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6th Grade Developmental Reading

Curriculum EssentialsDocument

Boulder Valley School DistrictDepartment of Curriculum and Instruction

April 2012

Introduction

On December 10, 2009, the Colorado State Board of Education adopted the revised English Language Arts: Reading, Writing and Communicating Academic Standards, along with academic standards in nine

4/9/2012 BVSD Curriculum Essentials 1

other content areas, creating Colorado’s first fully aligned preschool through high school academic expectations. Concurrent to the revision of the Colorado standards was the Common Core State Standards (CCSS) initiative. These standards present a national perspective on academic expectations for students in kindergarten through high school in the United States. On August 2, 2010, the Colorado State Board of Education adopted the Common Core State Standards, and requested the integration of the Common Core State Standards and the Colorado Academic Standards. All the expectations of the Common Core State Standards are embedded and coded with CCSS in the state standards document and in this BVSD Curriculum Essentials Document.

In addition to standards in English Language Arts (ELA), the Common Core State Standards offer literacy expectations for history/social studies, science, and technical subjects. These expectations, in grades 6 through grade 12, are intended to assist teachers in “using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, page 3). These expectations are NOT meant to supplant academic standards in other content areas, but to be used as a literacy supplement. These standards are listed in the Appendix to the Secondary level BVSD Curriculum Essentials Document.

This BVSD Curriculum Essentials Document incorporates all of the Common Core English Language Arts State Standards and the essentials from the Colorado Academic Standards for Reading, Writing and Communicating along with evidence outcomes identified by BVSD teachers. The Grade Level Expectations (GLE) have also been revised as measurable behavioral statements. You will note that the GLEs are similar statements across grade levels. The differences are seen within the Evidence Outcomes listed for each GLE at each grade level. We referenced the multiple resources used to write our BVSD curriculum and used the following notations throughout the CEDs::

Preschool – 12th notations: Common Core State Standards (CCSS: #of the grade level standard)

Example: (CCSS: RL.3.10) State or BVSD Teacher Addition: Brown font

Example: b. Speak clearly, using appropriate volume and pitch, for the purpose and audience.

Preschool Only: The State standards and the preschool Teaching Strategies GOLD - Objectives for Development & Learning Assessment was referenced in designing Grade Level Expectations and Evidence Outcomes. You will note parenthetical statements such as (adapted from G.12.a.6) if the GOLD Assessment was used. The G represents GOLD Assessment, 12.a represents the objective number and the 6 represents the student behavior indicator.

This curriculum document is a culmination of an extended, broad-based effort to fulfill the charge issued by the Colorado Department of Education to design a curriculum that meets or exceeds the state standard expectations and to ensure that all students are college and career ready in English Language Arts when they graduate from BVSD. The Boulder Valley English Language Arts: Reading, Writing, and Communicating Curriculum Council would like to thank the many teachers, specialists, and assistants who were contributing writers to this important document.

21st Century Skills and Readiness Competenciesin English Language Arts: Reading, Writing, and Communicating

The reading, writing, and communicating subcommittee embedded 21st century skills, school readiness, and postsecondary and workforce readiness skills into the revised standards utilizing descriptions developed by Coloradans and vetted by educators, policymakers, and citizens.


Colorado's Description of 21st Century SkillsThe 21st century skills are the synthesis of the essential abilities students must apply in our rapidly changing world. Today’s students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Drama and theatre arts are inherently demonstrated in each of Colorado’s 21st century skills, as follows:

Critical Thinking and ReasoningCritical thinking and reasoning are vital to advance in the technologically sophisticated world we live in. In order for students to be successful and powerful readers, writers, and communicators, they must incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem solve, and understand and use logic to inform critical thinking.

Information Literacy The student who is information-literate accesses information efficiently and effectively by reading and understanding essential content of a range of informational texts and documents in all academic areas. This involves evaluating information critically and competently; accessing appropriate tools to synthesize information; recognizing relevant primary and secondary information; and distinguishing among fact, point of view, and opinion.

Collaboration Reading, writing, and communicating must encompass collaboration skills. Students should be able to collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in large and small group settings, and with people of other ethnicities. Students should be able to participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives, contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’ ideas.

Self Direction Students who read, write, and communicate independently portray self-direction by using metacognition skills. These important skills are a learner’s automatic awareness of knowledge and ability to understand, control, and manipulate cognitive processes. These skills are important not only in school but throughout life, enabling the student to learn and set goals independently.

Invention Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of the key components of creating an exemplary writing piece or synthesizing information from multiple sources. Invention takes students to a higher level of metacognition while exploring literature and writing about their experiences.


Standards in English Language Arts: Reading, Writing, and Communicating

Standards are the topical organization of an academic content area. The four standards of English Language Arts: Reading, Writing, and Communicating are:

1. Speaking and ListeningLearning of word meanings occurs rapidly from birth through adolescence within communicative relationships. Everyday interactions with parents, teachers, peers, friends, and community members shape speech habits and knowledge of language. Language is the means to higher mental functioning, that which is a species-specific skill, unique to humans as a generative means for thinking and communication. Through linguistic oral communication, logical thinking develops and makes possible critical thinking, reasoning, development of information literacy, application of collaboration skills, self-direction, and invention.

Oral language foundation and written symbol systems concretize the way a student communicates. Thus, students in Colorado develop oral language skills in listening and speaking, and master the written language skills of reading and writing. Specifically, holding Colorado students accountable for language mastery from the perspectives of scientific research in linguistics, cognitive psychology, human information processing, brain-behavior relationships, and socio-cultural perspectives on language development will allow students to master 21st century skills and serve the state, region, and nation well.

2. Reading for All PurposesLiteracy skills are essential for students to fully participate in and expand their understanding of today’s global society. Whether they are reading functional texts (voting ballots, a map, a train schedule, a driver’s test, a job application, a text message, product labels); reference materials (textbooks, technical manuals, electronic media); or print and non-print literary texts, students need reading skills to fully manage, evaluate, and use the myriad information available in their day-to-day lives.

3. Writing and CompositionWriting is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem solving and mastering new concepts. Adept writers can work through various ideas while producing informational, persuasive, and narrative or literary texts. In other words, writing can be used as a medium for reasoning and making intellectual connections. As students arrange ideas to persuade, describe, and inform, they engage in logical critique, and they are likely to gain new insights and a deeper understanding of concepts and content.

4. Research and ReasoningResearch and Reasoning skills are pertinent for success in a postsecondary and workforce setting. Students need to acquire these skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects include a separate standard for Language. In this document, those Language expectations are integrated into the four standards above as appropriate.


Developmental 6th Grade Reading Overview

Course Description

Sixth Grade Developmental Reading emphasizes comprehension strategies, reading in the content areas, study skills, higher level thinking skills, and overall improved competency in reading skills.

Topics Across All Grades

We are developing learners who: Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task,

purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and

capably Come to understand other perspectives and culturesWho value:Critical thinking and reasoning, informational literacy, collaboration, self-direction and invention

AssessmentsScreeners, diagnostics, interim and summative assessments will be used along with assessments evaluated formatively to plan lessons and provide focused feedback to students. Below are some assessment examples.

Observations/Conversations/Work Samples Group/Individual Projects - Performance tasks District/State Literacy Assessment Individual Reading Inventories such as Running

Records, QRIs, Guided Reading Level Benchmark Books

Questions/Comments/Reading Responses Peer assessments/ Self assessments

Effective Components of English Language Arts

Teachers in BVSD:1. Provide a literacy block of 120 minutes for reading

and writing every day using literature and informational texts, including online resources

2. Evaluate data formatively to plan for:a. Reading & Writing Demonstrationsb. Shared Reading & Writingc. Guided Reading & Writing

i. Flexible grouping focused on needsii. Continuous text: both reading and

writingiii. Promote reciprocity between

reading and writing through deliberate attention to both

d. Daily independent reading and writing

3. Immerse students in many types of texts (examples: songs, picture books, rhyming, informational) at independent and instructional reading levels

4. Explicitly and systematically teach foundational and essential skills and strategies for reading and writing utilizing BVSD adopted resources and online resources

5. Provide authentic, meaningful, purposeful, relevant opportunities for students to respond to what is read

6. Ensure students use textual evidence when explaining their learning from reading and writing in all content areas

7. Ensure additional small group instructional time for students not performing at grade level

Refer to the online version of the BVSD handbook, Literacy Journey, for best practices guidance

Standards

1. Speaking

and Listening

2.Reading for

All Purposes

3.Writing and Composition

4.Research

and Reasoning

See grade level expectations listed on appropriate vertical alignment charts


1. Speaking and Listening: Flexible communication and collaboration

Including but not limited to skills necessary for formal presentations, the Speaking and Listening standard requires students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

Common Core Anchor StandardsThese are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Speaking and Listening. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

SPEAKING AND LISTENINGComprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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

LANGUAGE Anchor Standards Connected to Speaking and Listening*Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.4/9/12 BVSD Curriculum Essentials 6

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Speaking and Listening.

Colorado’s Prepared Graduate CompetenciesThese are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Speaking and Listening Standard:

Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

2. Reading: Text complexity and the growth of comprehension


The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Common Core Anchor StandardsThese are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Reading and Language. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

READINGKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

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

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

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

LANGUAGE Anchor Standards Connected to Reading*Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4/9/12 BVSD Curriculum Essentials 8

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Reading.


Prepared Graduate Competencies in the Reading for All Purposes Standard:

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Pages 31 and 57):


3. Writing: Text types, responding to reading, and research

The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, 4/9/12 BVSD Curriculum Essentials 10

informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

From the Common Core State Standards Expectations for EACH grade level:“Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”

Common Core Anchor StandardsThese are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Writing and Language. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

WRITINGText Types and Purposes (*These broad types of writing include many subgenres.)1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LANGUAGE Anchor Standards Connected to Writing*Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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





*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Writing.

Prepared Graduate CompetenciesThese are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Writing and Composition standard:

Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the writing process successfully to plan, revise, and edit written work

Master the techniques of effective informational, literary, and persuasive writing

4. Research and Reasoning

Research and Reasoning skills are pertinent for success in postsecondary and workforce settings. Students need to acquire these skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work. Below and on the next page are the Common Core Anchor Standards and Colorado’s Prepared Graduate Competencies.

Common Core Anchor StandardsThese are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Writing that connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad


standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

WRITINGText Types and Purposes (*These broad types of writing include many subgenres.)1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LANGUAGE Anchor Standards Connected to Research and Reasoning *Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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




*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Research and Reasoning.



Prepared Graduate Competencies in the Research and Reasoning standard:

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues

Exercise ethical conduct when writing, researching, and documenting sources


Preschool Kindergarten 1st Grade 2nd Grade

Elementary Primary Vertical ArticulationSpeaking and Listening GLEs & EOs

Blue indicated the Grade Level Expectations (GLEs)Preschool Kindergarten 1st Grade 2nd Grade

Understand and respond to increasingly complex language.

Communicate effectively while describing familiar people, places, things, and events.

Communicate effectively while describing people, places, things, and events.

Communicate effectively while telling a story and recounting an experience.

Presentation of Knowledge and Ideas




a. Follow requests not accompanied by gestures. (adapted from G.8.b.4)

a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4)

a. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)

a. Logically sequence and tell a story, or recount an experience, with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)

b. Respond appropriately to specific vocabulary and statements, questions, and stories. (adapted from G.8.a.6)

c. Follow directions of two or more steps that relate to familiar objects and experiences. (adapted from G.8.b.6)

i. Recount personal experiences, reporting on personal knowledge about a topic.

d. Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications

b. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS: SL.K.5)

b. Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings. (CCSS: SL.1.5)

b. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences, when


Preschool Kindergarten 1st Grade 2nd Gradeappropriate, to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5)

e. Begin to identify and use special concepts (first/last, over/under, etc.).

f. Begin to understand that everyday words such as "cold" relate to extended vocabulary words such as "chilly".

c. Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS: SL.K.6)

c. Produce complete sentences, when appropriate, to tasks and situations. (CCSS: SL.1.6)

c. Produce complete sentences, when appropriate, to tasks and situations, in order to provide requested detail or clarification. (CCSS: SL.2.6)

d. Uses words and phrases acquired through conversations, reading and being read to, and responding to texts. (CCSS:L.K.6)

d. Speak using grammatically accurate language patterns.

d. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.2.3)

e. Express words and word meanings as encountered in books and conversation.

e. Compare formal and informal uses of English. (CCSS: L.2.3a)

f. Use new vocabulary that is directly taught through reading, speaking, and listening.

f. Maintain focus on the topic.

g. Use content-specific vocabulary to ask questions and provide information.

Use language to express thoughts and needs.

Engage effectively in collaborative discussions.



Comprehension and Collaboration




a. Name familiar people, animals, and objects. (adapted from G.9.a.4)

a. Participate in collaborative conversations with diverse partners (e.g., peers and adults) about kindergarten topics and

a. Participate in collaborative conversations with diverse partners (e.g., peers and adults) about grade 1 topics and texts in

a. Participate in collaborative conversations with diverse partners (e.g., peers and adults) about grade 2 topics and texts b. Describe and tell the


Preschool Kindergarten 1st Grade 2nd Gradeuse of many familiar items. (adapted from G.9.a.6)

texts in small and larger groups. (CCSS: SL.K.1)

small and larger groups. (CCSS: SL.1.1)

with peers and adults in small and larger groups. (CCSS: SL.2.1)

c. Make statements that are understood by most people; may mispronounce new, long, or unusual words. (adapted from G.9.b.6)

i. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics/texts under discussion). (CCSS: SL.K.1a)

i. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.1.1a)

i. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.2.1a)

d. Use complete, four- to six- word sentences. (adapted from G.9.c.6)

ii. Continue a conversation through multiple exchanges. (CCSS: SL.K.1b)

ii. Build on others’ ideas in conversations by responding to the comments of others through multiple exchanges. (CCSS: SL.1.1b)

ii. Build on others’ ideas in conversations by linking their comments to the remarks of others. (CCSS: SL.2.1b)

iii. Ask questions to clear up any confusion about the topics and texts under discussion. (CCSS: SL.1.1c)

iii. Ask for clarification and further explanation, as needed, about the topics and texts under discussion. (CCSS: SL.2.1c)

b. Confirm understanding of a text read aloud, information presented orally, or through other media, by asking and answering questions about key details and requesting clarification if something is not understood. (CCSS: SL.K.2)

b. Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. (CCSS: SL.1.2)

b. Ask and answer questions, recount, and describe key ideas or details from a text read aloud, information presented orally, or through other media. (CCSS: SL.2.2)



c. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS: SL.K.3)

c. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CCSS: SL.1.3)

c. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (CCSS: SL.2.3)

d. Listen with comprehension to follow two-step directions

d. Contribute knowledge to a small group or class discussion to develop a topic.

Use phonemic awareness knowledge to recognize language patterns and enjoy language play.

Hears, identifies and uses syllables and sounds in spoken words to make meaning.

Hears, identifies and uses syllables and sounds in spoken words to make meaning.

Notice and discriminate rhyme:

Phonological Awareness Phonological Awareness

a. Join in rhyming songs and games. (adapted from G.15.a.2)

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

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

b. Fill in missing rhyming word; generate rhyming words spontaneously. (adapted from G.15.a.4)

i. Recognize and produce rhyming words. (CCSS: RF.K.2a)

i. Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a)

c. Decide whether two words rhyme. (adapted from G.15.a.6)

ii. Count, pronounce, blend, and segment syllables in spoken

ii. Orally produce single-syllable words by blending sounds


Preschool Kindergarten 1st Grade 2nd Gradewords. (CCSS: RF.K.2b) (phonemes), including

consonant blends. (CCSS: RF.1.2b)

Notice and discriminate alliteration:

d. Sing songs and recite rhymes and refrains with repeating initial sounds. (adapted from G.15.b.2)

iii. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS: RF.K.2c)

iii. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)e. Show awareness that

some words begin the same way. (adapted from G.15.b.4)

f. Match beginning sounds of some words. (adapted from G.15.b.6)

iv. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d)

iv. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d)

Notice and discriminate smaller and smaller units of sound:

g. Hear and show awareness of separate words in sentences. (adapted from G.15.c.2)

h. Hear and show awareness of separate syllables in words. (adapted from G.15.c.4)

i. Demonstrate understanding of initial sounds in words. (such as mop begins with the /m/ sound)

Notice patterns and produce sounds:

j. Recognize patterns of sounds in songs, storytelling, and poetry.



Reading for all Purposes GLEs & EOsPreschool Kindergarten 1st Grade 2nd Grade

Comprehend and respond to books and other texts.

Use a range of strategies efficiently to construct meaning while reading literature.



a. Contribute particular language from the book at the appropriate time (Down by the bay, where the watermelon ________, back to my _______....). (adapted from G.18.a.2)

Key Ideas and Details Key Ideas and Details Key Ideas and Detailsa. With prompting and

support, ask and answer questions about key details in a text. (CCSS: RL.K.1)

a. Ask and answer questions about key details in a text. (CCSS: RL.1.1)

a. Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, and activating schema/background knowledge to construct meaning and draw inferences.

b. Identify story-related problems, events, and resolutions during conversations with an adult. (adapted from G.18.a.6)

b. With prompting and support, retell familiar stories, including key details. (CCSS: RL.K.2)

b. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2)

b. Ask and answer such questions as who, what, where, when, why, and how, to demonstrate understanding of key details in a text. (CCSS: RL.2.1)

c. Read by reciting language that closely matches the text on each page using reading-like intonation. (adapted from G.18.b.6) c. With prompting and

support, identify characters, settings, and major events in a story. (CCSS: RL.K.3)

c. Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3)

c. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)

d. Retell familiar stories using pictures or props as prompts. (adapted from G.18.c.4)

e. Retell a familiar story in proper sequence, including major events and characters. (adapted from G.18.c.6)

d. Make predictions about what will happen later in the text, and explain whether the predictions were confirmed or not and why.

d. Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)


Preschool Kindergarten 1st Grade 2nd Gradef. Make predictions based on illustrations or portions of story or text.

e. Express text connections to self; to other texts and to our world

g. Generate a picture or written response to a text read aloud that identifies who or what the text was about.

