English!Language!Arts! Resources!csdela.weebly.com/uploads/9/5/6/3/9563459/resource_book3.pdf · • By 2015: 50% of high school students meeting all four ACT College Readiness Benchmark

English Language Arts Resources

Table of Contents

Resources Page CSD Student Achievement Framework…………………………………………………1 Evidence-‐Based Instructional Priorities……………………………………………….3 Common Core Standards Overview………………………………………………...……4 ELA Core Implementation Timeline………………………………………………..……6 Assessment Glossary………………………………………………………………………...…9 Literacy Block…………………………………………………………………………………….13 Close Reading Planner and Guide………………………………………………………..17 Rubrics………………………………………………………………………………………………21 Text Complexity…………………………………………………………………………………35 Progress Monitoring…………………………………………………….......………………..42 Curriculum Policies………………………………………………………….……..………….52 Core Standards……………………………………………………………….………..………..57 WIDA………………………………………………………………………………………………..89

Canyons School District Academic Framework to Support Effective Instruction

July 2014 - V.6.8

Response to Intervention (RtI)/Multi-Tiered System of Supports (MTSS) for Academics and Behavior RtI Multi-Tiered

System of Support (1) Providing high quality core instruction (and intervention)

matched to students’ needs (2) using data over time (i.e. rate of learning, level of

performance, fidelity of implementation) (3) to make important

educational decisions.

Student Achievement

Principles

• ALL CSD Students and educators are part of ONE proactive educational system.

• Evidence-based instruction and interventions are aligned with rigorous content standards.

• Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.

• CSD educators use instructionally relevant assessments that are reliable and valid.

• CSD educators problem solve collaboratively to meet student needs.

• Ongoing, targeted, quality professional development and coaching supports effective instruction for ALL students. • Leadership at all levels is vital.

Core Expectations for ALL Teachers in the Classrooms and Common Areas

Standards for Instruction

Evidence-Based Instructional Priorities

Time Allocation for Instruction

Teacher Learning Data

Student Performance Data

Collaborative Problem Solving for Improvement

Standards clarify what we want students to learn and do.

Techniques to increase student achievement and engagement.

Maintain a school culture in which instructional time is a highly valued resource.

Teacher learning and professional growth fostered through public practice and ongoing feedback.

Student academic and behavioral performance is assessed using a variety of reliable and valid methods.

Consistent use of Canyons’ Problem-Solving Protocol: Identify, analyze, plan, and evaluate.

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Curriculum maps with common pacing guides

Instructional content aligned with the Utah Core Standards

Scientifically research-based programs

Standards-based instruction, grading, and reporting

Classroom Positive Behavioral Interventions and Supports (PBIS)

Explicit Instruction (I, We, Ya’ll, You)

Instructional Hierarchy: Acquisition, Automaticity, Application (AAA)

Systematic Vocabulary Development

Maximizing Opportunities to Respond (OTR)

Feedback Cycle

Scaffolded Instruction & Grouping (SIG) Structures

Classroom instructional time is maximized and aligned with the standards every day of the school year, including appropriate pacing to ensure rigor and student understanding

Master schedule allocates adequate time for student learning and growth

Planning time is used to intentionally increase the application of evidence-based instructional priorities and standards for instruction

Scheduling is ensured for:

• Intervention and skill-based instruction

• Special Education services • English Language

Development (ELD)

Annual setting of goals and documentation of progress (e.g. CSIP, LANDTrust, CTESS)

Progressing on the educator continuum (emerging, implementing, and leading)

Formalized protocols and checklists to monitor and evaluate implementation

Public practice applications:

• Coaching cycles with peer coaches, teacher specialist, achievement coach, and/or new teacher coach

• Instructional Professional Learning Communities (IPLCs)

• Learning walkthroughs and targeted observations

• Lesson study • Video analysis

Formative assessment:

• Universal benchmarking and screening

• Common Formative Assessments (CFAs) administered on schedule

• Progress monitoring • Rubrics and objective

trackers • Regular checks for

understanding (e.g. daily) Summative assessment:

• College- and career-readiness assessments (e.g. ACT)

• Student Assessment of Growth and Excellence (SAGE)

• Rate of Improvement (ROI) • Student Learning Objectives

(SLOs)

Early warning system for identification of risk (academic, behavior, and attendance)

Timely and consistent review of relevant data by teams (e.g. BLT, IPLC, CST):

• Evaluate effectiveness of instruction for all groups of students using valid and reliable data (student and teacher data)

• Determine needs for supplemental and intensive instruction (additional information may be needed)

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International Society for Technology in Education Standards (ISTE)

School-wide Positive Behavioral Interventions and Supports (PBIS)

World-Class Instructional Design and Assessment (WIDA)

Federal and state requirements (IEP, 504)

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Canyons School District Academic Framework to Support Effective Instruction

July 2014 - V.6.8

P U B L I C P R A C T I C E A N D C O A C H I N G S U P P O R T S

All students will graduate from Canyons School District college-, career-, and citizenship-ready.

Major Academic Commitments: 1. Promote school and community engagement that supports students in becoming college-, career-, and citizenship-ready. 2. Implement a comprehensive educational system that aligns quality curriculum, instruction, and assessment resulting in students becoming

college-, career- and citizenship-ready. 3. Recruit, develop, support and retain quality educators who are committed to preparing students for college and careers. Performance Goals:

• By 2015: 50% of high school students meeting all four ACT College Readiness Benchmark Scores and qualifying for Advanced or Honors Diplomas, and being able to articulate a specific postsecondary purpose for themselves; all four high schools on U.S. News & World Report’s list of top 100 high schools.

• By 2020: 75% of high school students meeting all four ACT College Readiness Benchmark Scores and qualifying for Advanced or Honors Diplomas, and being able to articulate a specific postsecondary purpose for themselves; all five high schools on U.S. News & World Report’s list of Top 25 high schools based on % of student body passing AP exams.

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Instructional Priorities

Critical questions to ask about instructional practices and techniques.

Explicit Instruction (I, We, Ya’all, You)

• Are directions clear, straightforward, and unequivocal, without vagueness, or ambiguity?

• Are skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review?

• Is there explicit use of prompts, cues, examples and encouragement to support the student? Are skills broken down into manageable steps, when necessary?

• Do students have sufficient opportunities to practice skills independently? • Are the skills and strategies included in instruction clearly demonstrated for

the student?

Maximizing Opportunities to Respond (OTR)

• Are all students actively engaged in the learning by saying, writing, or doing?

• Does the pace of the instruction allow for frequent student responses? • Is the teacher familiar enough with the lesson to present it in an engaging

manner?

Feedback cycle • Are students receiving timely prompts that indicate what they have done correctly and incorrectly?

• Do students have the opportunity to use the feedback to continue the learning process?

Systematic Vocabulary Development

• Are critical vocabulary explicitly taught before students are expected to use it in context?

• Are students able to say, define and use critical vocabulary? • Are common academic vocabulary, (e.g. system, change, perspective)

explicitly taught across all content areas?

Scaffolded Instruction and Grouping (SIG) Structures

• Is information presented at various levels of difficulty? • Has data been analyzed for the purpose of creating small groups to target

specific skills? • Are groups flexible, providing students opportunities to move within groups,

depending on their needs?

