CCRS Language Arts 4-8 Checklists and Breakdowns

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Title Page (s) CCRS Curriculum Planning for Quarter One 2 CCRS Curriculum Planning for Quarter Two 3 CCRS Curriculum Planning for Quarter Three 4 CCRS Curriculum Planning for Quarter Four 5 Checklist of Reading CCRS with Keywords 6-‐8 One Page Checklist of the General Standards with Keywords 9 4-‐10 Grade Level Breakdown of CCRS: Reading Literature 10 4-‐8 Grade Level Checklist of CCRS: Reading Literature 11 K-‐3 Grade Level Checklist of CCRS: Reading Literature 12 4-‐10 Grade Level Breakdown of CCRS: Reading Informational Text 13 4-‐8 Grade Level Checklist of CCRS: Reading Informational Text 14 K-‐3 Grade Level Checklist of CCRS: Reading Informational Text 15 4-‐10 Grade Level Breakdown of CCRS: Speaking and Listening 16 4-‐8 Grade Level Checklist of CCRS: Speaking and Listening 17 4-‐10 Grade Level Breakdown of CCRS: Writing 18 6-‐8 Grade Level Breakdown of CCRS: Writing Text Types and Purposes 19 4-‐8 Grade Level Checklist of CCRS: Writing 20 4-‐10 Grade Level Breakdown of CCRS: Language 21-‐22 4-‐8 Grade Level Checklist of CCRS: Language 23-‐24 K-‐3 Grade Level Checklist of CCRS: Language: Grammar Conventions 25 K-‐3 Grade Level Checklist of CCRS: Writing Conventions 26 K-‐3 Grade Level Checklist of CCRS: Defining Vocabulary 27 K-‐3 Grade Level Checklist of CCRS: Word Relationships 28 Keywords for All Standards Planning by Unit: ________ 29 6-‐8 Grade Level Breakdown of CCRS: Literature 30 6-‐8 Grade Level Breakdown of CCRS: Informational Text 31 6-‐8 Grade Level Breakdown of CCRS: Writing Standards 32-‐33 6-‐8 Grade Level Breakdown of CCRS: Speaking and Listening 34 6-‐8 Grade Level Breakdown of CCRS: Language 35 College and Career Ready in Emotional and Social Development, and 21st Century Skills Rubrics

36-‐40

Rubrics by Grade for the Old Common Core 41-‐67 Resources http://www.corestandards.org/wp-‐content/uploads/ELA_Standards.pdf http://www.ouboces.org/RaceToTheTop/CommonCoreStandardsAbbreviations.pdf

College and Career Readiness Anchor Standards for Reading Included are eight different styles of the Reading Standards in a variety of formats. Designed for middle school students, you will see checklists for K-‐3 standards that might have been missed, a range of standards 4-‐10 so you can differentiate for your students and see how to accommodate student ability, 4-‐8 checklists to help you track, and a curriculum guide to help you as you plan

throughout the year, and more.

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Reading Literaure (RL): ✔ Key Ideas and Details

1 Textual evidence and inferences 2 Theme or central idea, summary, sensory

details

3 Development of literary elements including plot, characters, dialogue

Craft and Structure

4 Words and phrases: figurative, connotative, rhyme, repitition word choice, tone, analogies, allusion

5 Text structure 6 Author, point of view, narrator

Integration of Knowledge and Ideas

7 Compare and contrast, production techniques

9 Compare and contrast style, purpose, genre, multiple texts on same theme, patterns of events character types

Range of Reading and Level of Complexity 10 Fictional text complexity proficiently

College and Career Readiness Anchor Standards for Reading Keywords for All Standards for Planning by Quarter or Unit

CCRS Curriculum Planning for Quarter One

Reading Informational Text (RI): ✔ Key Ideas and Details

1 Textual evidence and inferences 2 Central idea, summary, sensory details 3 Developing key details and connections

Craft and Structure 4 Decipher words and phrases, word choice 5 Text structure and development of ideas 6 Author’s point of view or purpose

Integration of Knowledge and Ideas 7 Integrate medias or formats to develop

coherent understanding

8 Evaluate the argument and specific claims; evidence

9 Compare and contrast one author’s presentation

Range of Reading and Level of Complexity 10 Informational text complexity proficiently

Writing (W): ✔ Text Types and Purposes

1 Write arguments to support claims with clear reasons and relevant evidence.

2

Write informative/ explanatory texts to examine a topic, convey ideas, concepts, and information through the selection , organization, and analysis of relevant content.

3

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

Production and Distribution of Writing

4 Development, organization, style, task, purpose, audience

5 Develop writing, planning, revising, editing, rewriting

6 Use technology

Research to Build and Present Knowledge

7 Research, question, sources

8 Relevant and credible resources, quotes, paraphrase, bibliography

9 Literary and informational text-‐based evidence

Range of Writing

10 Range, audience, purpose

Speaking and Listening (SL) ✔ Comprehension and Collaboration

1 Engage in collaborative dicussions 2 Use evidence to support with diverse media

3 Reliability of claims and evidence Presentation of Knowledge and Ideas

4 Sequence findings, appropriate body language

5 Visual Aid 6 Range and diversity of writing

Language (L): ✔ Conventions of Standard English

1 Standard English grammar and usage conventions when speaking and writing

2 Standard English capitalization, punctuation, and spelling when writing

Knowledge of Language

3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

Vocabulary Acquisition and Use

4 Determine meaning of unknown and multiple-‐meaning words and phrases using strategies

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

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CCRS Curriculum Planning for Quarter Two











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College and Career Readiness Anchor Standards for Reading Keywords for All Standards for Planning by Quarter or Unit CCRS Curriculum Planning for Quarter Three











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Range of Writing















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Craft and Structure








CCRS Curriculum Planning for Quarter Four











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Reading Literaure (RL): 1 2 3 4 Key Ideas and Details ✔ ✔ ✔ ✔

1 Textual evidence and inferences 2 Theme or central idea, summary, sensory details 3 Development of literary elements including plot, characters, dialogue

Craft and Structure ✔ ✔ ✔ ✔ 4 Words and phrases: figurative, connotative, rhyme, repitition word choice,

tone, analogies, allusion


Integration of Knowledge and Ideas ✔ ✔ ✔ ✔ 7 Compare and contrast, production techniques


Range of Reading and Level of Complexity ✔ ✔ ✔ ✔ 10 Fictional text complexity proficiently

College and Career Readiness Anchor Standards for Reading A Checklist of the General Standards with Keywords

Reading Informational Text (RI): 1 2 3 4

Key Ideas and Details ✔ ✔ ✔ ✔

1 Textual evidence and inferences

2 Central idea, summary, sensory details

3 Developing key details and connections

Craft and Structure ✔ ✔ ✔ ✔

4 Decipher words and phrases, word choice

5 Text structure and development of ideas

6 Author’s point of view or purpose Integration of Knowledge and Ideas ✔ ✔ ✔ ✔

7 Integrate medias or formats to develop coherent understanding



Range of Reading and Level of Complexity ✔ ✔ ✔ ✔

10 Informational text complexity proficiently

Speaking and Listening (SL) 1 2 3 4 Comprehension and Collaboration ✔ ✔ ✔ ✔

1 Engage in collaborative dicussions

a. Read material with evidence prior b. Set and track goals c. Elaboration, detail d. Key ideas, multiple perpectives, reflection paraphrasing, justify 2 Use evidence to support with diverse media

3 Reliability of claims and evidence Presentation of Knowledge and Ideas ✔ ✔ ✔ ✔



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Writing (W): 1 2 3 4 Text Types and Purposes ✔ ✔ ✔ ✔


a. Introduce claims, organize reasons and evidence

b. Support, credible sources

c. Clarify relationship among claims and reasons

d. Formal style

e. Concluding statement

2 Write informative/ explanatory texts to examine a topic, convey ideas, concepts, and information through the selection , organization, and analysis of relevant content.

