and publish
peers. writing and present the relationships between information and ideas
efficiently as well as to interact and collaborate with others.
Grade 3
W.3.6. With guidance and support from adults, use technology to produce Grades 9 - 10
and publish writing (using keyboarding skills) as well as to interact and W.9-10.6. Use technology, including the Internet, to produce, publish,
collaborate with others. and update individual or shared writing products, taking advantage
of technology’s capacity to link to other information and to display
Grade 4 information flexibly and dynamically.
W.4.6. With some guidance and support from adults, use technology,
including the Internet, to produce and publish writing as well as to Grades 11 - 12
interact and collaborate with others; demonstrate sufficient command W.11-12.6. Use technology, including the Internet, to produce, publish,
of keyboarding skills to type a minimum of one page in a single sitting. and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Grade 5
W.5.6. With some guidance and support from adults, use technology,
including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
37
WRITING
Research
W._.7
Grade 6
Grade K
W.6.7. Conduct short research projects to answer a question, drawing on
W.K.7. Participate in shared research and writing projects (e.g., explore a several sources and refocusing the inquiry when appropriate.
number of books by a favorite author and express opinions about them).
Grade 7
Grade 1
W.7.7. Conduct short research projects to answer a question, drawing on
W.1.7. Participate in shared research and writing projects (e.g., explore a several sources and generating additional related, focused questions for
number of “how-to” books on a given topic and use them to write a sequence further research and investigation.
of instructions).
Grade 8
Grade 2
W.8.7. Conduct short research projects to answer a question (including a self-
W.2.7. Participate in shared research and writing projects (e.g., read a number generated question), drawing on several sources and generating additional
of books on a single topic to produce a report; record science observations.) related, focused questions that allow for multiple avenues of exploration.
W.3.7. Conduct short research projects that build knowledge about a topic. W.9-10.7. Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or
Grade 4 broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
W.4.7. Conduct short research projects that build knowledge through
investigation of different aspects of a topic.Grade 5 Grades 11 - 12
W.5.7. Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic. W.11-12.7. Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
38
WRITING
Research
W._.8 Grade 5
Grade K W.5.8. Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
W.K.8. With guidance and support from adults, recall information information in notes and finished work, and provide a list of sources.
from experiences or gather information from provided sources to
answer a question.
Grade 6
Grade 1 W.6.8. Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or paraphrase
W.1.8. With guidance and support from adults, recall information from the data and conclusions of others while avoiding plagiarism and
experiences or gather information from provided sources to answer a providing basic bibliographic information for sources.
question.
Grade 2
W.2.8. Recall information from experiences or gather information from

provided sources to answer a question.
Grade 3
W.3.8. Recall information from experiences or gather information from

print and digital sources; take brief notes on sources and sort
evidence into provided categories.
Grade 4
W.4.8. Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize
information, and provide a list of sources.
39
WRITING
Research
W.7.8. Gather relevant information from multiple print and digital W.9-10.8. Gather relevant information from multiple authoritative print
sources, using search terms effectively; assess the credibility and and digital sources, using advanced searches effectively; assess the
accuracy of each source; and quote or paraphrase the data and usefulness of each source in answering the research question;
conclusions of others while avoiding plagiarism and following a integrate information into the text selectively to maintain the flow of
standard format for citation. ideas, avoiding plagiarism and following a standard format for citation.
W.8.8. Gather relevant information from multiple print and digital W.11-12.8. Gather relevant information from multiple authoritative print
sources, using search terms effectively; assess the credibility and and digital sources, using advanced searches effectively; assess the
accuracy of each source; and quote or paraphrase the data and strengths and limitations of each source in terms of the task, purpose,
conclusions of others while avoiding plagiarism and following a standard and audience; integrate information into the text selectively to maintain
format for citation. the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
40
WRITING
Research
W._.9
Grade K Grade 5
W.K.9. (Begins in Grade 4) W.5.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Grade 1
a.) Apply grade 5 Reading standards to literature (e.g., “Compare and
W.1.9. (Begins in Grade 4) contrast two or more characters, settings, or events in a story or a
drama, drawing on specific details in the text [e.g., how characters
Grade 2 interact]”).
W.2.9. (Begins in Grade 4) b.) Apply grade 5 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support particular
Grade 3 points in a text, identifying which reasons and evidence support which
point[s]”).
W.3.9. (Begins in Grade 4)
Grade 6
Grade 4
W.6.9. Draw evidence from literary or informational texts to support
W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
analysis, reflection, and research.
a.) Apply grade 6 Reading standards to literature (e.g., “Compare and
a.) Apply grade 4 Reading standards to literature (e.g., “Describe in contrast texts in different forms or genres [e.g., stories and poems;
depth a character, setting, or event in a story or drama, drawing on historical novels and fantasy stories] in terms of their approaches to
specific details in the text [e.g., a character’s thoughts, words, or similar themes and topics”).
actions].”).
b.) Apply grade 6 Reading standards to literary nonfiction* (e.g.,
b.) Apply grade 4 Reading standards to informational texts (e.g., “Trace and evaluate the argument and specific claims in a text,
“Explain how an author uses reasons and evidence to support distinguishing claims that are supported by reasons and evidence
particular points in a text”). from claims that are not”).
(*Note: For grades 4 - 5, the term “informational texts” is used rather

than “literary nonfiction”.)
41
WRITING
Research
W.7.9. Draw evidence from literary or informational texts to support W.9-10.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research. analysis, reflection, and research.
a.) Apply grade 7 Reading standards to literature (e.g., “Compare and a.) Apply grades 9-10 Reading standards to literature (e.g., “Analyze
contrast a fictional portrayal of a time, place, or character and a how an author draws on and transforms source material in a specific
historical account of the same period as a means of understanding work [e.g., how Shakespeare treats a theme or topic from Ovid or the
how authors of fiction use or alter history”). Bible or how a later author draws on a play by Shakespeare]”).
b.) Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace b.) Apply grades 9-10 Reading standards to literary nonfiction (e.g.,
and evaluate the argument and specific claims in a text, assessing “Delineate and evaluate the argument and specific claims in a text,
whether the reasoning is sound and the evidence is relevant and assessing whether the reasoning is valid and the evidence is relevant and
sufficient to support the claims”). sufficient; identify false statements and fallacious reasoning ”).
W.8.9. Draw evidence from literary or informational texts to support W.11-12.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research. analysis, reflection, and research.
a.) Apply grade 8 Reading standards to literature (e.g., “Analyze how a a.) Apply grades 11-12 Reading standards to literature (e.g.,
modern work of fiction draws on themes, patterns of events, or “Demonstrate knowledge of eighteenth-, nineteenth- and early-
character types from myths, traditional stories, or religious works twentieth-century foundational works of American literature,
such as the Bible, including describing how the material is rendered including how two or more texts from the same period treat similar
new”). themes or topics”).
b.) Apply grade 8 Reading standards to literary nonfiction (e.g., b.) Apply grades 11-12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and specific claims in a text, “Delineate and evaluate the reasoning in seminal U.S. texts, including
assessing whether the reasoning is sound and the evidence is relevant and the application of constitutional principles and use of legal reasoning
sufficient; recognize when irrelevant evidence is introduced”). [e.g., in U.S. Supreme Court Case majority opinions and dissents]
and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
42
WRITING
Range of Writing
W._.10
Grade K Grade 6
W.K.10. (Begins in Grade 4) W.6.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day
Grade 1 or two) for a range of discipline-specific tasks, purposes, and audiences.
W.1.10. (Begins in Grade 4) Grade 7