Craft and Structure Craft and Structure Craft and Structured. Ask and answer

questions about unknown words in a text. (CCSS: RL.K.4)

e. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4)

f. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4)

e. Recognize common types of texts (e.g., storybooks, poems). (CCSS: RL.K.5)

f. Explain major differences between books that tell stories and books that give information, drawing on a wide reading range of text types. (CCSS: RL.1.5)

g. Read high-frequency words with accuracy and speed.

f. With prompting and support, name the author and illustrator of a story, and define the role of each in telling the story. (CCSS: RL.K.6)

g. Identify who is telling the story at various points in a text. (CCSS: RL.1.6)

h. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (CCSS: RL.2.5)

h. Follow and replicate patterns in predictable poems.

i. Acknowledge differences in the points of view of characters (e.g., speaking in a different voice for each character when reading dialogue aloud). (CCSS: RL.2.6)

j. Identify how word choice (sensory details and


Preschool Kindergarten 1st Grade 2nd Gradefigurative language) enhances meaning in poetry.

Integration of Knowledge and Ideas



g. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (CCSS: RL.K.7)

i. Use illustrations and details in a story to describe its characters, setting, or events. (CCSS: RL.1.7)

k. Use information gained from the illustrations and words, in a print or digital text, to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7)

h. With prompting and support, compare and

contrast the adventures and experiences of characters in

familiar stories. (CCSS: RL.K.9)

k. Compare and contrast the adventures and

experiences of characters in stories. (CCSS: RL.1.9)

l. Compare and contrast two or more versions of the

same story by different authors or from different cultures (e.g., Little Red

Riding Hood and Lon Po Po). (CCSS: RL.2.9)

Range of Reading and Level of Text Complexity



i. Actively engage in group reading activities with

purpose and understanding. (CCSS: RL.K.10)

l. With prompting and support, read prose and

poetry of appropriate complexity for grade 1.

(CCSS: RL.1.10)

m. By the end of the year, read and comprehend

literature, including stories and poetry, in the grades 2–

3 text complexity band proficiently, with scaffolding as needed at the high end

of the range. (CCSS: RL.2.10)

Use a range of strategies efficiently to construct meaning while reading informational texts.



Key Ideas and Details Key Ideas and Details Key Ideas and Details


Preschool Kindergarten 1st Grade 2nd Gradea. With prompting

and support, ask and answer questions about key details in a text. (CCSS: RI.K.1)

a. Ask and answer questions about key details in a text. (CCSS: RI.1.1)

a. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1)

b. With prompting and support, identify the main topic and retell key details of a text. (CCSS: RI.K.2)

b. Identify the main topic and retell key details of a text. (CCSS: RI.1.2)

b. Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2)

c. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.K.3)

c. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.1.3)

c. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3)

d. Use schema and background knowledge to construct meaning.

d. Summarize the main idea using relevant and significant detail in a variety of texts read or read aloud.

Craft and Structure Craft and Structure Craft and Structured. With prompting

and support, ask and answer questions about unknown words in a text. (CCSS: RI.K.4)

e. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)

e. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.)


Preschool Kindergarten 1st Grade 2nd Gradee. Identify the front

cover, back cover, and title page of a book. (CCSS: RI.K.5)

f. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS: RI.1.5)

f. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5)

f. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CCSS: RI.K.6)

g. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6)

g. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6)

h. Read text to perform a specific task. (such as: follow a recipe, play a game)




g. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (CCSS: RI.K.7)

h. Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7)

i. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7)

h. With prompting and support, identify the reasons an author gives to support points in a text. (CCSS: RI.K.8)

i. Identify the reasons an author gives to support points in a text. (CCSS: RI.1.8)

j. Describe how reasons support specific points the author makes in a text. (CCSS: RI.2.8)


Preschool Kindergarten 1st Grade 2nd Gradei. With prompting

and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.K.9)

j. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.1.9)

k. Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9)




j. Actively engage in group reading activities with purpose and understanding. (CCSS: RI.K.10)

k. With prompting and support, read informational texts appropriately complex for grade 1. (CCSS: RI.1.10)

l. Adjust reading rate according to type of text and purpose for reading

m. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding, as needed, at the high end of the range. (CCSS: RI.2.10)

Use concepts of print to gain meaning while reading.

Use concepts of print and the understanding of spoken words to apply grade-level phonics and word analysis skills to decode words.

Use concepts of print and the understanding of spoken words to apply grade-level phonics and word analysis skills to decode words.

Know and apply grade-level phonics and word analysis skills to decode words.

a. Orient book correctly; turns pages from the front of the book to the back; recognizes familiar books by Print Concepts Print Concepts



their covers. (adapted from G.17.a.4)

a. Demonstrate understanding of the organization and basic features of print. (CCSS: RF.K.1)

a. Demonstrate understanding of the organization and basic features of print. (CCSS: RF.1.1)

b. Identify some features of a book (title, author, illustrator); connects specific books to authors. (adapted from G.17.a.6) b. Follow words from left

to right, top to bottom, and page by page. (CCSS: RF.K.1a)

i. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (CCSS: RF.1.1a)

c. Indicates where to start reading and the directions to follow moving top to bottom, left to right. (adapted from G.17.b.4)

c. Recognize that spoken words are represented in written language by specific sequences of letters. (CCSS: RF.K.1b)d. Identify various features

of print: letters, words, spaces, upper-and lowercase letters, some punctuation. (adapted from G.17.b.6)

ii. Create new words by combining base words with affixes to connect known words to new words.

e. Recognize that printed material conveys meaning and connects to the reader’s world.

d. Understand that words are separated by spaces in print. (CCSS: RF.K.1c)

iii. Identify and understand compound words.

f. Recognize print in the environment.

e. Recognize and name all upper- and lowercase letters of the alphabet. (CCSS: RF.K.1d)

Phonological Awareness Phonological Awarenessf. Demonstrate

understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2)

b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2)

g. Recognize and produce rhyming words. (CCSS: RF.K.2a)

c. Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a)


Preschool Kindergarten 1st Grade 2nd Gradeh. Count,

pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b)

d. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b)

i. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS: RF.K.2c)

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

j. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d)

f. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d)

k. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (CCSS: RF.K.2e)

l. Identify phonemes for letters.

Phonics and Word Recognition:

Phonics and Word Recognition

Phonics and Word Recognition


Preschool Kindergarten 1st Grade 2nd Gradem. Know and apply grade-

level phonics and word analysis skills in decoding words. (CCSS: RF.K3)

g. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.1.3)

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

n. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a)

i. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a)

i.

Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a)

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

ii. Decode regularly spelled one-syllable words. (CCSS: RF.1.3b)

ii. Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b)

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

iii. Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c)

iii. Read multisyllabic words accurately and fluently.

q. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS: RF.K.3d)

iv. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d)

iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c)


Preschool Kindergarten 1st Grade 2nd Gradev. Decode two-

syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e)

v. Decode words with common prefixes and suffixes. (CCSS: RF.2.3d)

vi. Read words with inflectional endings. (CCSS: RF.1.3f)

vi. Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e)

vii. Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.1.3g)

vii. Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.2.3f)

viii. Use onsets and rimes to create new words. (-ip to make dip, lip, slip, ship)

ix. Accurately decode unknown words that follow a predictable letter/sound relationship.

Read fluently with varied expression and sufficiet accuracy to support comprehension



Fluency Fluency Fluency


Preschool Kindergarten 1st Grade 2nd Gradea. Read emergent-reader

texts with purpose and understanding. (CCSS: RF.K.4)

a. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.1.4)


i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)


ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)

ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)


Demonstrate knowledge of the alphabet.

Uses a range of strategies to determine and use new words and phrases acquired through conversations, reading or being read to, and responding to texts.



a. Recognize as many as 10 letters (adapted from G.16.a.6)

b. Produce the correct sounds for 10-20 letters. (adapted from G.16.b.4)

Vocabulary Acquisition and Use



c. Show understanding that a sequence of letters represents a sequence of spoken sounds. (adapted from G.12.b.6)

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

a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an

a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an


Preschool Kindergarten 1st Grade 2nd Gradearray of strategies. (CCSS: L.1.4)

array of strategies. (CCSS: L.2.4)

d. Recognize own name in print.

e. Show awareness that some words begin with the same letter.

i. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb, to duck). (CCSS: L.K.4a)

i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a)

i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a)

f. Begin to name familiar objects, colors, letters, and numbers rapidly and in random order.

ii. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. (CCSS: L.K.4b)

ii. Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b)

ii. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (CCSS: L.2.4b)

iii. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (CCSS: L.1.4c)

iii. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (CCSS: L.2.4c)

iv. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d)


Preschool Kindergarten 1st Grade 2nd Grade v. Use

glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)

b. With guidance and support from adults, explore word relationships and nuances in word meanings. (CCSS: L.K.5)

b. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.1.5)

b. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.2.5)

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

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

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

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

ii. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b)

ii. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (CCSS: L.2.5b)


Preschool Kindergarten 1st Grade 2nd Gradeiii. Identify real-

life connections between words and their use (e.g., note places at school that are colorful). (CCSS: L.K.5c)

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

iv. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CCSS: L.K.5d)

iv. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)

v. Relate new vocabulary to prior knowledge.

c. Use words and phrases acquired through conversations, reading and read aloud, and responding to texts. (CCSS: L.K.6)

c. Use words and phrases acquired through conversations, reading and read aloud, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (CCSS: L.1.6)

c. Use words and phrases acquired through conversations, reading and read aloud, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (CCSS: L.2.6)

Writing and Composition GLEs & EOsPreschool Kindergarten 1st Grade 2nd Grade

Use emergent writing Plan, organize, write, Plan, organize, write, Plan, organize, write,


Preschool Kindergarten 1st Grade 2nd Gradeskills. and publish narratives. and publish narratives

for intended audiences and purposes.

and publish narratives and poems for intended audiences and purposes.

Text Types and Purposes Text Types and Purposes Text Types and Purposesa. Draw or construct, and then identifies what it is. (adapted from G.12.a.4)

a. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS: W.K.3)

a. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3)

a. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (CCSS: W.2.3)

b. Plan and then use drawings, constructions, movements, and dramatizations to represent ideas. (adapted from G.12.a.6)

c. Write using controlled linear scribbles, letter like forms, and/or letter strings to represent words or ideas. (adapted from G.19.a.2-4 & G.19.b.2-4)

i. Organize ideas using pictures, graphic organizers, or story maps.

ii. Use knowledge of structure and crafts of various forms of writing gained through reading and listening to mentor texts.

d. Write using early invented or approximated spelling. (G.19.b.5)

e. Write partially accurate or accurate name. (adapted from G.19.a.5-6)

iii. Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing).

f. Begin to separate groups of letters with spaces.

b. Write simple, descriptive poems.

Production and Distribution of Writing




Preschool Kindergarten 1st Grade 2nd Gradeb. With guidance and

support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5)

b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense, as needed. (CCSS: W.1.5)

i. Use pictures, words, and graphic organizers to plan writing

c. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.K.6)

c. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.1.6)

c. With guidance and support from adults and peers, focus on a topic and strengthen writing, as needed, by revising and editing. (CCSS: W.2.5)

d. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.2.6)

Plan, organize, write, and publish informative/explanatory and opinion pieces.

Plan, organize, write, and publish informative/explanatory and opinion pieces.

Plan, organize, write, and publish informative/explanatory and opinion pieces for a variety of audiences and purposes.

Text Types and Purposes Text Types and Purposes Text Types and Purposes


Preschool Kindergarten 1st Grade 2nd Gradea. Use a

combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about, and state an opinion or preference about the topic or book (e.g., My favorite book is...). (CCSS: W.K.1)

a. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS: W.1.1)

a. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (CCSS: W.2.1)

b. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply information about the topic. (CCSS: W.K.2)

b. Write informative/explanatory texts in which they name a topic, supply facts about the topic, and provide some sense of closure. (CCSS: W.1.2)

b. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (CCSS: W.2.2)

i. Organize informational texts using main ideas and specific supporting details.

ii. Organize ideas using a variety of pictures, graphic organizers or bulleted lists.

iii. Use relevant details when responding in writing to questions about texts.


Preschool Kindergarten 1st Grade 2nd Gradeiv. State a focus

when responding to a given question, and use details from text to support a given focus.

v. Apply appropriate transition words to writing.




c. With guidance and support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5)

c. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense, as needed. (CCSS: W.1.5)

c. With guidance and support from adults and peers, focus on a topic and strengthen writing, as needed, by rereading, revising, and editing to ensure writing makes sense. (CCSS: W.2.5)

i. Use pictures, words, and graphic organizers to plan writing

i. Self-monitors own writing by rereading for focus on topic , clarity and organization

d. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.K.6)




Preschool Kindergarten 1st Grade 2nd GradeApply conventions of

standard English grammar and usage, capitalization, punctuation, and spelling consistently.

Apply conventions of standard English grammar and usage, capitalization, punctuation, and spelling consistently.


Conventions of Standard English

Convention of Standard English

Conventions of Standard English

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.K.1)

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.1.1)


i. Print many upper- and lowercase letters. (CCSS: L.K.1a)

i. Print all upper-and lowercase letters fluently. (CCSS: L.1.1a)

i. Use collective nouns (e.g., group). (CCSS: L.2.1a)

ii. Use frequently occurring nouns and verbs. (CCSS: L.K.1b)

ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b)

ii. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (CCSS: L.2.1b)

iii. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (CCSS: L.K.1c)

iii. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CCSS: L.1.1c)

iii. Use reflexive pronouns (e.g., myself, ourselves). (CCSS: L.2.1c)

iv. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (CCSS: L.K.1d)

iv. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d)

iv. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (CCSS: L.2.1d)


Preschool Kindergarten 1st Grade 2nd Gradev. Use the most

frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (CCSS: L.K.1e)

v. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e)

v. Use adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.2.1e)

vi. Produce and expand complete sentences in shared language activities. (CCSS: L.K.1f)

vi. Use frequently occurring adjectives. (CCSS: L.1.1f)

vi. Apply accurate subject-verb agreement while writing.

vii. Use proper spacing between words.

vii. Use frequently occurring conjunctions (e.g., and, but, or, so, because). (CCSS: L.1.1g)

vii. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (CCSS: L.2.1f)

viii. Write left to right and top to bottom.

viii. Use determiners (e.g., articles, demonstratives). (CCSS: L.1.1h)

viii. Vary sentence beginnings.

ix. Use appropriate pencil grip.

ix. Use frequently occurring prepositions (e.g., during, beyond, toward). (CCSS: L.1.1i)


Preschool Kindergarten 1st Grade 2nd Gradex. Produce and

expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.K.2)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2)


i. Capitalize the first word in a sentence and the pronoun I. (CCSS: L.K.2a)

i. Write complete sentences.

i. Capitalize holidays, product names, and geographic names. (CCSS: L.2.2a)

ii. Recognize and name end punctuation. (CCSS: L.K.2b)

ii. Capitalize dates and names of people. (CCSS: L.1.2a)

ii. Use commas in greetings and closings of letters. (CCSS: L.2.2b)

iii. Write a letter, or letters, for most consonant and short-vowel sounds (phonemes). (CCSS: L.K.2c)

iii. Use end punctuation for sentences. (CCSS: L.1.2b)

iii. Use an apostrophe to form contractions and frequently occurring possessives. (CCSS: L.2.2c)

iv. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CCSS: L.K.2d)

iv. Use commas in dates and to separate single words in a series. (CCSS: L.1.2c)

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


Preschool Kindergarten 1st Grade 2nd Gradev. Use

conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d)

v. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e)

vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

vi. Spell high frequency words correctly.

Research & Reasoning GLEs & EOsPreschool Kindergarten 1st Grade 2nd Grade

Share new learning gained from reading and interacting with others.

Participate in shared research projects by recalling information from experiences and gathering information from sources to answer questions.



a. Tell stories about other times and places that have a logical order and that include major details. (adapted from G.9.d.6) Research to Build and

Present KnowledgeResearch to Build and Present Knowledge

Research to Build and Present Knowledge

b. Tell about experiences in order, provide details, and evaluate the experience. (adapted from G.12.a.6)

a. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CCSS: W.K.7)

a. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (CCSS: W.1.7)

a. Participate and collaborate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (CCSS: W.2.7)

c. Remember the sequence of personal routines and experiences. (adapted from G.12.b.4)


Preschool Kindergarten 1st Grade 2nd Graded. Draw on everyday

experiences and apply this knowledge to a similar situation. (adapted from G.12.b.6)

i. Identify a clear purpose for research or inquiry. (e.g., If the class is learning about trees, is my need to know about pets related?)

i. Identify a clear and significant purpose for research. (e.g., Is my purpose for researching frogs clear, and is it important to understanding more about mammals?)

i. Ask primary questions of depth and breadth.

e. Ask and answers questions about the text; refer to pictures. (adapted from G.18.a.4) ii. Identify a

significant question to answer, problem to solve, or issue to resolve.

ii. Acknowledge the need to treat all viewpoints fair-mindedly.h. Pretend to read, using

some of the language from the text; describe action across pages, using pictures to order the events. (adapted from G.18.b.4)

iii. Gather relevant information and check various information sources for accuracy. (e.g., In a class discussion focused on butterflies, students ask questions related to a butterfly and its life cycle.)

iii. Identify a variety of resources and the information they might contain (dictionary, trade book, library databases, and Internet web pages).

i. Use and interpret illustrations to gain meaning

j. Generate questions and investigate answers about topics of interest.




b. With guidance and support from adults, recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.K.8)

b. With guidance and support from adults, recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.1.8)

b. Recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.2.8)

i. Write/dictate questions that arise during instruction.

i. Evaluate information for clarity and accuracy.

i. Identify a specific question and gather information for purposeful investigation and inquiry.


Preschool Kindergarten 1st Grade 2nd Gradeii. Use a variety

of resources (such as direct observation, trade books, and texts read aloud or viewed) to answer questions of interest through guided inquiry.

ii. Write questions for inquiry that arise during instruction.

ii. Use a variety of multimedia sources to answer questions of interest.

iii. Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking.

iii. With peers, use a variety of resources (direct observation, trade books, and texts read aloud or viewed) to answer questions of interest through guided inquiry.

iv. State, elaborate, and exemplify the concept of fair-mindedness.

iv. Use text features (titles, illustrations, headings, bold type) to locate, interpret, and use information.


3rd Grade 4th Grade 5th Grade

Elementary Intermediate Vertical ArticulationSpeaking and Listening GLEs & EOs

3rd Grade 4th Grade 5th GradeCommunicate effectively while

reporting on a topic, telling a story, or recounting an experience.

Communicate effectively while reporting on a topic, telling a story, or recounting an experience.