Classroom Positive Interventions and Supports (PBIS)

• Is information presented at various levels of difficulty? • Have data been analyzed for the purpose of creating small groups to target

specific skills? • Are groups flexible, providing students opportunities to move within groups,

depending on their needs?

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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

Key Points in English Language Arts Core Standards

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

Key Points in English Language Arts Core Standards (cont.)

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

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Year Action(s) Related to Curriculum, Instruction, and Assessment for English Language Arts 2009-‐2010 The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center)

lead the effort to develop a common core of state standards for English and mathematics. 2010-‐2011 August: Utah Adopts the Common Core

Ongoing: CBM for reading conducted at middle schools Skills-based Reading Cohort PD (Reading Academy) Winter: The Canyons Board of Education adopts a timeline for implementation of the new standards Spring: ELA Reps from each secondary school in CSD meet to work on curriculum and instruction implementation plans Ongoing: ELA Reps from each school meet regularly to develop curriculum, instructional goals, and evaluate effectiveness Spring: Teachers begin planning units around the district established scope & sequence Summer: USOE Utah Core Summer Training

2011-‐2012 August: CSD Utah Core Trainings for all ELA teachers Ongoing: CBM for reading conducted at middle schools and HHS Skills-based Reading Cohort PD (Reading Academy) September: HYPE Sessions begin, teachers begin curriculum and instructional changes required by the core January: Text Complexity Workshop February: Assessment Workshop Spring: My Access argumentative prompts align with the core Spring: First Cohort of “HYPE” Certified Teachers Graduate Spring: Mapping Teams meet to create common themes, essential questions, and key terms within the established scope and sequence. Teams develop Common Formative Assessments June: Continued professional development for ELA teachers; Common Themes and focus on text complexity

2012-‐2013 August: Continued professional development for ELA teachers; Common Themes and focus on Close Reading Ongoing: CBM for reading conducted at all secondary schools Skills-based Reading Cohort PD continues (Reading Academy) Curriculum maps implemented Collaborative Walk-throughs for observation of implementation of Common Core Collect feedback and data on implementation and CFAs Fall: Begin district and school Common Formative Assessments Reading Endorsement program begins Modification of CFAs in content and expectations September: Common Themes training for those who missed initial trainings September—April: Study Sessions for collaboration and unit design September: Creation of Rubric Committee to create standards-based district writing rubrics September—April: Continued HYPE Sessions November: ELA teachers provided with day to team and plan teaching of unit maps Spring: Finalize writing rubrics and begin to set anchor papers Vertical Articulation in Feeder Systems of Story Text

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Second Cohort of “HYPE” Certified Teachers Graduate Reading Intervention Classes designed and implemented for all Middle Schools (training, protocol, and materials) Vocabulary programs implemented in all Secondary schools (training, protocol, and materials) Summer: Continued professional development for ELA teachers; focus on writing instruction and rubrics; CANVAS implementation USOE Core Training

2013-‐2014 Reconfiguration—6th grade moves to middle school, 9th grade moves to high school August: Continued professional development for ELA teachers; focus on writing instruction and rubrics Professional development for Reading Intervention teachers ELA Reps begin to serve as project leads Ongoing: CBM for reading conducted at all secondary schools Skills-based Reading Cohort PD continues (Reading Academy) District and school CFAs continue Collaborative Walk-throughs for observation of implementation of Utah Core Standards Collect feedback and data to refine curriculum maps and CFAs as needed Reading Endorsement continues; secondary cohort begins Implementation of Vocabulary programs continued with follow-up trainings and implementation walk-throughs Continue setting anchor papers for rubrics CANVAS implemented with 12th and 8th grade teachers to support CAPSTONES Chromebook labs provided to 12th and 8th grade teachers to support CAPSTONES ELA teachers participate in peer coaching Fall: Implementation of standards-based writing rubrics and reporting Professional development for ELA teachers on text complexity and Close Reading Spring: Pilot SAGE test (replacing the Utah CRTs); training and practice provided throughout the year Reading Intervention classes refined in middle schools; implemented in high schools Vocabulary Project Team Evaluates programs and makes recommendations All curriculum maps refined with focus on cross-curricular connections in the middle schools Practice profile fidelity of implementation developed Walk-through checklist finalized September—April: Continued HYPE Sessions; Continued Unit Study Sessions CSD Middle School Debate program implemented for enrichment and intervention of core standards LETRS training provided to achievement coaches and reading teachers Summer: Continued professional development for ELA teachers; focus on speaking and listening

2014-‐2015 Summer: Continued professional development for ELA teachers; focus on speaking and listening PD for Reading Intervention Teachers August: Practice profile fidelity of implementation of Curriculum maps introduces Walk-through checklist introduced Ongoing: CBM for reading conducted at all secondary schools ELA Leads Act as Project Leads

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Skills-based Reading Cohort PD continues (Reading Academy) District and school CFAs continue Collaborative Walk-throughs for observation of implementation of Common Core Collect feedback and data to refine curriculum maps and CFAs as needed Reading Endorsement continues Implementation of Vocabulary programs continued with follow-up trainings and implementation walk-throughs Continue setting anchor papers for rubrics ELA teachers participate in peer coaching Mid-year: Interim SAGE test piloted Spring: Reading Intervention classes refined for all secondary schools September—April: Continued HYPE Sessions; Continued Unit Study Sessions CSD Middle School Debate program implemented for enrichment and intervention of core standards Summer: Continued professional development for ELA teachers; focus on language

2015-‐2016 Ongoing projects continue

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Assessment Acronym Glossary for Secondary

Teachers

ACT: The ACT was designed to measure academic skills required for success in college and university settings. College and universities commonly use results to help determine which students to admit. There are four college-readiness benchmark areas: 1) English, 2) Mathematics, 3) Reading, and 4) Science. Student’s reaching ACT benchmarks have a 75% or better chance of getting a “C” or higher and a 50% chance or better of getting a “B” or higher in a college course in that subject. The ACT is administered to all 11th graders within the Canyons School District in the Spring. AIMSweb: A data management system for Curriculum Based Measurement (CBM).

Benchmarking: Measuring the level of an academic skill in order to compare it to a specific standard that represents an important level of mastery. Frequently, benchmarking involves a universal screening procedure in which all students are tested or somehow evaluated. SRI serves as a universal screener and benchmarking tool for reading in the middle and high schools in Canyons School District (CSD).

BLT: Building Leadership Teams are charged with facilitating student achievement by judicious use of data (quantitative and qualitative) through designing and implementing effective school structures, professional development plans, and decision-making procedures and policies. This team also communicates school needs to the district office, and customizes implementation of district initiatives. Canvas: Canvas Instructure is an online learning platform. It is a system that allows teachers to structure their courses, give assignments, do peer reviews, turn in assignments, use grading tools, and interface with technology. All CSD secondary teachers and students have a Canvas account. CBM: Curriculum-Based Measurement – a brief standardized measurement procedure designed to ascertain a student’s overall academic performance in a basic subject area: e.g. reading, math, spelling, or writing. CBMs were designed to help teachers monitor academic growth over time, so that instruction could be modified and learning rates accelerated. They are also appropriately used as screening tools to find those students who are at-risk for future academic difficulties. In fact, they are used as screening tools in all CSD elementary schools. (Only secondary students who are at risk for reading difficulties, based on SRI scores, are tested using CBM.)