a. Introduce topic, organization, formating, grapics, multimedia

b. Develop topic

c. Transitions

d. Language and vocabulary

e. Formal style

f. Concluding statement

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

a. Establish context, introduce narrators and characters, organize

b. Develop story using narrative techniques

c. Transition and sequence

d. Sensory language

e. Conclusion

Production and Distribution of Writing ✔ ✔ ✔ ✔



6 Use technology

Research to Build and Present Knowledge ✔ ✔ ✔ ✔




Range of Writing ✔ ✔ ✔ ✔ 10 Range, audience, purpose


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Language (L): 1 2 3 4

Conventions of Standard English ✔ ✔ ✔ ✔


a. Function of phrases and clauses

b. Simple, compound, complex, and compound-‐complex sentences to signal differing relationships among ideas

c. Place phrases and clauses within a sentence, recognize and correct mislplaced modifiers


a. Use a comma to separate cooridinate adjectives

b. Spell correctly

Knowledge of Language ✔ ✔ ✔ ✔ 3 Use knowledge of language and its conventions when writing, speaking,

reading, or listening

a. Expresses ideas precisely and concisely, eliminating wordiness and redundancy

Vocabulary Acquisition and Use ✔ ✔ ✔ ✔


a. Use context (e.g., definitions, examples, restatements in text, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

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

d. Verify preliminary meaning of words or phrase


a. Literary, biblical, mythological allusions

b. Use relationship between particular words (cause/effect, part/whole, item/category, synonym/antonym, analogy) to understand each of the words

c. Distinguish connotations and denotations


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Reading Literaure (RL): ✔

(RL): Key Ideas and Details 1 Textual evidence and inferences 2 Theme or central idea, summary, sensory details 3 Development of literary elements including plot, characters, dialogue

(RL): Craft and Structure 4 Words and phrases: figurative, connotative, rhyme, repitition word choice, tone,

analogies, allusion 5 Text structure 6 Author, point of view, narrator

(RL): Reading Literaure Knowledge and Ideas



(RL): Range of Reading and Level of Complexity

10 Fictional text complexity proficiently

Reading Informational Text (RI): ✔

(RI): Key Ideas and Details 1 Textual evidence and inferences 2 Central idea, summary, sensory details 3 Developing key details and connections

(RI): Craft and Structure 4 Decipher words and phrases, word choice 5 Text structure and development of ideas 6 Author’s point of view or purpose

(RI): Integration of Knowledge and Ideas

7 Integrate medias or formats to develop coherent understanding 8 Evaluate the argument and specific claims; evidence 9 Compare and contrast one author’s presentation

(RI): Range of Reading and Level of Complexity 10 Read informational text complexity proficiently

Speaking and Listening (SL): ✔

(SL): Comprehension and Collaboration

1 Engage in collaborative dicussions 2 Use evidence to support with diverse media 3 Reliability of claims and evidence

(SL): Presentation of Knowledge and Ideas

4 Sequence findings, appropriate body language 5 Visual Aid

Writing (W): ✔

(W): Text Types and Purposes

1 Write arguments to support claims with clear reasons and relevant evidence. 2 Write informative/ explanatory texts to examine a topic, convey ideas,

concepts, and information through the selection , organization, and analysis of relevant content.


(W): Production and Distribution of Writing

4 Development, organization, style, task, purpose, audience 5 Develop writing, planning, revising, editing, rewriting 6 Use technology

(W): Research to Build and Present Knowledge

7 Research, question, sources 8 Relevant and credible resources, quotes, paraphrase, bibliography 9 Literary and informational text-‐based evidence

(W): Range of Writing 10 Range, audience, purpose Language (L): ✔

(L): Conventions of Standard English

1 Standard English grammar and usage conventions when speaking and writing 2 Standard English capitalization, punctuation, and spelling when writing

(L): Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening

(L): Vocabulary Acquisition and Use




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Reading Literaure (RL): Key Ideas and Details RL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10

RL.1. Textual evidence and inferences

Refer to details in text when eplaining text and inferences

Quote accurately from a text

Cite to support analysis

Cite several times

Textual evidence that most strongly supports

Strong and thorough textual evidence

RL.2. Theme or central idea, summary, sensory details

Determine theme from details; summarize

Include character development when determining theme

Use particular sensory details with theme; objective summary

Analyze theme’s development over the course of text

Analyze theme’s relationship with characters, setting, plot

Theme shaped and refined by specific details

RL.3. Development of literary elements including plot, characters, dialogue

Describe a character, setting, or event using specifc details

Compare and contrast two or more characters, settings, events

Plot unfolds in a series of episodes; characters respond and change as plot developes

Interaction of different literary elements

Analyze how dialogue or incidents propel action, revealing new aspects of character

Complex characters and their development

Reading Literaure (RL): Craft and Structure RL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10

RL.4. Decipher words and phrases, word choice

Determine meaning including allusions found in myths

Figurative language: similes and metaphors

Figurative, connotative, word choice, tone

Rhyme and repetition

Analogies and allusions to other texts

Word choice and tone; formal and informal

RL.5. Text structure

Explain major differences between structures and technical jargon with poems, drama, prose

Series of chapters, stanzas, scenes fit together in overall structure

Specific excerpt connected to plot, theme, setting development

Drama or poem form or structure contribute to meaning

Compare and contrast structure of two or more texts and the value in different structures

Manipulate time for effects (e.g., flashblacks, pacing)

RL.6. Author, point of view, narrator

Compare and contrast POV of stories: first and third person narrations

Narrator’s perspective influences how events are described

Author develops into narrator POV

Author contrasts narrator’s perspective with other characters

Differences in perspective create effects (e.g., suspense or humor)

Particular POV or culture of US reflected

Reading Literaure (RL): Integration of Knowledge and Ideas RL Keywords Grade 4 Grade 5- Less Grade 6 Grade 7 Grade 8 Grades 9-10

RL.7. Compare and contrast, production techniques

Connection between text and visual

Analyze how visual elements contribute to meaning, tone

Compare and contrast reading to listening or viewing same piece

Analyze the effects of techniques unique to each medium

Analyze how a production stays faithful to or departs from the original, evaluating creative choices used

Representiation of a subject in two different artistic mediums

RL.9. Compare and contrast style, purpose, genre, multiple texts on same theme, patterns of events character types

Compare and contrast common themes in myths, traditional literature, stories

Compare and contraste stories in same genre

Compare and contrast texts in different forms or genres in terms of approaches to similar themes

Fictional with nonfiction historical account

Modern work with traditional literature in terms of themes, patterns of events, or character types

Author draws on and transforms source material in specific work

Reading Literature (RL): Range of Reading and Level of Complexity RL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10 RL.10. Fictional text complexity proficiently

4-5 Scaffolding 50% Literary

4-5 Independently 6- 8 Scaffolding 6- 8

Scaffolding 6- 8 Independently 45% Literary

9-10 Scaffolding-Independently

4-‐10 Grade Level Breakdown of CCRS: Reading Literature Description: This checklist contains College and Career Ready Standards for Reading in grades 4-‐10. Use

the chart to help evaluate student needs in order to maximize student growth.

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Reading Literaure (RL): Key Ideas and Details ✔ ✔

RL.1. Textual evidence and inferences

Refer to details in text when eplaining text and inferences Cite several times

Quote accurately from a text Textual evidence that most strongly supports

Cite to support analysis Strong and thorough textual evidence

RL.2. Theme or central idea, summary, sensory details

Determine theme from details; summarize Analyze theme’s development over the course of text

Include character development when determining theme Analyze theme’s relationship with

characters, setting, plot Use particular sensory details with theme; objective summary Theme shaped and refined by specific

details

RL.3. Development of literary elements including plot, characters, dialogue

Describe a character, setting, or event using specifc details Interaction of different literary elements Compare and contrast two or more characters, settings, events Analyze how dialogue or incidents propel

action, revealing new aspects of character Plot unfolds in a series of episodes; characters respond and change as plot developes

Complex characters and their development

Reading Literaure (RL): Craft and Structure ✔ ✔

RL.4. Decipher words and phrases, word choice

Determine meaning including allusions found in myths Rhyme and repetition

Figurative language: similes and metaphors Analogies and allusions to other texts

Figurative, connotative, word choice, tone Word choice and tone; formal and informal

RL.5. Text structure

Explain major differences between structures and technical jargon with poems, drama, prose


Series of chapters, stanzas, scenes fit together in overall structure


Specific excerpt connected to plot, theme, setting development Manipulate time for effects (e.g.,

flashblacks, pacing)

RL.6. Author, point of view, narrator

Compare and contrast POV of stories: first and third person narrations Author contrasts narrator’s perspective

with other characters Narrator’s perspective influences how events are described Differences in perspective create effects

(e.g., suspense or humor) Author develops into narrator POV Particular POV or culture of US reflected

Reading Literaure (RL): Integration of Knowledge and Ideas ✔ ✔

RL.7. Compare and contrast, production techniques

Connection between text and visual Analyze the effects of techniques unique to each medium

Analyze how visual elements contribute to meaning, tone


Compare and contrast reading to listening or viewing same piece Representiation of a subject in two

different artistic mediums

RL.9. Compare and contrast style, purpose, genre, multiple texts on same theme, patterns of events character types

Compare and contrast common themes in myths, traditional literature, stories Fictional with nonfiction historical

account

Compare and contraste stories in same genre



Author draws on and transforms source material in specific work

Reading Literature (RL): Range of Reading and Level of Complexity ✔ ✔

RL.10. Fictional text complexity proficiently

4-‐5 Scaffolding 50% Literary 6-‐ 8 Independently

45% Literary

4-‐8 Grade Level Checklist of CCRS: Reading Literature

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Mastery of English Language Arts: Reading Literature RL. K-3. All RL Keywords Reading Literature Standards ✔

Reading Literaure (RL): Key Ideas and Details ✔

RL1. Textual evidence and inferences

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

RL.3.1 Ask and answer questions to demonstrate understanding of a text, explicitly using text as basis for answers.