Grade 2 W.7.10. Write routinely over extended time frames (time for research,
W.2.10 (Begins in Grade 4) or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 3 Grade 8
W.3.10 (Begins in Grade 4) W.8.10. Write routinely over extended time frames (time for research,
Grade 4 or two) for a range of discipline-specific tasks, purposes, and audiences.
W.4.10 Write routinely over extended time frames (time for research, Grades 9 - 10
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and W.9-10.10. Write routinely over extended time frames (time for research,
audiences. reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
Grade 5
Grades 11 - 12
W.5.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day W.11-12.10. Write routinely over extended time frames (time for
or two) for a range of discipline-specific tasks, purposes, and audiences. research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
43
SPEAKING AND LISTENING
Comprehension and Collaboration
SL._.1 Grade 2 c.) Ask questions to check understanding of

information presented, stay on topic, and link their
Grade K SL.2.1. Participate in collaborative conversations
comments to the remarks of others.
with diverse partners about grade 2 topics and
SL.K.1. Participate in collaborative d.)Explain their own ideas and understanding
texts with peers and adults in small and larger in light of the discussion.
conversations with diverse partners about groups.
kindergarten topics and texts with peers and
adults in small and larger groups. a.) Follow agreed-upon rules for discussions (e.g., Grade 4
gaining the floor in respectful ways, listening to
a.) Follow agreed-upon rules for discussions others with care, speaking one at a time about the SL.4.1. Engage effectively in a range of
(e.g., listening to others and taking turns topics and texts under discussion). collaborative discussions (one-on-one, in groups,
speaking about the topics and texts under and teacher-led) with diverse partners on grade 4
b.)Build on others’ talk in conversations by
discussion). topics and texts, building on others’ ideas and
linking their comments to the remarks of others.
expressing their own clearly.
b.) Continue a conversation through multiple
c.) Ask for clarification and further explanation a.) Come to discussions prepared, having read or
exchanges.
as needed about the topics and texts under studied required material; explicitly draw on that
discussion. preparation and other information known about
Grade 1 the topic to explore ideas under discussion.
Grade 3
SL.1.1. Participate in collaborative conversations b.) Follow agreed-upon rules for discussions and
with diverse partners about grade 1 topics and carry out assigned roles.
SL.3.1. Engage effectively in a range of collaborative
texts with peers and adults in small and larger discussions (one-on-one, in groups, and teacher-led)
groups. c.) Pose and respond to specific questions to
with diverse partners on grade 3 topics and texts, clarify or follow up on information, and make
building on others' ideas and expressing their own
a.) Follow agreed-upon rules for discussions (e.g., comments that contribute to the discussion and
clearly.
listening to others with care, speaking one at a link to the remarks of others.
time about the topics and texts under discussion). a.) Come to discussions prepared, having read or
studied required material; explicitly draw on that d.) Review the key ideas expressed and explain
b.) Build on others’ talk in conversations by preparation and other information known about the their own ideas and understanding in light of the
topic to explore ideas under discussion. discussion.
responding to the comments of others through
b.) Follow agreed-upon (e.g., gaining the floor in
multiple exchanges. respectful ways, listening to others with care, speaking
one at a time about the topics and texts under
c.) Ask questions to clear up any confusion discussion).
about the topics and texts under discussion.
44
Grade 5 Grade 6 Grade 7
SL.5.1. Engage effectively in a range of SL.6.1. Engage effectively in a range of SL.7.1. Engage effectively in a range of
collaborative discussions (one-on-one, in collaborative discussions (one-on-one, in collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners groups, and teacher-led) with diverse partners groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on on grade 6 topics, texts, and issues, building on grade 7 topics, texts, and issues, building
others’ ideas and expressing their own on others’ ideas and expressing their own on others’ ideas and expressing their own
clearly. clearly. clearly.
a.) Come to discussions prepared, having read a.) Come to discussions prepared, having read a.) Come to discussions prepared, having read
or studied required material; explicitly draw or studied required material; explicitly draw or researched material under study; explicitly
on that preparation and other information on that preparation by referring to evidence draw on that preparation by referring to
known about the topic to explore ideas under on the topic, text, or issue to probe and evidence on the topic, text, or issue to probe
discussion. reflect on ideas under discussion. and reflect on ideas under discussion.
b.) Follow agreed-upon rules for discussions b.) Follow rules for collegial discussions, set b.) Follow rules for collegial discussions,
and carry out assigned roles. specific goals and deadlines, and define track progress toward specific goals and
individual roles as needed. deadlines, and define individual roles as
c.) Pose and respond to specific questions by needed.
making comments that contribute to the c.) Pose and respond to specific questions
discussion and elaborate on the remarks of with elaboration and detail by making c.) Pose questions that elicit elaboration and
others. comments that contribute to the topic, text, or respond to others’ questions and comments
issue under discussion. with relevant observations and ideas that
d.) Review the key ideas expressed and draw bring the discussion back on topic as needed.
conclusions in light of information and d.) Review the key ideas expressed and
knowledge gained from the discussions. demonstrate understanding of multiple d.) Acknowledge new information
perspectives through reflection and expressed by others and, when warranted,
paraphrasing. modify their own views.
45
Grade 8 Grades 9 - 10 Grades 11 - 12
SL.8.1. Engage effectively in a range of SL.9-10.1. Initiate and participate effectively in a SL.11-12.1. Initiate and participate effectively in a
collaborative discussions (one-on-one, in range of collaborative discussions (one-on-one, in range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners groups, and teacher-led) with diverse partners on groups, and teacher-led) with diverse partners on
on grade 8 topics, texts, and issues, building grades 9-10 topics, texts, and issues, building on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and others’ ideas and expressing their own clearly and
on others’ ideas and expressing their own
persuasively. persuasively.
clearly.
a.) Come to discussions prepared, having read and a.) Come to discussions prepared, having read and
a.) Come to discussions prepared, having read researched material under study; explicitly draw researched material under study; explicitly draw
or researched material under study; explicitly on that preparation by referring to evidence from on that preparation by referring to evidence from
draw on that preparation by referring to texts and other research on the topic or issue to texts and other research on the topic or issue to
evidence on the topic, text, or issue to probe stimulate a thoughtful, well-reasoned exchange stimulate a thoughtful, well-reasoned exchange of
and reflect on ideas under discussion. of ideas. ideas.
b.) Follow rules for collegial discussions and b.) Work with peers to set rules for collegial b.) Work with peers to promote civil, democratic
discussions and decision-making (e.g., informal discussions and decision-making, set clear goals
decision-making, track progress toward
consensus, taking votes on key issues, and deadlines, and establish individual roles as
specific goals and deadlines, and define
presentation of alternate views), clear goals and needed.
individual roles as needed. deadlines, and individual roles as needed.
c.) Propel conversations by posing and responding
c.) Pose questions that connect the ideas of c.)Propel conversations by posing and to questions that probe reasoning and evidence;
several speakers and respond to others’ responding to questions that relate the current ensure a hearing for a full range of positions on
questions and comments with relevant discussion to broader themes or larger ideas; a topic or issue; clarify, verify, or challenge ideas
evidence, observations, and ideas. actively incorporate others into the discussion; and conclusions; and promote divergent and
and clarify, verify, or challenge ideas and creative perspectives.
d.) Acknowledge new information expressed conclusions.
by others, and, when warranted, qualify or d.) Respond thoughtfully to diverse perspectives;
justify their own views in light of the d.) Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made
summarize points of agreement and on all sides of an issue; resolve contradictions
evidence presented.
disagreement, and, when warranted, qualify or when possible; and determine what additional
justify their own views and understanding and information or research is required to deepen
make new connections in light of the evidence the investigation or complete the task.
and reasoning presented.
46
SL._.2 Grade 5 formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of
Grade K SL.5.2. Summarize a written text read aloud each source.
or information presented in diverse media and
SL.K.2. Confirm understanding of a text read
formats, including visually, quantitatively, and Grades 11 - 12
aloud or information presented orally or
through other media by asking and answering
orally.
questions about key details and requesting SL.11-12.2. Integrate multiple sources of
clarification if something is not understood. Grade 6 information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in
Grade 1 SL.6.2. Interpret information presented in order to make informed decisions and solve
diverse media and formats (e.g., visually, problems, evaluating the credibility and
SL.1.2. Ask and answer questions about key quantitatively, orally) and explain how it accuracy of each source and noting any
details in a text read aloud or information contributes to a topic, text, or issue under discrepancies among the data.
presented orally or through other media. study.
Grade 2 Grade 7
SL.2.2. Recount or describe key ideas or SL.7.2. Analyze the main ideas and
details from a text read aloud or information supporting details presented in diverse media
presented orally or through other media. and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a
Grade 3 topic, text, or issue under study.
Grade 8
SL.3.2. Determine the main ideas and
supporting details of a text read aloud or SL.8.2. Analyze the purpose of information
information presented in diverse media and presented in diverse media and formats (e.g.,
formats, including visually, quantitatively, visually, quantitatively, orally) and evaluate
and orally. the motives (e.g., social, commercial,
Grade 4 political) behind its presentation.
SL.4.2. Paraphrase portions of a text read Grades 9 - 10