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CFA: Common Formative Assessment – An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course, in order to improve instruction with a current group of students. Common formative assessments are frequently administered throughout the year to identify: 1. Individual students who need additional time and support

for learning 2. The teaching strategies most effective in helping students

acquire the intended knowledge and skills 3. Program concerns – areas in which students generally are

having difficulty achieving the intended standard, and 4. Improvement goals for individual teachers and the team *Dufour (2004). Learning by Doing, p. 214 CSA: Common Summative Assessment – An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course in order to evaluate whether or not students reached common standards at the completion of an instruction cycle. ELA-‐CRT: English Language Arts-Criterion Referenced Tests are constructed to reflect the content of Utah’s state core curriculum. Cut scores (pass, no-pass) were drawn to reflect an expert panels’ view of what students at a given grade should know and be able to do. As such, CRTs represent an overall measure of the degree to which students have met Utah state standards. Will no longer be administered after 2013. See SAGE. EXPLORE: The EXPLORE test is designed by ACT to measure academic skills that predict success in college and to

provide schools and students with information to plan for future teaching and learning that lead toward college and career readiness. There are four college readiness benchmark areas: 1) English, 2) Mathematics, 3) Reading, and 4) Science. Scores are comparable to scores on the ACT. It is a comprehensive guidance resource that helps students measure their academic development and start to make plans for college. It also includes a student interest survey and is administered to all CSD 8th graders. Lexile Scores: Lexiles can be a measure of text difficulty or of reading proficiency. They range from 0 to 1700. Below is a list of descriptors of Lexile scores by grade level. Students reading in the Proficient and Advanced levels are on track to graduate college and career ready.

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LDC: The Literacy Design Collaborative offers a framework for building the college-and-career-ready literacy skills specified by the Core Standards. LDC task templates help students develop their reading and writing skills as they take on teaching tasks that set demanding assignments in science, history, English, or another subject. LMS: A Learning Management System is a software package that enables the delivery of learning content and resources to students. LMS systems are web-based to facilitate anytime, anywhere access to learning. Maze: Also known as multiple-choice cloze, and CBM-silent reading. This is a three-minute CBM measure of reading comprehension which results in a score representing the number of correct replacements within that 3-minute administration. Results from this test can get muddy when students engage in rapid guessing. Consequently it is important to also look at the error rate when interpreting scores. Probes are available for free through AIMSweb.

My Access: A computer-scored writing assessment that measures the six traits of writing on a four or six point scale. It is a useful tool to quickly score lots of essays at once, but it does not evaluate essay content. Human scoring is recommended when more detailed information concerning content and style is desired. PLAN: The PLAN test is designed by ACT to measure academic skills that predict success in college and to provide schools and students with information to plan for future

teaching and learning that lead toward college and career readiness. There are four college readiness benchmark areas: 1) English, 2) Mathematics, 3) Reading, and 4) Science. Scores are comparable to scores on the ACT. It is a comprehensive guidance resource that helps students measure their academic development and make plans for the remaining years of high school. It also includes a student interest survey and is administered to all CSD 10th graders. Progress Monitoring: A procedure that involves frequent measurement of student performance for the purpose of evaluating a student’s growth toward a targeted objective. For example, the trajectory of reading growth can be measured with weekly administration of R-CBM. SAGE: The Student Assessment of Growth and Excellence. The Sage is the state test that replaces the Utah Criterion Referenced Test (CRT) in assessing the new Utah Core Standards. The test will be administered beginning in the spring of 2014. It is fully adaptive and its goal is to find the full range of a student’s proficiency. Besides the year-end summative piece, it will also include formative and interim tests. SEM: Standard error of measurement is one standard deviation of error around a student’s true score. STEAM/STEM: Science, Technology, Engineering, and Math curriculum will help ensure that Canyons’ students develop college and career readiness skills throughout their science career. The STEM curriculum is project-based and

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focuses on developing the critical thinking skills of students. A creative design focused “arts” component will be integrated as a foundation for a STEAM course. SRI: Scholastic Reading Inventory is a computer administered reading test that measures inferential and literal reading comprehension skills. Scores are reported in a numeric Lexile scores. Percentile ranks are also available. SRI was designed primarily to match students with books of an appropriate level of difficulty. It measures both literal and inferential comprehension. It is a particularly good assessment for identifying advanced readers. It has a disadvantage of not being as sensitive to growth as are CBM measures, of being subject to student sloughing, and having limited reliability if administered a few number of times. R-‐CBM: Reading Curriculum-Based Measurement Also known as Oral Reading Fluency (ORF) and CBM-Read Aloud, this is a one minute measure which results in two primary numerical scores: number of words read correctly per minute (or correct words per minute, CWPM), and percentage of correctly read words (accuracy rate). This measure is highly correlated with reading comprehension in elementary school but outlives its usefulness once students read at the same rate at which they speak. Maze has been identified as a more appropriate CBM once students are reading grade-level texts at rates above 130 words read correctly per minute, with greater than 97% accuracy. Reliability: The degree to which a measure is free of error. All tests contain error and it results from characteristics of the test (such as poorly designed questions), characteristics of the

test taker (bad day, lack of sleep, misreading questions, anxiety, and lack of effort), and characteristics of the environment (distracting noises, room temperature, and distracting odors). RTI: “Response to Intervention” is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions”. (Batsche et al, 2007) Universal Screening: A procedure in which all students are evaluated for the purpose of identifying those students who need more intensive interventions. For example, reading is a critical and foundational academic skill, for which CSD screens in middle school with the SRI. Universal screening and benchmarking are commonly tied together into one practice and are commonly thought of as synonymous. Validity: The degree to which a test measures what it is intended to measure. Establishing the validity of a measurement procedure involves empirical study of item content, accurate prediction, and alignment with theories about what is being measured.

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Canyons School District Secondary Literacy Block

Critical Features of Instruction READING

Comprehension 1. Selecting a Text and Defining a Purpose 2. Establishing the Learning Environment 3. Preparing for the Reading

• Activate Prior Knowledge • Concept Talk • Essential Question • ELA Supporting Questions • Science and Social Studies Supporting

Questions • Concept Map (Storyboard) • 30 Second Expert • Quick Write • Questioning • Visual Aids • Author’s Background • Explicit Vocabulary Instruction of:

o Literary Terms o Key Terms o Academic Vocabulary o Text-‐Specific Vocabulary

• Science & Social Studies Connections • Building Background Knowledge • Think Aloud • Graphic Organizers • Text Overview/Scavenger Hunt/Surveying the

Text • Connecting Visuals to the Surrounding Text • Predict the Main Idea • Questioning • Agree or Disagree

4. Selecting Active Reading Strategies Active Reading Strategies Help Students: • Summarize • Analyze, Synthesize & Evaluate • Compare & Contrast

Active Reading Strategies: • Note-‐taking

o Skeletal Notes o Cornell Notes o Double-‐Entry Journal

• Vocabulary Strategies o Read-‐Forward o Context Clues o Figurative & Connotative Meanings

• Annotation o Marking Text o Writing in the Margins o Charting the Text

• General Strategies o Cite Textual Evidence o Determining a Theme o Story Elements o Text Features & Structure o Using Fix-‐Up Strategies (SQ3R, Monitor