Communicate effectively while expressing an opinion, sharing information, describing a process, or persuading an audience.




a. Report on a topic or text, tell a story, or recount an experience, with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (CCSS: SL.3.4)

a. Report on a topic or text, tell a story, or recount an experience, in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS: SL.4.4)

a. Describe a process and persuade an audience

b. Distinguish different levels of formality

b. Add audio recordings and visual displays to presentations, when appropriate, to enhance the development of main ideas or themes. (CCSS: SL.4.5)

i. Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or theme; speak clearly at an understandable pace. (CCSS: SL.5.4)


3rd Grade 4th Grade 5th Gradec. Speak clearly, using appropriate

volume and pitch, for the purpose and audience

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English, when appropriate, to tasks and situations. (CCSS: SL.4.6)

b. Include multimedia components (e.g., graphics, sound) and visual displays in presentations, when appropriate, to enhance the development of main ideas or themes. (CCSS: SL.5.5)

d. Select and organize ideas sequentially, or around major points of information, that relate to the formality of the audience

d. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3)

c. Adapt speech to a variety of contexts and tasks, using formal English, when appropriate, to tasks and situations. (CCSS: SL.5.6)

e. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays, when appropriate, to emphasize or enhance certain facts or details. (CCSS: SL.3.5)

i. words and phrases to convey ideas precisely. (CCSS: L.4.3a)

d. Use knowledge of language and its conventions when writing, speaking, reading, or listening (CCSS.L.5.3)

f. Speak in complete sentences, when appropriate, to tasks and situations, in order to provide requested detail or clarification. (CCSS: SL.3.6)

ii. Choose punctuation for effect. (CCSS: L.4.3b)

i. Expand, combine, and reduce sentences for meaning, reader and listener interest, and style. (CCSS.L.5.3a)

g. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3)

iii. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c)

ii. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. (CCSS.L.5.3b

i. Choose words and phrases for effect. (CCSS: L.3.3a)

ii. Recognize and observe differences between the conventions of spoken and written Standard English. (CCSS: L.3.3b)

e. Adapt language as appropriate to purpose: persuasive, explanatory, informational, or opinion.

iii. Use grammatically correct language for the audience and specific vocabulary to communicate


3rd Grade 4th Grade 5th Gradeideas and supporting details.

Prepare for and engages effectively in collaborative discussions.

Listen to other’s ideas, forms own opinions, and engages effectively in collaborative discussions.

Listen to other’s ideas, forms own opinions, and engages effectively in collaborative discussions.

Comprehension and Collaboration Comprehension and Collaboration Comprehension and Collaboration

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing own ideas clearly. (CCSS: SL 3.1)

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly. (CCSS: SL.4.1)

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing own ideas clearly. (CCSS: SL.5.1)

i. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.3.1a)



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

ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b)

ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.5.1b)

iii. Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. (CCSS: SL.3.1c)

iii. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (CCSS: SL.4.1c)

iii. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (CCSS: SL.5.1c)

iv. Explain own ideas and understanding in light of the discussion. (CCSS: SL.3.1d)

iv. Review the key ideas expressed and explain own ideas and understanding in light of the discussion.

iv. Review the key ideas expressed and draw conclusions through information and knowledge


3rd Grade 4th Grade 5th Grade(CCSS: SL.4.1d) gained from the discussions. (CCSS:

SL.5.1d)v. Use eye contact, volume,

and tone appropriate to audience and purpose

vi. Use different types of complete sentences to share information, give directions, or request information

b. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL 3.2)

b. Paraphrase portions of a test read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)

b. Model a variety of active listening strategies (e.g., eye contact, note-taking, questioning, formulating clarifying questions)

i. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.5.2)

c. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CCSS: SL 3.3)

c. Identify the reasons and evidence a speaker provides to support particular points. (CCSS: SL.4.3)

c. Summarize the points a speaker makes, and explain how each claim is supported by reasons and evidence. (CCSS: SL.5.3)

Reading for all Purposes GLEs & EOs3rd Grade 4th Grade 5th Grade




Key Ideas and Details Key Ideas and Details Key Ideas and Detailsa. Ask and answer questions to

demonstrate understanding of a text, referring explicitly to the text as the

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

a. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences


3rd Grade 4th Grade 5th Gradebasis for the answers. (CCSS: RL.3.1) inferences from the text. (CCSS: RL.4.1) from the text. (CCSS: RL.5.1)

b. Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting).

b. Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot. (CCSS: RL.4.2)

b. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (CCSS: RL.5.2)

c. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (CCSS: RL.3.2)

c. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.3)

c. Compare and contrast two or more characters’ points of view, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (CCSS: RL.5.3)

d. Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays.

d. Summarize text by identifying and sequencing important ideas, and by providing supporting details, while maintaining sequence.

d. Uses a range of strategies efficiently when constructing meaning from text, such as predicting, visualizing, summarizing, making connections, identifying important information and making inferences.

e. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)

e. Describe, in depth, a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (CCSS: RL.4.4)

f. Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved).

Craft and Structure Craft and Structure Craft and Structure

f. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)

e. Determine the meaning of words and phrases as they are used in a text, including figurative language (metaphors and similes). (CCSS: RL.5.4)

f. Use the relationship between particular words (e.g., synonyms,


3rd Grade 4th Grade 5th Gradeantonyms, and homographs) to better understand each of the words. (CCSS: L.5.5c)

g. Use signal words (such as: before, after, next) and text structure (narrative, chronology) to determine the sequence of major events

g. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (CCSS: RL.4.4)

g. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (CCSS: RL.5.5)

h. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (CCSS: RL.3.5)

h. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, and meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, and stage directions) when writing or speaking about a text. (CCSS: RL.4.5)

h. Describe how a narrator or speaker’s point of view influences how events are described. (CCSS: RL.5.6)

i. Distinguish own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6)

i. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (CCSS: RL.4.6)

i. Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems. (CCSS: L.5.3b)

j. Locate information to support opinions, predictions, inferences, and identification of the author’s message or theme.




j. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)

j. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (CCSS: RL.4.7)

k. Summarize central ideas and important details from literary text

k. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in

k. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation


3rd Grade 4th Grade 5th Gradestories, myths, and traditional literature from different cultures. (CCSS: RL.4.9)

of fiction, folktale, myth, poem). (CCSS: RL.5.7)

l. Compare and contrast the themes, settings, and plots of stories, written by the same author, about the same or similar characters (e.g., in books from a series). (CCSS: RL.3.9)

l. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9)

m. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, metaphors) to understand and respond to text.

Range of Reading and Complexity of Text



m. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band, independently and proficiently. (CCSS: RL.3.10)

l. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the grades 4–5 text complexity band, proficiently and independently, with scaffolding, as needed, at the high end of the range. (CCSS: RL.4.10)

n. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band, independently and proficiently. (CCSS: RL.5.10)



Use a range of strategies efficiently to understand and compare concepts from informational texts.

Key Ideas and Details Key Ideas and Details Key Ideas and Detailsa. Ask and answer questions

to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1)

a. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1)

a. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1)

b. Determine the main idea of a text; recount the key details and

b. Determine the main idea of a text and explain how it is supported

b. Determine two or more main ideas of a text and explain how


3rd Grade 4th Grade 5th Gradeexplain how they support the main idea. (CCSS: RI.3.2)

by key details; summarize the text. (CCSS: RI.4.2)

they are supported by key details; summarize the text. (CCSS: RI.5.2)

c. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (CCSS: RI.3.3)

c. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (CCSS: RI.4.3)

c. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (CCSS: RI.5.3)

d. Distinguish between fact and opinion and provide support for judgments made.

Craft and Structure Craft and Structure Craft and Structure

d. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CCSS: RI.3.4)

d. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)

e. Use text features and search tools (e.g., key words, sidebars, and hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)

e. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (CCSS: RI.4.5)

e. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (CCSS: RI.5.4)

f. Distinguish own point of view from that of the author of a text. (CCSS: RI.3.6)

f. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (CCSS: RI.4.6)

f. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (CCSS: RI.5.5)

g. Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships

g. Identify common organizational structures (e.g., paragraphs, topic sentences, and concluding sentences), and explain how they aid comprehension.

g. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS: RI.5.6)

h. Skim materials to develop h. Use informational text 4/9/12 BVSD Curriculum Essentials 51

3rd Grade 4th Grade 5th Gradea general overview of content features (such as bold type, headings,

graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks

i. Scan to locate specific information or to perform a specific task (finding a phone number, locating a definition in a glossary, identifying a specific phrase in a passage).

j. Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information.




h. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (CCSS: RI.3.7)

k. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (CCSS: RI.4.7)

i. 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. (CCSS: RI.5.7)

i. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8)

l. Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8)

j. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (CCSS: RI.5.8)

j. Compare and contrast the most important points and key details presented in two texts on the same topic. (CCSS: RI.3.9)

m. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)

k. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.5.9)


3rd Grade 4th Grade 5th GradeRange of Reading and Complexity of Text t



k. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. (CCSS: RI.3.10)

n. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding, as needed, at the high end of the range. (CCSS: RI.4.10)

l. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. (CCSS: RI.5.10)

Know and apply grade-level phonics and word analysis skills to decode words.

Use a range of decoding and vocabulary learning strategies to acquire and use grade-appropriate words and phrases.

Use a range of decoding and vocabulary learning strategies to acquire and use grade-appropriate words and phrases.

Phonics and Word Recognition Phonics and Word Recognition Phonics and Word Recognition



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

i. Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a)

i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a)

i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.5.3a)

ii. Decode words with common Latin suffixes. (CCSS: RF.3.3b)

iii. Decode multisyllabic words. (CCSS: RF.3.3c)

iv. Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d)

Vocabulary Acquisition and Use Vocabulary Acquisition and Use

b. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L.4.4)

b. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (CCSS: L.5.4)


3rd Grade 4th Grade 5th Gradei. Use context (e.g.,

definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a)

i. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (CCSS: RF.5.4a)

ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (CCSS: L.4.4b)

ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (CCSS: RF.5.4b)

iii. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness)

iii. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: RF.5.3c)

iv. Read and understand words that change spelling to show past tense: write/wrote, catch/caught, teach/taught.

iv. Read and identify the meaning of words with sophisticated prefixes and suffixes.

v. Read multisyllabic words with and without inflectional and derivational suffixes.

v. Apply knowledge of derivational suffixes that change the part of speech of the base word (such as active, activity).

vi. Infer meaning of words using explanations offered within a text.

vi. Infer meaning of words using structural analysis, context, and knowledge of multiple meanings.

vii. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key

vii. Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change.


3rd Grade 4th Grade 5th Gradewords and phrases. (CCSS: L.4.4c)

c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5)

c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.5.5)

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

i. Interpret figurative language, including similes and metaphors, in context. (CCSS: L.5.5a)

ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b)

ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.5.5b)

iii. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)

iii. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (CCSS: L.5.5c)

d. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6)

d. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (CCSS: L.5.6)


3rd Grade 4th Grade 5th GradeRead fluently with varied expression and sufficiet accuracy to support comprehension



Fluency Fluency Fluency




i. Read grade-level text with purpose and understanding. (CCSS.3.4a)



ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b)

ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.4.4b)

ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)



iv. Read grade level tests accurately and fluently, attending to phrasing, intonation and punctuation

v. Adjust reading rate according to type of text and purpose for reading

Uses a range of vocabulary learning strategies to acquire and use grade-appropriate words and phrases.Vocabulary Acquisition and Use

a. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (CCSS: L.3.4)


3rd Grade 4th Grade 5th Gradei. Use sentence-level

context as a clue to the meaning of a word or phrase. (CCSS: L.3.4a)

ii. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CCSS: L.3.4b)

iii. Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning.

iv. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CCSS: L.3.4c)

v. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS: L.3.4d)

b. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5)

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

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


3rd Grade 4th Grade 5th Gradeiii. Distinguish shades of

meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)

c. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (CCSS: L.3.6)

Writing and Composition GLEs & EOs3rd Grade 4th Grade 5th Grade

Use the recursive writing process to create narratives and poems for intended audiences and purposes.




a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.3.3)

a. Plan and write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3)

a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.5.3)

i. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.3.3a)

i. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a)

i. Create personal and fictional narratives with a strong personal voice.

ii. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of

ii. Choose planning strategies to support text structure and intended outcome.

ii. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds


3rd Grade 4th Grade 5th Gradecharacters to situations. (CCSS: W.3.3b) naturally. (CCSS: W.5.3a)

iii. Use temporal words and phrases to signal event order. (CCSS: W.3c)

iii. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b)

iii. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (CCSS: W.5.3b)

iv. Provide a sense of closure. (CCSS: W.3.3d)

iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)

iv. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (CCSS: W.5.3c)

b. Write descriptive poems using figurative language

v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)

v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.5.3d)

vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)

vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.5.3e)

vii. Write poems that express ideas or feelings using imagery, figurative language, and sensory details.

viii. Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose.

b. Write poems using poetic techniques (imagery, alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length).




c. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS:

b. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)

c. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4)


3rd Grade 4th Grade 5th GradeW.3.4)

d. With guidance and support from peers and adults, develop and strengthen writing, as needed, by planning, revising, and editing. (CCSS: W.3.5)

c. With guidance and support from peers and adults, develop and strengthen writing, as needed, by planning, revising, and editing. (CCSS: W.4.5)

d. With guidance and support from peers and adults, develop and strengthen writing, as needed, by planning, revising, editing, rewriting, or trying a new approach. (CCSS: W.5.5)

e. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others. (CCSS: W.3.6)

d. 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 one page in a single sitting. (CCSS: W.4.6)

i. Expand, combine, or reduce writing for meaning, audience interest, and style.

e. 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. (CCSS: W.5.6)

Range of Writing Range of Writing Range of Writingf. Write routinely over extended

time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS: W.3.10)

e. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS: W.4.10)

f. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS: W.5.10)

Use the recursive writing process to create informative/explanatory and opinion pieces for a variety of audiences and purposes.




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

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

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

i. Introduce a topic and group related information together; include illustrations when useful to

i. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which

i. Introduce a topic or text clearly, state an opinion, and create an organizational structure in


3rd Grade 4th Grade 5th Gradeaiding comprehension. (CCSS: W.3.2a) related ideas are grouped to support

the writer’s purpose. (CCSS: W.4.1a)which ideas are logically grouped to support the writer’s purpose. (CCSS: W.5.1a)

ii. State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images)

ii. Provide reasons that are supported by facts and details. (CCSS: W.4.1b)

ii. Provide logically ordered reasons that are supported by facts and details. (CCSS: W.5.1b)

iii. Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts

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

iii. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (CCSS: W.5.1c)

iv. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)

iv. Provide a concluding statement or section related to the opinion presented. (CCSS: W.4.1d)

iv. Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)

v. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)

b. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2)

b. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.5.2)

vi. Provide a concluding statement or section. (CCSS: W.3.2d)

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

i. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.5.2a)

b. Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1)

ii. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast).

ii. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.5.2b)

i. Introduce the topic or iii. Choose planning iii. Link ideas within 4/9/12 BVSD Curriculum Essentials 61

3rd Grade 4th Grade 5th Gradetext they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS: W.3.1a)

strategies to support text structure and intended outcome.

and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (CCSS: W.5.2c)

ii. Provide reasons that support the opinion. (CCSS: W.3.1b)

iv. Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose

iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.5.2d)

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

v. Organize relevant ideas and details to convey a central idea or prove a point.

v. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.5.2e)

iv. Provide a concluding statement or section. (CCSS: W.3.1d)

vi. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b)

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

viii. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d)

ix. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e)




c. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS: W.3.4)



d. With guidance and support from peers and adults, develop and




3rd Grade 4th Grade 5th Gradestrengthen writing, as needed, by planning, rereading, revising, and editing. (CCSS: W.3.5)

strengthen writing, as needed, by planning, rereading, revising, and editing to ensure writing makes sense. (CCSS: W.4.5)

strengthen writing, as needed, by planning, revising, editing, rewriting, or trying a new approach. (CCSS: W.5.5)

i. Expand, combine, or reduce writing for meaning, reader/listener interest, and style.

e. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others. (CCSS: W.3.6)

e. 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 one page in a single sitting. (CCSS: W.4.6)

e. 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. (CCSS: W.5.6)

Range of Writing Range of Writing Range of Writing







Conventions of Standard English Conventions of Standard English Conventions of Standard English




i. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general, and their functions

i. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

i. Explain the function of conjunctions, prepositions, and interjections in general, and their


3rd Grade 4th Grade 5th Gradein particular sentences. (CCSS: L.3.1a) (CCSS: L.4.1a) function in particular sentences. (CCSS:

L.5.1a)

ii. Form and use regular and irregular plural nouns. (CCSS: L.3.1b)

ii. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b)

ii. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (CCSS: L.5.1b)

iii. Use abstract nouns (e.g., childhood). (CCSS: L.3.1c)

iii. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (CCSS: L.4.1c)

iii. Use verb tense to convey various times, sequences, states, and conditions. (CCSS: L.5.1c)

iv. Form and use regular and irregular verbs. (CCSS: L.3.1d)

iv. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS: L.4.1d)

iv. Recognize and correct inappropriate shifts in verb tense. (CCSS: L.5.1d)

v. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (CCSS: L.3.1e)

v. Form and use prepositional phrases. (CCSS: L.4.1e)

v. Use correlative conjunctions (e.g., either/or, neither/nor). (CCSS: L.5.1e)

vi. Ensure subject-verb and pronoun-antecedent agreement. (CCSS: L.3.1f)

vi. Use compound subjects (Tom and Pat went to the store) and compound verbs (Harry thought and worried about the things he said to Jane) to enhance sentence fluency in writing.


vii. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.3.1g)

vii. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (CCSS: L.4.1f)

i. Use punctuation to separate items in a series. (CCSS: L.5.2a)

viii. Use coordinating and subordinating conjunctions. (CCSS: L.3.1h)

viii. Correctly use frequently confused words (e.g., to, too, two; there, their). (CCSS: L.4.1g)

ii. Use a comma to separate an introductory element from the rest of the sentence. (CCSS: L.5.2b)

ix. Produce simple, compound, and complex sentences. (CCSS: L.3.1i)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling

iii. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question


3rd Grade 4th Grade 5th Gradewhen writing. (CCSS: L.4.2) from the rest of the sentence (e.g., It’s

true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). (CCSS: L.5.2c)


i. Use correct capitalization. (CCSS: L.4.2a)

iv. Use underlining, quotation marks, or italics to indicate titles of works. (CCSS: L.5.2d)

i. Capitalize appropriate words in titles. (CCSS: L.3.2a)

ii. Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS: L.4.2b)

v. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.5.2e)

ii. Use commas in addresses. (CCSS: L.3.2b)

iii. Use a comma before a coordinating conjunction in a compound sentence. (CCSS: L.4.2c)

iii. Use commas and quotation marks in dialogue. (CCSS: L.3.2c)

iv. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)

iv. Form and use possessives. (CCSS: L.3.2d)

v. Use conventional spelling for high frequency and other studied words, and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (CCSS: L.3.2e)

vi. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) in writing words. (CCSS: L.3.2f)

vii. Consult reference materials, including beginning


3rd Grade 4th Grade 5th Gradedictionaries, as needed to check and correct spellings. (CCSS: L.3.2g)

Research and Reasoning GLEs & EOs3rd Grade 4th Grade 5th Grade

Conduct and share research by taking notes and sorting evidence into categories.