RL2. Theme or central idea, summary, sensory details

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures, and determine their central message, lesson, or moral.

RL3. Development of literary elements including plot, characters, dialogue

RL.1.3 Describe characters, settings, and major events in a story using key details.

RL.2.3 Describe how characters in a story respond to major events and challenges

Reading Literaure (RL): Craft and Structure ✔

RL4. Decipher words and phrases, word choice

RL.1.4 Identify words and phrases in stories and poems that suggest feelings or appeal to senses.

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

RL.3.4 Distinguish literal from nonliteral language

RL5. Text structure

RL.1.5 Explain differences between books that tell stories and books that give information.

RL.2.5 Describe overall structure of a story including beginning as introduction and ending concluding action.

RL.3.5 Use technical terms such as chapter, scene, and stanza when refering to stories, dramas, and poems.

RL6. Author, point of view, narrator

RL.1.6 Identify who is telling the story at different parts. RL.2.6. Acknowledge differents in POV of characters, including speaking in different voices when reading dialogue.

RL.3.6 Distinguish own POV from the narrator or characters.

Reading Literaure (RL): Integration of Knowledge and Ideas ✔ RL7. Compare and contrast, production techniques

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by words in the story (mood, emphasis on aspects of a character or setting).

RL9. Compare and contrast style, purpose, genre, multiple texts on same theme, patterns of events character types

RL.2.9 Compare and contrast two versions of the same story from different cultures or by different authors.

RL.3.9 Compare and contrast themes, settings, and plots written by same author about similar characters.

K-‐3 Grade Level Checklist of CCRS: Reading Literature Description: This checklist contains College and Career Ready Standards for Reading in grades K-‐3. Use

the checklists to help evaluate student needs when they are not in the middle school range.

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Reading Informational Text (RI): Key Ideas and Details RI Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10

RI.1. Textual evidence and inferences

Refer to details in text when eplaining text and inferences

Quote accurately

Cite to support analysis of what text explicitly sys and draw inferences

Cite several times Textual evidence that most strongly supports

Strong and thorough evidence

RI.2. Central idea, summary, sensory details

Determine main idea supported by key details; summarize

Two or more main ideas

Determine central idea of a text and how it’s conveyed through particular details

Two or more central ideas, analyze development; provide summary

Include the central idea’s relationship to supporting ideas

Theme shaped and refined by specific details

RI.3. Developing key details and connections

Explain events with content-vocabulary from text

Interactions between two or more

Analyze key individual, event, idea is introduced, illustrated, and elaborated

Interactions between one another in a text; compare multiple events

Connections amongst the distinctions through comparisons, analagies, and categories

How author unfolds ideas or events, including order and style

Reading Informational Text (RI): Craft and Structure RI Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10

RI.4. Decipher words and phrases, word choice

Determine meaning of grade level academic and domain-specific words

Figurative, connotative, word choice, tone

Rhyme and repetition

Technical meanings, analogies and allusions to other texts

Tone

RI.5. Text structure and development of ideas

Describe overall structure

Compare and contrast structure

Specific excerpt connected to overall structure and development of ideas

Analyze structure author uses to organize text

Refined key concept

Claims developed and refined by author

RI.6. Author’s point of view or purpose

Compare and contrast firsthand and secondhand account

Similarities and differences in multiple accounts

Author’s perspective or purpose and how it’s conveyed

Author distinguishes perspective from that of others

Author acknowledges and responds to conflicting viewpoints

Author uses rhetoric to advance perspective

Reading Informational Text (RI): Integration of Knowledge and Ideas RI Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10 RI.7. Integrate medias or formats to develop coherent understanding

Interpret visual information

Draw on multiple sources, locating an answer

Integrate information in different formats to develop understanding

Compare and contrast text to audio, depicting each portrayal of subject

Evaluate advantages and disadvantages of using different mediums

Various accounts told in different mediums and emphasized details

RI.8. Evaluate the argument and specific claims; evidence

Explain how author uses reasons and evidence to support particular points

Identify which evidence supports specific points

Evaluate the argument and specific claims; claims supported by reasons and evidence

Assess whether the reasoning is sound and evidence is relevant and sufficient

Examine and evaluate if the argument is sound; recognize irrelevant evidence

Valid, sufficient evidence and false statements

RI.9. Compare and contrast one author’s presentation

Integrate information from two texts on same topic to speak knowledgeably

Several texts

Compare and contrast two differing authors’ presentation of events

Two or more authors writing to emphasize different interpretations

Identify where they disagree on fact or inpretation

Analyze U.S. documents of significance in relation

Reading Informational Text (RI): Range of Reading and Level of Complexity RI Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10 RI.10. Informational text complexity proficiently

4-5 Scaffolding 50% Informational

4-5 Independently 6- 8 Scaffolding

6- 8 Independently 55% Informational

9-10 Scaffolding-Independently

4-‐10 Grade Level Breakdown of CCRS: Reading Informational Text Description: This checklist contains College and Career Ready Standards for Reading in grades 4-‐10. Use


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Reading Informational Text (RI): Key Ideas and Details ✔ ✔


Refer to details in text when eplaining text and inferences Cite several times

Quote accurately Textual evidence that most strongly supports

Cite to support analysis of what text explicitly sys and draw inferences Strong and thorough evidence


Determine main idea supported by key details; summarize Two or more central ideas, analyze

development; provide summary

Two or more main ideas Include the central idea’s relationship to supporting ideas

Determine central idea of a text and how it’s conveyed through particular details Theme shaped and refined by specific

details


Explain events with content-‐vocabulary from text Interactions between one another in a

text; compare multiple events

Interactions between two or more Connections amongst the distinctions through comparisons, analagies, and categories

Analyze key individual, event, idea is introduced, illustrated, and elaborated How author unfolds ideas or events,

including order and style

Reading Informational Text (RI): Craft and Structure ✔ ✔ RI.4. Decipher words and phrases, word choice

Determine meaning of grade level academic and domain-‐specific words Technical meanings, analogies and

allusions to other texts Figurative, connotative, word choice, tone Tone Rhyme and repetition


Describe overall structure Analyze structure author uses to organize text

Compare and contrast structure Refined key concept Specific excerpt connected to overall structure and development of ideas Claims developed and refined by author


Compare and contrast firsthand and secondhand account Author distinguishes perspective from

that of others Similarities and differences in multiple accounts Author acknowledges and responds to

conflicting viewpoints Author’s perspective or purpose and how it’s conveyed Author uses rhetoric to advance

perspective Reading Informational Text (RI): Integration of Knowledge and Ideas ✔ ✔ RI.7. Integrate medias or formats to develop coherent understanding

Interpret visual information Compare and contrast text to audio, depicting each portrayal of subject

Draw on multiple sources, locating an answer Evaluate advantages and disadvantages of

using different mediums Integrate information in different formats to develop understanding Various accounts told in different

mediums and emphasized details


Explain how author uses reasons and evidence to support particular points Assess whether the reasoning is sound

and evidence is relevant and sufficient Identify which evidence supports specific points Examine and evaluate if the argument is

sound; recognize irrelevant evidence Evaluate the argument and specific claims; claims supported by reasons and evidence Valid, sufficient evidence and false

statements

RI.9. Compare and contrast one author’s presentation

Integrate information from two texts on same topic to speak knowledgeably Two or more authors writing to

emphasize different interpretations

Several texts Identify where they disagree on fact or inpretation

Compare and contrast two differing authors’ presentation of events Analyze U.S. documents of significance in

relation Reading Informational Text (RI): Range of Reading and Level of Complexity ✔ ✔ RI.10. Informational text complexity

4-‐5 Scaffolding 50% Informational 6-‐ 8 Independently

55% Informational

4-‐8 Grade Level Checklist of CCRS: Reading Informational Text

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Primary Mastery of English Language Arts: Reading Informational Text RI. K-‐3. ALL

RI Keywords Reading Informational Text Standards ✔ Reading Informational Text (RI): Key Ideas and Details


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

RI.3.1 Ask and answer questions to demonstrate understanding of a text, explicitly using text as basis for answers.