Comprehension, Reading-‐Reflection Pauses, Stop/Draw)

o Four Corners • Graphic Organizers • Close Reading

5. Supporting and Assessing the Reading Task • Assign Group Work • Cite Textual Evidence • Determine a Theme • Story Elements • Text Features and Structure • Using Fix-‐Up Strategies (SQ3R, Monitor

Comprehension, Reading-‐Reflection Pauses, Stop/Draw)

• Writing Types

Fluency Daily Guided Independent, Oral, Partner or Choral Reading

TEXT TYPES

Literary Text Fiction Literary Nonfiction Poetry

Informational Text Exposition Argumentation Procedural

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Critical Features of Instruction WRITING

Communication Writing to Learn Anticipatory Writing

• Quickwrite • Graphic Organizer (Venn diagram, webbing,

KWL) • Concept Mapping • Dialectical Journal • Anticipation Guide (pre-‐reading, pre-‐

speaking, pre-‐listening) • Speculation/Prediction Journal • Key Features • Gallery Walk/Carousel

Direct Instruction Writing • Storyboarding • Learning Logs • Summarizing • Cornell Notes • Graphic Organizers (Venn diagram, T-‐Chart,

Four Square, Web • Concept Maps

Guided Practice Writing • Journals (dialectical, reflective,

metacognition, synthesis, problem-‐solution, cause-‐effect)

• Cornell Notes • Learning Logs • Summarizing • Timeline • 5 W’s + H • SOAPSTONE • T-‐chart • Sentence Starters & Templates

Independent Practice Writing

• Genre or Multi-‐Genre (narrative, explanatory, argumentative, poetry, drama, musical, technical, procedural, reporting, editorializing, multi-‐perspective, research)

• Learning Logs • Quickwrites • Summaries • Responding to a Writing Task

Process Writing

1. Prewriting (Individual and Collaborative) • Choosing Audience, Purpose, and Form

o Prompt dissection • Brainstorming

o Clustering, discussion, Guided Critiques, Visualization

• Listing and Grouping • *View and Analyze Student Example • Rubric Preview • Reading and Research (See Research

Steps) • *Planning

o Outlining • Quickwriting

2. Drafting (Individual and Collaborative) • Whole Class Draft • Small Group Draft • Pass the Draft • Stream of Consciousness • Filling in the Outline

3. Reader Response (Individual and Collaborative) • Verbal Response • Verbal Response Small Group • Written Response Peer

4. Revision • Review • Model • Instruct • Plan • Revisit (peers and plan)

5. Editing (Individual and Collaborative) • Focus lesson • Pass the paper • Editing Journal • Expert Group Editing

6. Final Draft Publishing (Individual and Collaborative)

• Self Evaluation and Reflection Research, Inquiry and Study Skills

• Identify Questions • Navigate/Search • Analyze

o Support with textual evidence • Synthesize • Communicate • Evaluate

Fluency Daily Practice in Multiple Formats

Regularly with Process Writing (minimum one time per quarter) Writing Types

Argument Informative/Explanatory

Narrative 14

Critical Features of Instruction SPEAKING & LISTENING

Communication Speaking and Listening to Learn and Improve Reading Comprehension and Writing Anticipatory Speaking & Listening

• Concept Talk • Strategic Partnering (Think-‐Pair-‐Share) • 30 Second Expert • Impromptu Speech • Academic Language Supports (anchor charts,

modeling, word walls, accountable talk)

Direct Instruction Speaking & Listening • Cite Textual Evidence • Performance Poetry & Prose • Reciprocal Teaching • Strategic Partnering (Think-‐Pair-‐Share) • Sentence Frames • Academic Language Supports (anchor charts,

modeling, word walls, accountable talk) Guided Practice Speaking & Listening

• Literature Circles • Guided Discussion • Reciprocal Teaching

• Gallery Walk • Philosophical Chairs • Performance Poetry & Prose • Fishbowl • Inner-‐Outer Circle • Strategic Partnering (Think-‐Pair-‐Share) • Sentence Frames • Socratic Seminar • Academic Language Supports (anchor charts,

modeling, word walls, accountable talk) Independent Practice Speaking & Listening

• Presentation (interview, speech, panel, powerpoint/prezi, group)

• Socratic Seminar • Gallery Walk • Debates • Trials • Performance • SPAR (spontaneous argumentation) • Academic Language Supports (anchor charts,

modeling, word walls, accountable talk) Fluency

Daily Practice in Multiple Formats and Registers Regularly with Formal Formats and Registers

Speaking Types

Comprehension Collaboration Presentation

Critical Features of Instruction Language

Comprehension and Communication Conventions of Standard English

• Explicit Instruction • Modeling of Student Exemplars • Modeling with Published Exemplars • Academic Language Supports • Think-‐Alouds

Knowledge of Language • Sentence Combining • Language Choice for Audience • Language Choice for Style (e.g. directions

versus essay versus letter) • Language Choice for Occasion (e.g. formal

versus informal) • Language Choice for Format (e.g. poem, essay,

story, letter) • Modeling with Exemplars (e.g. literary,

informational)

Vocabulary Acquisition and Use (Word Study) • Word Bank • World Wall • Value-‐Added Words • Academic Language Supports • Explicit Vocabulary Instruction

o Word Parts (Greek/Latin Roots, affixes) o Connotation and Denotation o Figurative Language o Academic Language

Fluency Daily Exposure and Practice Regularly with Formal Formats

Language Types

Colloquial Standard Academic Archaic

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Grade: ______ Unit: _____ Unit Theme: ____________________________________ Date(s): _____________________________

CLOSE READING Planning Guide Standards-based Learning Intention(s) / Student Learning Goals Best Practice = established through district grade-level teams and/or school grade-level teams.

Ø State your objective based on “I Can” statements from CSD Maps and based on assessed student needs.

Text Selection Title: Literary___ Informational___ Lexile _____________

Success Criteria / Formative Assessment Best Practice = established collaboratively with district grade-level teams and/or school grade level teams.

Ø Link assessment to learning objective(s). Inform students of the assessment format.

Questioning Best Practice: panned ahead. Should require re-reading and thoughtful interaction between student and text. Different levels of questions are appropriate to different learning stages, levels of text, and student abilities.

Vocabulary (literary/key terms, academic, text-specific, science/social studies connections) Best Practice = established collaboratively with grade-level team.

Ø Select vocabulary essential for understanding (e.g. cross-curricular content, academic language, cognates, derivations, multiple-meaning words dependent on context.) Lengthy vocabulary lists should be prioritized and/or divided into shorter chunks.

Pre-Reading/ Preparing for the Reading Give students enough information that they have a reason to read and can have access to text.

Active Reading (reading, writing, listening, speaking) Active reading strategies are what make students interact with and evaluate the text.

Extension (reading, writing, listening, speaking) Deepen and extend application of text in multiple contexts and over long period of time. Extensions can be part of assessment.

17

2

How to Avoid “Hitch Hiking” and Keep Students Engaged in Reading

Introduction to Close Reading Guide

The CSD Close Reading Guide was developed as a means of making the reading process active and engaging for students. In doing so, difficult texts are made more accessible, and students are less likely to enter the “zone of minimal effort.” The Close Reading Guide provides a plan for interaction with a text that assigns responsibility to the student to engage in a task that focuses their attention in a manner in which it is more uncomfortable for a student to disengage than to participate in the learning process. By using the Close Reading Guide, students receive supports to foster success.