Conduct and present relevant research by taking notes and categorizing information on different aspects of a topic.

Conduct and present relevant research that summarizes or paraphrases different aspects of a topic.




a. Conduct short research projects that build knowledge about a topic. (CCSS: W.3.7)

a. Conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS: W.4.7)

a. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (CCSS: W.5.7)

b. Recall information from experiences, or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS: W.3.8)

b. 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. (CCSS: W.4.8)

b. Recall relevant information from experiences, or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (CCSS: W.5.8)

c. Organize and present research

i. Identify a topic and formulate open-ended research questions for further inquiry and learning.

c. Organize and present research.

i. Interpret and communicate information learned by developing a brief summary with supporting details

ii. Present a brief report of research findings to an audience.

i. Summarize and support key ideas.

ii. Develop supporting visual information (charts, maps, illustrations, and models)

iii. Identify relevant sources for locating information

ii. Demonstrate comprehension of information with supporting logical and valid inferences.


3rd Grade 4th Grade 5th Gradeiii. Present a brief report

of research findings to an audienceiv. Locate information using

text features, (appendices, indices, glossaries, and table of content).

iii. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.

d. Recognize that different sources on the same topic will be written from different points of view

v. Gather information using a variety of resources (reference materials, trade books, online resources, library databases, print and media resources).

iv. Develop relevant supporting visual information (charts, maps, graphs, photo evidence, and models)

e. Assess points of view using fairness, relevance, and breadth

vi. Read for key ideas, take notes, and organize. information read (using graphic organizer).

v. Provide documentation of sources used in a grade-appropriate format.

f. Determine the clarity, relevance, and accuracy of information

vii. Interpret and communicate the information learned by developing a brief summary with supporting details.

g. Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations

viii. Develop relevant supporting visual information (charts, maps, diagrams, photo evidence, and models).

h. Assess inferences for accuracy and fairness

i. Recognize what one knows and doesn’t know (intellectual humility)

Use evidence from research and logical reasoning to support own analysis and reflection.

Use evidence from research and logical reasoning to support own analysis and reflection.



a. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)

a. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.5.9)


3rd Grade 4th Grade 5th Gradei. Apply grade 4 Reading

standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). (CCSS: W.4.9.a)

i. Identify irrelevant ideas and use concepts and ideas in ways relevant to purpose.

ii. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). (CCSS: W.4.9.b)

ii. Analyze concepts and draw distinctions between related, but different, concepts.

b. Consider negative, as well as positive implications, of own thinking or behavior, or others’ thinking or behavior.

iii. Demonstrate use of language that is careful and precise while holding others to the same standards.

c. State, elaborate, and give an example of a concept (for example, state, elaborate, and give an example of friendship or conflict)

iv. Distinguish clearly and precisely the difference between an implication and consequence.

d. Identify key concepts and ideas. v. Distinguish probable from improbable implications and consequences.

e. Ask primary questions of clarity, significance, relevance, accuracy, depth, and breadth.

vi. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). (CCSS: W.5.9b)


3rd Grade 4th Grade 5th Gradevii. Apply grade 5 Reading

standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). (CCSS: W.5.9a)

b. Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth.

c. Acknowledge the need to treat all viewpoints fair-mindedly

d. Recognize what one knows and doesn’t know (intellectual humility).

e. Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason).


6 th 7 th 8 th

Speaking and Listening GLEs& EOsNote: Blue indicates the Grade Level Expectations (GLEs)

6 th 7 th 8 th

Prepares for and delivers effective oral presentations



Presentation of Knowledge and Ideas:



a. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (CCSS: SL.6.4)

a. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (CCSS: SL.7.4)

a. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation (CCSS: SL.8.4)

b. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (CCSS: SL.6.5)

b. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (CCSS: SL.7.5)

b. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (CCSS: SL.8.5)

c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.6.6) (See grade 6 Language expectations within the Writing standard and the BVSD Conventions Scope & Sequence page.)




6 th 7 th 8 th d. Prepare for audience and purpose

by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content.

d. Prepare for audience and purpose by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content.

d. Prepare for audience and purpose by rehearsing appropriate verbal and nonverbal delivery techniques (clear enunciation, gesture, volume, pace, use of visuals, and language) for intended effect.

e. Implement strategies to rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.).

e. Implement strategies to rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.).

e. Refine strategies to independently rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.).

f. Use formal and informal feedback to evaluate effectiveness of presentation.



Prepare for and participate effectively in a range of collaborative discussions



Comprehension and Collaboration:



a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. (CCSS: SL.6.1)




6 th 7 th 8 th i. Come to discussions

prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.6.1a)

i. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.7.1a)

i. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a)

ii. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (CCSS: SL.6.1b)

ii. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (CCSS: SL.7.1b)

ii. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (CCSS: SL.8.1b)

iii. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (CCSS: SL.6.1c)

iii. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (CCSS: SL.7.1c)

iii. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. (CCSS: SL.8.1c)

iv. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d)

iv. Acknowledge new information expressed by others and, when warranted, modify their own views. (CCSS: SL.7.1d)

iv. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (CCSS: SL.8.1d)

b. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (CCSS: SL.6.2)

b. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (CCSS: SL.7.2)

b. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (CCSS: SL.8.2)


6 th 7 th 8 th

c. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: SL.6.3)

c. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. (CCSS: SL.7.3)

c. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (CCSS: SL.8.3)

d. Use evidence to develop credibility, such as citing textual evidence to support opinions.



e. Focusing on a central idea, prepare and ask relevant interview questions for researching and developing ideas further; evaluate the effectiveness of the techniques used and information gained from the interview.

e. Focusing on a central idea, prepare and ask relevant interview questions for broadening research and further developing ideas; evaluate the effectiveness of the techniques used and information gained from the interview.

e. Focusing on a central idea, prepare and ask relevant interview questions for broadening research and further developing ideas; evaluate the effectiveness of the techniques used and information gained from the interview.

f. Recognize the difference between informal and formal language and make choices appropriate for group purposes.



Listening to Presentations of Knowledge and Ideas:



g. Demonstrate listening by providing oral and written feedback that reflects understanding, and insights into speaker’s message.




6 th 7 th 8 th h. Asks questions to pursue deeper

and broader understanding and establish connections linking the purpose of the presentation to self and world.

h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world.

h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world.

Reading for all Purposes GLEs & EOs6 th 7 th 8 th

Use information from texts to support analysis and personal responses to literature and poetry



Key Ideas and Details: Key Ideas and Details: Key Ideas and Details:a. Cite textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.6.1)

a. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1)

a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1)

b. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (CCSS: RL.6.2)

b. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (CCSS: RL.7.2)

b. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS: RL.8.2)


6 th 7 th 8 th c. Describe how a particular story's

or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. (CCSS: RL.6.3)

c. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CCSS: RL.7.3)

c. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)

d. Analyze the theme or central idea of a text to draw parallels to personal experience.



Craft and Structure: Craft and Structure: Craft and Structure:e. 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. (CCSS: RL.6.4)

e. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (CCSS: RL.7.4)

e. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS: RL.8.4)

f. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (CCSS: RL.6.5)

f. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CCSS: RL.7.5)

f. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS: RL.8.5)

g. Explain how an author develops the point of view of the narrator or speaker in a text. (CCSS: RL.6.6)

g. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (CCSS: RL.7.6)

g. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)

Integration of Knowledge and Ideas:




6 th 7 th 8 th h. Compare and contrast the

experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. (CCSS: RL.6.7)

h. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (CCSS: RL.7.7)

h. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. (CCSS: RL.8.7)

i. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. (CCSS: RL.6.9)

i. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. (CCSS: RL.7.9)

i. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. (CCSS: RL.8.9)

j. Use questions and simple graphic organizers to clarify and extend comprehension of literature

j. Create and use various outline formats to track events, setting changes, and character development in a piece of literature

j. Use graphic organizers and note-taking formats while reading to map relationships among implied or explicit ideas or viewpoints

k. Develop and share interpretations of literary works of personal interest



Range of Reading and Complexity of Text :



l. By the end of the year, read and comprehend literature, 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. (CCSS: RL.6.10)

l. By the end of the year, read and comprehend literature, 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. (CCSS: RL.7.10)

l. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. (CCSS: RL.8.10)


6 th 7 th 8 th Use textual evidence to

support summary , analysis and evaluation of informational and persuasive texts

Use textual evidence to support summary , analysis and evaluation of informational and persuasive texts

Use textual evidence to support summary , analysis and evaluation of informational and persuasive texts

Key Ideas and Details: Key Ideas and Details: Key Ideas and Details:a. Cite textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.6.1)

a. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)

a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.8.1)

b. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (CCSS: RI.6.2)

b. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (CCSS: RI.7.2)

b. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (CCSS: RI.8.2)

c. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). (CCSS: RI.6.3)

c. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (CCSS: RI.7.3)

c. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (CCSS: RI.8.3)

Craft and Structure: Craft and Structure: Craft and Structure:d. Determine the meaning of words

and phrases as they are used in a text, including figurative, connotative, and technical meanings. (CCSS: RI.6.4)

d. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (CCSS: RI.7.4)

d. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS: RI.8.4)


6 th 7 th 8 th e. Analyze how a particular sentence,

paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (CCSS: RI.6.5)

e. Analyze both the structure and graphical representations an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (Adapted from CCSS: RI.7.5)

e. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (CCSS: RI.8.5)

f. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. (CCSS: RI.6.6)

f. Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. (CCSS: RI.7.6)

f. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (CCSS: RI.8.6)




g. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (CCSS: RI.6.7)

g. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). (CCSS: RI.7.7)

g. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. (CCSS: RI.8.7)

h. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: RI.6.8)

h. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (CCSS: RI.7.8)

h. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (CCSS: RI.8.8)

i. Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). (CCSS: RI.6.9)

i. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. (CCSS: RI.7.9)

i. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (CCSS: RI.8.9)


6 th 7 th 8 th j. Use and organize information

from text and text features (such as timeline, diagram, captions) to answer questions or perform specific tasks.

j. Use and organize information from text and text features (such as timeline, diagram, captions) to answer questions or perform specific tasks.

j. Use and organize information from text and text features (such as timeline, diagram, captions) to answer questions or perform specific tasks.

k. Organize and synthesize information from multiple sources, determining the relevance of information.

k. Organize and synthesize information from multiple sources, determining the relevance of information.

k. Organize and synthesize information from multiple sources, determining the relevance of information supported by text-based evidence.

l. Locate, interpret and explain informational texts of personal interest.



Range of Reading and Level of Text Complexity:



k. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.6.10)

m. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.7.10)

m. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. (CCSS: RI.8.10)

Analyze word relationships within literary, persuasive, and informational texts to learn grade-appropriate conversational, general academic and content-specific words and phrases.



Vocabulary Acquisition and Use: Vocabulary Acquisition and Use: Vocabulary Acquisition and Use:


6 th 7 th 8 th a. Determine or clarify the meaning

of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (CCSS: L.6.4)

a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. (CCSS: L.7.4)

a. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (CCSS: L.8.4)

i. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.6.4a)



ii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (CCSS: L.6.4b)

ii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (CCSS: L.7.4b)

ii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (CCSS: L.8.4b)

iii. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.6.4c)

iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.7.4c)

iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.8.4c)

iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.6.4d)




6 th 7 th 8 th v. Make connections back to

previous sentences and ideas to resolve problems in comprehension.

v. Use the tone of a passage to determine an approximate meaning of a word.

v. Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages.

vi. Employ synonyms or antonyms gleaned from a passage to provide an approximate meaning of a word.

vi. Differentiate between primary and secondary meanings of words.

vi. Explain how authors use language to influence audience perceptions of events, people, and ideas.

vii. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood).



b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.6.5)

b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCCS: L.7.5)

b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.8.5)

i. Interpret figures of speech (e.g., personification) in context. (CCSS: L.6.5a)

i. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (CCCS: L.7.5a)

i. Interpret figures of speech (e.g. verbal irony, puns) in context. (CCSS: L.8.5a)

ii. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (CCSS: L.6.5b)

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

ii. Use the relationship between particular words to better understand each of the words. (CCSS: L.8.5b)


6 th 7 th 8 th iii. Distinguish among the

connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). (CCSS: L.6.5c)

iii. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (CCSS: L.8.5c)

iii. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (CCSS: L.8.5c)

iv. Understand that language represents and constructs how readers perceive events, people, groups, and ideas; recognize positive and negative implications of language and identify how it can affect readers in different ways.



c. 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. (CCSS: L.6.6)



Writing and Composition GLEs & EOs

6 th 7 th 8 th With awareness of audience

and purpose, compose narrative writing

With awareness of audience and purpose, compose narrative writing

With awareness of audience and purpose, compose narrative writing

Text Types and Purposes: Text Types and Purposes: Text Types and Purposes:


6 th 7 th 8 th a. Write narratives to develop real or

imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.6.3)

a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.7.3)

a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.8.3)

i. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.6.3a)

i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.7.3a)

i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.8.3a)

ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.6.3b)

ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.7.3b)

ii. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. (CCSS: W.8.3b)

iii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.6.3c)

iii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.7.3c)

iii. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (CCSS: W.8.3c)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (CCSS: W.6.3d)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.7.3d)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.8.3d)


6 th 7 th 8 th v. Provide a conclusion that

follows from the narrated experiences or events. (CCSS: W.6.3e)

v. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.7.3e)

v. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.8.3e)

b. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts.

b. Write using poetic techniques (alliteration, onomatopoeia, rhyme scheme, repetition); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) typical of the chosen genre.

b. Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor, personification, hyperbole); and graphic elements (capital letters, line length, word position) for intended effect.

c. Use a range of planning strategies to organize ideas, and generate descriptive and sensory details (outline, web, free write, graphic organizers, list, etc.).

c. Use a range of planning strategies to organize ideas, generate and thoughtfully place descriptive and sensory details (outline, web, free write, graphic organizers, list, etc.) to address the targeted audience and purpose.

c. Use a range of planning strategies to organize ideas, generate and thoughtfully place descriptive and sensory details (outline, web, free write, graphic organizers, list, etc.) to address the targeted audience and purpose.

d. Use word choice, sentence structure, and sentence length to create voice and tone in writing.

d. Express voice and tone and influence readers' perceptions by varying vocabulary, sentence structure, and descriptive details.

d. Express voice and tone and influence readers' perceptions by varying vocabulary, sentence structure, and descriptive details.

e. Revise and edit writing to strengthen clarity, fluency, ideas, vividness of voice, tone, organization, and convention.



f. Using specific criteria, engage in self-evaluation and peer review to explain strengths and weaknesses of one’s own writing and the writing of others.




6 th 7 th 8 th

g. As writers, use mentor texts and authors to help craft appropriate technique.



With awareness of audience and purpose, compose persuasive and informational writing



Text Types and Purposes: Text Types and Purposes: Text Types and Purposes:a. Write arguments to support claims

with clear reasons and relevant evidence. (CCSS: W.6.1)

a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.7.1)

a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.8.1)

i. Introduce claim(s) and organize the reasons and evidence clearly. (CCSS: W.6.1a)

i. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (CCSS: W.7.1a)

i. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (CCSS: W.8.1a)

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

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

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

iii. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (CCSS: W.6.1c)

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

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


6 th 7 th 8 th iv. Establish and maintain a

formal style. (CCSS: W.6.1d)iv. Establish and maintain a

formal style. (CCSS: W.7.1d)iv. Establish and maintain a

formal style. (CCSS: W.8.1d)

v. Provide a concluding statement or section that follows from the argument presented. (CCSS: W.6.1e)

v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.7.1e)

v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.8.1e)

vi. Identify and use several effective arguments in a piece of writing intended to persuade an audience.

vi. Explain and imitate emotional appeals used by writers trying to persuade an audience.

vi. Explain and imitate emotional and logical appeals used by writers trying to persuade an audience.

vii. Demonstrate awareness of audience expectations and possible when writing informational or persuasive text.

vii. Demonstrate awareness of audience expectations and possible bias when writing informational or persuasive text.

vii. Demonstrate awareness of audience expectations and possible bias when writing informational or persuasive text.

viii. Demonstrate awareness of own possible bias when writing informational or persuasive text.



ix. Revise ideas and structure to improve depth of argument/information and logic of organization; identify persuasive elements in a peer’s writing and critique the effectiveness.



x. Explain and imitate effective persuasive writing used by writers who are trying to persuade an audience.