aloud or information presented in diverse
media and formats, including visually, SL.9-10.2. Integrate multiple sources of
quantitatively, and orally. information presented in diverse media or
47
SL._.3
Grade K Grade 5 Grades 9 - 10
SL.K.3. Ask and answer questions in order SL.5.3. Summarize the points a speaker SL.9-10.3. Evaluate a speaker’s point of
to seek help, get information, or clarify makes and explain how each claim is view, reasoning, and use of evidence and
something that is not understood. supported by reasons and evidence. rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
Grade 1 Grade 6 evidence.
SL.1.3. Ask and answer questions about what SL.6.3. Delineate a speaker’s argument and Grades 11 - 12
a speaker says in order to gather additional specific claims, distinguishing claims that
information or clarify something that is not are supported by reasons and evidence from SL.11-12.3. Evaluate a speaker’s point of
understood. claims that are not. view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
Grade 2 Grade 7 links among ideas, word choice, points of
emphasis, and tone used.
SL.2.3. Ask and answer questions about what SL.7.3. Delineate a speaker’s argument and
a speaker says in order to clarify specific claims, evaluating the soundness of
comprehension, gather additional the reasoning and the relevance and
information, or deepen understanding of a sufficiency of the evidence.
topic or issue.
Grade 8
Grade 3
SL.8.3. Delineate a speaker’s argument and
SL.3.3. Ask and answer questions about specific claims, evaluating the soundness of
information from a speaker, offering the reasoning and relevance and sufficiency of
appropriate elaboration and detail. the evidence and identifying when irrelevant
evidence is introduced.
Grade 4
SL.4.3. Identify the reasons and evidence a

speaker provides to support particular
points.
48
Presentation of Knowledge and Ideas
SL._.4
Grade K themes; speak clearly at an understandable Grade 8
pace.
SL.K.4. Describe familiar people, places, SL.8.4. Present claims and findings,
things, and events and, with prompting and Grade 5 emphasizing salient points in a focused,
support, provide additional detail. coherent manner with relevant evidence,
SL.5.4. Report on a topic or text or present sound valid reasoning, and well-chosen
Grade 1 an opinion, sequencing ideas logically and details; use appropriate eye contact, adequate
using appropriate facts and relevant, volume, and clear pronunciation.
SL.1.4. Describe people, places, things, and descriptive details to support main ideas or
events with relevant details, expressing ideas themes; speak clearly at an understandable Grades 9 - 10
and feelings clearly. pace.
SL.9-10.4. Present information, findings, and
Grade 2 Grade 6 supporting evidence clearly, concisely, and
logically such that listeners can follow the
SL.2.4. Tell a story or recount an SL.6.4. Present claims and findings, line of reasoning and the organization,
experience with appropriate facts and sequencing ideas logically and using development, substance, and style are
relevant, descriptive details, speaking pertinent descriptions, facts, and details to appropriate to purpose, audience, and task.
audibly in coherent sentences. accentuate main ideas or themes; use
appropriate eye contact, adequate volume, Grades 11 - 12
Grade 3 and clear pronunciation.
SL.11-12.4. Present information, findings, and
SL.3.4. Report on a topic or text, tell a story, Grade 7 supporting evidence, conveying a clear and
or recount an experience with appropriate distinct perspective, such that listeners can
facts and relevant, descriptive details, SL.7.4. Present claims and findings, follow the line of reasoning, alternative or
speaking clearly at an understandable pace. emphasizing salient points in a focused, opposing perspectives are addressed, and
coherent manner with pertinent descriptions, the organization, development, substance, and
Grade 4 facts, details, and examples; use appropriate style are appropriate to purpose, audience,
eye contact, adequate volume, and clear and a range of formal and informal tasks.
SL.4.4. Report on a topic or text, tell a story, pronunciation.
or recount an experience in an organized
manner, using appropriate facts and relevant,
descriptive details to support main ideas or
49
SL._.5 to enhance the development of main ideas or and interactive elements) in presentations to
themes. enhance understanding of findings,
Grade K reasoning, and evidence and to add interest.
Grade 5
SL.K.5. Add drawings or other visual Grades 11 - 12
displays to descriptions as desired to SL.5.5. Include multimedia components
provide additional detail. (e.g., graphics, sound) and visual displays in SL.11-12.5. Make strategic use of digital
presentations when appropriate to enhance media (e.g., textual, graphical, audio, visual,
Grade 1 the development of main ideas or themes. and interactive elements) in presentations to
enhance understanding of findings, reasoning,
SL.1.5. Add drawings or other visual displays Grade 6 and evidence and to add interest.
to descriptions when appropriate to clarify
ideas, thoughts, and feelings. SL.6.5. Include multimedia components (e.g.,
graphics, images, music, sound) and visual
Grade 2 displays in presentations to clarify
information.
SL.2.5. Create audio recordings of stories
or poems; add drawings or other visual Grade 7
displays to stories or recounts of experiences
when appropriate to clarify ideas, thoughts, SL.7.5. Include multimedia components and
and feelings. visual displays in presentations to clarify
claims and findings and emphasize salient
Grade 3 points.
Grade 8
SL.3.5. Create engaging audio recordings of
stories or poems that demonstrate fluid SL.8.5. Integrate multimedia and visual
reading at an understandable pace; add displays into presentations to clarify
visual displays when appropriate to information, strengthen claims and evidence,
emphasize or enhance certain facts or and add interest.
details.
SL.4.5. Add audio recordings and visual SL.9-10.5. Make strategic use of digital
displays to presentations when appropriate media (e.g., textual, graphical, audio, visual,
50
SL._.6
Grade K Grade 4 Grade 7
SL.K.6. Speak audibly and express SL.4.6. Differentiate between contexts that SL.7.6. Adapt speech to a variety of contexts
thoughts, feelings, and ideas clearly. call for formal English (e.g., presenting and tasks, demonstrating command of formal
ideas) and situations where informal English when indicated or appropriate.
Grade 1 discourse is appropriate (e.g., small-group (See grade 7 Language standards 1 and 3 for
discussion); use formal English when specific expectations.)
SL.1.6. Produce complete sentences when appropriate to task and situation.
appropriate to task and situation. (See grade 4 Language standards 1 and 3 for Grade 8
(See grade 1 Language standards 1 and 3 specific expectations.)
for specific expectations.) SL.8.6. Adapt speech to a variety of contexts
Grade 5 and tasks, demonstrating command of formal
Grade 2 English when indicated or appropriate.
SL.5.6. Adapt speech to a variety of contexts (See grade 8 Language standards 1 and 3 for
SL.2.6. Produce complete sentences when and tasks, using formal English when specific expectations.)
appropriate to task and situation in order to appropriate to task and situation.
provide requested detail or clarification. (See grade 5 Language standards 1 and 3 for Grades 9 - 10
(See grade 2 Language standards 1 and 3 for specific expectations.)
specific expectations.) SL.9-10.6. Adapt speech to a variety of
Grade 6 contexts and tasks, demonstrating command of
Grade 3 formal English when indicated or appropriate.
SL.6.6. Adapt speech to a variety of contexts (See grades 9-10 Language standards 1 and 3
SL.3.6. Speak in complete sentences when and tasks, demonstrating command of for specific expectations.)
appropriate to task and situation in order to formal English when indicated or appropriate.
provide requested detail or clarification. (See grade 6 Language standards 1 and 3 for Grades 11 - 12
(See grade 3 Language standards 1 and 3 for specific expectations.)
specific expectations.) SL.11-12.6. Adapt speech to a variety of
contexts and tasks, demonstrating a command
of formal English when indicated or
appropriate.
(See grades 11-12 Language standards 1 and
3 for specific expectations.)
51
LANGUAGE
Conventions of Standard English
Boldface = New learning Italics = Same learning from previous grade level(s) CAPS = Visual aid to locate similar learning in multiple grades
L._.1 HANDWRITING during, beyond, toward).