In a close reading, pre-reading activities should be limited. If an idea is explained in the text, it should NOT be explained during pre-reading. The Pre-Reading section sets the purpose for reading and establishes conditions for success in the Active Reading process by providing the foundational skills that will prevent disengagement due to frustration.

The Active Reading section of the Close Reading Guide promotes engagement by tying the reading to a task that provides accountability and accessibility. The accountability comes from the visible task the reader must perform, that can be observed and assessed. Corrective and positive feedback motivates students to persevere. Students are supported by a clear task that is guided and gives them a means of accessibility.

The Extension section provides an opportunity for application of the reading process to generate meaning and give reasons for multiple re-readings. Students stretch their understanding by synthesizing and evaluating information gathered from multiple readings of the text. As a result, students are engaged in creating a meaningful product.

The Questioning section of the CRG helps teachers to plan engaging, text-dependent questions that elicit higher-order thinking and multiple evaluations of the text. Effective questioning enables comprehension without giving the answers.

Page two of this document gives examples of evidence-based strategies that help increase student engagement and active learning and avoid “hitch hiking.”

18

3

Grade: ______ Unit: _____ Unit Theme: ____________________________________ Date(s): _____________________________

CLOSE READING Planning Guide Standards-based Learning Intention(s) / Student Learning Goals Best Practice = established through district grade-level teams and/or school grade-level teams.

Ø State your objective based on “I Can” statements from CSD Maps and based on assessed student needs.

Text Selection Title: Literary___ Informational___ Lexile _____________

Success Criteria / Formative Assessment Best Practice = established collaboratively with district grade-level teams and/or school grade level teams.

Ø Link assessment to learning objective(s). Inform students of the assessment format. Examples of close reading assessments could include:

Ø Socratic Seminar • Essay •Produce a similar product •Pair or small group discuss Ø Cornell Notes •Outline •Visual representation/storyboards •Writing task

Questioning Best Practice: panned ahead. Should require re-reading and thoughtful interaction between student and text. Different levels of questions are appropriate to different learning stages, levels of text, and student abilities. • Question stems •The three-story house • Bloom’s taxonomy • Text-dependent questions • Content area practice standards • Student Learning objectives

Vocabulary (literary/key terms, academic, text-specific, science/social studies connections) Best Practice = established collaboratively with grade-level team.

Ø Select vocabulary essential for understanding (e.g. cross-curricular content, academic language, cognates, derivations, multiple-meaning words dependent on context.) Lengthy vocabulary lists should be prioritized and/or divided into shorter chunks.

Suggested strategies: • CSD Explicit Vocabulary Routine •Synonyms •Vocabulary cards • Concept map or word web •Non-examples •Frayer Model • Antonyms •Total Physical Response • Technology use •Vocabulary Awareness Charts

Pre-Reading/ Preparing for the Reading Give students enough information that they have a reason to read and can have access to text. • Establish the purpose for

reading/task • Stair-casing or apprentice texts • Blurb-hook/entice the reader • Vocabulary and background

knowledge that would prevent access but not eliminate struggle.*

Active Reading (reading, writing, listening, speaking) Active reading strategies are what make students interact with and evaluate the text. Suggestions include: • Paired or group reading • Chart the text • Annotate the text, i.e.: • Graphic Organizers

o Underline the nouns • Choral Reading o Circle adjectives • Skeletal Notes o Mark confusing parts of text • Cornell Notes o Highlight unusual words or phrases •Double-Entry Journal

• Fix-up Strategies, i.e.: •Breaking into chunks o Stop and draw o SQ3R o Reading Reflection o Self-Monitoring

• 4 Corners writing (and/or Writing to Speak

Extension (reading, writing, listening, speaking) Deepen and extend application of text in multiple contexts and over long period of time. Extensions can be part of assessment.

• Summarize the text • Debate • Rhetorical Précis • Socratic Seminar • Body map • Storyboard • Project-based learning • Alter text format

19

4

Three Dimensions of Engagement

Three dimensions of engagement can be used to measure progress in increasing student engagement.

1. Intensity refers to the level of engagement of each student. 2. Breadth refers to how broadly the class as a whole is engaged. Is the entire class engaged? 75%? 50%? Full levels of engagement are not

achieved until all students are engaged. 3. Consistency refers to how long students are engaged at peak levels throughout the class period. Are they engaged at high levels consistently

through an entire period of instruction? Or are students engaged at the beginning of a class and lose attention and interest as the class goes on? Consistent engagement is better than having cycles of high and low engagement.

Following are some suggestions for addressing different engagement scenarios using these three dimensions.

• Low engagement intensity o Add rigor and relevance to expectations and lessons o Reflect on nature of student work and increase application o Work on student relationships o Establish classroom procedures and have students practice them until they become habits

• Moderate engagement intensity, but low consistency (variation throughout class period)

o Vary instructional strategies o Use active learning strategies o Maintain high levels of rigor

• Moderate engagement intensity but low breadth (only some students are engaged)

o Use personalized strategies o Work on student relationships o Focus on reading issues

Additional Resources

Ø Suggestions for Setting Up Successful Group Work: (University of Minnesota) http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene5/index.html

Ø Effective Group Communication Practices: Michigan State University http://msue.anr.msu.edu/news/improve_your_groups_ability_to_work_together

Ø Key Elements to Effective Communication: University of Florida IFAS Extension http://edis.ifas.ufl.edu/fy748

20

CSD STATE STANDARDS WRITING RUBRICS (GRADE 6) ARGUMENT

ARGUMENT—Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Scoring Elements

Stretching

4 Mastering Standards

3 Meeting Standards 2 Developing Standards

1 Initiating Standards

Controlling

Idea

• Addresses all aspects of prompts appropriately with a consistently strong focus and convincing position

• Introduces thoughtful claim(s) • Clearly distinguishes the claim

from alternate or opposing claims

• Addresses prompt appropriately and consistently maintains a clear focus

• Introduces clear claim(s)

• Addresses prompt appropriately and generally maintains a clear focus

• Introduces clear claim(s)

• Addresses prompt appropriately but focus is unclear

• Introduces unclear claim(s)

• Attempts to address prompt but is off-task

• Claim(s) are off-topic or not stated

Development

• Strongly supports the claim with logical reasoning and relevant evidence

• Demonstrates a clear understanding of the topic or text

• Supports the claim with clear, logical reasoning and relevant evidence

• Demonstrate a clear understanding of the topic or text

• Supports the claim with basic logical reasoning and relevant evidence

• Demonstrates a basic understanding of the topic or text

• Supports the claim with reasoning and evidence that may occasionally be irrelevant

• Attempts to demonstrate an understanding of the topic or text, but lacks clarity

• Reasoning and evidence are mostly irrelevant to the claim

• Lacks understanding of topic or text

Organization

• Logically organizes supporting claims, evidence, and reasoning to enhance the argument

• Provides a successful concluding statement or section that follows and supports the argument(s) presented

• Clearly and logically organizes reasons and evidence

• Provides a concluding statement or section that follows from the argument presented

• Logically organizes reasons and evidence

• Provides a concluding statement or section that follows from the argument presented