6 th 7 th 8 th b. Write informative/explanatory

texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.6.2)

b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.7.2)

b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.8.2)

i. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.6.2a)

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

i. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.8.2a)

ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.6.2b)

ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.7.2b)

ii. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.8.2b)

iii. Use appropriate transitions to clarify the relationships among ideas and concepts. (CCSS: W.6.2c)

iii. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (CCSS: W.7.2c)

iii. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (CCSS: W.8.2c)





6 th 7 th 8 th v. Establish and maintain a

formal style. (CCSS: W.6.2e)v. Establish and maintain a

formal style. (CCSS: W.7.2e)v. Establish and maintain a

formal style. (CCSS: W.8.2e)

vi. Provide a concluding statement or section that follows from the information or explanation presented. (CCSS: W.6.2f)

vi. Provide a concluding statement or section that follows from and supports the information or explanation presented. (CCSS: W.7.2f)

vi. Provide a concluding statement or section that follows from and supports the information or explanation presented. (CCSS: W.8.2f)

c. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.

c. Develop multi-paragraph texts that explain a process; define a problem and offer a solution; or support an opinion.

c. Develop multi-paragraph texts that offer a comparison, show cause and effect, or support a point; elaborate to give detail, add depth, and continue the flow of an idea

d. Organize information into a coherent essay or report with a thesis statement in the introduction and transition sentences to link paragraphs.

d. Explain how and why writers us organization and details to communicate their purpose.

d. Evaluate the effectiveness and importance of organization and well-chosen details in communicating the author’s purpose.

e. Write to analyze and explain procedures, processes, and informational texts (e.g. steps in a scientific investigation, how a bill becomes a law).



f. Write and justify a personal interpretation of literary or informational text that includes a thesis, supporting details from the literature, and a conclusion


6 th 7 th 8 th Use the recursive process of

writing, including revising and editing for clarity and grammar and conventions use, to produce well-written documents for specific purposes and audiences

Use the recursive process of writing, including revising and editing for clarity and grammar and conventions use, to produce well-written documents for specific purposes and audiences

Use the recursive process of writing, including revising and editing for clarity and grammar and conventions use, to produce well-written documents for specific purposes and audiences

Production and Distribution of Writing:



a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in grade level expectations 1 and 2 above.) (CCSS: W.6.4)

a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS: W.7.4)

a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS: W.8.4)

b. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (CCSS: W.6.5)

b. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (CCSS.W.7.5)

b. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (CCSS: W.8.5)

c. Employ a range of planning strategies to generate descriptive and sensory details And informational organization (webbing, free writing, graphic organizers).

c. Use a variety of planning strategies to generate and organize ideas (such as brainstorming, mapping, graphic organizers).

c. Use planning strategies to select and narrow topics.

d. Analyze writing to improve clarity of paragraphs, transitions, vocabulary and information to enhance the central idea.

d. Revise writing to strengthen the clarity and vividness of voice, tone, and ideas.

d. Analyze and revise writing to strengthen the clarity of the message and vividness of voice, tone, and ideas.


6 th 7 th 8 th e. 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 three pages in a single sitting. (CCSS: W.6.6)

e. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (CCSS: W.7.6)

e. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (CCSS: W.8.6)

Conventions of Standard English: Conventions of Standard English: Conventions of Standard English:

f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.6.1)



i. Ensure that pronouns are in the proper case (subjective, objective, and possessive). (CCSS: L.6.1a)

i. Explain the function of phrases and clauses in general and their function in specific sentences. (CCSS: L.7.1a)

i. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (CCSS: L.8.1a)

ii. Use intensive pronouns (e.g., myself, ourselves). (CCSS: L.6.1b)

ii. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (CCSS: L.7.1b)

ii. Form and use verbs in the active and passive voice. (CCSS: L.8.1b)

iii. Recognize and correct inappropriate shifts in pronoun number and person. (CCSS: L.6.1c)

iii. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (CCSS: L.7.1c)

iii. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (CCSS: L.8.1c)


6 th 7 th 8 th iv. Recognize and correct

vague pronouns (i.e., ones with unclear or ambiguous antecedents). (CCSS: L.6.1d)

iv. Use punctuation correctly (commas and parentheses to offset parenthetical elements; colons to introduce a list; and hyphens).

iv. Recognize and correct inappropriate shifts in verb voice and mood. (CCSS: L.8.1d)

v. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e)

v. Write and punctuate compound and complex sentences correctly.

v. Use comparative and superlative adjectives and adverbs correctly in sentences.

vi. Identify fragments and run-ons and revise sentences to eliminate them.

vi. Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening phrases.

vi. Combine sentences with subordinate conjunctions.

vii. Use coordinating conjunctions in compound sentences.

vii. Use pronoun-antecedent agreement including indefinite pronouns.

vii. Use subject-verb agreement with intervening phrases and clauses.

viii. Maintain consistent verb tense within paragraph.

viii. Write with consistent verb tense across paragraphs.

viii. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences.

ix. Choose adverbs to describe verbs, adjectives, and other adverbs.

ix. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs.

ix. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs.

x. Combine sentences with coordinate conjunctions.

x. Combine sentences with coordinate conjunctions.


6 th 7 th 8 th xi. Improve word choice by

using a variety of references, such as a thesaurus.

xi. Improve word choice by using a variety of references, such as a thesaurus.

g. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.6.2)



i. Use punctuation (commas, parentheses, dashes) to set off. nonrestrictive/parenthetical elements. (CCSS: L.6.2a)

i. Use a comma to separate coordinate adjectives (e.g., “It was a fascinating, enjoyable movie.” Not, “He wore an old[,] green shirt.”). (CCSS: L.7.2a)

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

ii. Spell correctly. (CCSS: L.6.2b) ii. Spell correctly. (CCSS: L.7.2b) ii. Spell correctly. (CCSS: L.8.2c)

iii. Format and punctuate dialogue correctly

iv. Use an ellipsis to indicate an omission. (CCSS: L.8.2b)

Knowledge of Language: Knowledge of Language: Knowledge of Language:h. Use knowledge of language and its

conventions when writing, speaking, reading, or listening. (CCSS: L.6.3)

h. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.7.3)

h. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.8.3)

i. Vary sentence patterns for meaning, reader/listener interest, and style. (CCSS: L.6.3a)

i. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (CCSS: L.7.3a)

i. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). (CCSS: L.8.3a)


6 th 7 th 8 th

ii. Maintain consistency in style and tone. (CCSS: L.6.3b)



Range of Writing: Range of Writing: Range of Writing:i. Write routinely over extended time

frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.6.10)

i. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.7.10)

i. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.8.10)

Researching and Reasoning GLEs EOs6 th 7 th 8 th

Conducts and shares research by synthesizing information from multiple sources



Research to Build and Present Knowledge:



a. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (CCSS: W.6.7)

a. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (CCSS: W.7.7)

a. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS: W.8.7)


6 th 7 th 8 th b. Gather relevant information from

multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (CCSS: W.6.8)

b. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSS: W.7.8)

b. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSS: W.8.8)

c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.6.9)



i. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). (CCSS: W.6.8a)

i. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). (CCSS: W.7.9a)

i. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). (CCSS: W.8.a)

ii. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). (CCSS: W.6.8b)

ii. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). (CCSS: W.7.9b)

ii. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). (CCSS: W.8.9b)


6 th 7 th 8 th d. Prepare presentation of research

findings (written, oral, or a visual product) for clarity of content and effect, and grammatically correct use of language, spelling, and mechanics.

d. Synthesize information from multiple sources using logical organization, effective supporting evidence, and variety in sentence structure.

d. Organize and present research that matches the intended audience and purpose.

e. Identify a topic for research, develop the central idea or focus and potential research question(s), and locate appropriate resources.

e. Identify a topic for research, developing the central idea or focus and formulate open-ended research questions and identify potential sources of information (such as reference materials, electronic media), differentiating between primary and secondary source materials.

e. Identify a topic for research, developing the central idea or focus and formulate open-ended research questions and identify potential sources of information (such as reference materials, electronic media), differentiating between primary and secondary source materials.

f. Locate specific information within resources using indexes, tables of contents, electronic search features, key words, etc.

f. Collect, interpret, and analyze relevant information; identify direct quotes for use in the report and information to summarize or paraphrase that will support the thesis or research question.

f. Document information and quotations using a consistent format for footnotes or endnotes; and use standard bibliographic format to document sources.

g. Use a range of print and non-print sources (atlases, data bases, reference materials, online and electronic resources, interviews, direct observation) to locate information to answer research questions.

g. Use organizational features of electronic text (bulletin boards, search engines, databases) to locate information and obtain useful information from standard news stories.

g. Use organizational features of electronic text (bulletin boards, search engines, databases) and advanced search methods to locate information and obtain useful information from scholarly sources.

h. Follow established criteria for evaluating accuracy, validity, and usefulness of information.

h. Evaluate accuracy and usefulness of information, and the credibility of the sources used.

h. Differentiate between valid and faulty generalizations and identify common reasoning fallacies in print and non-printed sources.


6 th 7 th 8 th i. Select and organize information,

evidence, details, or quotations that support the central idea or focus.

i. Write reports based on research findings that includes quotations, footnotes, or endnotes, and use standard bibliographic format to document sources or a works cited page.

i. Write reports based on research findings that includes quotations, footnotes, or endnotes, and use standard bibliographic format to document sources or a works cited page; differentiate between paraphrasing and using direct quotes in a report.

Recognize the implications of bias and assumptions in research

Recognize the implications of biases and assumptions in research and media

Recognize the implications of biases and assumptions in research and media

a. Determine strengths and weaknesses of own and others’ thinking by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, and logic.

a. Determine strengths and weaknesses of own and others’ thinking by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, and logic.

a. Determine and evaluate strengths and weaknesses of own and others’ thinking by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, and logic.

b. Identify the natural tendency in humans to use stereotypes, prejudices, biases, and distortions.

b. Identify stereotypes, prejudices, biases, and distortions in self and thinking of others.

b. Identify stereotypes, prejudices, biases, and distortions in self and thinking of others.

c. Identify and articulate own assumptions and assumptions of others that underlie inferences being made and assess those assumptions for justifiability.



d. Identify the purpose or agenda of media presentations and consider alternative perspectives of various media presentations.

d. Take a position on an issue and support it using appropriate media to demonstrate reasoning and explain decisions in the creative process.


Conventions Scope & Sequence Exposure Mastery Independent Usage

Use CAPITALIZATION for… K 1 2 3 4 5 6 7 8 9 10 11 12

first word in a sentence

the pronoun I

first and last name

titles used with names (Mr. Mrs. President, Senator, Dr. etc)

dates (January 3)

names of people

holidays

calendar words (days, months)

product names

geographic names

book/song/story titles

words used as names (Uncle John)

speaker’s first word in dialogue

races and nationalities

religions

languages

names of organizations

historical events

acronyms

Use PERIODS, QUESTION MARKS, AND EXCLAMATION MARKS to… K 1 2 3 4 5 6 7 8 9 10 11 12

recognize and name ending punctuation

end sentences

show abbreviations and after a person’s initials (e.g., St., R.K)

choose punctuation for effect

write and punctuate compound and complex sentences

format and punctuate dialogue

Use COMMAS to… K 1 2 3 4 5 6 7 8 9 10 11 12

write out dates (January 1, 2011)

separate single words in a series

separate a series of numbers


write greetings and closings in letters

punctuate addresses (e.g., between city and state)

punctuate dialogue

for effect

mark direct speech and quotations from a text

place before a coordinating conjunction in a compound sentence

separate an introductory element from the rest of the sentence

set off interruptions and interjections

set off the words yes and no (e.g., Yes, thank you)

set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?)

indicate direct address (e.g., Is that you, Steve?)

set off nonrestrictive/parenthetical elements

separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt)

write and punctuate compound and complex sentences correctly

indicate a pause or break

format and punctuate dialogue correctly

Use APOSTROPHES for… K 1 2 3 4 5 6 7 8 9 10 11 12

contractions (I’m, we’re, etc.)

frequently occurring possessives (Ashley’s, Mom’s, etc)

showing ownership: singular, plural, shared possessives

forming possessives with indefinite pronouns (everybody’s, others’, anybody’s)

Use ABBREVIATIONS for… K 1 2 3 4 5 6 7 8 9 10 11 12

titles of people’s names (Dr., Mrs., etc)

calendar words

states

addresses

acronyms

Use QUOTATION MARKS to… K 1 2 3 4 5 6 7 8 9 10 11 12


mark direct speech and quotations from a text

indicate titles of works


emphasize special words

write and punctuate compound and complex sentences correctly

format and punctuate dialogue correctly

Use UNDERLINING & ITALICS for… K 1 2 3 4 5 6 7 8 9 10 11 12

titles of works

special words

emphasis

Use PARENTHESES to… K 1 2 3 4 5 6 7 8 9 10 11 12

set off nonrestrictive/parenthetical elements

Use HYPHENS to… K 1 2 3 4 5 6 7 8 9 10 11 12


separate numbers (e.g., forty-three)

form compound words (e.g., merry-go-round editor-in-chief)

separate numbers in a fraction

divide a word

create new words

form an adjective (e.g., family-friendly, etc.)

join letters or words,

avoid confusing or awkward spelling

follow hyphenation conventions

Use COLONS & SEMI COLONS for… K 1 2 3 4 5 6 7 8 9 10 11 12

separating items in a series (semi colons)

introduction of a list (colons)

formal introductions (colons)

a business letter (colons)

writing numbers in time (e.g., 4:30)

emphasis (colons)

punctuating compound and complex sentences

joining and setting off two independent clauses (semicolon)

conjunctive adverbs (semicolon)

introducing a list or quotation

linking two or more closely related independent clauses (perhaps with a conjunctive adverb)

Use ELLIPSES & DASHES to… K 1 2 3 4 5 6 7 8 9 10 11 12


punctuate for effect

indicate an omission

indicate a pause or a break

show emphasis

Use PROPER FORMATTING for… K 1 2 3 4 5 6 7 8 9 10 11 12

paragraphs (e.g., indenting)

parts of a letter

poetry

formatting and punctuating dialogue

identify comma splices and fused sentences in writing and revise to eliminate them

writing and editing work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

using a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

Elementary Academic Vocabulary forEnglish Language Arts: Reading, Writing, and Communicating

abstract noun A noun that names a thing that cannot be touched or seen such as a concept, idea, experience, state of being, trait, quality, or feeling (e.g. freedom, love, happiness, democracy, honesty, pain, sympathy).

abridged A condensed version of a text that still maintains the overarching theme.


active voice One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of the sentence) acts in relation to the ball.

adage A traditional saying that expresses something considered to be a general truth.

adjective A word or phrase that describes a noun or pronoun. (e.g. Male peacocks have beautiful feathers. The feathers are colorful.)

adventure story A story about an exciting or unexpected event or course of events often involving a risky undertaking of unknown outcome.

adverb A word that describes a verb, an adjective, or another adverb. Most adverbs tell where, how, or when. Adverbs often end in -ly, but not always (e.g., The first pitch curved inside. - tells where; Roberto hit the next pitch hard. - tells how; Roberto ran immediately. - tells when).

affix A letter or group of letters which are added to the beginning or end of a word to make a new word; such as 'unhappy' and 'careless'; prefixes, suffixes, and endings that add meaning to a word or change the tense or part of speech of a word.

alliteration The repeating of the beginning consonant sounds in words (e.g. The dog danced down the driveway.)

analogy A similarity between like features of two things on which a comparison may be based. (e.g. “A rudder is to a ship as a goal is to a person.”)

analyze To examine critically, so as to bring out the essential elements. To examine carefully and in detail so as to identify causes, key factors, possible results, etc.

antagonist A character in a story or poem that deceives, frustrates, or works against the main character or protagonist in some way. The antagonist need not be a person; it could be death, the devil, an illness, or any challenge that prevents the main character from attaining his or her goals.

antonym The opposite of another word (e.g., large/small; hard/soft; in/out).

APA American Psychological Association (APA) format is an editorial style developed for writers in the social and behavioral sciences. This format emphasizes simple, direct, concise writing.

approximation Learning through making attempts, even if attempts are not completely successful.

archetype A narrative design, character type, or image said to be identifiable in a wide variety of works of literature.

argument A disagreement or opposing point of view. In writing and speech, argument is one of the traditional modes of discourse which defines a course of reasoning aimed at demonstrating truth or falsehood.

article The word that comes before a noun – a, an, and the. (e.g. A dog ate the shoe. I love to eat an apple for snack.)

aside The act of saying something away from others or in privacy; a technique used commonly in the theater.


assessment A means for gathering information or data that reveals what learners control, partially control, or do not yet control consistently.

assonance The repetition in words of identical or similar vowel sounds followed by different consonant sounds.

attending (reading process)

When sampling text, paying particular attention to visual information to construct a sense of the text.

audience The person or group of people who read or hear what someone has written.

author The person who produces a piece of writing.

autobiography The story of a real person's life that is written by that person.

automaticity Rapid, accurate, fluent word decoding without conscious effort or attention.

background knowledge/schema

Background knowledge/schema is using what the reader already knows about a subject that will help him gain new information and bring meaning to new information.

bibliography A list of all the works and sources of information consulted while undertaking research for a paper or presentation.

biography The story of a real person's life that is written by another person.

blend A combination of two or more sounds.

brainstorming Collecting ideas by thinking freely and openly about all the possibilities; used often with groups.

breadth A wide range or extent.

cause and effect A method of paragraph or essay development in which a writer analyzes the reasons for and/or the consequences of and action, event, or decision.

character A person who takes part in the action of a story, novel, or a play. A Character can also be an animal, or imaginary creature in a piece of writing.

character traits Traits are the basic orientation of the character. Bravery, cruelty and/or intolerance are all examples of character traits.

characterization The representation of individuals in literary works. This may include direct methods like the attribution of qualities in description or commentary and indirect methods inviting readers to infer qualities from characters’ actions, speech, or appearance. A flat character is one who remains undeveloped. A round character is one that is fully developed. A character that does not undergo change is referred to as static. A character that undergoes some transformation is called dynamic.


choral reading To read aloud in unison with a group.

chronology A record of events in the order of their occurrence; an arrangement of events in time.

citation A brief notation of a scholarly source. It gives credit to the author of the material utilized. A citation is imperative for readers to research the finding of one's information. It also protects the writer reusing the material from plagiarism and possible copyright infringement.

cite Quote (a passage, book, or author) as evidence for or justification of an argument or statement. (Not to be confused with website or sight.)

claim An assertion of the truth of something. A claim expresses a specific position on some doubtful or controversial issue that the arguer wants the audience to accept. When confronting any message, especially a complex one, it is useful to begin by identifying the claims that are made.

climax The most important or exciting event or point usually occurring the near the end of a story.

cohesiveness The degree to which the ideas are said to “hang together” or the degree to which elements of the story are consistent, logical, and reasonable, given the whole story.

collaborative conversations

Conversation in which participants adhere to rules of the discussion, and accept roles/responsibilities for the successful outcome of the conversation.

collaborative discussion

A conversation in which each member of a group helps one another to better understand something (a piece of writing, idea, message, etc.) through shared exploration and respectful speaking and listening.

comma 1. Used before the conjunction in a compound sentence (e.g. I’d hoped to give my dog a bath, but I’m not sure that’s possible.) 2. Used to separate items in a list (e.g. I bought my dog a dish, a collar, a leash, and some treats.) 3. Used to separate a date and a year, and a city and a state (e.g. My dog was born in Boise, Idaho on June 1, 1998.) 4. Used before quotation marks in a sentence (e.g. Then Bob told me, “I really love your dog.”)