RI.3.2 Recount main idea of a text; recount the key details and explain how they support the main idea.


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

Reading Informational Text (RI): Craft and Structure ✔


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

RI.3.5 key words, sidebars, hyperlinks


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

RI.3.6 Distinguish own POV from that of author.

Reading Informational Text (RI): Integration of Knowledge and Ideas ✔ RI.7. Integrate medias or formats to develop coherent understanding

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


RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text

K-‐3 Grade Level Checklist of CCRS: Reading Informational Text Description: This checklist contains College and Career Ready Standards for Reading in grades K-‐3. Use


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Speaking and Listening (SL): Comprehension and Collaboration SL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10

SL.1. Engage in dicussions

Engage effectively in a range of collaborative discussions with diverse partners of grade level topics, texts, issues; build on other’s ideas and express own clearly

Express own persuasively

a. Read material with evidence prior

Come prepared, read or studied material; refer to evdience to probe and reflect on ideas under discussion

Read research material to prepare

Refer to evidence from texts

b. Set and track goals

Follow agreed-upon rules and carry out assigned roles

Rules for collegial discussions, set goals and deadlines, define individual roles

Track progress towards goals

Follow rules for decision making

Set rules, goals, deadlines, and individual roles

c. Elaboration, detail

Pose and respond to specific questions; make releveant and linking comments

Make comments that contribute to discussion and elaborate on remarks of others

Comments that contribute to the topic, text, issue under discussion

Respond with relevant observations and ideas that bring the discussion back on topic as needed

Questions connect ideas of several speakers and respond to others’ with relevant evidence

Relate to braoder themes, actively incorporate others, challenge ideas

d. Key ideas, multiple perpectives, reflection paraphrasing, justify

Review key ideas expressed and explain own ideas and understanding

Draw conclusions from discussion

Demonstrate understanding of multiple perspectives through reflection and paraphrasing

Acknowledge new information expressed; modify own views as needed

When warranted, qualify or justify own views with evidence presented

Respond thoughtfully to diverse perspectives; summarize points of agreement

SL.2. Use evidence to support with diverse media

Paraphrase portions of information read aloud or in diverse media and formats

Summarize

Intrepet information presented, explain contribution to topic, text, issue under study

Analyze main ideas and supporting details presented; explain how the ideas clarify

Analyze the purpose of information presented and evaluate motives behind its presentation

Integrate multiple sources, evaluating credibility and accuracy of each

SL.3. Reliability of claims and evidence

Identify reasons and evidence a speaker provides

Summarize points made and how each is supported by reasons and evidence

Examine a speaker’s argument and claims, distinguishing those supported by reasons and evidence

Evaluate the soundness of reasoning

Evaluate relevance and credibility of the evidence; identify irrelevant evidence

Speaker’s point of view, rhetoric, identify fallacious or exaggerated, distorted evidence

Speaking and Listening (SL): Presentation of Knowledge and Ideas SL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10

SL.4. Sequence findings, appropriate body language

Report on topic or tell story in an organized manner with facts and relevant details; speak clearly

Present an opinion, sequence ideas logically; speak at understandable pace

Pertinent descriptions to accentuate themes and main ideas; use eye contact, volume, ponounciation

Emphasize salient points in a focused, coherent manner

Relevant evidence, sound valid reasononing, well- chosen details

Present supporting evidence clearly, concisely, logically for an active audience

SL.5. Visual Aid

Add audio and visual displays to enhance development of main ideas or themes

Include multimedia components in presentations

Use to emphasize salient points

Use to strengthen claims and evidence, and add interest

Strategic use of digital media to enhance understanding

SL.6. Range and diversity of writing

Differentiate use formal or informal

Adapt speech to a variety of contexts and tasks; formal English when appropriate

4-‐10 Grade Level Breakdown of CCRS: Speaking and Listening Description: This checklist contains College and Career Ready Standards for Reading in grades 4-‐10. Use


17

Speaking and Listening (SL): Comprehension and Collaboration ✔ ✔ SL.1. Engage in dicussions


Express own persuasively



Refer to evidence from texts



Follow agreed-‐upon rules and carry out assigned roles Follow rules for decision making Rules for collegial discussions, set goals and deadlines, define individual roles Set rules, goals, deadlines, and individual

roles Track progress towards goals

c. Elaboration, detail

Pose and respond to specific questions; make releveant and linking comments

Respond with relevant observations and ideas that bring the discussion back on topic as needed

Make comments that contribute to discussion and elaborate on remarks of others Questions connect ideas of several

speakers and respond to others’ with relevant evidence

Comments that contribute to the topic, text, issue under discussion Relate to braoder themes, actively

incorporate others, challenge ideas


Review key ideas expressed and explain own ideas and understanding Acknowledge new information expressed;

modify own views as needed

Draw conclusions from discussion When warranted, qualify or justify own views with evidence presented

Demonstrate understanding of multiple perspectives through reflection and paraphrasing

Respond thoughtfully to diverse perspectives; summarize points of agreement

SL.2. Use evidence to support with diverse media

Paraphrase portions of information read aloud or in diverse media and formats Analyze main ideas and supporting details

presented; explain how the ideas clarify

Summarize Analyze the purpose of information presented and evaluate motives behind its presentation

Intrepet information presented, explain contribution to topic, text, issue under study Integrate multiple sources, evaluating

credibility and accuracy of each

SL.3. Reliability of claims and evidence

Identify reasons and evidence a speaker provides Evaluate the soundness of reasoning Summarize points made and how each is supported by reasons and evidence Evaluate relevance and credibility of the

evidence; identify irrelevant evidence Examine a speaker’s argument and claims, distinguishing those supported by reasons and evidence

Speaker’s point of view, rhetoric, identify fallacious or exaggerated, distorted evidence

Speaking and Listening (SL): Presentation of Knowledge and Ideas ✔ ✔

SL.4. Sequence findings, appropriate body language

Report on topic or tell story in an organized manner with facts and relevant details; speak clearly


Present an opinion, sequence ideas logically; speak at understandable pace Relevant evidence, sound valid

reasononing, well-‐ chosen details Pertinent descriptions to accentuate themes and main ideas; use eye contact, volume, ponounciation

Present supporting evidence clearly, concisely, logically for an active audience

SL.5. Visual Aid

Add audio and visual displays to enhance development of main ideas or themes Use to emphasize salient points Include multimedia components in presentations Use to strengthen claims and evidence,

and add interest

Strategic use of digital media to enhance understanding

SL.6. Range and diversity of writing

Differentiate use formal or informal Adapt speech to a variety of contexts and tasks; formal English when appropriate

4-‐8 Grade Level Checklist of CCRS: Speaking and Listening

18

4-‐10 Grade Level Breakdown of CCRS: Writing Description: This checklist contains College and Career Ready Standards for Reading in grades 4-‐10. Use


19

Writing (W): Text Types and Purposes W1. Write arguments to support claims with clear reasons and relevant evidence.

W.1. Keywords Grade 6 Grade 7 Grade 8

a.

Introduce argumentative claims, organize reasons and evidence

Introduce claims and organize reasons and evidence clearly

Acknowledge alernate claims; organize logically

Distinguish claim from alternate


Support claims with clear reasons and relevant evidence, using credible sources to demonstrate understanding

Logical reasoning; accurate sources


Use words, phrases, clauses to clarify relationship among claims and reasons

Create cohesion to clarify; evidence Counterclaims

d. Formal style Establish and maintain a formal style

e. Concluding statement Provide a concluding statement or section that follows from argument presented

Support argument presented

W2. Write informative/ explanatory texts to examine a topic, convey ideas, concepts, and information through the selection , organization, and analysis of relevant content.


a.

Introduce topic, organization, formating, grapics, multimedia

Inroduce a topic; organize ideas, concepts, and information using strategies such as definition, classification, comparison, contrast, and cause and effect; include formatting, graphics, and multimedia when useful to aiding comprehension

Introduce and preview what is to follow

Organize into broader categories

b. Develop topic Develop topic with relevant facts, definitions, concrete details, quotations, other information, examples

Well-‐chosen facts

c. Transitions Use appropriate transitions to clarify the relationships among ideas and concepts Create cohesion Varied


Use precise language and domain-‐ specific vocabulary to inform and explain

e. Formal style Establish and maintain formal style


Provide a concluding statement or section that follows from information presented

W3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences


a.