a.) Print all upper- and lowercase letters.
Grade K SENTENCES
L.K.1. Demonstrate command of the NOUNS j.) Produce and expand complete simple and
conventions of standard English grammar b.) Use common, proper, and possessive nouns. compound declarative, interrogative,
and usage when writing or speaking. imperative, and exclamatory sentences in
HANDWRITING c.) Use singular and plural nouns with response to prompts.
a.) Print many upper- and lowercase letters. matching verbs in basic sentences (e.g., He
hops; We hop). Grade 2
NOUNS, VERBS L.2.1. Demonstrate command of the conventions
b.) Use frequently occurring nouns and verbs. PRONOUNS of standard English grammar and usage when
d.) Use personal, possessive, and indefinite writing or speaking.
c.) Form regular plural nouns orally by pronouns (e.g., I, me, my; they, them, their; NOUNS
adding /s/ or /es/ (e.g., dog, dogs; wish, anyone, everything). a.) Use collective nouns (e.g., group).
wishes).
VERBS b.) Form and use frequently occurring
INTERROGATIVES e.) Use verbs to convey a sense of past, present, irregular plural nouns (e.g., feet, children,
d.) Understand and use question words and future (e.g., Yesterday I walked home; teeth, mice, fish).
(interrogatives) (e.g., who, what, where, when, Today I walk home; Tomorrow I will walk
why, how). home). PRONOUNS
c.) Use reflexive pronouns (e.g., myself,
PREPOSITIONS ADVECTIVES ourselves).
e.) Use the most frequently occurring f.) Use frequently occurring adjectives.
prepositions (e.g., to, from, in, out, on, off, for, VERBS
of, by, with). CONJUNCTIONS d.) Form and use the past tense of frequently
g.) Use frequently occurring conjunctions occurring irregular verbs (e.g., sat, hid, told).
SENTENCES (e.g., and, but, or, so, because).
f.) Produce and expand complete sentences in ADJECTIVES, ADVERBS
shared language activities. DETERMINERS e.) Use adjectives and adverbs, and choose
h.) Use determiners (e.g., articles, between them depending on what is to be
demonstratives). modified.
Grade 1
L.1.1. Demonstrate command of the conventions PREPOSITIONS SENTENCES
of standard English grammar and usage when i.) Use frequently occurring prepositions (e.g., f.) Produce, expand, and rearrange complete
writing or speaking.
52
LANGUAGE
simple and compound sentences (e.g., The boy be modified. according to conventional patterns (e.g., a
watched the movie; The little boy watched the small red bag rather than a red small bag).
movie; The action movie was watched by the CONJUNCTIONS
little boy). h.) Use coordinating and subordinating PREPOSITIONAL PHRASES
conjunctions. e.) Form and use prepositional phrases.
Grade 3
L.3.1 Demonstrate command of the conventions SENTENCES SENTENCES
of standard English grammar and usage when i.) Produce simple, compound, and complex f.) Produce complete sentences, recognizing
writing or speaking. sentences. and correcting inappropriate fragments and
NOUNS, PRONOUNS, VERBS, ADJECTIVES, run-ons.*
ADVERBS Return to Language Progressive Skills Matrix for
a.) Explain the function of nouns, pronouns, information regarding standards followed by an CONFUSING WORDS - SPELLING-
verbs, adjectives, and adverbs in general and asterisk, such as L.3.1f. MEANING
their functions in particular sentences. g.) Correctly use frequently confused words
Grade 4 (e.g., to, too, two; there, their).*
NOUNS L.4.1. Demonstrate command of the conventions
b.) Form and use regular and irregular plural of standard English grammar and usage when Repeated Asterisk Standards From Previous
nouns. writing or speaking. Years
c.) Use abstract nouns (e.g., childhood). PRONOUNS
a.) Use relative pronouns (who, whose, whom, SUBJECT-VERB, PRONOUN-ANTECEDENT
VERBS which, that) and relative adverbs (where, Grade 3 - f.) Ensure subject-verb and pronoun-
d.) Form and use regular and irregular verbs. when, why). antecedent agreement.*
e.) Form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses. VERBS Grade 5
b.) Form and use the progressive (e.g., I was L.5.1. Demonstrate command of the conventions
SUBJECT-VERB, PRONOUN-ANTECEDENT walking; I am walking; I will be walking) verb of standard English grammar and usage when
f.) Ensure subject-verb and pronoun- tenses. writing or speaking.
antecedent agreement.* CONJUNCTIONS, PREPOPSITIONS,
MODAL AUXILIARIES INTERJECTIONS
ADJECTIVES, ADVERBS c.) Use modal auxiliaries (e.g., can, may, must) a.) Explain the function of conjunctions,
g.) Form and use comparative and to convey various conditions. prepositions, and interjections in general and
superlative adjectives and adverbs, and choose their function in particular sentences.
between them depending on what is to ADJECTIVES
d.) Order adjectives within sentences
53
LANGUAGE
VERBS Grade 6 fragments and run-ons.*

b.) Form and use the perfect (e.g., I had L.6.1. Demonstrate command of the conventions
walked; I have walked; I will have walked) of standard English grammar and usage when CONFUSING WORDS - SPELLING-MEANING
verb tenses. writing or speaking. Grade 4 - g.) Correctly use frequently confused
PRONOUNS words (e.g., to, too, two; there, their).*
c.) Use verb tense to convey various times, a.) Ensure that pronouns are in the proper
sequences, states, and conditions. case (subjective, objective, possessive). VERBS
Grade 5 - d.)Recognize and correct
d.) Recognize and correct inappropriate shifts b.) Use intensive pronouns (e.g., myself, inappropriate shifts in verb tense.*
in verb tense.* ourselves).
Grade 7
CONJUNCTIONS c.) Recognize and correct inappropriate shifts L.7.1. Demonstrate command of the conventions
e.) Use correlative conjunctions (e.g., either/or, in pronoun number and person.* of standard English grammar and usage when
neither/nor). writing or speaking.
d.) Recognize and correct vague pronouns (i.e., PHRASES, CLAUSES
Repeated Asterisk Standards From Previous ones with unclear or ambiguous a.) Explain the function of phrases and clauses
Years antecedents).* in general and their function in specific
sentences.
SUBJECT-VERB, PRONOUN-ANTECEDENT STANDARD ENGLISH VARIATIONS
Grade 3 - f.) Ensure subject-verb and pronoun- e.) Recognize variations from standard SENTENCES
antecedent agreement.* English in their own and others' writing and b.) Choose among simple, compound, complex,
speaking, and identify and use strategies to and compound-complex sentences to signal
SENTENCES improve expression in conventional differing relationships among ideas.
Grade 4 - f.) Produce complete sentences, language.*
recognizing and correcting inappropriate c.) Place phrases and clauses within a
fragments and run-ons.* Repeated Asterisk Standards From Previous sentence, recognizing and correcting
Years misplaced and dangling modifiers.*
CONFUSING WORDS - SPELLING-MEANING
Grade 4 - g.) Correctly use frequently confused SUBJECT-VERB, PRONOUN-ANTECEDENT Repeated Asterisk Standards From Previous
words (e.g., to, too, two; there, their).* Grade 3 - f.) Ensure subject-verb and pronoun- Years
antecedent agreement.*
SUBJECT-VERB, PRONOUN-ANTECEDENT
SENTENCES Grade 3 - f.) Ensure subject-verb and pronoun-
Grade 4 -f.) Produce complete sentences, antecedent agreement.*
recognizing and correcting inappropriate
54
LANGUAGE
SENTENCES CONFUSING WORDS - SPELLING-MEANING

Grade 4 - f.) Produce complete sentences, Grade 8 Grade 4 - g.) Correctly use frequently confused
recognizing and correcting inappropriate L.8.1. Demonstrate command of the conventions words (e.g., to, too, two; there, their).*
fragments and run-ons.* of standard English grammar and usage when
writing or speaking. VERBS
CONFUSING WORDS - SPELLING-MEANING Grade 5 - d.) Recognize and correct
Grade 4 - g.) Correctly use frequently confused VERBS inappropriate shifts in verb tense.*
words (e.g., to, too, two; there, their).* a.) Explain the function of verbals (gerunds, PRONOUNS
participles, infinitives) in general and their Grade 6 - c.) Recognize and correct
VERBS function in particular sentences. inappropriate shifts in pronoun number and
Grade 5 - d.) Recognize and correct person.*
inappropriate shifts in verb tense.* b.) Form and use verbs in the active and
passive voice. Grade 6 - d.) Recognize and correct vague
PRONOUNS pronouns (i.e., ones with unclear or ambiguous
Grade 6 - c.) Recognize and correct c.) Form and use verbs in the indicative, antecedents).*
inappropriate shifts in pronoun number and imperative, interrogative, conditional, and
person.* subjunctive mood. STANDARD ENGLISH VARIATIONS
Grade 6 - e.) Recognize variations from standard
Grade 6 - d.) Recognize and correct vague d.) Recognize and correct inappropriate shifts in English in their own and others' writing and
pronouns (i.e., ones with unclear or ambiguous verb voice and mood.* speaking, and identify and use strategies to
antecedents).* improve expression in conventional language.*
Repeated Asterisk Standards From Previous
STANDARD ENGLISH VARIATIONS Years SENTENCES
Grade 6 - e.) Recognize variations from standard GRADE 7 - c.) Place phrases and clauses within
English in their own and others' writing and SUBJECT-VERB, PRONOUN-ANTECEDENT a sentence, recognizing and correcting
speaking, and identify and use strategies to Grade 3 - f.) Ensure subject-verb and pronoun- misplaced and dangling modifiers.*
improve expression in conventional language.* antecedent agreement.*
SENTENCES
Grade 4 - f.) Produce complete sentences,
recognizing and correcting inappropriate
fragments and run-ons.*
55
LANGUAGE
Grades 9 - 10 VERBS Grades 11 - 12