• Attempts to organize reasons and evidence

• Provides a concluding statement or section

• Organization is illogical and/or unclear

• Provides an illogical or partial concluding statement or section

Command of Language

• Uses precise words, phrases, and clauses to: o create cohesion o clarify relationships between

claim(s), evidence, and reasoning (7)

o clarify relationship between claim(s), counterclaims, evidence, reasoning (8)

• Establishes and maintains a formal tone that enhances the argument(s)

• Uses words, phrases, and clauses to create and clarify relationships between claim(s), reasons and evidence

• Establishes and maintains a formal tone that enhances the argument

• Uses words, phrases, and clauses to create and begin clarifying relationships between claim(s), reasons and evidence

• Establishes and maintains a formal tone

• Uses words and phrases to create relationships between claim(s), reasons, and evidence

• Attempts to establish and maintain a formal tone

• Words and phrases do not establish clear relationships between claim(s), reasons, and evidence

• Does not establish and maintain a formal tone

Reading and Research (as applies)

• Uses accurate and credible sources that enhance the argument

• Quotes or paraphrases data while avoiding plagiarism

• Follows standard citation format

• Uses accurate and credible sources

• Uses credible sources • Uses some sources • Lacks sources

21

CSD STATE STANDARDS WRITING RUBRICS (GRADE 6) INFORMATIVE/EXPLANATORY INFORMATIVE/EXPLANATORY—Standard 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.

Scoring Elements

Stretching




Controlling Idea

• Addresses all aspects of prompt appropriately with a consistently strong focus

• Introduces the topic clearly • Effectively previews what follows the stated topic

• Addresses all aspects of prompt appropriately and maintains a clear focus

• Introduces a clear and thoughtful topic

• Addresses aspects of prompt appropriately and generally maintains a clear focus

• Introduces a clear topic

• Addresses prompt appropriately but focus is frequently unclear

• Introduces a topic that lacks clarity

• Attempts to address prompt but lacks focus

• Topic is off-‐task

Development

• Develops the topic with multiple, relevant: o well-‐chosen facts o definitions o concrete details o quotations o other well-‐chosen information and examples

• Develops the topic with relevant: o facts o definitions o concrete details o quotations o other information or examples that enhance the reader’s understanding

• Develops the topic with some relevant: o facts o definitions o concrete details o quotations o other information

• Develops the topic with some: o facts o definitions o concrete details o quotations o other information

• Lacks: o facts o definitions o concrete details o quotations o other information

Organization • Organizes ideas, concepts and information into broader categories

• Uses appropriate and varied transitions to create cohesion and to clarify the relationships among ideas and concepts

• Provides a complete and successful concluding statement or section that follows from and supports the information or explanation presented

• Includes useful formatting (headings), graphics, and multimedia to aid the reader’s comprehension

• Organizes ideas, concepts and information

• Uses thoughtful, appropriate, and varied transitions to clarify relationships among ideas and concepts

• Provides a concluding statement or section that follows from the information presented

• Includes formatting, graphics, and multimedia to aid comprehension

• Organizes ideas, concepts and information

• Uses appropriate and varied transitions to attempt to clarify relationships among ideas and concepts

• Provides a concluding statement or section that partially follows from the information presented


• Sporadically organizes ideas, concepts and information

• Uses some clarifying transitions

• Provides a concluding statement or section but it does not follow from the information presented

• Attempts to include formatting, graphics, and multimedia but may not clearly aid comprehension

• Presentation of ideas, concepts, and information lack organization

• Transitions lack clarity • Lacks a concluding statement or section

• Lacks the relevant formatting, graphics, and multimedia necessary to aid comprehension (e.g. off-‐topic, illogical)

Command of Language

• Uses precise language and domain-‐specific vocabulary to inform about the topic

• Establishes and maintains a formal style that enhances the topic

• Uses precise language and domain-‐specific vocabulary to inform about the topic

• Establishes and maintains a formal style

• Uses ordinary language and some domain-‐specific vocabulary words to inform about the topic

• Establishes and mostly maintains a formal style

• Uses generic language and vocabulary to inform about the topic

• Attempts to establish a formal style

• Uses limited language and vocabulary to inform about the topic

• Does not establish a formal style

22


• Accurately and effectively synthesizes important details from multiple sources to develop the topic



• Gathers relevant details from multiple sources to develop the topic


• Provides bibliographic information

• Gathers relevant details from multiple sources to develop the topic


• Provides most of the bibliographic information

• Gathers some relevant details from multiple sources to develop the topic

• Some of the quotes or paraphrasing of data are inadvertently plagiarized

• Provides some bibliographic information

• Gathers few relevant details, possibly from a single source, to develop the topic

• Many of the quotes or paraphrasing of data are plagiarized

• Does not provide bibliographic information

23

CSD STATE STANDARDS WRITING RUBRICS (GRADE 6) NARRATIVE

NARRATIVE—Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.

Scoring Elements

Stretching


3 Meeting Standards

2 Developing Standards


Controlling Idea

• Addresses all aspects of the prompt appropriately and maintains a consistently developed focus

• Engages and orients the reader by establishing a context and point of view and developing a compelling narrator and/or characters

• Provides a conclusion that follows from, reflects on, and enhances the narrated experiences or events

• Addresses all aspects of the prompt appropriately and maintains a clear focus

• Engages and orients the reader by establishing a context and developing a narrator and/or characters

• Provides a conclusion that follows from the narrated experiences or events that includes some reflection on the events

• Addresses aspects of the prompt appropriately and maintains focus

• Engages and orients the reader by establishing a context and introducing a narrator and/or characters

• Provides a conclusion that follows from the narrated experiences or events

• Addresses aspects of the prompt appropriately but with a weak or uneven focus

• Establishes a context and introduces a narrator and/or characters

• Provides a conclusion that does not follow from the narrated experiences or events

• The attempt to address the prompt lacks focus or is off-‐task

• Does not establish a clear context, narrator and/or characters

• Lacks a conclusion

Development • Uses narrative techniques such as dialogue,

pacing, description, and reflection to maturely develop experiences, events, and/or characters

• Uses narrative techniques such as dialogue, pacing, and description to strongly develop experiences, events, and/or characters

• Uses narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters

• Uses some narrative techniques that are insufficient to convey the experiences, events and/or characters

• Uses few to no narrative techniques which leaves the narrative underdeveloped

Organization • Organizes an event sequence that unfolds

naturally and logically and engages the reader throughout

• Uses a variety of well-‐chosen transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events

• Organizes an event sequence that unfolds naturally and logically to engage the reader

• Uses a variety of well-‐chosen transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

• Organizes an event sequence that unfolds naturally and logically

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

• Organizes an event sequence that unfolds logically but has gaps that impact the overall cohesion

• Uses some transitions and words to convey sequence and signal shifts from one time frame or setting to another

• Events unfold in an illogical sequence

• Rarely uses transitions or words to convey sequence and signal shifts in time or setting

Command of Language

• Uses precise words and phrases, relevant descriptive details, and sensory language to thoroughly capture the action and compellingly convey experiences and events

• Consistently attends to the norms and conventions of writing

• Uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

• Attends to the norms and conventions of writing

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


• Uses some precision in word choice and some descriptive details and sensory language to convey experiences and events

• Struggles with some of the norms and conventions of writing

• Lacks precision in word choice and uses simplistic details

• Struggles with commonly used norms and conventions of writing


• Accurately and effectively synthesizes relevant details from multiple sources to authenticate the narrative