Establish context, event sequence, introduce narrators and characters

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

Establish point of view


Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, characters

Reflection to develop


Use a variety of transition words, phrases, clauses to convey sequence and signal shifts from one time frame or setting to another

Show relationships among events

d. Sensory language Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

e. Conclusion Provide conclusion that follows from narrated experiences or events

6-‐8 Grade Level Breakdown of CCRS: Writing Text Types and Purposes Description: This checklist contains College and Career Ready Standards for Reading in grades 6-‐8. Use


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✔ ✔

✔ ✔

✔ ✔

✔ ✔

4-‐8 Grade Level Checklist of CCRS: Writing

21

Language (L): Conventions of Standard English L Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-‐10

L.1. Standard English grammar and usage conventions when speaking and writing

a.

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

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

a. Pronouns in proper case (subjective, objective, possessive)


a. Explain function of verbals (gerunds, participles, infinitives)

a. Use parallel structure

b.

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

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

b. Use intensive pronouns (e.g., myself, ourselves)


b. Form and use verbs in the active and passive voice

b. Use various types of phrases (noun, verb, adjectival, adverbial, participal, preopsitional, absolute) and clauses to convey meanings

c.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions

c. Use verb tense to convey various times, sequences, states, and conditions

c. Recognize and correct inapropriate shifts in pronoun number and person


c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood

d.

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

d. Recognize and correct inappropriate shifts in verb tense

d. Recognize and correct vague pronouns

d. Recognize and correct inappropriate shifts in verb voice and mood

e. e. Form and use prepositional phrases

e. Use correlative conjunctions (e.g., either/or, neither/nor)

e. Recognize variations in own and others’ writing and speaking; identify and use strategies to improve

f.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-‐ons

g.

g. Correctly use frequently confused words (e.g., to, too, two; there, their)

L.2. Standard English capitalization, punctuation, and spelling when writing

a.

a. Use correct capitalization.

a. Use punctuation to separate items in a series

a. To set off nonrestrictive and parenthetical elements (commas, parentheses, dashes)

a. Use a comma to separate cooridinate adjectives

a. Indicate a pause or break (comma, ellipsis, dash)

a. Hyphenation conventions

b.

b. Use commas and quotation marks to mark direct speech from a text

b. Use a comma to separate an introductory element from the rest of the sentence

b. Use an ellipsis to indicate an ommission

c.

c. Use a comma before a coordinating conjunction in a compound sentence

c. Use a comma to set off the words yes and no, to set off a question from rest of sentence, to indicate direct address

d.

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

d. Use underlining, quotation marks, or italics to indicate titles of work

4-‐10 Grade Level Breakdown of CCRS: Language Description: This checklist contains College and Career Ready Standards for Reading in grades 4-‐10. Use


22

Language (L): Knowledge of Language L Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-‐10

L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.

a. Choose words and phrases to convey ideas precisely

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

a. Vary sentence patterns for meaning, reader, listener interest, style


a. Use verbs in active and passive voice and in the conditional and subjunctive mood to achieve effects

a. Write and edit to guidelines in a style manual appropirate for writing type

b. b. Choose punctuation for effect

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

b. Maintain consistency in style and tone

c.

c. Differentiate between contexts that call for formal English and situations where to use informal

Language (L): Vocabulary Acquisition and Use L Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-‐10

L.4. Determine meaning of unknown and multiple-‐meaning words and phrases using strategies

a. a. Use context (e.g., definitions, examples, restatements in text, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. b. Use common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word

b. Identify patterns of word changes

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

d. d. Verify preliminary meaning of words or phrase

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

a. a. Explain meaning of figurative language (similes and metaphors) in context

a. Figures of speech including personification


a. Verbal irony, puns

a. Euphemism, oxymoron

b. b. Recognize and explain common idioms, adages, proverbs


b. Analyze nuances in words with similar denotations

c. c. Demonstrate understanding of words by relating them to particular words (antonyms, synonyms, homographs)


L.6. Aquire and use grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary

4-‐10 Grade Level Breakdown of CCRS: Language Description: This checklist contains College and Career Ready Standards for Reading in grades 4-‐10. Use


23

Language (L): Conventions of Standard English ✔ ✔

L.1. Standard English grammar and usage conventions when speaking and writing

a.

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


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

a. Explain function of verbals (gerunds, participles, infinitives)

a. Pronouns in proper case (subjective, objective, possessive) a. Use parallel structure

b.

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


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

b. Form and use verbs in the active and passive voice


b. Use various types of phrases (noun, verb, adjectival, adverbial, participal, preopsitional, absolute) and clauses to convey meanings

c.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions


c. Use verb tense to convey various times, sequences, states, and conditions

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood


d.

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


d. Recognize and correct inappropriate shifts in verb tense

d. Recognize and correct inappropriate shifts in verb voice and mood

e.

e. Form and use prepositional phrases e. Recognize variations in own and others’ writing and speaking; identify and use strategies to improve

e. Use correlative conjunctions (e.g., either/or, neither/nor)

f. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-‐ons

g. g. Correctly use frequently confused words (e.g., to, too, two; there, their)

L.2. Standard English capitalization, punctuation, and spelling when writing

a.

a. Use correct capitalization. a. Use a comma to separate cooridinate adjectives

a. Use punctuation to separate items in a series a. Indicate a pause or break (comma,

ellipsis, dash) a. To set off nonrestrictive and parenthetical elements (commas, parentheses, dashes)

a. Hyphenation conventions

b.

b. Use commas and quotation marks to mark direct speech from a text b. Use an ellipsis to indicate an

ommission b. Use a comma to separate an introductory element from the rest of the sentence

c. c. Use a comma before a coordinating conjunction in a compound sentence

c. Use a comma to set off the words yes and no, to set off a question from rest of sentence, to indicate direct address

d. d. Spell grade-‐appropriate words correctly, consulting references as needed d. Use underlining, quotation marks, or

italics to indicate titles of work

4-‐8 Grade Level Checklist of CCRS: Language (1/2)

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Language (L): Knowledge of Language ✔ ✔

L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening

a.

a. Choose words and phrases to convey ideas precisely


a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

a. Use verbs in active and passive voice and in the conditional and subjunctive mood to achieve effects


a. Write and edit to guidelines in a style manual appropirate for writing type

b. b. Choose punctuation for effect b. Maintain consistency in style and

tone

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

c. c. Differentiate between contexts that call for formal English and situations where to use informal

Language (L): Vocabulary Acquisition and Use ✔ ✔

L.4. Determine meaning of unknown and multiple-‐meaning words and phrases using strategies

a. a. Use context (e.g., definitions, examples, restatements in text, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b.

b. Use common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word b. Identify patterns of word changes

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

d. d. Verify preliminary meaning of words or phrase

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

a.

a. Explain meaning of figurative language (similes and metaphors) in context a. Verbal irony, puns

a. Figures of speech including personification a. Euphemism, oxymoron


b. b. Recognize and explain common idioms, adages, proverbs


c. c. Demonstrate understanding of words by relating them to particular words (antonyms, synonyms, homographs)


L.6. Aquire and use grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary

4-‐8 Grade Level Checklist of CCRS: Language (2/2)

25

Mastery of English Language Arts: Grammar Conventions L. K-‐3. 1

L.1 Language (L): Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 ✔

a. Print all upper-‐ and lowercase letters. b. Use common, proper, and possessive nouns.

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

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

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

f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.2.1 ✔ a. Use collective nouns (e.g., group).

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

c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

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

L.3.1 ✔

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

b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-‐verb and pronoun-‐antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences.

K-‐3 Grade Level Checklist of CCRS: Language: Grammar Conventions Description: This checklist contains College and Career Ready Standards for Reading in grades K-‐3. Use


26

Mastery of English Language Arts: Writing Conventions L.K-‐3. 2

L Language (L): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2 ✔ a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-‐vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-‐letter relationships.

L.1.2 ✔ a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.2.2 ✔ a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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

L.3.2 ✔ a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives.

e. Use conventional spelling for high-‐frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f. Use spelling patterns and generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

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

K-‐3 Grade Level Checklist of CCRS: Writing Conventions Description: This checklist contains College and Career Ready Standards for Reading in grades K-‐3. Use


27

Mastery of English Language Arts: Defining Vocabulary L. K-‐3. 4

L Language (L): Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases

L.K.4 ✔

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

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

L.1.4 ✔ a. Use sentence-‐level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word.