L.9-10.1. Demonstrate command of the Grade 5 - d.) Recognize and correct L.11-12.1. Demonstrate command of the
conventions of standard English grammar and inappropriate shifts in verb tense.* conventions of standard English grammar and
usage when writing or speaking. usage when writing or speaking.
PARALLEL STRUCTURE PRONOUNS USAGE
a.) Use parallel structure.* Grade 6 - c.) Recognize and correct a.) Apply the understanding that usage is a
inappropriate shifts in pronoun number and matter of convention, can change over time,
PHRASES/CLAUSES person.* and is sometimes contested.
b.) Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional, Grade 6 - d.) Recognize and correct vague b.) Resolve issues of complex or contested
absolute) and clauses (independent, pronouns (i.e., ones with unclear or ambiguous usage, consulting references (e.g., Merriam-
dependent; noun, relative, adverbial) to antecedents).* Webster's Dictionary of English Usage,
convey specific meanings and Garner's Modern American Usage) as needed.
add variety and interest to writing or STANDARD ENGLISH VARIATIONS
presentations. Grade 6 - e.) Recognize variations from Repeated Asterisk Standards From Previous
standard English in their own and others' writing Years
Repeated Asterisk Standards From Previous and speaking, and identify and use strategies to
Years improve expression in conventional language.* SUBJECT-VERB, PRONOUN-ANTECEDENT
Grade 3 - f.) Ensure subject-verb and pronoun-
SUBJECT-VERB, PRONOUN-ANTECEDENT SENTENCES antecedent agreement.*
Grade 3 - f.) Ensure subject-verb and pronoun- GRADE 7 - c.) Place phrases and clauses within
antecedent agreement.* a sentence, recognizing and correcting SENTENCES
misplaced and dangling modifiers.* Grade 4 - f.) Produce complete sentences,
SENTENCES recognizing and correcting inappropriate
Grade 4 - f.) Produce complete sentences, VERBS fragments and run-ons.*
recognizing and correcting inappropriate Grade 8 - d.) Recognize and correct
fragments and run-ons.* inappropriate shifts in verb voice and mood.* CONFUSING WORDS - SPELLING-MEANING
Grade 4 - g.) Correctly use frequently confused
CONFUSING WORDS - SPELLING-MEANING words (e.g., to, too, two; there, their).*
Grade 4 - g.) Correctly use frequently confused
words (e.g., to, too, two; there, their).* VERBS
Grade 5 - d.) Recognize and correct
inappropriate shifts in verb tense.*
56
LANGUAGE
PRONOUNS
Grade 6 - c.) Recognize and correct
inappropriate shifts in pronoun number and
person.*
Grade 6 - d.) Recognize and correct vague

pronouns (i.e., ones with unclear or ambiguous
antecedents).*
STANDARD ENGLISH VARIATIONS

Grade 6 - e.) Recognize variations from standard
English in their own and others' writing and
speaking, and identify and use strategies to
improve expression in conventional language.*
SENTENCES
GRADE 7 - c.) Place phrases and clauses within
a sentence, recognizing and correcting
misplaced and dangling modifiers.*
VERBS
Grade 8 - d.) Recognize and correct
inappropriate shifts in verb voice and mood.*
PARALLEL STRUCTURE
Grade 9 - 10 - a.) Use parallel structure.*
57
LANGUAGE
L._.2 SPELLING PATTERNS/RULES / PHONICS Grade 3

d.) Use conventional spelling for words with L.3.2 Demonstrate command of the conventions
Grade K common spelling patterns and for frequently of standard English capitalization, punctuation,
L.K.2. Demonstrate command of the occurring irregular words. and spelling when writing.
conventions of standard English CAPITALIZATION
capitalization, punctuation, and spelling when PHONICS a.) Capitalize appropriate words in titles.
writing. e.) Spell untaught words phonetically, drawing
CAPITALIZATION on phonemic awareness and spelling PUNCTUATION
a.) Capitalize the first word in a sentence and conventions. b.) Use commas in addresses.
the pronoun I.
Grade 2 c.) Use commas and quotation marks in
PUNCTUATION L.2.2. Demonstrate command of the conventions dialogue.
b.) Recognize and name end punctuation. of standard English capitalization, punctuation,
and spelling when writing. d.) Form and use possessives.
PHONICS CAPITALIZATION
c.) Write a letter or letters for most consonant a.) Capitalize holidays, product names, and SPELLING PATTERNS/RULES/PHONICS
and short-vowel sounds (phonemes). geographic names. e.) Use conventional spelling for high-frequency
and other studied words and for adding
d.) Spell simple words phonetically, drawing PUNCTUATION suffixes to base words (e.g., sitting, smiled,
on knowledge of sound-letter relationships. b.) Use commas in greetings and closings of cries, happiness).
letters.
Grade 1 f.) Use spelling patterns and generalizations
L.1.2. Demonstrate command of the conventions c.) Use an apostrophe to form contractions (e.g., word families, position-based spellings,
of standard English capitalization, punctuation, and frequently occurring possessives. syllable patterns, ending rules, meaningful
and spelling when writing. word parts) in writing words.
CAPITALIZATION SPELLING PATTERNS/RULES / PHONICS
a.) Capitalize dates and names of people. d.) Generalize learned spelling patterns when REFERENCE MATERIALS
writing words (e.g., cage > badge; boy > boil). g.) Consult reference materials, including
PUNCTUATION beginning dictionaries, as needed to check and
b.) Use end punctuation for sentences. REFERENCE MATERIALS correct spellings.
e.) Consult reference materials, including
c.) Use commas in dates and to separate single beginning dictionaries, as needed to check and
words in a series. correct spellings.
58
LANGUAGE
Grade 4 address (e.g., Is that you, Steve?). Grade 7

L.4.2. Demonstrate command of the conventions L.7.2. Demonstrate command of the conventions
of standard English capitalization, punctuation, d.) Use underlining, quotation marks, or of standard English capitalization, punctuation,
and spelling when writing. italics to indicate titles of works. and spelling when writing.
CAPITALIZATION PUNCTUATION
a.) Use correct capitalization. SPELLING / REFERENCE MATERIALS a.) Use a comma to separate coordinate
e.) Spell grade-appropriate words correctly, adjectives (e.g., It was a fascinating, enjoyable
PUNCTUATION consulting references as needed. movie but not He wore an old[,] green shirt).
b.) Use commas and quotation marks to mark
direct speech and quotations from a text. *Return to Language Progressive Skills SPELLING
Matrix for information regarding standards b.) Spell correctly.
c.) Use a comma before a coordinating followed by an asterisk, such as L.5.2a.
conjunction in a compound sentence. Repeated Asterisk Standards From Previous
Grade 6 Years
SPELLING / REFERENCE MATERIALS L.6.2. Demonstrate command of the conventions
d.) Spell grade-appropriate words correctly, of standard English capitalization, punctuation, PUNCTUATION
consulting references as needed. and spelling when writing. Grade 5 - a.) Use punctuation to separate items
PUNCTUATION in a series.*
Grade 5 a.) Use punctuation (commas, parentheses,
L.5.2. Demonstrate command of the conventions dashes) to set off nonrestrictive/parenthetical Grade 6 - a.) Use punctuation (commas,
of standard English capitalization, punctuation, elements.* parentheses, dashes) to set off
and spelling when writing. nonrestrictive/parenthetical elements.*
PUNCTUATION SPELLING
a.) Use punctuation to separate items in a b.) Spell correctly.
series.*
b.) Use a comma to separate an introductory Years
element from the rest of the sentence.
PUNCTUATION
c.) Use a comma to set off the words yes and no Grade 5 - a.) Use punctuation to separate items
(e.g., Yes, thank you), to set off a tag question in a series.*
from the rest of the sentence (e.g., It's true,
isn't it?), and to indicate direct
59
LANGUAGE