• Uses relevant details from multiple sources to authenticate the narrative

• Uses relevant details from multiple sources

• Uses details from multiple sources • Uses minimal details from multiple sources or only one source

24

CSD STATE STANDARDS WRITING RUBRICS (GRADES 7-‐8) ARGUMENT

ARGUMENT—Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Scoring Elements Stretching




Controlling Idea

• Addresses all aspects of prompts appropriately with a consistently strong focus and convincing position

• Introduces compelling claim(s) • Effectively distinguishes the claim


• Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position

• Introduces precise claim(s) • Clearly distinguishes the claim


• Addresses prompt appropriately and maintains a clear focus

• Provides a generally convincing position

• Introduces basic claim(s) • Distinguishes the claim from

alternate or opposing claims

• Addresses prompt appropriately and establishes a position but lacks clarity

• Introduces unclear claim(s) • Attempts to distinguish the claim


• Attempts to address prompt but lacks focus or is off-task

• Attempts to introduce claim(s), but claim(s) may be illogical or off topic

• Attempts to distinguish the claim from alternate or opposing claims

Development

• Fully develops claim(s) and counterclaims

• Supplies relevant evidence for each claim

• Points out strengths and limitations of claims and counterclaims

• Consistently anticipates the audience’s knowledge level and concerns

• Strongly supports the claim with logical reasoning and relevant evidence

• Demonstrates a clear understanding of the topic or text

• Supports the claim with basic logical reasoning and relevant evidence

• Demonstrates a clear but basic understanding of the topic or text

• Supports the claim with reasoning and evidence

• Attempts to demonstrate an understanding of the topic or text but lacks some clarity

• Attempts to support the claim with reasoning and evidence

• Attempts to demonstrate an understanding of the topic or text but lacks clarity in much of the text

Organization

• Establishes strong relationships among main claim, and all supporting claim(s), counterclaims, evidence, and reasoning

• Provides a compelling concluding statement or section that follows and supports the argument

• Logically organizes supporting claims, evidence, and reasoning to enhance the argument

• Provides a successful concluding statement or section that follows and supports the argument(s) presented

• Logically organizes supporting claims, evidence, and reasoning

• Provides a concluding statement or section that follows and supports the argument

• Attempts to logically organize supporting claims, evidence, and reasoning but lack of clarity interferes with the reader’s understanding

• Provides a concluding statement or section but it doesn’t follow the argument

• Attempts to organize supporting claims, evidence, and reasoning

• Provides an illogical or partial concluding statement or section

Command of Language

• Uses precise words, phrases, and clauses to: o link the major sections of the

text o create cohesion o clarify relationships between

claim, supporting claims, evidence and reasoning, and counterclaims

• Establishes and maintains a formal, objective tone that enhances the argument

• Attends to the norms and conventions of the writing task

• Uses precise words, phrases, and clauses to: o create cohesion o clarify relationships

between claim(s), evidence, and reasoning (7)

o clarify relationship between claim(s), counterclaims, evidence, reasoning (8)

• Establishes and maintains a formal tone that enhances the argument(s)

• Uses words, phrases, and clauses to o create cohesion o acknowledge relationships

between claim(s), evidence, and reasoning but lacks clarity (7)

o acknowledge relationships between claim(s), counterclaims, evidence, and reasoning (8)

• Establishes and generally maintains a formal tone

• Uses words and phrases to attempt cohesion and clarity of the argument


• Words and phrases inhibit clarity and cohesion of the argument

• Does not establish a formal tone


• Selectively synthesizes and integrates important details from multiple sources to develop the argument

• Properly paraphrases, quotes, and cites sources to avoid plagiarism


• Uses accurate and credible sources that enhance the argument



• Uses accurate and credible sources


• Generally follows standard citation format

• Uses adequate sources • Quotes or paraphrases data

attempting to avoid plagiarism • Attempts to follow standard

citation format

• Uses some sources • Quotes or paraphrasing of data

may be inadvertently plagiarized • Provides limited or no citation

25

CSD STATE STANDARDS WRITING RUBRICS (GRADES 7-‐8) INFORMATIVE/EXPLANATORY INFORMATIVE/EXPLANATORY—Standard 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.

Scoring Elements

Stretching




Controlling Idea

• Addresses all aspects of the prompt appropriately with a strongly developed focus

• Introduces a topic with complex ideas, concepts, and information

• Addresses all aspects of the prompt appropriately with a consistently strong focus

• Introduces the topic clearly • Effectively previews what follows the

stated topic


• Introduces the topic clearly • Previews what follows the

stated topic

• Addresses prompt appropriately but lacks clarity

• Topic is unclear • Partially previews what follows

the stated topic

• Attempts to address prompt but lacks focus or is off-‐task

• Topic is off-‐task • Attempts to preview what

follows the stated topic

Development

• Develops the topic with analysis of multiple relevant: o well-‐chosen and sufficient facts o definitions o concrete details o quotations o other well-‐chosen information and

examples • Examples are appropriate to the

audience’s knowledge of the topic

• Develops the topic with analysis of multiple relevant: o well-‐chosen facts o definitions o concrete details o quotations o other well-‐chosen information and

examples

• Develops the topic with analysis of some relevant: o well-‐chosen facts o definitions o concrete details o quotations o other information and

examples

• Develops the topic with analysis of some: o facts o definitions o concrete details o quotations o other information and

examples

• Lacks analysis of : o facts o definitions o concrete details o quotations o other information and

examples

Organization

• Organizes complex ideas, concepts, and information to make important connections and distinctions

• Uses appropriate and varied transitions to link major sections of the text to create cohesion and clarify the relationships among ideas and concepts

• Provides a concluding statement or section that follows from and supports the information or explanation presented

• Includes consistent formatting (headings), graphics, and multimedia to aid the reader’s comprehension

• Organizes ideas, concepts and information into broader categories

• Uses appropriate and varied transitions to create cohesion and to clarify the relationships among ideas and concepts

• Provides a complete and successful concluding statement or section that follows from and supports the information or explanation presented (articulates implications or significance of the topic)

• Includes useful formatting (headings), graphics, and multimedia to aid the reader’s comprehension

• Uses appropriate and varied transitions to create cohesion and attempts to clarify relationships among ideas and concepts

• Provides a concluding statement or section that follows from and supports the information or explanation presented

• Includes formatting (headings), graphics, and multimedia to aid comprehension

• Uses appropriate transitions to create cohesion

• Provides a concluding statement or section but it doesn’t follow the information or explanation

• Attempts to include formatting (headings), graphics, and multimedia but they don’t clearly aid comprehension

• Transitions are ineffective • Attempts to provide a

concluding statement or section

• Lacks the relevant formatting (headings), graphics, and multimedia necessary to aid comprehension (e.g. off-‐topic, illogical)

Command of Language

• Consistently uses precise words and domain-‐specific vocabulary to manage the complexity of the topic

• Establishes and maintains a formal style and objective tone

• Attends consistently to the norms and conventions of the writing task

• Uses precise language and domain-‐specific vocabulary to inform about or explain the topic

• Establishes and maintains a formal style that enhances the topic

• Uses language and domain-‐specific vocabulary to inform about or explain the topic


• Uses language and vocabulary that partially informs about the topic


• Language and vocabulary attempts to inform about the topic

• Establishes a formal tone but does not maintain it


• Accurately and compellingly synthesizes important details from multiple sources to develop the topic.