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

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

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

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

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

K-‐3 Grade Level Checklist of CCRS: Defining Vocabulary Description: This checklist contains College and Career Ready Standards for Reading in grades K-‐3. Use


28

Mastery of English Language Arts: Word Relationships L. K-‐3. 5 L Language (L): Demonstrate understanding of word relationships and nuances in word meanings.

L.K. 5 ✔

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

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

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

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

L.1.5 ✔

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

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

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

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

L.2.5 ✔

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

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

L.3.5 ✔

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

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

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

K-‐3 Grade Level Checklist of CCRS: Word Relationships Description: This checklist contains College and Career Ready Standards for Reading in grades K-‐3. Use


29



details


Craft and Structure







College and Career Readiness Anchor Standards for Reading Keywords for All Standards Planning by Unit:

_________________________________________________________











2


3





6 Use technology





Range of Writing















30

College and Career Readiness Anchor Standards for Reading Reading Standards for Literature 6-‐8

Reading Literaure (RL): Key Ideas and Details RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on


Cite to support analysis of what text says explicitly and inferences drawn


2 Theme or central idea, summary, sensory details

Determine how theme is conveyed through particular sensory details and objective summary

Analyze its development over the course of text

Specifically, analyze theme’s relationship with characters, setting, plot

3

Development of literary elements including plot, characters, dialogue

Plot unfolds in a series of episodes as well as how characters respond and change as plot moves toward a resolution

How different literary elements interact

Analyze how dialogue or incidents propel action, revealing new aspects of character

Reading Literaure (RL): Craft and Structure RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on

4

Words and phrases: figurative, connotative, rhyme, repitition word choice, tone, analogies, allusion

Determine meaning of words and phrases: figurative, connotative, word choice, tone

Rhyme and repetition Analogies and allusions to other texts

5 Text structure Specific excerpt connected to whole structure and plot, theme, setting development



6 Author, point of view, narrator

Explain how author develops into narrator POV.

Author contrasts narrator’s perspective with other characters

Analyze how differences in perspective create effects (such as suspense or humor)

Reading Literaure (RL): Integration of Knowledge and Ideas RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on


Compare and contrast reading to listening or viewing same piece

Analyze the effects of techniques unique to each medium


9

Compare and contrast style, purpose, genre, multiple texts on same theme, patterns of events character types


Fictional with nonfiction historical account


Reading Literature (RL): Range of Reading and Level of Complexity RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on 10 Fictional text

complexity proficiently

Scaffolding Scaffolding Independently

31

Reading Informational Text (RI): Key Ideas and Details RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on


Cite to support analysis of what text explicitly says and draw inferences


2 Central idea, summary, sensory details

Determine central idea of a text and how it’s conveyed through particular details

Two or more central ideas, analyze development; provide summary

Include the central idea’s relationship to supporting ideas

3 Developing key details and connections

Analyze key individual, event, idea is introduced, illustrated, and elaborated

Interactions between one another in a text; compare multiple events

Connections amongst the distinctions through comparisons, analagies, and categories

Reading Informational Text (RI): Craft and Structure RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on

4 Decipher words and phrases, word choice

Determine meaning of words and phrases: figurative, connotative, word choice, tone

Rhyme and repetition Technical meanings, analogies and allusions to other texts

5 Text structure and development of ideas

Specific excerpt connected to overall structure and contribution to development of ideas

Analyze structure author uses to organize text

Analyze specific excerpt in detail, including the role of particular sentences to development and refining key concept

6 Author’s point of view or purpose

Author’s point of view or purpose and how it’s conveyed

Author distinguishes perspective from that of others

Analyze how the author acknowledges and responds to conflicting evidence or viewpoints

Reading Informational Text (RI): Integration of Knowledge and Ideas RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on

7

Integrate medias or formats to develop coherent understanding

Integrate information presentated in different medias or formats to develop coherent understanding

Compare and contrast text to audio version, depicting each medium’s portrayal of subject

Evaluate advantages and disadvantages of using different mediums to present a particular topic and idea


Trace and evaluate the argument and specific claims; distinguishing claims supported by reasons and evidence from those not

Assess whether the reasoning is sound and evidence is relevant and sufficient

Examine and evaluate if the argument is sound; recognize when irrelevant evidence is introduced


Compare and contrast one author’s presentation of events with that of another

Two or more authors writing about the same topic emphasize different evidence or interpretations of facts

Analyze texts which provide conflicting information; identify where the texts disagree on matters of fact or inpretation

Reading Informational Text (RI): Range of Reading and Level of Complexity

RL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on 10 Informational text

complexity proficiently

Scaffolding Scaffolding Independently

College and Career Readiness Anchor Standards for Reading Reading Standards for Informational Text 6-‐8

32

College and Career Readiness Anchor Standards for Reading Writing Standards 6-‐8

Writing (W): Text Types and Purposes W Base Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on 1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claims, organize reasons and evidence

Introduce claims and organize reasons and evidence clearly

Acknowledge alernate claims; organize logically

Distinguish claim from alternate


Support claims with clear reasons and relevant evidence, using credible sources to demonstrate understanding

Logical reasoning; Accurate sources


Use words, phrases, clauses to clarify relationship among claims and reasons

Create cohesion to clarify; evidence

Counterclaims

d. Formal style Establish and maintain a formal style

e. Concluding statement

Provide a concluding statement or section that follows from argument presented

Support argument presented

2 Write informative/ explanatory texts to examine a topic, convey ideas, concepts, and information through the selection , organization, and analysis of relevant content.

a. Introduce topic, organization, formating, grapics, multimedia

Inroduce a topic; organize ideas, concepts, and information using strategies such as definition, classification, comparison, contrast, and cause and effect; include formatting, graphics, and multimedia when useful to aiding comprehension

Introduce and preview what is to follow

Organize into broader categories

b. Develop topic Develop topic with relevant facts, definitions, concrete details, quotations, other information, examples

Well-‐chosen facts

c. Transitions Use appropriate transitions to clarify the relationships among ideas and concepts Create cohesion Varied


Use precise language and domain-‐ specific vocabulary to inform and explain

e. Formal style Establish and maintain formal style


Provide a concluding statement or section that follows from information presented


a.

Establish context, introduce narrators and characters, organize

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

Establish point of view


Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, characters

Reflection to develop


Use a variety of transition words, phrases, clauses to convey sequence and signal shifts from one time frame or setting to another

Show relationships among events

d. Sensory language

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

e. Conclusion Provide conclusion that follows from narrated experiences or events

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College and Career Readiness Anchor Standards for Reading Writing Standards 6-‐8 Continued

Writing (W): Production and Distribution of Writing W Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on

4

Development, organization, style, task, purpose, audience

Produce clear and coherent writing: development, organization, and style are appropriate to task, purpose, audience

5

Develop writing, planning, revising, editing, rewriting

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

6 Use technology

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient keyboarding skills to type minimum of three pages in single sitting

Link to and cite sources

Present the relationships between information and ideas efficiently

Writing (W): Research to Build and Present Knowledge

W Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on


Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

Generate additional related, focused questions for further research and investigation

Can use self generated question; additional questions should allow for multiple avenues of exploration

8

Relevant and credible resources, quotes, paraphrase, bibliography

Gather relevant information from multiple print and digital resources, assess the credibility of each source, quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

Use search terms effecively; assess accuracy of each source; follow standard MLA format


Draw evidence from literary or informational texts to support analysis, reflection, and research; apply grade level Reading standards to literature and literary nonfiction

Writing (W): Range of Writing

W Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on


Write routinely over short and extedned time frames, for a range of discipline-‐specific tasks, purposes, and audiences.

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Speaking and Listening (SL): Comprehension and Collaboration SL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on

1 Engage in dicussions






Follow rules for collegial discussions, set goals and deadlines, define individual roles

Track progress towards goals

Follows rules for decision making

c.