L.8.2. Demonstrate command of the conventions L.9-10.2. Demonstrate command of the L.11-12.2. Demonstrate command of the
of standard English capitalization, punctuation, conventions of standard English capitalization, conventions of standard English capitalization,
and spelling when writing. punctuation, and spelling when writing. punctuation, and spelling when writing.
PUNCTUATION PUNCTUATION PUNCTUATION
a.) Use punctuation (comma, ellipsis, dash) to a.) Use a semicolon (and perhaps a a.) Observe hyphenation conventions.
indicate a pause or break. conjunctive adverb) to link two or more
closely related independent clauses. b.) Spell correctly.
b.) Use an ellipsis to indicate an omission.
b.) Use a colon to introduce a list or quotation. Repeated Asterisk Standards From Previous
c.) Spell correctly. Years
c.) Spell correctly.
Repeated Asterisk Standards From Previous PUNCTUATION
Years Repeated Asterisk Standards From Previous Grade 6 - a.)Use punctuation (commas,
Years parentheses, dashes) to set off
PUNCTUATION nonrestrictive/parenthetical elements.*
Grade 5 - a.) Use punctuation to separate items PUNCTUATION
in a series.* Grade 6 - a.) Use punctuation (commas,
(Note: According to the CCSS Language Matrix, parentheses, dashes) to set off
Grade 8 is the last grade level to include Grade nonrestrictive/parenthetical elements.*
5 - a. standard.)
Grade 6 - a.) Use punctuation (commas,

parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
60
LANGUAGE
Knowledge of Language
L._.3
*Return to Language Progressive Skills
Grade K Matrix for information regarding standards Grade 5
followed by an asterisk, such as L.3.3a.
L.K.3. (Begins in Grade 2) L.5.3. Use knowledge of language and its
Grade 4 conventions when writing, speaking, reading,
Grade 1 or listening.
L.4.3. Use knowledge of language and its
L.1.3. (Begins in Grade 2) conventions when writing, speaking, reading, SENTENCES
or listening. a.)Expand, combine, and reduce sentences
for meaning, reader/listener interest, and
Grade 2
EFFECT style.
a.)Choose words and phrases to convey ideas
L.2.3. Use knowledge of language and its
precisely.* ENGLISH VARIATIONS
conventions when writing, speaking,
b.)Compare and contrast the varieties of
reading, or listening.
b.)Choose punctuation for effect.* English (e.g., dialects, registers) used in
stories, dramas, or poems.
FORMAL/INFORMAL ENGLISH
CONVENTIONS OF SPOKEN/WRITTEN
a.)Compare formal and informal uses of
ENGLISH Repeated Asterisk Standards From Previous
English.
c.)Differentiate between contexts that call Years
Grade 3 for formal English (e.g., presenting ideas)
and situations where informal discourse is EFFECT
L.3.3. Use knowledge of language and its appropriate (e.g., small-group discussion). Grade 3 - a.)Choose words and phrases for
conventions when writing, speaking, reading, effect.*
or listening. Repeated Asterisk Standards From Previous
Years Grade 4 - a.)
EFFECT Choose words and phrases to convey ideas
a.)Choose words and phrases for effect.* EFFECT precisely.*
Grade 3 - a.)Choose words and phrases for
CONVENTIONS OF SPOKEN/WRITTEN effect.* Grade 4 - b.)Choose punctuation for effect.*
ENGLISH
b.)Recognize and observe differences
between the conventions of spoken and
written standard English.
61
LANGUAGE
Grade 6 Grade 7 Grade 8
L.6.3. Use knowledge of language and its L.7.3. Use knowledge of language and its L.8.3. Use knowledge of language and its
conventions when writing, speaking, reading, conventions when writing, speaking, reading, conventions when writing, speaking, reading,
or listening. or listening. or listening.
SENTENCES IDEAS EXPRESSION VOICE/MOOD

a.)Vary sentence patterns for meaning, a.)Choose language that expresses ideas a.)Use verbs in the active and passive voice
reader/listener interest, and style.* precisely and concisely, recognizing and and in the conditional and subjunctive mood
eliminating wordiness and redundancy.* to achieve particular effects (e.g.,
STYLE/TONE emphasizing the actor or the action;
b.)Maintain consistency in style and tone.* Repeated Asterisk Standards From Previous expressing uncertainty or describing a state
Years contrary to fact).
Years EFFECT Repeated Asterisk Standards From Previous
Grade 3 - a.)Choose words and phrases for Years
EFFECT effect.*
Grade 3 - a.)Choose words and phrases for EFFECT
effect.* Grade 4 - b.)Choose punctuation for effect.* Grade 3 - a.)Choose words and phrases for
effect.*
Grade 4 - a.)Choose words and phrases to Grade 6 - a.)Vary sentence patterns for
convey ideas precisely.* meaning, reader/listener interest, and style.* Grade 4 - b.)Choose punctuation for effect.*
(Note: According to the CCSS Language
Matrix, Grade 6 is the last grade level to STYLE/TONE Grade 6 - a.)Vary sentence patterns for
include Grade 4 - a. standard.) Grade 6 - b.)Maintain consistency in style and meaning, reader/listener interest, and style.*
tone.*
Grade 4 - b.)Choose punctuation for effect.* STYLE/TONE
Grade 6 - b.)Maintain consistency in style and
tone.*
IDEAS EXPRESSION
Grade 7 - a.)Choose language that expresses
ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.*
62
LANGUAGE
Grades 9 - 10 IDEAS EXPRESSION Grades 11 - 12

L.9-10.3. Apply knowledge of language to ideas precisely and concisely, recognizing and L.11-12.3. Apply knowledge of language to
understand how language functions in eliminating wordiness and redundancy.* understand how language functions in
different contexts, to make effective choices different contexts, to make effective choices for
for meaning or style, and to comprehend meaning or style, and to comprehend more
more fully when reading or listening. fully when reading or listening.
STYLE GUIDELINES SYNTAX

a.)Write and edit work so that it conforms a.)Vary syntax for effect, consulting
to the guidelines in a style manual (e.g., references (e.g., Tufte's Artful Sentences)
MLA Handbook, Turabian's Manual for for guidance as needed; apply an
Writers) appropriate for the discipline and understanding of syntax to the study of
writing type. complex texts when reading.
Repeated Asterisk Standards From Previous Repeated Asterisk Standards From Previous
Years Years
EFFECT EFFECT
Grade 3 - a.)Choose words and phrases for Grade 3 - a.)Choose words and phrases for
effect.* effect.*
Grade 4 - b.)Choose punctuation for effect.* Grade 4 - b.)Choose punctuation for effect.*
Grade 6 - a.)Vary sentence patterns for STYLE/TONE

meaning, reader/listener interest, and style.* Grade 6 - b.)Maintain consistency in style and
(Note: According to the CCSS Language tone.*
Matrix, Grade 9-10 is the last grade level to
include Grade 6 – a. standard.) IDEAS EXPRESSION
STYLE/TONE ideas precisely and concisely, recognizing and
Grade 6 - b.) Maintain consistency in style eliminating wordiness and redundancy.*
and tone.*
63
LANGUAGE
Vocabulary Acquisition and Use
L._.4 phrases based on grade 3 reading and content,

Grade 2 choosing flexibly from a range of strategies.
Grade K L.2.4 Determine or clarify the meaning of (WORD MEANING)
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and CONTEXT CLUES
unknown and multiple-meaning words and phrases based on grade 2 reading and content, a.) Use sentence-level context as a clue to the
phrases based on kindergarten reading and choosing flexibly from an array of strategies. meaning of a word or phrase.
content. (WORD MEANING)
(WORD MEANING) CONTEXT CLUES BASE WORDS / AFFIXES
CONTEXT CLUES a.) Use sentence-level context as a clue to the b.) Determine the meaning of the new word
a.) Identify new meanings for familiar words meaning of a word or phrase. formed when a known affix is added to a known
and apply them accurately (e.g., knowing word (e.g., agreeable/disagreeable,
duck is a bird and learning the verb to duck). BASE WORDS / AFFIXES comfortable/uncomfortable, care/careless,
b.) Determine the meaning of the new word heat/preheat).
BASE WORDS / AFFIXES formed when a known prefix is added to a
b.) Use the most frequently occurring known word (e.g., happy/unhappy, tell/retell). c.) Use a known root word as a clue to the
inflections and affixes (e.g., -ed, -s, re-, un-, meaning of an unknown word with the same root
pre-, -ful, -less) as a clue to the meaning of an c.) Use a known root word as a clue to the (e.g., company, companion).
unknown word. meaning of an unknown word with the same
root (e.g., addition, additional). REFERENCE MATERIALS
Grade 1 d.) Use glossaries or beginning dictionaries,
L.1.4 Determine or clarify the meaning of d.) Use knowledge of the meaning of both print and digital, to determine or clarify the
unknown and multiple-meaning words and individual words to predict the meaning of precise meaning of key words and phrases.
phrases based on grade 1 reading and content, compound words (e.g., birdhouse, lighthouse,
choosing flexibly from an array of strategies. housefly; bookshelf, notebook, bookmark). Grade 4
(WORD MEANING) L.4.4 Determine or clarify the meaning of
CONTEXT CLUES REFERENCE MATERIALS unknown and multiple-meaning words and
a.) Use sentence-level context as a clue to the e.) Use glossaries and beginning dictionaries, phrases based on grade 4 reading and content,
meaning of a word or phrase. both print and digital, to determine or clarify choosing flexibly from a range of strategies.
the meaning of words and phrases. (WORD MEANING)
BASE WORDS / AFFIXES CONTEXT CLUES
b.) Use frequently occurring affixes as a clue to Grade 3 a.) Use context (e.g., definitions, examples, or
the meaning of a word. L.3.4 Determine or clarify the meaning of restatements in text) as a clue to the meaning of
c.) Identify frequently occurring root words unknown and multiple-meaning word and a word or phrase.
(e.g., look) and their inflectional forms (e.g.,
looks, looked, looking).
64
LANGUAGE
WORD ROOTS / AFFIXES determine or clarify the precise meaning of key