compare and contrast

To analyze in order to show similarities (compare) and differences (contrast) of a topic.

complex sentence A sentence that has at least one independent clause and one dependent clause.

comprehension Using a system of strategic actions, smoothly and in coordination, to get meaning while reading texts.

comprehension strategies

Strategies used to teach kids to read strategically, showing them how to construct meaning when they read. Creating and validating predictions, questions and inferences, monitoring understanding of the text, clarifying the confusing parts, summarizing, synthesizing and connecting text events to their own prior knowledge and experiences are all examples of comprehension strategies.

compound sentence

A sentence that contains two independent clauses joined by a coordinator (for, and, or, but, etc.).

concluding statement

The sentence very near or at the end which sums up the main point in a paragraph or story.

concrete details Details directly from the story that answers a question. The detail is not inferred thus is found directly in written material.


conflict The problem a character faces in piece of literature. There are five types of conflict: Man vs. Man; Man vs. Society; Man vs. Himself; Man vs. Nature; and Man vs. Fate (destiny).

conjunction Connects individual words or groups of words (e.g. as, and, because, but, however, neither, although, unless).

connotation The suggestion of a meaning by a word apart from the thing it explicitly names or describes. The attitudes and feelings associated with a word. These associations can be negative or positive and have an important influence on style and meaning.

consonance The repetition of a final consonant sound in words with different vowels.

context The part of a text or statement that surrounds a particular word or passage and determines its meaning. The meaning comes from the words themselves, the word order, and the combination of the words.

contraction When an apostrophe is used to show that one or more letters have been left out when two words are put together to form one word (e.g. do not = don't; they will = they'll).

conventions Formal usage that has become customary in written language. Grammar, capitalization and punctuation are three categories of conventions in writing.

conversation The spoken exchange of thought, feeling and opinions.

credibility The quality of being convincing or believable, or worthy of trust; often used to measure whether or not the information the writer uses is trustworthy.

data Factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation.

decoding Using letter-sound relationships to translate a word from a series of symbols to a unit of meaning.

deductive reasoning

The form of logic in which, if the premises in an argument are all true, and the argument’s form is valid, the conclusion is inescapably true.

demonstration Modeling how proficient readers and writers work through all aspects of the reading and writing process, and the decisions they make while reading/writing.

denotation The literal or dictionary definition of a word. Denotation contrasts with connotation.

descriptive writing When a writer uses words to paint a picture of a person, a place, a thing, or an idea specific details in the mind of the reader.

descriptive poems A poem that uses imagery and the five senses of taste, smell, feel, touch, and sight to bring the subject to life for the reader.

dialect A regional variety of language. In most languages, including English and Spanish, dialects do not interrupt understanding; the differences are actually minor.

dialogue The conversation between characters in a drama or narrative. A dialogue occurs in most works of literature. It moves the action along in a work and helps to characterize the personality of the speakers.


dictate To say or read aloud something for another person to transcribe.

digraph Two successive letters that make a single sound. For example, the ea in bread, or the ng in sing.

digression Material not strictly relevant to the main theme or plot of a piece of writing or speech.

diphthong Speech sound beginning with one vowel sound and moving to another vowel sound within the same syllable. For example, oy in the word boy.

directionality The orientation of print. In the English language, directionality is from left to right.

domain specific words and phrases

Vocabulary specific to a particular field of study (domain); in the Standards, domain-specific words and phrases are analogous to Tier Three words.

drafting A stage of the writing process during which a writer organizes information and ideas into sentences and paragraphs. This involves working through technical aspects such as handwriting, spelling and punctuation, to transfer ideas from plan to paper.

drama A work to be performed by actors on stage, radio, or television; the genre of literature represented by works intended for the stage; a situation or sequence of events that is highly emotional, tragic, or turbulent.

editing (writing process)

The process of correcting the surface features (grammar, spelling and punctuation) of writing.

For emergent and early writers, the process of the teacher correcting the surface features (grammar, spelling and punctuation) of student writing that the student has yet to master. The purpose being to bring the piece to conventional form.

elaborate To give more details about something; to discuss something more fully.

emergent literacy Early behaviors such as "reading" from pictures and "writing" with scribbles are examples of emergent literacy and are an important part of children's literacy development.

enunciation Carefully pronounced and articulated speech for the purpose of communicating effectively with an audience.

environmental print Symbols and texts found in everyday life situations (i.e., signs, logos, labels, etc.).

epic A long narrative poem on a great and serious subject, often about the deeds of a great hero or heroes.

essential question A question that is not answerable with finality in a brief sentence. Its aim is to stimulate thought, to provoke inquiry, and to spark more questions, not just pat answers.

evaluate To estimate the nature, quality, ability, extent, or significance of;

events (story) The situations and events in a story.


evidence Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others. Evidence should be in an appropriate form and be derived from a source accepted as appropriate to a particular discipline.

exclamation point Punctuation mark used at the end of sentences that show strong feeling or excitement. (e.g. Wow! What a huge dog!)

explanatory text A text written to explain or make clear how something works or why something is the way it is. This type of writing uses one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis.

explicit Stated clearly and in detail, leaving no room for confusion or doubt.

exposition Usually at the beginning of the story, explains what happened before the story starts, the setting of the story, and often introduces the characters.

expression A word or phrase in speaking, writing or art that communicates a thought or feeling.

fable Stories that have animals with human traits and always include a moral or lesson (e.g., The Tortoise and the Hare, The Lion and the Mouse).

fact versus opinion Statements of fact can be proven conclusively to be true or false. Statements of opinion cannot be proven to be true or false.

fairytale A story that has magical characters and objects (e.g. Cinderella , Alice in Wonderland, Princess and the Pea).

falling action The part of the story which follows the climax, or turning point; it includes action or dialogue needed to bring the story to an end.

fantasy A story including elements that are impossible such as talking animals, imaginary creatures, lands, etc. (e.g., “Somewhere over the Rainbow,” in The Wonderful Wizard of Oz).

fiction Imaginative works of prose, primarily the novel and the short story. Although fiction draws on actual events and real people, it springs mainly from the imagination of the writer. The purpose is to entertain as well as enlighten the reader by providing a deeper understanding of the human condition.

figurative language Language that communicates and enhances ideas by going beyond the ordinary or literal meaning of the words.

figure of speech Specific literary devices used to create a special effect or feeling, often by making some type of comparison, such as; hyperbole, metaphor, simile, understatement.

findings A conclusion reached after examination or investigation; a statement or document containing an authoritative decision or conclusion.

flashback A narrative technique that allows a writer to present past events during current events, in order to provide background for the current narration. By giving material that occurred prior to the present event, the writer provides the reader with insight into a character’s motivation and/or background to a conflict. Flashbacks are often conveyed through narration, dream sequences, and memories.

fluency The way an oral reading sounds, including phrasing, intonation, pausing, stress, rate and integration of the first five factors. It bridges word decoding and comprehension. Fluency is a set of skills that allows readers to rapidly decode text while maintaining a high level of comprehension.


focus A sharply defined point, center, or theme of an effort, written passage, undertaking, or presentation.

folktale Oral story passed down through generations based on traditional beliefs or on superstition (e.g., The People Who Hugged Trees, The Empty Pot, Tikki Tikki Tembo).

foreshadowing A writer’s use of hints or clues to indicate events that will occur in a story. Foreshadowing creates suspense and at the same time prepares the reader for what is to come.

forming intentions (writing process)(also termed planning)

Choosing a topic, determining the audience and form and planning writing are components of forming intentions.

fragment sentence A fragment may contain a subject and verb, but it is NOT a complete sentence. (e.g. Because that girl was silly! Maria's cool red bicycle, parked behind the house.)

general academic words and phrases

Vocabulary common to written texts but not commonly a part of speech; in the Standards, general academic words and phrases are analogous to Tier Two words and phrases.

generalization An idea or statement which emphasizes general rather than specific characteristics.

genre A category of literature or writing style (e.g., mystery, science fiction, historical fiction, biography, memoir, etc.).

gesture A movement or position of the hand, arm, body, head, or face that is expressive of an idea, opinion, emotion, etc., made to express or help express thought or to emphasize speech.

glossary A list of terms in a special subject, field, or area of usage, with accompanying definitions. Such a list at the back of a book, explaining or defining important, difficult or unusual words and expressions used in the text or field of study.

grammar The study of the structure and features of language; rules and standards which are to be followed to produce acceptable and correct writing and speaking.

grapheme The smallest unit of a writing system. A grapheme may be one letter such as t or combination of letters such as sh. A grapheme represents one phoneme.

graphic elements The part of a work that contains visual representations of information and ideas (charts, animations, video, etc.) beyond simple written text.

graphic organizer A visual guide that helps writers plan a writing activity or helps readers understand and organize information found in a text.

guided inquiry The teacher provides the problem for investigation as well as the necessary materials. Students are expected to devise their own procedure to solve the problem.

guided reading/writing

An instructional setting that enables the teacher to work with a small group of students to help them learn effective strategies for processing text with understanding. The purpose of guided reading/writing is to meet the varying instructional needs of all the students.

high-frequency words

Words which appear frequently in texts and used in student writing for a specific subject and/or grade.


historical fiction A fictional story that is set in a particular place and time period in the past; often the setting is real, but the characters are altered, a composite, or entirely made up from the author's imagination.

homograph A word with same spelling as another: a word that is spelled in the same way as one or more other words but is different in meaning, e.g. the verb "project" and the noun "project."

homonym A word having the same sound and spelling as another word, but a different origin and meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a bow in her hair.”

homophone A word with a different meaning but having the same pronunciation as another word, whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,” and “too.”

hyperbole An intentional exaggeration for emphasis or comic effect. An overstatement (e.g. “It took a million years to finish my homework.”)

idea Something imagined or pictured in the mind, ideas often lead to a plan of action.

idiom A phrase or expression that means something different from what the words actually say. An idiom is usually understandable to a particular group of people. For example, using ‘over his head’ for ‘he doesn’t understand.’

illustration Graphic representations of important content (for example, art, photos, maps, graphs, charts) found in a piece of literature.

Illustrator An artist who creates drawings or images usually designed to enhance accompanying text.

image/imagery Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.

implicit Implied or understood though not directly expressed.

index An alphabetical reference that lists topics, people, or titles, giving the location of where they are mentioned in a text.

inductive reasoning The form of logic which proceeds from the specific observation to the general statement. The conclusion of such an argument provides the best or most probable explanation of the premises, but is itself not necessarily true.

infer To go beyond the literal meaning of a text; to think about what is not stated but is implied by the writer.

inference A conclusion reached on the basis of evidence and reasoning not immediately apparent.

inflection An alteration of the form of a word by the addition of an affix, as in English dogs from dog, or by changing the form of a base, as in English spoke from speak, that indicates grammatical features such as number, person, mood, or tense.

informational text A text that provide facts about a variety of topics (e.g., sports, animals, science, history, careers, travel, geography, space, weather, etc.).

inquiry A question; a query; an investigation. Also the seeking of information or knowledge.

Scientific inquiry refers to the diverse ways in which scientists study the natural world and


propose explanations based on the evidence derived from their work.interjection A single word that shows strong emotion or emphasis; usually an introductory word. (e.g.

Whoa, that's hot salsa! Ouch, that hurt! Help!)

interrogative A word or phrase used to ask a question.

irony The contrast between expectation and reality. This incongruity has the effect of surprising the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony include hyperbole, understatement, and sarcasm.

journal A daily record of thoughts, impressions, reflections, and autobiographical information, often a source of ideas for further writing.

key understandings Important ideas within (literal), beyond (implied) or about (determined through critical analysis) the text that are necessary to comprehension.

legend A story from the past that shows a heroic figure, supposedly based on a real person but often exaggerated (e.g. John Henry, Johnny Appleseed).

letter-sound correspondence

Recognizing the corresponding sound of a specific letter when that letter is seen or heard.

link A hyperlink in electronic presentation that directs the user to another resource.

literal language Refers to words that do not deviate from their defined meaning.

literary devices Techniques used by a writer to convey or enhance the story (e.g., figures of speech, foreshadowing, flashback).

literature The body of written works of a language, period, or culture; imaginative or creative writing, especially of recognized artistic value.

main idea In informational writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation.

make connections (as a strategic action)

To search for and use connection to knowledge gained through personal experience, learning about the world and reading other texts.

medial sound The middle sound in a word.

medium The material or form used by an artist, composer, or writer.

memoir A history or record composed from personal observation and experience. Closely related to, and often confused with, autobiography, a memoir usually differs chiefly in the degree of emphasis placed on external events; whereas writers of autobiography are concerned primarily with themselves as subject matter, writers of memoir are usually persons who have played roles in, or have been close observers of, historical events and whose main purpose is to describe or interpret the events.

mentor text Text that illustrate a particular aspect of craft, text structure, genre, etc.


metacognition A reflection and understanding of how one thinks and uses strategies during reading and writing and problem solving.

metaphor A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain the words like or as. (e.g. “The sun is a lemon in the sky.”). See figurative language, figure of speech, and simile.

meter In poetry, the recurrence of a rhythmic pattern.

MLA MLA (Modern Language Association) is a style of crediting the sources quoted or paraphrased in a particular piece of literature. MLA serves as a standard formatting for the citation of scholarly writings.

monitor(self-monitor)

When a reader independently pays attention to their reading, and is aware of a dissonance between what they are saying and what they are seeing.

monitor and correct (as a strategic action)

To check whether the reading sounds right, looks right and makes sense, and to solve problems when it does not.

mood The feeling a reader gets from a story. (e.g., happy, sad, peaceful, etc.)

moral The lesson a writer is trying to teach in his or her story (e.g. Do unto others as you would have them do unto you.).

morpheme The smallest unit of meaning in oral and written language. Unbreakable has three morphemes: -un, -break, -able.

morphology In linguistics, the identification, analysis and description of the structure of morphemes and other units of meaning in a language like words, affixes, and parts of speech and intonation/stress, implied context.

motif A recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements, such as good and evil, in a work.

multisyllabic Having more than one syllable.

mystery text A suspenseful story about a puzzling event that is not solved until the end of the story.

myth Stories that answer questions about things people could not or cannot explain and may tell of heroic quests.

narrative Writing which tells a story or recalls an experience.

narrator The person or voice telling the story. The narrator can be a character in the story, a play, or a work of nonfiction.

nonfiction Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, and news articles are examples of nonfiction.

non-verbal communication

Ways of conveying the meaning of an intended message other than oral speech (e.g., gestures, eye contact, facial expression).


noun A word used to name a person, animal, place, thing, and abstract idea.

novel A book-length story created from the author's imagination.

nuances A subtle or slight degree of difference, as in meaning, feeling, or tone; a gradation.

objective summary A succinct, accurate description of the content of a text without personal feelings. A stating of the facts only.

onomatopoeia The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”

onset The part of the syllable that precedes the vowel. For example, /h/ in hop, and /sk/ in scotch. Some syllables have no onset, as in un or on.

opinion text A type of writing in which an author states and then supports their opinion.

opposing claim A counter claim made in response to a claim that came before it.

oral tradition Customs, opinions, beliefs, and history passed from generation to generation by means of conversation or storytelling.

outcomes (writing process)

Opportunities for writers to share writing with intended audience. Writer seeks the response of readers, which is where learning takes place.

oxymoron A paradox reduced to two opposing words, usually in an adjective-noun (deafening silence) or adverb-adjective (shockingly boring) relationship, and is used for effect, complexity, emphasis, or wit.

pace To move or develop (something) at a particular and calculated rate or speed. Also, the reading rate (the number of words a child reads per minute); a component of fluency.

paragraph A group of sentences that consists of one or more sentences, deals with one point or gives the words of one speaker, and begins on a new usually indented line.

parallelism The phrasing of language in a way that balances ideas of equal importance. Parallelism may apply to phrases, sentences, paragraphs, or longer passages.

paraphrase Restating ideas in different words to help clarify or explain the meaning of a text.

parts of speech A category to which a word is assigned in accordance with its syntactic functions. Example: noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection.

passive voice One of the two voices of verbs. Indicates that the subject is being acted upon. (e.g. The ball was hit by Kevin.).

pencil grip Proper pencil placement in hand.


period Punctuation mark used at the end of a statement or used after abbreviations. (e.g. Dr. J. Wong is our veterinarian. Go to 312 So. Franklin St. to meet your friend.)

personification A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non‐human agents or objects or abstract concepts. (e.g. “The weather is smiling on us today;” “Love is blind.”)

perspective The state of one’s ideas, the facts known to one, and the angle from which one views a situation.

persuasive text Writing intended to convince the reader that a position is valid or that the reader should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position.

phoneme The smallest unit of sound in spoken language. There are approximately forty-four units of speech sounds in English.

phonemic awareness

The ability to hear individual sounds in words and to identify individual sounds.

phonics The knowledge of letter-sound relationships and how they are used in reading and writing. Teaching phonics refers to helping children acquire this body of knowledge about the oral and written language systems; additionally, teaching phonics helps children use phonics knowledge as part of the reading and writing process.

phonological awareness

The awareness of words, rhyming words, onsets and rimes, syllables and individual sounds (phonemes).

phrase Sequence of two or more words arranged to act as a unit in a sentence.

pitch Appropriate sound level when speaking.

plagiarism Presenting another author's works, words, or ideas as one's own. This is considered illegal.

planning (writing process)

Putting ideas down in an organized manner during the “forming intentions” process.

planning strategies Process of defining direction, and making decisions about how to organize ideas in writing or a presentation based purpose and audience.

plot The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.

plural noun Two or more people, places, or things (e.g. We went to two beaches. I love to eat pancakes.)

poetry Verse written to create a response of thought and feeling from the reader. It often uses vivid, concise language, and rhythm and rhyme.

point of view The angle from which a story is told; depends on who is telling the story (e.g., First-Person, one of the characters is telling the story, uses "I". Third-Person, someone outside the story is telling the story, uses him or her).


predicate of a sentence

The verb that describes what the noun of the sentence is doing or being.

predict (as a strategic action)

To use what is known to think about what will follow while reading continuous text.

prefix A word part that is added to the beginning of a base word that changes the sense or meaning of the root or base word. For example, re‐, dis‐, com‐are prefixes.

preposition A word that relates a noun or pronoun to another word in the sentence (e.g. The cat rested on the couch. The dog sat by the cat.)