Elaboration, detail

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, issue under discussion

Pose questions that elicit elaboration; respond to comments with relevant observations and ideas that bring the discussion back on topic as needed

Questions connect ideas of several speakers and respond to others’ with relevant evidence, observations, ideas


Review key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

Acknowledge new information expressed; modify own views as needed

When warranted, qualify or justify own views in with evidence presented

2 Use evidence to support with diverse media

Intrepet information presented in diverse media and formats and explain contribution to topic, text, issue under study

Analyze main ideas and supporting details presented; explain how the ideas clarify

Analyze the purpose of information presented and evaluate motives behind its presentation

3 Reliability of claims and evidence

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

Evaluate the soundness of reasoning

Evaluate the relevance and credibility of the evidence; identify when irrelevant evidence is introduced

Speaking and Listening (SL): Presentation of Knowledge and Ideas SL Keywords Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on

4

Sequence findings, appropriate body language

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate themes and main ideas; use appropraite eye contact, volume, ponounciation


Relevant evidence, sound valid reasononing, well-‐ chosen details

5 Visual Aid Include multimedia components and visual displays in presentations

Use to emphasize salient points

Use to strengthen claims and evidence, and add interest

6 Range and diversity of writing

Adapt speech to a variety of contexts and tasks; formal English when approprite

College and Career Readiness Anchor Standards for Reading Speaking and Listening 6-‐8

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Language (L): Conventions of Standard English L Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on 1 Standard English grammar and usage conventions when speaking and writing

a. Pronouns in proper case (subjective, objective, possessive) Function of phrases and clauses Explain function of verbals

(gerunds, participles, infinitives)


Simple, compound, complex, and compound-‐complex sentences to signal differing relationships among ideas

Form and use verbs in the active and passive voice


Place phrases and clauses within a sentence, recognize and correct mislplaced modifiers

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.


Recognize and correct inappropriate shifts in verb voice and mood.

e.

Recognize variations from standard English in own and others’ writing and speaking; identify and use strategies to improve expression


a.

Use punctuation to set off nonrestrictive and parenthetical elements (commas, parentheses, dashes)

Use a comma to separate cooridinate adjectives

Use punctuation to indicate a pause or break (comma, ellipsis, dash)

b. Spell correctly. Use an ellipsis to indicate an ommission

Language (L): Knowledge of Language L Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening


Expresses ideas precisely and concisely, eliminating wordiness and redundancy

Use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects

b. Maintain consistency in style and tone

Language (L): Vocabulary Acquisition and Use L Grade 6 Grade 7-‐ Add on Grade 8-‐ Add on 4 Determine meaning of unknown and multiple-‐meaning words and phrases using strategies

a. Use context as clue to determine meaning

b. Grade appropriate Greek and Latin affixes and roots

c. Consult reference materials

d. Verify preliminary meaning of worse or phrase


a. Interpret figures of speech in context

b. Use relationship between words to understand each of the words

c. Connotations and denotations

6 Aquire and use grade appropriate vocabulary

College and Career Readiness Anchor Standards for Reading Language 6-‐8

36

College and Career Ready in Emotional and Social Development, and 21st Century Skills Rubric

Listed prior to the detailed common core standards, these skills below measure the social and emotional maturity of students, as well as the emphasis on development of 21st century skills

College and Career Ready in Emotional and Social Development, and 21st Century Skills

Score 1-‐5 (1= low; 5= high)

Notes

Students demonstrate independence. 1 2 3 4 5

They can, without significant scaffolding, comprehend complex texts across a range of types.

1 2 3 4 5

They can, without significant scaffolding, evaluate complex texts across a range of types.

1 2 3 4 5

They can independently discern a speaker’s key points, request clarification, and ask relevant questions.

1 2 3 4 5

Without prompting, they demonstrate command of standard English, and acquire and use a wide-‐ranging vocabulary.

1 2 3 4 5

They become self-‐directed learners, effective seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

1 2 3 4 5

Students build strong content knowledge.

1 2 3 4 5

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.

1 2 3 4 5

They become proficient in new areas through research and study.

1 2 3 4 5

They read purposefully to gain both general knowledge and discipline-‐specific expertise.

1 2 3 4 5

They listen attentively to gain both general knowledge and discipline-‐specific expertise.

1 2 3 4 5

They refine and share their knowledge through writing and speaking.

1 2 3 4 5

Students respond to the varying demands of audience, task, purpose, and discipline.

1 2 3 4 5

Students adapt their communication in relation to audience, task, purpose, and discipline.

1 2 3 4 5

They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task.

1 2 3 4 5

They appreciate nuances, such as how the composition of an audience should affect tone.

1 2 3 4 5

They know that different disciplines call for different types of evidence.

1 2 3 4 5

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Score 1-‐5 (1= low; 5= high)

Notes

They value evidence. 1 2 3 4 5

Students cite specific evidence when offering an oral or written interpretation of a text.

1 2 3 4 5

They use relevant evidence when supporting their own points in writing and speaking.

1 2 3 4 5

They make their reasoning clear to the reader or listener. 1 2 3 4 5

They constructively evaluate other’s use of evidence. 1 2 3 4 5

They comprehend as well as crtique. 1 2 3 4 5

Students are engaged and open-‐minded, but discerning, readers and listeners.

1 2 3 4 5

They work diligently to understand precisely what an author or speaker is saying.

1 2 3 4 5

They quesiton an author’s or speaker’s assumptions and presmises.

1 2 3 4 5

They assess the veracity of claims and the soundness of reasoning.

1 2 3 4 5

They use technology and digital media strategically and capably.

1 2 3 4 5

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.

1 2 3 4 5

They tailor their searches online to acquire useful information efficiently.

1 2 3 4 5

They integrate what they learn using technology with what they learn offline.

1 2 3 4 5

They are familiar with the strengths and limitations of various technological tools and mediums

1 2 3 4 5

They can select and use those best suited to their communication goals.

1 2 3 4 5

They come to understand other perspectives and cultures. 1 2 3 4 5

Students appreciate that the twenty-‐first century classroom and workplace are setting in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.

1 2 3 4 5

Students actively seek to understand other perspectives and cultures through reading and listening.

1 2 3 4 5

Students are able to commuicate effectively with people of varied backgrounds.

1 2 3 4 5

They evaluate other points of view crtically and constructively. 1 2 3 4 5


38


Listed prior to the detailed common core standards, these skills below measure the social and emotional maturity of students, as well as the emphasis on development of 21st century skills.

College and Career Ready in Emotional and Social

Development, and 21st Century Skills Score

They can, without significant scaffolding, comprehend complex texts across a range of types.

Students demonstrate independence.

They can, without significant scaffolding, evaluate complex texts across a range of types.

They can independently discern a speaker’s key points, request clarification, and ask relevant questions.

Without prompting, they demonstrate command of standard English, and acquire and use a wide-‐ranging vocabulary.

They become self-‐directed learners, effective seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.

Students build strong content knowledge.

They become proficient in new areas through research and study.

They read purposefully to gain both general knowledge and discipline-‐specific expertise.

They listen attentively to gain both general knowledge and discipline-‐specific expertise.

They refine and share their knowledge through writing and speaking.

Students adapt their communication in relation to audience, task, purpose, and discipline.

Students respond to the varying demands of

audience, task, purpose, and discipline.

They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task.

They appreciate nuances, such as how the composition of an audience should affect tone.

They know that different disciplines call for different types of evidence.

39


Score

Students cite specific evidence when offering an oral or written interpretation of a text.

They value evidence.

They use relevant evidence when supporting their own points in writing and speaking.

They make their reasoning clear to the reader or listener.

They constructively evaluate other’s use of evidence.

Students are engaged and open-‐minded, but discerning, readers and listeners. They comprehend as well as crtique.

They work diligently to understand precisely what an author or speaker is saying.

They quesiton an author’s or speaker’s assumptions and presmises.

They assess the veracity of claims and the soundness of reasoning.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.

They use technology and digital media strategically and capably. They tailor their searches online to acquire useful information efficiently.

They integrate what they learn using technology with what they learn offline.

They are familiar with the strengths and limitations of various technological tools and mediums

They can select and use those best suited to their communication goals.

Students appreciate that the twenty-‐first century classroom and workplace are setting in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.

They come to understand other perspectives and cultures.

Students actively seek to understand other perspectives and cultures through reading and listening.

Students are able to commuicate effectively with people of varied backgrounds.

They evaluate other points of view crtically and constructively.

Total


40


Use this rubric to measure student demonstration of these College and Career Reading SEL and 21st Century Skills.


Score

Students demonstrate independence. /5 Students build strong content knowledge. /5 Students respond to the varying demands of audience, task, purpose, and discipline. /4 They value evidence. /4 They comprehend as well as crtique. /4 They use technology and digital media strategically and capably. /5 They come to understand other perspectives and cultures. /4 /31


Use this rubric to measure student demonstration of these College and Career Reading SEL and 21st Century Skills.