b.) Use common, grade appropriate Greek words and phrases. Grade 7
and Latin affixes and roots as clues to the L.7.4 Determine or clarify the meaning of
meaning of a word (e.g., telegraph, Grade 6 unknown and multiple-meaning words and
photograph, autograph). L.6.4 Determine or clarify the meaning of phrases based on grade 7 reading and content,
unknown and multiple-meaning words and choosing flexibly from a range of strategies.
REFERENCE MATERIALS phrases based on grade 6 reading and content, (WORD MEANING)
c.) Consult reference materials (e.g., choosing flexibly from a range of strategies. CONTEXT CLUES
dictionaries, glossaries, thesauruses), both print (WORD MEANING) a.) Use context (e.g., the overall meaning of a
and digital, to find the pronunciation and CONTEXT CLUES sentence or paragraph; a word’s position or
determine or clarify the precise meaning of key a.) Use context (e.g., the overall meaning of a function in a sentence) as a clue to the meaning
words and phrases. sentence or paragraph; a word’s position or of a word or phrase.
function in a sentence) as a clue to the meaning
Grade 5 of a word or phrase. WORD ROOTS / AFFIXES
L.5.4 Determine or clarify the meaning of b.) Use common, grade-appropriate Greek or
unknown and multiple-meaning words and WORD ROOTS / AFFIXES Latin affixes and roots as clues to the meaning of
phrases based on grade 5 reading and content, b.) Use common, grade-appropriate Greek or a word (e.g., belligerent, bellicose, rebel).
choosing flexibly from a range of strategies. Latin affixes and roots as clues to the meaning of
(WORD MEANING) a word (e.g., audience, auditory, audible). REFERENCE MATERIALS
CONTEXT CLUES c.) Consult general and specialized reference
a.) Use context (e.g., cause/effect relationships REFERENCE MATERIALS materials (e.g., dictionaries, glossaries,
and comparisons in text) as a clue to the c.) Consult reference materials (e.g., thesauruses), both print and digital, to find the
meaning of a word or phrase. dictionaries, glossaries, thesauruses), both print pronunciation of a word or determine or clarify
and digital, to find the pronunciation of a word its precise meaning or its part of speech.
WORD ROOTS / AFFIXES or determine or clarify its precise meaning or its
b.) Use common, grade-appropriate Greek and part of speech. d.) Verify the preliminary determination of the
Latin affixes and roots as clues to the meaning of meaning of a word or phrase (e.g., by checking
a word (e.g., photograph, photosynthesis). d.) Verify the preliminary determination of the inferred meaning in context or in a
the meaning of a word or phrase (e.g., by dictionary).
REFERENCE MATERIALS checking the inferred meaning in context or in
c.) Consult reference materials (e.g., a dictionary).
dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation and
65
LANGUAGE

L.8.4 Determine or clarify the meaning of L.9-10.4 Determine or clarify the meaning of L.11-12.4 Determine or clarify the meaning of
unknown and multiple-meaning words or unknown and multiple-meaning words and unknown and multiple-meaning words and
phrases based on grade 8 reading and content, phrases based on grades 9-10 reading and phrases based on grades 11-12 reading and
choosing flexibly from a range of strategies. content, choosing flexibly from a range of content, choosing flexibly from a range of
(WORD MEANING) strategies. strategies.
CONTEXT CLUES (WORD MEANING) (WORD MEANING)
a.) Use context (e.g., the overall meaning of a CONTEXT CLUES CONTEXT CLUES
sentence or paragraph; a word’s position or a.) Use context (e.g., the overall meaning of a a.) Use context (e.g., the overall meaning of a
function in a sentence) as a clue to the meaning sentence, paragraph, or text; a word’s position sentence, paragraph, or text; a word’s position
of a word or phrase. or function in a sentence) as a clue to the or function in a sentence) as a clue to the
meaning of a word or phrase. meaning of a word or phrase.
WORD ROOTS/ AFFIXES
b.) Use common, grade-appropriate Greek or ROOT WORD-CHANGE PATTERNS ROOT WORD-CHANGE PATTERNS
Latin affixes and roots as clues to the meaning of b.) Identify and correctly use patterns of word b.) Identify and correctly use patterns of word
a word (e.g., precede, recede, secede). changes that indicate different meanings or changes that indicate different meanings or parts
parts of speech (e.g., analyze, analysis, of speech (e.g., conceive, conception,
REFERENCE MATERIALS analytical; advocate, advocacy). conceivable).
c.) Consult general and specialized reference
materials (e.g., dictionaries, glossaries, REFERENCE MATERIALS REFERENCE MATERIALS
thesauruses), both print and digital, to find the c.) Consult general and specialized reference c.) Consult general and specialized reference
pronunciation of a word or determine or clarify materials (e.g., dictionaries, glossaries, materials (e.g., dictionaries, glossaries,
its precise meaning or its part of speech. thesauruses), both print and digital, to find the thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify pronunciation of a word or determine or clarify
d.) Verify the preliminary determination of the its precise meaning, its part of speech, or its its precise meaning, its part of speech, its
meaning of a word or phrase (e.g., by checking etymology. etymology, or its standard usage.
the inferred meaning in context or in a
dictionary). d.) Verify the preliminary determination of the d.) Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a the inferred meaning in context or in a
dictionary). dictionary).
66
LANGUAGE
L._.5 (WORD MEANING)

b.) Define words by category and by one or WORD RELATIONSHIPS
Grade K more key attributes (e.g., a duck is a bird that a.) Distinguish the literal and non-literal
L.K.5 With guidance and support from adults, swims; a tiger is a large cat with stripes). meanings of words and phrases in context
explore word relationships and nuances in
(e.g., take steps).
word meanings. c.) Identify real-life connections between words
(WORD MEANING) and their use (e.g., note places at home that are b.) Identify real-life connections between words
WORD RELATIONSHIPS cozy). and their use (e.g., describe people who are
a.) Sort common objects into categories (e.g., friendly or helpful).
shapes, foods) to gain a sense of the concepts NUANCE / INTENSITY
the categories represent. d.) Distinguish shades of meaning among verbs NUANCE
differing in manner (e.g., look, peek, glance, c.) Distinguish shades of meaning among related
b.) Demonstrate understanding of frequently stare, glare, scowl) and adjectives differing in words that describe states of mind or degrees
occurring verbs and adjectives by relating intensity (e.g., large, gigantic) by defining or of certainty (e.g., knew, believed, suspected,
them to their opposites (antonyms). choosing them or by acting out the meanings. heard, wondered).
c.) Identify real-life connections between Grade 2 Grade 4
words and their use (e.g., note places at school L.2.5 Demonstrate understanding of word L.4.5 Demonstrate understanding of figurative
that are colorful). relationships and nuances in word meanings. language, word relationships, and nuances in
(WORD MEANING) word meanings.
NUANCE
WORD RELATIONSHIPS (WORD MEANING)
d.) Distinguish shades of meaning among
a.) Identify real-life connections between words WORD RELATIONSHIPS
verbs describing the same general action (e.g.,
and their use (e.g., describe foods that are a.) Explain the meaning of simple similes and
walk, march, strut, prance) by acting out the
spicy or juicy). metaphors (e.g., as pretty as a picture) in
meanings.
context.
NUANCE
Grade 1 b.) Distinguish shades of meaning among closely b.) Recognize and explain the meaning of
L.1.5 With guidance and support from adults, related verbs (e.g., toss, throw, hurl) and common idioms, adages, and proverbs.
demonstrate understanding of word closely related adjectives (e.g., thin, slender,
relationships and nuances in word meanings. skinny, scrawny). c.) Demonstrate understanding of words by
(WORD MEANING) relating them to their opposites (antonyms) and
WORD RELATIONSHIPS Grade 3 to words with similar but not identical
a.) Sort words into categories (e.g., colors, L.3.5 Demonstrate understanding of word meanings (synonyms).
clothing) to gain a sense of the concepts the relationships and nuances in word meanings.
categories represent.
67
LANGUAGE
Grade 5 scrimping, economical, unwasteful, thrifty). CONNOTATIONS/DENOTATIONS