prepositional phrase

A preposition followed by an object. (e.g. “I will hold the coins in my hand.")

primary source First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs, personal accounts, treaties, letters, photographs, drawings, etc.) that presents no “secondary” analysis or interpretation by historians or others removed from the action.

problem solving A process that involves discovering, gathering information, analyzing, considering options, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution or solutions that best resolve(s) an issue.

prompt A question, direction or statement that compels and directs a writer to write about a particular topic.

pronoun A word used to replace a noun (e.g. She found her kitty. - I, you, he, she, them, his, their, we, yourself, etc.)

pronoun-antecedent agreement

An antecedent is the word or word group a pronoun refers to. A pronoun and antecedent agree when there is correspondence in number or person of a subject and verb in a sentence.

pronunciation The manner in which someone utters a word.

propaganda techniques

Methods of conveying information selectively to produce an opinion or action favorable to the source of the information.

proper noun A word that names a specific person, place, or thing and begins with a capital letter (e.g., John; Denver, Colorado; the Washington Monument; the Beatles)

prose Written or spoken language in its ordinary form, without metrical structure.

protagonist The main character in a novel, play, story, or poem; also known as the “hero” or “heroine.”

proverb A short well-known saying that expresses an obvious truth and often offers advice. (e.g. "All that glitters is not gold.” This means that just because something looks good, does not necessarily mean that it is good.)

publishing (writing process)

Preparing and formatting writing for an audience.


pun A joke that comes from a play on words. It can make use of a word’s multiple meanings or a word’s rhyme. Example: "Time flies like an arrow. Fruit flies like a banana," (Groucho Marx).

purpose Reason for writing; an author’s desired effect or result on an audience; intention.

question A sentence worded or expressed so as to elicit information.

question mark Punctuation mark used at the end of a question. (e.g. Did you walk the dog?)

realistic fiction A story using made-up characters yet could happen in real life.

reason Think, understand, and form judgments using a process of logic.

recount To retell the events of an experience or story.

recursive writing Writing that doubles back upon itself and leaps ahead. If you correct a spelling error as you write your first draft, you have done a proofreading act (a later stage) while you are drafting (an early to middle stage). We might cycle and recycle through numerous times when creating any single piece of writing.

red herring A fallacy in which an irrelevant topic is presented in order to divert attention from the original issue. The basic idea is to “win” an argument by leading attention away from the argument and toward another topic.

reference materials Resources used to find information on a subject (dictionary, thesaurus, encyclopedia, journals, both print and on-line sources, etc.).

register In linguistics, one of many styles or varieties of language determined by such factors as social occasion, purpose, and audience. More generally, register is also used to indicate degrees of formality in language use.

relative adverbsAn adverb (where, when, or why) that introduces a relative clause, also known as a relative adverb clause.

relative pronouns A part of speech referring to a noun mentioned before and of which we are adding more information. They are used to join two or more sentences and forming in that way what we call "relative sentences" (e.g., who, whom, that, which, whoever, whomever, whichever).

relevance Term used to describe how pertinent, current, connected, or applicable something is to a given matter.

relevance Relevance describes how pertinent, connected, or applicable something is to a given matter.

repetition The action of repeating something that has already been said or written to produce a desired effect.

research Research is an active, systematic process of inquiry in order to discover and interpret facts and events. The term "research" is also used to describe the collection of information about a particular subject.


research questions Formal questions that set a goal(s) and guides study.

resolution The end of a play or story when the problems are solved.

response An answer or reply, as in words or in some action.

retell To recount the sequence of events to a listener or put them writing after hearing or reading a story.

revise To alter something written or printed, in order to make corrections, improve, or update, primarily in terms of style, content, structure and ideas, and details.

rhetoric The art of using language effectively, especially for persuasion, in speaking or writing, especially in oratory.

rhyme The ending part (rime) of a word that sounds like the ending part (rime) of another word (e.g., m-ail and t-ale).

rhythm The way a poem and story writing flows from one sound or sentence pattern to the next as it creates a sound pattern or patterned story.

rime The ending part of a word containing the vowel; the letters that represent the vowel sound and the consonant letters following it in a syllable - dr-eam.

rising action The central part of the story during which various problems arise and lead up to the climax.

root word (base word)

A word or word element to which prefixes and suffixes may be added to make other words. For example, to the root graph, the prefix bio‐and the suffix –ic can be added to create the word, biographic.

salient points Facts or information that seem most important or significant to the argument.

scaffolding Method of providing structure for students to access the information provided.

schema Background, conceptual understandings that a student possesses.

science fiction text A type of fantasy that uses science and technology (e.g., robots, time machines, etc.)

search for and use information (as a strategic action)

To look for and to think about a variety of content in order to make sense of text while reading.

secondary sources Information or research that is written by someone other than the person who experienced the events. For example, a comment by a historian, an encyclopedia article, or a critical essay.

self-correction When a reader stops and corrects his/her own error.


semantic cues Semantic cues are hints based on meaning that help readers decode and comprehend a text.

sensory details Details a writer uses to help the reader see, feel, smell, taste, and hear what is being writing about.

sensory imagery The use of words to describe tastes, smells, textures, sounds and images in order to provide a sensory experience for the reader.

sentence A group of words expressing one or more complete thoughts.

setting Time and place where a story takes place.

short story A brief fictional work that usually contains one major conflict and at least one main character.

signal words A phrase, clause, or sentence that introduces a quotation, paraphrase, or summary. Common signal phrase verbs include the following: argue, assert, claim, comment, emphasize, illustrate, respond, say, suggest, think, and write. See transition words.

simile A comparison of two unlike things in which a word of comparison using the words ‘like’ or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’ (Maya Angelou).

singular noun One person, place, or thing (e.g., a monkey; the library; your friend; my pencil)

small-group instruction

The teacher working with children brought together because they are similar enough in reading/writing development to teach a skill most effectively in a small group.

soliloquy A dramatic monologue spoken aloud by a character that is alone on the stage (or is under the impression of being alone). The soliloquist thus reveals his or her inner thoughts and feelings to the audience.

sounding out Pronouncing the sounds of the letters in a word as a step in the reading word.

source A place, person, or thing from which something comes or can be obtained.

stanza A recurring grouping of verse lines in terms of length, metrical form, and, often, rhyme scheme.

stream of consciousness

The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human mind; a literary method of representing such a blending of mental processes in fictional characters, usually in an unpunctuated or disjointed form of internal monologue.

style The particular way a piece of literature is written. Not only what is said but also how it is said, style is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, voice, figurative language, and use of dialogue.

subject of a sentence

A noun or pronoun that is performing the verb; the "do-er."


subject-verb agreement

The basic rule states that a singular subject takes a singular verb while a plural subject takes a plural verb.

subordinating conjunction

A subordinating conjunction joins a subordinate (dependent) clause to a main (independent) clause.

suffix An affix or group of letters added at the end of a base word or root word to change its function or meaning (e.g., handful, hopeless).

summarize (as a strategic action)

To put together and remember main ideas and important information, while disregarding irrelevant information, during or after reading.

summary A shorter version of the original. Such a simplification highlights the major points from the much longer subject, such as a text, speech, film, or event. The purpose is to help the audience get the gist in a short period of time.

supporting details Secondary points which clarify a key point, illustrate a concept, or prove a point.

syllables A unit of spoken language that consists of one or more vowel sounds alone or with one or more consonant sounds preceding or following (word chunks).

symbol A word or object that stands for an object, event, or idea. The object, event, or idea thus represented may be concrete or abstract, visible or invisible.

synonym A word that has a meaning identical with, or very similar to, another word.

synthesize Combine or merge new information with existing knowledge or with information from multiple sources to create an original idea, see a new perspective, or form a new line of thinking to achieve insight. Synthesizing is the most complex of comprehension strategies.

synthesize (as a strategic action)

To combine new information or ideas from reading text with existing knowledge to create new understandings.

tall tale Story that has exaggerated characteristics and accomplishments (e.g., Pecos Bill, Paul Bunyan).

technical writing Technical writing is a method of researching and creating information about technical processes or “how to” manuals written so that the reader can perform tasks. Examples of technical writing could include such texts as - include a how to recycle poster, bike repair manual, instructions to play a game, etc.

temporal relationships

The relationship involving time between an event (the cause) and a second event (the effect), where the second event is understood as a consequence of the first.

tense A category of the verb or verbal inflections, such as present, past, and future, that expresses the temporal relations between what is reported in a sentence and the time of its utterance.

text Coherent set of symbols that transmit some kind of informative message.

text features Various ways of manipulating and placing text to draw attention to or emphasize certain points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary, listing, bulleting, numbering).


text structure The organizational pattern an author uses to structure the ideas in a text (e.g. cause/effect, compare/contrast, description, problem/solution, sequential, goal/action/outcome, concept/definition, proposition/support).

textual evidence Details from one or more resources to support an interpretation or analysis of literary and informative/expository work.

theme The central idea or ideas explored by a literary work.

thesis statement The basic argument advanced by a speaker or writer who then attempts to prove it by presenting compelling evidence; the subject or major argument of a speech or composition.

tone An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, bitter, or objective.

topic The specific subject of a piece of writing.

traditional literature

Stories that are passed down from one group to another in history; includes folktales, legends, fables, fairy tales, tall tales, and myths from different cultures.

tragic flaw A defect in the protagonist that leads to his or her downfall.

transition words Words that help tie thoughts together (e.g., when, next, after, finally; first, second, third; above, below, to the left of, to the right of).

understatement A form of irony in which something is intentionally represented as less that it is.

verb Shows action or links the subject to another word in the sentence. (e.g. The boys read often – action verb; I am happy about that - linking verb)

verb tense Present (happening now) – I sneeze; Past (already happened) – I sneezed; Future (will happen later) – I will sneeze.

verse Verse is a single metrical line of poetry (as opposed to prose which uses grammatical units like sentences and paragraphs).

visual aid An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to enhance a viewer’ understanding or experience of presented content.

visual mapping A graphical method of taking notes. The visual layout helps one to distinguish words or ideas, often with colors and symbols.

visualize When a reader creates images that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text. But for your students, try this: “Create a movie in your mind while reading.”

vocabulary Recognizing and understanding the meaning of words in reading and writing as well as oral language.

voice The way a writer expresses ideas. A writer’s unique use of language that allows a reader to perceive a human personality in the writing.


website A set of interconnected web pages, usually including a homepage. It is usually prepared and maintained as a collection of information by a person, group, or organization.

works cited When producing a works cited for an essay you only list the actual sources of information that you reference in your piece of work.

writing process The stages of writing that produce a final, well-crafted piece. They are planning, drafting, revising, editing, polishing (proofreading), and publishing.

Secondary English Language Arts: Reading, Writing, and

CommunicatingAcademic Vocabulary Glossary

WORD DEFINITION

abridged A condensed version of a text that still maintains the overarching theme.

active voice One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of the sentence) acts in relation to the ball. See passive voice.

advance To put forward, propose.

allegory A rhetorical narrative in prose or verse in which the characters and often parts of the narrative itself represent moral and spiritual values or have other symbolic meaning (e.g., The Emperor’s New Clothes, Animal Farm).

alliteration The repetition of initial consonant sounds in words.

allusion A passing or casual reference; an incidental mention of something, either directly or by implication. (e.g., an allusion to Shakespeare’s Hamlet, “To act or not to act, that was Maria’s dilemma.”)

analogy A similarity between like features of two things on which a comparison may be based. (e.g. “A rudder is to a ship as a goal is to a person.”)

analyze To examine critically, so as to bring out the essential elements. To examine carefully and in detail so as to identify causes, key factors, possible results, etc.

anaphora A rhetorical device involving the repetition of a word or word at the beginning of two or more successive clauses. It is often used in ballad, oratory, and sermon (e.g., Martin Luther King Jr.’s, “I have a dream”).

antagonist A character in a story or poem that deceives, frustrates, or works against the main character or protagonist in some way. The antagonist need not be a person; it could be death, the devil, an illness, or any challenge that prevents the main character from


attaining his or her goals.

anthropomorphism The process of attributing human characteristics to something non-human, in particular the gods or God. The term also refers to animals that are given human personalities (e.g., “The Tortoise and the Hare.”).

antonym A word opposite in meaning from another word. See synonym.

APA American Psychological Association (APA) format is an editorial style developed for writers in the social and behavioral sciences. This format emphasizes simple, direct, concise writing. See MLA.

aphorism An abrupt statement of truth or a concise generalization, which may or may not be witty. Aphorisms expose and condense part of the truth and offer an insight. (e.g. “Injustice anywhere is a threat to justice everywhere.”)

archetype A narrative design, character type, or image said to be identifiable in a wide variety of works of literature.

argument A disagreement or opposing point of view. In writing and speech, argument is one of the traditional modes of discourse which defines a course of reasoning aimed at demonstrating truth or falsehood.

aside The act of saying something away from others or in privacy; a technique used commonly in the theater.

assonance The repetition in words of identical or similar vowel sounds followed by different consonant sounds. See consonance.

audience The listeners at a speech or performance or the intended readership for a piece of writing. See purpose.

authorial intent The meaning the author intends the audience to take from a piece of writing. The author’s precise message.

balance The arranging of words or phrases so that two ideas are given equal emphasis in a sentence or paragraph; a pleasing rhythm created when a pattern is repeated in a sentence(s).

bias Noun: A preference or an inclination, especially one that inhibits impartial judgment.An unfair act or policy stemming from prejudice.Verb: To influence in a particular, typically unfair direction; prejudice.

bibliography A list of all the works and sources of information consulted while undertaking research for a paper or presentation. See works cited.

brainstorming Collecting ideas by thinking freely and openly about all the possibilities; used often with groups.

character A person who takes part in the action of a story, novel, or a play. Characters can also be animals or imaginary creatures.

characterization The representation of individuals in literary works. This may include direct methods like the attribution of qualities in description or commentary and indirect methods inviting readers to infer qualities from characters’ actions, speech, or appearance. A flat character is one who remains undeveloped. A round character is one that is fully developed. A character that does not undergo change is referred to as static. A character that undergoes some transformation is called dynamic.

citation A brief notation of a scholarly source. It gives credit to the author of the material utilized. A citation is imperative to readers of the research so that they may locate the information used. It also protects the writer reusing the material from plagiarism and possible copyright infringement. See also bibliography and works cited.


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cohesiveness The degree to which the ideas are said to “hang together” or the degree to which elements of the story are consistent, logical, and reasonable, given the whole story.

cite Quote (a passage, book, or author) as evidence for or justification of an argument or statement. (Not to be confused with website or sight.)

claim An assertion of the truth of something. A claim expresses a specific position on some doubtful or controversial issue that the arguer wants the audience to accept. When confronting any message, especially a complex one, it is useful to begin by identifying the claims that are made.

climax The most important or exciting point in something such as an event or a story.

collaborative discussion

A conversation in which each member of a group helps one another to better understand something (a piece of writing, idea, message, etc.) through shared exploration and respectful speaking and listening.

compare To identify similarities.

conflict In narration, the struggle between the opposing forces that moves the plot forward. Conflict can be internal, occurring within a character, or external, between characters or between a character and an abstraction such as nature or fate.

connotation The suggestion of a meaning by a word apart from the thing it explicitly names or describes. The attitudes and feelings associated with a word. These associations can be negative or positive and have an important influence on style and meaning. See denotation.

consonance The repetition of a final consonant sound in words with different vowels.

context The part of a text or statement that surrounds a particular word or passage and determines its meaning. The meaning comes from the words themselves, the word order, and the combination of the words.

contrast To identify differences.

credibility The quality of being convincing or believable, or worthy of trust.

data Factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation.

debate Noun: a discussion, as of a public question in an assembly, involving opposing viewpoints.Verb: to engage in argument or discussion, occurs in both formal and informal settings.

deductive reasoning The form of logic in which, if the premises in an argument are all true, and the argument’s form is valid, the conclusion is inescapably true. See inductive reasoning.

denotation The literal or dictionary definition of a word. Denotation contrasts with connotation.

dialect A regional or social variety of a language distinguished by pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists.

dialogue The conversation between characters in a drama or narrative. A dialogue occurs in most works of literature. It moves the action along in a work and helps to characterize the personality of the speakers.

diction An author’s choice of words based on their correctness, clarity, or effectiveness.

digression Material not strictly relevant to the main theme or plot of a piece of writing.

dissent Opposition to a prevailing idea or entity.


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drafting A stage of the writing process during which a writer organizes information and ideas into sentences and paragraphs.

edit To improve the clarity, organization, conciseness, and correctness of a piece of writing relative to task, purpose, and audience; compared to revising, editing is a smaller-scale activity often associated with word choice, grammar, punctuation, and syntax. See revise.

elaboration An explanation or extension of an idea, concept, or information that provides a deeper, more detailed, or more thorough discussion.

enunciation Carefully pronounced and articulated speech for the purpose of communicating effectively with an audience.

epic A long narrative poem on a great and serious subject, often about the deeds of a great hero or heroes.

epic simile An extended simile that makes elaborate and complex comparisons.

epithet An adjective or adjectival phrase appropriately qualifying a proper noun with a key or important characteristic; for example, Long John, chalky white, rosy-fingered dawn.

essential question A question that is not answerable with finality in a brief sentence… Its aim is to stimulate thought, to provoke inquiry, and to spark more questions. Essential questions lead smaller, disparate lessons and skills to broader, deeper understandings – enhancing a sense of relevancy.

evaluate To estimate the nature, quality, ability, extent, or significance of;

evidence Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others. Evidence should be in an appropriate form and be derived from a source accepted as appropriate to a particular discipline.

explicit Stated clearly and in detail, leaving no room for confusion or doubt.

expository writing Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition provides the background information needed to properly understand the story, such as the problem in the beginning of the story and the situation in which the work is set.

extended metaphor A metaphor that is extended through a stanza or entire poem, often by multiple comparisons of unlike objects or ideas.

fact versus opinion Statements of fact can be proven conclusively to be true or false. Statements of opinion cannot be proven to be true or false.

falling action In a work of literature, the sequence of events that follow the climax and end in the resolution.

fiction Literature that offers insights, challenges assumptions, plays with language, or presents possibilities through the telling of imaginary stories. It may be entertaining, but is not limited to entertainment. It is distinguished from nonfiction, which is designed primarily to explain, argue or describe. Specifically, fiction is a type of literature, especially prose, such as novels and short stories, but also including plays and narrative poetry. Fiction may take many literary forms, including historical fiction, fables, fairy tales, folklore, legends, and picture books. See non-fiction.

figurative language Language that communicates and enhances ideas by going beyond the ordinary or literal meaning of the words.

figure of speech Specific literary devices used to create a special effect or feeling, often by making some type of comparison. See hyperbole, metaphor, simile, understatement.