Score

Students demonstrate independence. /5 Students build strong content knowledge. /5 Students respond to the varying demands of audience, task, purpose, and discipline. /4 They value evidence. /4 They comprehend as well as crtique. /4 They use technology and digital media strategically and capably. /5 They come to understand other perspectives and cultures. /4 /31

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5th Grade Common Core Standards for Language Arts Keeping Track of Standards Used in the Classroom

For each standard, mark the date you incorporated the standard into your lesson. If you used the standard for an extended period assignment or time, enter the date that you introduced the skill. Fifth Grade Standard Q1 Q2 Q3 Q4 Reading: Literature: Key Ideas and Details RL.5.1. Quote accurately from a text when explaining what the text says explicitly, and when drawing inferences from the text. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama by drawing on specific details in the text (e.g., how characters interact). Reading: Literature: Craft and Structure RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6. Describe how a narrator or speaker’s point of view influences how events are described. Reading: Literature: Integration of Knowledge and Ideas RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Reading: Literature: Range of Reading and Complexity of Text RL.5.10. 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.

Short story Poetry Drama

Folklore (fairy tale, legend, myth)

Reading: Informational Text: Key Ideas and Details RI.5.1. Quote accurately from a text when explaining what the text says explicitly, and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. 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. Reading: Informational Text: Craft and Structure RI.5.4. Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 5 topic or subject area.

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Pages 42-‐67-‐ The “Old” Standards The standards below are the old Common Core standards from 2012. Some are extremely similar, so they may or may not be of interest to you. I’m happy to make a different organizer for you upon request. Thanks!

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Reading: Informational Text: Craft and Structure RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Reading: Informational Text: Integration of Knowledge and Ideas RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Reading: Informational Text: Range of Reading and Level of Text Complexity RI.5.10. 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. Reading: Foundational Skills: Phonics and Word Recognition RF.5.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Reading: Foundational Skills: Fluency RF.5.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-‐level text with purpose and understanding. Read grade-‐level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary. Writing: Text Types and Purposes W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,specifically). Provide a concluding statement or section related to the opinion presented. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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.


44

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Writing: Production and Distribution of Writing W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Writing: Research to Build and Present Knowledge

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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]”).


45

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

Use punctuation to separate items in a series. Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-‐appropriate words correctly, consulting references as needed.

Language: Knowledge of Language L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Stories

Dramas

Poems Language: Vocabulary Acquisition and Use L.5.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6. Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,however, although, nevertheless, similarly, moreover, in addition).


46

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

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

Follow agreed-‐upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Speaking & Listening: Presentation of Knowledge and Ideas SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Language: Conventions of Standard English L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions.

Recognize and correct inappropriate shifts in verb tense.

Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


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For each standard, mark the date you incorporated the standard into your lesson. If you used the standard for an extended period assignment or time, enter the date that you introduced the skill. Standard Q1 Q2 Q3 Q4 Reading: Literature: Key Ideas and Details RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments RL.6.3. Describe how a particular 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. Reading: Literature: Craft and Structure RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. Reading: Literature: Integration of Knowledge and Ideas RL.6.7. 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. RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Reading: Literature: Range of Reading and Complexity of Text RL.6.10. 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


Folklore (fairy tale, legend, myth) Novel

Reading: Informational Text: Key Ideas and Details RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Reading: Informational Text: Craft and Structure

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Reading: Informational Text: Craft and Structure RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Reading: Informational Text: Integration of Knowledge and Ideas RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Reading: Informational Text: Range of Reading and Level of Text Complexity RI.6.10. 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. Writing: Text Types and Purposes W.6.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented. W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from the information or explanation presented.


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W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events. Writing: Production and Distribution of Writing W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.6.5. 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. W.6.6. 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. Writing: Research to Build and Present Knowledge

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research

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”). 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”). Writing: Range of Writing W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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Speaking & Listening: Comprehension and Collaboration SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 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. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Speaking & Listening: Presentation of Knowledge and Ideas SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language: Conventions of Standard English L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ensure that pronouns are in the proper case (subjective, objective, possessive). Use intensive pronouns (e.g., myself, ourselves). Recognize and correct inappropriate shifts in pronoun number and person. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Spell correctly.


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Language: Knowledge of Language L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone. Language: Vocabulary Acquisition and Use L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, wasteful, thrifty).


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For each standard, mark the date you incorporated the standard into your lesson. If you used the standard for an extended period assignment or time, enter the date that you introduced the skill. Standard Q1 Q2 Q3 Q4 Reading: Literature: Key Ideas and Details RL.7.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading: Literature: Craft and Structure RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.7.5.. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading: Literature: Integration of Knowledge and Ideas RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Reading: Literature: Range of Reading and Complexity of Text RL.7.10. 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



Reading: Informational Text: Key Ideas and Details RI.7.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

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Reading: Informational Text: Craft and Structure RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Reading: Informational Text: Integration of Knowledge and Ideas RI.7.7. Compare and contrast a 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). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Reading: Informational Text: Range of Reading and Level of Text Complexity RI.7.10. 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. Writing: Text Types and Purposes W.7.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented. W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic.

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Establish and maintain a formal style. Provide a concluding statement or section that follows from the information or explanation presented. W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from the narrated experiences or events. Writing: Production and Distribution of Writing W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.7.5 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. W.7.6. 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. Writing: Research to Build and Present Knowledge

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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”).

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Writing: Range of Writing W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking & Listening: Comprehension and Collaboration SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 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. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 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. Acknowledge new information expressed by others and, when warranted, modify their own views. SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Speaking & Listening: Presentation of Knowledge and Ideas SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language: Conventions of Standard English L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of phrases and clauses in general and their function in specific sentences. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

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L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). Spell correctly. Language: Knowledge of Language L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Language: Vocabulary Acquisition and Use L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). 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. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

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For each standard, mark the date you incorporated the standard into your lesson. If you used the standard for an extended period assignment or time, enter the date that you introduced the skill. Standard Q1 Q2 Q3 Q4 Reading: Literature: Key Ideas and Details RL.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Reading: Literature: Craft and Structure RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5. 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. RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Reading: Literature: Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Reading: Literature: Range of Reading and Complexity of Text RL.8.10. 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.



Reading: Informational Text: Key Ideas and Details RI.8.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

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8th Grade Common Core Standards for Language Arts

Keeping Track of Standards Used in the Classroom RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Reading: Informational Text: Craft and Structure RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Reading: Informational Text: Integration of Knowledge and Ideas RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Reading: Informational Text: Range of Reading and Level of Text Complexity RI.8.10. 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. Writing: Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented. W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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Keeping Track of Standards Used in the Classroom Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from the information or explanation presented. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from the narrated experiences or events. Writing: Production and Distribution of Writing W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5.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. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Writing: Research to Build and Present Knowledge

W.8.7. 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. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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”).

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Keeping Track of Standards Used in the Classroom

Writing: Range of Writing W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking & Listening: Comprehension and Collaboration SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 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. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Speaking & Listening: Presentation of Knowledge and Ideas SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language: Conventions of Standard English L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood.

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L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Use an ellipsis to indicate an omission. Spell correctly. Language: Knowledge of Language L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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). Language: Vocabulary Acquisition and Use L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). 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. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

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9-‐10th Grade Common Core Standards for Language Arts


For each standard, mark the date you incorporated the standard into your lesson. If you used the standard for an extended period assignment or time, enter the date that you introduced the skill. Standard Q1 Q2 Q3 Q4 Reading: Literature: Key Ideas and Details RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Reading: Literature: Craft and Structure RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Reading: Literature: Integration of Knowledge and Ideas RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Reading: Literature: Range of Reading and Complexity of Text RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.



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Keeping Track of Standards Used in the Classroom Reading: Informational Text: Key Ideas and Details RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Reading: Informational Text: Craft and Structure RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Reading: Informational Text: Integration of Knowledge and Ideas RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Reading: Informational Text: Range of Reading and Level of Text Complexity RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing: Text Types and Purposes W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented.

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Keeping Track of Standards Used in the Classroom W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Writing: Production and Distribution of Writing W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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Keeping Track of Standards Used in the Classroom Writing: Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Writing: Range of Writing W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Speaking & Listening: Comprehension and Collaboration SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

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Language: Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use parallel structure Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Use a colon to introduce a list or quotation.

Spell correctly.

Language: Knowledge of Language L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Language: Vocabulary Acquisition and Use L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

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

Speaking & Listening: Presentation of Knowledge and Ideas SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language: Conventions of Standard English L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. Spell correctly. Language: Knowledge of Language L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Language: Vocabulary Acquisition and Use L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. 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).

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L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

Documents

CCRS Language Arts 4-8 Checklists and Breakdowns