L.5.5 Demonstrate understanding of figurative c.) Distinguish among the connotations
language, word relationships, and nuances in Grade 7 (associations) of words with similar denotations
word meanings. L.7.5 Demonstrate understanding of figurative (definitions) (e.g., bullheaded, willful, firm,
(WORD MEANING) language, word relationships, and nuances in persistent, resolute).
WORD RELATIONSHIPS word meanings. Grades 9 - 10
a.) Interpret figurative language, including (WORD MEANING) L.9-10.5 Demonstrate understanding of
similes and metaphors, in context. FIGURES OF SPEEECH figurative language, word relationships, and
a.) Interpret figures of speech (e.g., literary, nuances in word meanings.
b.) Recognize and explain the meaning of biblical, and mythological allusions) in context. (WORD MEANING)
common idioms, adages, and proverbs. FIGURES OF SPEECH
WORD RELATIONSHIPS a.) Interpret figures of speech (e.g., euphemism,
c.) Use the relationship between particular b.) Use the relationship between particular oxymoron) in context and analyze their role in
words (e.g., synonyms, antonyms, homographs) words (e.g., synonym/antonym, analogy) to the text.
to better understand each of the words. better understand each of the words.
DENOTATIONS
Grade 6 CONNOTATIONS/DENOTATIONS b.) Analyze nuances in the meaning of words
L.6.5 Demonstrate understanding of figurative c.) Distinguish among the connotations with similar denotations.
language, word relationships, and nuances in (associations) of words with similar denotations
word meanings. (definitions) (e.g., refined, respectful, polite, Grades 11 - 12
(WORD MEANING) diplomatic, condescending). L.11-12.5 Demonstrate understanding of
FIGURES OF SPEEECH figurative language, word relationships, and
a.) Interpret figures of speech (e.g., Grade 8 nuances in word meanings.
personification) in context. L.8.5 Demonstrate understanding of figurative (WORD MEANING)
language, word relationships, and nuances in FIGURES OF SPEECH
WORD RELATIONSHIPS word meanings. a.) Interpret figures of speech (e.g., hyperbole,
b.) Use the relationship between particular (WORD MEANING) paradox) in context and analyze their role in the
words (e.g., cause/effect, part/whole, FIGURES OF SPEECH text.
item/category) to better understand each of the a.) Interpret figures of speech (e.g., verbal
words. irony, puns) in context. DENOTATIONS
b.) Analyze nuances in the meaning of words
CONNOTATIONS/DENOTATIONS WORD RELATIONSHIPS with similar denotations.
c.) Distinguish among the connotations b.) Use the relationship between particular
(associations) of words with similar words to better understand each of the words.
denotations (definitions) (e.g., stingy,
68
LANGUAGE
L._.6
Grade 4 Grade 8
Grade K L.4.6 Acquire and use accurately grade- L.8.6 Acquire and use accurately grade-
L.K.6 Use words and phrases acquired appropriate general academic and domain- appropriate general academic and domain-
through conversations, reading and being specific words and phrases, including those that specific words and phrases; gather vocabulary
read to, and responding to texts. signal precise actions, emotions, or states of knowledge when considering a word or phrase
being (e.g., quizzed, whined, stammered) and important to comprehension or expression.
Grade 1 that are basic to a particular topic (e.g.,
L.1.6 Use words and phrases acquired through wildlife, conservation, and endangered when Grades 9 - 10
conversations, reading and being read to, and discussing animal preservation). L.9-10.6 Acquire and use accurately general
responding to texts, including using frequently academic and domain-specific words and
occurring conjunctions to signal simple Grade 5 phrases, sufficient for reading, writing,
relationships (e.g., because) L.5.6 Acquire and use accurately grade- speaking, and listening at the college and
appropriate general academic and domain- career readiness level; demonstrate
Grade 2 specific words and phrases, including those that independence in gathering vocabulary
L.2.6 Use words and phrases acquired through signal contrast, addition, and other logical knowledge when considering a word or phrase
conversations, reading and being read to, and relationships (e.g., however, although, important to comprehension or expression.
responding to texts, including using adjectives nevertheless, similarly, moreover, in
and adverbs to describe (e.g., When other kids addition). Grades 11 - 12
are happy that makes me happy). L.11-12.6 Acquire and use accurately general
Grade 6 academic and domain-specific words and
Grade 3 L.6.6 Acquire and use accurately grade- phrases, sufficient for reading, writing, speaking,
L.3.6 Acquire and use accurately grade- appropriate general academic and domain- and listening at the college and career readiness
appropriate conversational, general academic, specific words and phrases; gather vocabulary level; demonstrate independence in gathering
and domain specific words and phrases, knowledge when considering a word or vocabulary knowledge when considering a word
including those that signal spatial and phrase important to comprehension or or phrase important to comprehension or
temporal relationships (e.g., After dinner that expression. expression.
night we went looking for them).
Grade 7
L.7.6 Acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
69
LANGUAGE
Language Progressive Skills Matrix
70

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Common Core Learning Standards ELA Progressive Continuums

Reading Literature (K-12)

Reading Informational Text (K-12)

Reading Foundational Skills (K-5)

Speaking and Listening (K-12)

RL.5.8 (Not applicable to literature)

RF.K.1 Demonstrate understanding of the organization and basic RF.3.1 N/A

RF.1.1 Demonstrate understanding of the organization and basic features

a.) Recognize the distinguishing features of a sentence (e.g., first

e.) Add or substitute individual sounds (phonemes) in simple, one- Grade 2

RF.1.4 Read with sufficient accuracy and fluency to support Grade 4

RF.2.4 Read with sufficient accuracy and fluency to support Grade 5

RF.3.4 Read with sufficient accuracy and fluency to support

W.7.1. Write arguments to support claims with clear reasons and

Grade K W.4.2. Write informative/explanatory texts to examine a topic and convey

or explain the topic. classification, comparison/contrast, and cause/effect; include formatting

f.) Provide a concluding statement or section that follows from and

W.K.3. Use a combination of drawing, dictating, and writing to Grade 4

Grade 7 Grade 9-10

W.2.8. Recall information from experiences or gather information from

W.3.8. Recall information from experiences or gather information from

W.4.8. Recall relevant information from experiences or gather relevant

(*Note: For grades 4 - 5, the term “informational texts” is used rather

W.1.10. (Begins in Grade 4) Grade 7

SL._.1 Grade 2 c.) Ask questions to check understanding of

Grade 5 Grade 6 Grade 7

Grade 8 Grades 9 - 10 Grades 11 - 12

SL._.2 Grade 5 formats (e.g., visually, quantitatively, orally)

SL.4.2. Paraphrase portions of a text read Grades 9 - 10

SL.4.3. Identify the reasons and evidence a

L._.1 HANDWRITING during, beyond, toward).

VERBS Grade 6 fragments and run-ons.*

SENTENCES CONFUSING WORDS - SPELLING-MEANING

Grades 9 - 10 VERBS Grades 11 - 12

Grade 6 - d.) Recognize and correct vague

STANDARD ENGLISH VARIATIONS

L._.2 SPELLING PATTERNS/RULES / PHONICS Grade 3

Grade 4 address (e.g., Is that you, Steve?). Grade 7

Grade 8 Grades 9 - 10 Grades 11 - 12

Grade 6 - a.) Use punctuation (commas,

Grade 6 Grade 7 Grade 8

SENTENCES IDEAS EXPRESSION VOICE/MOOD

Grades 9 - 10 IDEAS EXPRESSION Grades 11 - 12

STYLE GUIDELINES SYNTAX

Grade 6 - a.)Vary sentence patterns for STYLE/TONE

L._.4 phrases based on grade 3 reading and content,

WORD ROOTS / AFFIXES determine or clarify the precise meaning of key

Grade 8 Grades 9 - 10 Grades 11 - 12

L._.5 (WORD MEANING)

Grade 5 scrimping, economical, unwasteful, thrifty). CONNOTATIONS/DENOTATIONS

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