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findings A conclusion reached after examination or investigation; a statement or document containing an authoritative decision or conclusion.

flashback A narrative technique that allows a writer to present past events during current events, in order to provide background for the current narration. By giving material that occurred prior to the present event, the writer provides the reader with insight into a character’s motivation and/or background to a conflict. Flashbacks are often conveyed through narration, dream sequences, and memories presented of earlier conversation.

focus A sharply defined point, center, or theme of an effort, written passage, undertaking, or presentation.

foil A character in a story or poem whose traits are in direct contrast to those of the principal character. The foil therefore highlights the traits of the protagonist.

foreshadowing In literature, the use of hints about things to come in later plot developments. It can be obvious, or it may be more subtle, involving the use of symbols that are connected to later turns in the plot.

gesture A movement or position of the hand, arm, body, head, or face that is expressive of an idea, opinion, emotion, etc. made to express or help express thought or to emphasize speech.

generalization An idea or statement which emphasizes general characteristics rather than specific manifestations.

genre A category of literature or writing style.

genre features A specific aspect of any style of writing that distinguishes it from another (headings, formatting, point of view, jargon, length, etc.).

glossary A list of terms in a special subject, field, or area of usage, with accompanying definitions. Such a list at the back of a book, explaining or defining important, difficult or unusual words and expressions used in the text or field of study.

grammar The study of the structure and features of language; rules and standards which are to be followed to produce acceptable writing and speaking.

graphic elements The part of a work that contains visual representations of information and ideas (charts, animations, video, etc.) beyond simple written text.

graphic organizer An organizational tool used to illustrate students’ prior knowledge or current understanding about a topic or section of text. A few examples:

· Semantic maps help students visually organize and graphically show the relationship between one piece of information and another. It is often used for increasing vocabulary and improving reading comprehension. As a pre-reading activity, it can be used to activate prior knowledge and to introduce key vocabulary words.· Venn diagrams use two circles to represent sets of information, with the position and overlap of the circles indicating the relationships between the sets.· KWL Charts are used to gauge students’ background knowledge on a given topic. The chart includes three columns. The K column is where students list what they know; the W column is where students list what they want to know; and the L column is where students list what they learned at the end of a lesson or unit.

homonym A word having the same sound and spelling as another word, but a different origin and meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a bow in her hair.”

homophone A word with a different origin or meaning but having the same pronunciation as another word, whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,” and “too.”


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hyperbole An intentional exaggeration for emphasis or comic effect. An overstatement. (e.g., “It took a million years to finish my homework.”)

idiom A phrase or expression which means something other than what the words actually say. An idiom is usually understandable to a particular group of people: Ex. “Cat got your tongue?” or “Up the Boohai” (a New Zealand idiom meaning "all wrong.")

imagery Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.

implicit Implied or understood though not directly expressed.

in medias res Its literal translation (from Latin) is “into the middle of things,” and its origin is Horace’s remarks in Ars Poetica. The phrase describes a common method of beginning a story in the middle of the action. Through this method, the writer can take the reader back and forth in time.

index An alphabetical reference that lists topics, people, or titles, giving the location of where they are mentioned in a text.

inductive reasoning The form of logic which proceeds from the specific observation to the general statement. The conclusion of such an argument provides the best or most probable explanation of the premises, but is itself not necessarily true.

inference A conclusion reached on the basis of evidence and reasoning not immediately apparent.

inquiry A question; query, an investigation. Also the seeking or request for truth, information, or knowledge.

internal monologue An extended representation in monologue of a character’s thought and feeling.

interpret To explain the meaning of (information, words, or actions).

irony The contrast between expectation and reality. This incongruity has the effect of surprising the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony include hyperbole, understatement, and sarcasm.

jargon The technical language of a particular group that is inappropriate in most formal writing since it is frequently not understandable by those outside the group. An example of jargon is "RBI" to baseball or LOL to texting.

journal A daily record of thoughts, impressions, reflections, and autobiographical information, often a source of ideas for writing.

juxtaposition Placing two ideas (words or pictures) side by side so that their closeness creates a new, often ironic, meaning.

legend An unverified story handed down from earlier times, especially one popularly believed to be historical or based in some truth.

logical fallacy An error in reasoning that renders an argument invalid.

link A hyperlink in electronic presentation that directs the user to another resource.

literary devices Techniques used by a writer to convey or enhance the story (e.g. figures of speech, foreshadowing, flashback)

main idea In informational writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation. See theme, thesis.

maxim A succinct statement that contains a principle or general truth about human nature and human conduct. (e.g. "You're either part of the solution or part of the problem.")


medium The material or form used by an artist, composer, or writer.

memoir A history or record composed from personal observation and experience. Closely related to, and often confused with, autobiography, a memoir usually differs chiefly in the degree of emphasis placed on external events; whereas writers of autobiography are concerned primarily with themselves as subject matter, writers of memoir are usually persons who have played roles in, or have been close observers of, historical events and whose main purpose is to describe or interpret the events.

metacognition An awareness and understanding of how one things and uses strategies during reading and writing.

metaphor A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain the words like or as. (e.g., “in the evening of life.”) See figurative language, figure of speech, simile.

metonymy A figure of speech in which one refers to an attribute or thing by naming a part of it or something related to it; for instance, “the stage” for the theatrical profession.

MLA In essence, MLA (Modern Language Association) is a style of crediting the sources quoted or paraphrased in a particular piece of literature. MLA serves as the standard formatting for the citation of scholarly writings. See APA.

mood The feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood. See tone.

moral The lesson taught in a work such as a fable; a simple type of theme (e.g. Do unto others as you would have them do unto you).

motif A recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements, such as good and evil, in a work.

myth A traditional story passed down through generations that explains why the world is the way it is. Myths are essentially religious, because they present supernatural events and beings and articulate the values and beliefs of a cultural group.

narrative A collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing.

narrator The person or voice telling the story. The narrator can be a character in the story, a play, or a work of nonfiction.

non-fiction Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, commentary, and news articles are examples of nonfiction. See fiction.

non-verbal communication

Ways of conveying or altering the meaning of an intended message other than oral speech (e.g., gestures, eye contact, facial expression).

novel An extended piece of prose fiction. Like a short story, a novel is essentially the product of a writer’s imagination.

onomatopoeia The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”

objective summary A succinct, accurate description of the content of a text without personal feelings. A stating of the facts only. Also called an abstract. See subjective summary.

opposing claim Claim made by a person to offset a claim made against him/her.

oral tradition Customs, opinions, beliefs, and history passed from generation to generation by means of conversation or storytelling.

oxymoron A paradox reduced to two opposing words, usually in an adjective-noun (deafening


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silence) or adverb-adjective (shockingly boring) relationship, and is used for effect, complexity, emphasis, or wit.

pace To move or develop (something) at a particular and calculated rate or speed.

paraphrase A restatement of a text or passage in another form or other words, often to clarify meaning.

parenthetical citation

The punctuation marks that are necessary to properly cite a source in MLA style writing.

parody An imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect.

paradox A statement that seems on its face to be self-contradictory or absurd yet turns out to have valid meaning and to reveal an element of truth.

parallelism The phrasing of language in a way that balances ideas of equal importance. Parallelism may apply to phrases, sentences, paragraphs, or longer passages.

paraphrase To state, in one’s own words, the main ideas and key references extrapolated from something one has read, viewed, or heard. See summarize.

parts of speech A category to which a word is assigned in accordance with its syntactic functions. Ex: noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection.

passive voice Indicates that the subject is being acted upon (e.g. The ball was hit by Kevin.) See active voice.

pastiche A patchwork of words, sentences, and passages from various authors or one author. It is a kind of imitation, sometimes in the form of parody.

persona The narrator, or the storyteller, of a literary work created by the author. The persona’s character and knowledge influence the manner in which the events of a story are narrated to the reader.

personification A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non‐human agents or objects or abstract concepts. Ex: “The weather is smiling on us today”; “love is blind.” See metaphor, figure of speech, figurative language.

perspective The state of one’s ideas, the facts known to one, and the angle from which one views a situation.

persuasive writing Writing intended to convince the reader that a position is valid or that the reader should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position.

plot The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.

plagiarism Presenting another author's works, words, or ideas as one's own.

planning strategies Process of defining direction, and making decisions about how to organize ideas in writing or a presentation based purpose and audience.

poetry Writing designed to convey a vivid and imaginative sense of experience, especially by the use of condensed language chosen for its sound and suggestive power as well as for its meaning. Language choices are also made to achieve meter, rhyme, natural cadences, and metaphorical experience/understanding.

point of view (POV) The vantage point from which a speaker narrates. First person POV is the narrating character’s own voice. It uses “I” throughout, and the reader doesn’t know any more than the character does. Second person POV is someone telling someone else what they


are doing. It uses “you” throughout. Third person POV is the voice of someone outside of the story. It uses “he/she” and can come from the limited, subjective multiple viewpoints, or omniscient points of view.

position A point of view adopted and held to.

primary source First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs, personal accounts, treaties, letters, photographs, drawings, etc.) that presents no “secondary” analysis or interpretation by historians or others removed from the action.

problem solving The concluding stage of a larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.

pronunciation The manner in which someone utters a word.

propaganda techniques

Methods of conveying information selectively to produce and opinion or action favorable to the source of the information.

prose Written or spoken language in its ordinary form, without metrical structure.

protagonist The main character in a novel, play, story, or poem; also known as the “hero” or “heroine.”

pun A joke that comes from a play on words. It can make use of a word’s multiple meanings or a word’s rhyme. (e.g. A Groucho Marx pun: "Time flies like an arrow. Fruit flies like a banana."

purpose An author’s desired effect or result; intention. See audience.

reason Think, understand, and form judgments by a process of logic.

red herring A fallacy in which an irrelevant topic is presented in order to divert attention from the original issue. The basic idea is to “win” an argument by leading attention away from the argument and toward another topic.

reference materials Resources used to find out more information on a subject (dictionary, thesaurus, encyclopedia, journals, both print and on-line sources, etc.)

relevance Term used to describe how pertinent, current, connected, or applicable something is to a given matter.

repetition The action of repeating something that has already been said or written to produce a desired effect.

research An organized study or methodical investigation into a subject in order to discover facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered.

research question A formal question that sets a goal and guides study.

resolution Also called denouement, the portion of a play or story where the problem is solved. The resolution comes after the climax and falling action and is intended to bring the story to an end.

response An answer or reply, as in words or in some action.

revise To alter something already written or printed, in order to make corrections, improve, or update, primarily in terms of style, content, structure and ideas, as well as the details. See edit.

rhetoric The art of using language effectively, especially for persuasion, in speaking or writing, especially in oratory.


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rhetorical appeals Writers of text use various strategies to appeal to their audiences. The three means by which writers persuade their audience are pathos, ethos, and logos.pathos: appeals to emotions, seen through: sensory description of a scene, examples or anecdotes, objects of emotion (people, pets, ideas, symbols, etc.) that have emotional connotations, ethos: appeals to audience’s view of the speaker and subject. A writer uses the persuasive value of his/her character to create an impression that he/she is a person of sound sense, high moral character, and benevolence/good will, logos: appeals to reason. A writer uses logical reasoning such as inductive and deductive reasoning, evidence from other sources, expert testimony, etc. to appeal to the readers.

rhetorical device Rhetoric is the art of effective expression and the persuasive use of language; rhetorical devices are specific and effective uses of language that may influence or persuade an audience (e.g., rhetorical questions, repetition, and extended analogies).

rhyme The repetition of sounds in two or more words or phrases, which appear close to each other in a poem. End rhyme occurs at the end of lines. An internal rhyme occurs within a line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.

rhythm An ordered recurrent alternation of strong and weak elements in the flow of sound and silence in speech.

rising action The events of a dramatic or narrative plot preceding the climax.

salient points Facts or information that seem most important or significant to the argument.

satire A literary art of diminishing a subject by making it ridiculous and evoking attitudes of amusement, contempt, indignation or scorn. It differs from comedy in that comedy evokes laughter as an end in itself. Satire uses laughter as a weapon against a subject existing outside the work itself, for example, social satire mocks existing social mores and conventions in order to draw attention to their limitations or hypocrisy.

secondary sources Information or research that is written by someone other than the person who experienced the events. For example, a comment by a historian, an encyclopedia article, or a critical essay.

sensory imagery The use of words to describe tastes, smells, textures, sounds and images in order to provide a sensory experience for the reader.

setting The time and place in which a narrative takes place; the physical and psychological background against which the action of a story takes place; the scenery and stage effects for a dramatic production.

· Environment: The surrounding things, conditions, and influences in the narrative.

· Place: The physical location of the narrative.· Time: The period or era in which the narrative takes place.

simile A comparison of two unlike things in which a word of comparison using the words ‘like’ or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’ (Maya Angelou). See metaphor.

soliloquy A dramatic monologue spoken aloud by a character that is alone on the stage (or is under the impression of being alone). The soliloquist thus reveals his or her inner thoughts and feelings to the audience.

source A place, person, or thing from which something comes or can be obtained.

source credibility The believability of a communicator, as perceived by the recipient of the message. There are different elements that may comprise a person's credibility but, according to source credibility theory, the two elements most commonly identified are perceived expertise, and trustworthiness of the source.

stanza A recurring grouping of two or more verse lines in terms of length, metrical form, and, often, rhyme scheme.

story elements The intrigue or plot of a narrative or dramatic work.


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conflict: The basic tension, predicament, or challenge that propels a story's plotcomplications: Plot events that plunge the protagonist further into conflictrising action: The part of a plot in which the drama intensifies, rising toward the climaxclimax: The plot's most dramatic and revealing moment, usually the turning point of the storyfalling action: The part of the plot after the climax, when the drama subsides and the conflict is resolved

stream of consciousness

The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human mind; a literary method of representing such a blending of mental processes in fictional characters, usually in an unpunctuated or disjointed form of internal monologue.

style The particular way a piece of literature is written. Not only what is said but also how it is said, style is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, figurative language, and use of dialogue.

subjective summary A succinct description of the content of a text modified by individual bias. The opposite of an abstract. See objective summary.

supporting details Secondary points which may help to clarify a point, illustrate a concept, or prove a point.

summarize To briefly describe a text – read, viewed, or heard – highlighting the main ideas and most salient features or details. See paraphrase.

symbol A word or object that stands for an object, event, or idea. The object, event or idea thus represented may be concrete or abstract, visible or invisible.

synecdoche A figure of speech in which a part is used to represent the whole (for example, ABCs for alphabet) or the whole for a part ("England won the World Cup in 1966").

synonym A word that has a meaning identical with, or very similar to, another word.

synthesize Combine (a number of things), so as to form a new, complex, coherent whole.

text Coherent set of symbols that transmit some kind of informative message.

text features Various ways of manipulating and placing text to draw attention to or emphasize certain points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary, listing, bulleting, numbering).

text structure The organizational pattern an author uses to structure the ideas in a text (e.g., cause/effect, compare/contrast, description, problem/solution, sequential, goal/action/outcome, concept/definition, proposition/support).

textual evidence Support from one or more resources to support an interpretation or analysis of a literary work.

theme A theme is the central idea or ideas explored by a literary work.

thesis statement The basic argument advanced by a speaker or writer who then attempts to prove it by presenting compelling evidence; the subject or major argument of a speech or composition. See theme, main idea.

tone An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, honoring, or objective.

tragic flaw A defect in the protagonist that leads to his or her downfall.

tragic hero The primary character in a narrative that makes an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy.

transitional words and phrases

Transitional words and phrases provide the glue that holds ideas together in writing. They provide coherence (making sense as a whole) by helping the reader to understand the relationship between ideas, and they act as signposts that help the reader follow the


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movement of the discussion. Transitional expressions, then, can be used between sentences, between paragraphs, or between entire sections of a work.

understatement A form of irony in which something is intentionally represented as less that it is.

verse A line of writing arranged in a metrical pattern (i.e., a line of poetry). Also, a piece of poetry or a particular form of poetry such as free verse, blank verse, etc., or the art or work of a poet.

visual aide An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to enhance a viewer’ understanding or experience of presented content.

warrant The warrant can be expressed by a general statement referring to a rule, principle, and so on. In principle, this general statement will have a hypothetical form ('[if data] then [claim]'). The warrant functions as a bridge between the data and the claim.

website A set of interconnected web pages, usually including a homepage, generally located on the same server, and prepared and maintained as a collection of information by a person, group, or organization. See cite.

works cited When producing a works cited for an essay you only list the actual sources of information that you referenced in your piece of work. See bibliography.

writing process The stages of writing that produce a final, well-crafted piece. They are pre-writing/planning, drafting, revising, editing, polishing, and publishing.


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Common Core College & Career Readiness Anchor Standards

These are the Common Core Preschool through 5 College and Career Readiness Anchor Standards for Writing that connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Common Core Anchor Standards for Speaking & Listening

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning

and the organization, development, and style are appropriate to task, purpose, and audience.5. Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal

English when indicated

Common Core Anchor Standards for Reading

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the

text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning

as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare

the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.


Common Core Anchor Standards for Writing

Text Types and Purposes (*These broad types of writing include many subgenres.)1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of

each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Common Core Anchor Standards for Language

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context

clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately a range of general academic and domain specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Colorado: Prepared Graduate Competencies

These are Preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.Oral

Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary (Oral & Reading & Writing)

Reading Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

Writing Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the recursive writing process successfully to plan, draft, revise, and edit, publish & share written work

Master the techniques of effective informational, literary, and persuasive writing

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning (Writing & Research)

Research Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues (Reading & Research)

Exercise ethical conduct when writing, researching, and documenting sources






KD6


2 Semesters

[Course Fees]

1

[Elective Required]

Active

English Language Arts9cdaef69-0b9e-4a23-a4e4-de5eaaaf4c6d

6/1/2001

[Expiration Date]

[NCAA]

[Hear]

[Subject Area]

Blank - Regular

0500 - English Language Arts

Language Arts


Documents

6th Grade Developmental Reading - Boulder Valley School ... Catalog/6t… · Web view6th Grade Developmental Reading. ... a train schedule, a driver’s test, ... the difference