• Accurately and effectively synthesizes important details from multiple sources to develop the topic



• Synthesizes important details from multiple sources to develop the topic



• Synthesizes details from multiple sources to develop the topic

• Quotes or paraphrases data in an attempt to avoid plagiarism


• Synthesizes few details from multiple sources to develop the topic

• Attempts to quote or paraphrase data but fails to avoid plagiarism

• Attempts standard citation but is frequently inaccurate

26

CSD STATE STANDARDS WRITING RUBRICS (GRADES 7-‐8) NARRATIVE

NARRATIVE—Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.

Scoring Elements

Stretching


3 Meeting Standards



Controlling Idea

• Addresses all aspects of the prompt appropriately and maintains a strongly developed focus

• Engages and orients the reader by exploring a problem, situation or observation

• Provides a conclusion that follows from and clearly and concisely reflects on what is experienced, observed, or resolved over the course of the narrative

• Addresses all aspects of the prompt appropriately and maintains a consistently developed focus

• Engages and orients the reader by establishing a context and point of view and developing a compelling narrator and/or characters

• Provides a conclusion that follows from, reflects on, and enhances the narrated experiences or events

• Addresses all aspects of the prompt appropriately and maintains a clear focus

• Engages and orients the reader by establishing a context and point of view and introducing a narrator and/or characters

• Provides a conclusion that follows from and reflects on the narrated experiences or events

• Addresses prompt appropriately but with a weak or uneven focus

• Establishes a context and point of view and introduces a narrator and/or characters

• Conclusion partially follows from or reflect on the narrated experiences or events

• Attempts to address prompt but lacks focus or is off-‐task

• Establishes a context and point of view and introduces a narrator and/or characters but with some lack of clarity

• Conclusion does not follow from or reflect on the narrated experiences or events

Development • Uses sophisticated and well-‐developed

narrative techniques such as dialogue, pacing, description, sensory language, reflection, multiple plot lines, and a clear point of view to fully develop experiences, events, and/or characters

• Creates a smooth and purposeful progression of experiences or events

• Uses narrative techniques to maturely develop experiences, events, and/or characters such as: o dialogue o pacing o description o reflection (8th grade)

• Uses narrative techniques to develop experiences, events and/or characters such as: o dialogue o pacing o description o reflection (8th grade)

• Uses some narrative techniques that are insufficient to develop the experiences, events and/or characters

• Uses few to no narrative techniques which leaves the narrative underdeveloped

Organization • Uses a variety of techniques to sequence

and transition experiences and events so that they naturally and logically build on one another to create a coherent whole

• Organizes an event sequence that unfolds naturally and logically and engages the reader throughout

• Uses a variety of well-‐chosen transition words, phrases, and clauses to: o convey sequence o signal shifts from one time

frame or setting to another o show the relationships among

experiences and events (8th grade)

• Organizes an event sequence that unfolds naturally and logically

• Uses a variety of transitions, words, phrases, and clauses to: o convey sequence o signal shifts from one time

frame or setting to another o show the relationships

among experiences and events (8th grade)

• Organizes an event sequence that unfolds logically but has gaps that impact the overall cohesion

• Sometimes uses transitions and words to: o convey sequence o signal shifts from one time

frame or setting to another o show the relationships among

experiences and events (8th grade)

• Events unfold in an illogical sequence

• Rarely uses transitions or words to: o convey sequence o signal shifts in time or

setting o show the relationships

among experiences and events (8th grade)

Command of Language

• Uses colorful and precise words and phrases, telling details, and sensory language to thoroughly convey a vivid picture of the experiences, events, setting, and/or characters


• Uses precise words and phrases, relevant descriptive details, and sensory language to thoroughly capture the action and compellingly convey experiences and events


• Uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events


• Uses some precision in word choice and some descriptive details and sensory language, but they are insufficient to convey the events


• Lacks precision in word choice and uses simplistic details



• Accurately and effectively synthesizes important details from multiple sources to authenticate and enhance the narrative

• Accurately and effectively synthesizes important details from multiple sources to authenticate the narrative

• Synthesizes important details from multiple sources to authenticate the narrative

• Uses details haphazardly from multiple sources in an attempt to authenticate the narrative

• Uses no or irrelevant details from multiple sources or only one source to authenticate the narrative

27


ARGUMENT—Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Scoring Elements Stretching




Controlling Idea

• Addresses all aspects of prompt thoughtfully with a consistently strong focus and convincing position

• Introduces precise, knowledgeable, and compelling claim(s)

• Establishes significance of claim(s) • Distinguishes claim(s) from

counterclaim(s)

• Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position

• Introduces compelling claim(s) • Distinguishes claim(s) from

counterclaim(s)


• Provides a generally convincing position

• Introduces precise claim(s) • Distinguishes the claim(s) from

counterclaim(s)

• Addresses prompt appropriately and establishes a position but lacks clarity

• Introduces basic claim(s) • Attempts to distinguish the

claim(s) from counterclaim(s)

• Attempts to address prompt but lacks focus or is off-task

• Introduces unclear claim(s) • Attempts to distinguish the

claim(s) from counterclaim(s)

Development

• Develops all claim(s) and counterclaim(s) objectively and thoroughly

• Supplies the most relevant evidence for each claim

• Evaluates strengths and limitations of claim(s) and counterclaim(s)

• Consistently and appropriately anticipates the audience’s knowledge, values, and biases

• Fully develops claim(s) and counterclaim(s)

• Supplies relevant evidence for each claim

• Points out strengths and limitations of claim(s) and counterclaim(s)

• Consistently anticipates the audience’s knowledge level and concerns

• Generally develops claim(s) and counterclaims

• Supplies evidence for each claim • Generally points out most

strengths and limitations of claim(s) and counterclaim(s)

• Generally anticipates the audience’s knowledge level and concerns

• Attempts to develop claim(s) and counterclaim(s)

• Attempts to supply evidence for each claim

• Points out some strengths and limitations of claim(s) and counterclaim(s)

• Occasionally anticipates the audience’s knowledge level and concerns

• Attempts to develop claim(s) and counterclaim(s)

• Attempts to supply evidence for each claim

• Does not point out some strengths and limitations of claim(s) and counterclaim(s)

• Attempts to anticipate the audience’s knowledge level and concerns

Organization

• Logically sequences and connects the claim(s), counterclaim(s), evidence, and reasoning

• Provides a sophisticated concluding statement or section that follows and supports the argument

• Establishes strong relationships among main claim and all supporting claim(s), counterclaim(s), evidence, and reasoning

• Provides a compelling concluding statement or section that follows and supports the argument presented

• Establishes basic relationships among main claim and all supporting claim(s), counterclaim(s), evidence, and reasoning

• Provides a concluding statement or section that generally supports the argument

• Establishes some relationships among main claim, supporting claim(s), counterclaim(s), evidence, and reasoning

• Provides a concluding statement or section, but it doesn’t follow the argument

• Establishes some weak relationships among main claim, supporting claim(s), counterclaim(s), evidence, and reasoning

• Attempts to provide a complete concluding statement or section

Command of Language

• Uses sophisticated words, phrases, and clauses as well as varied syntax to: o link the major sections of the text o create cohesion o clarify relationships between claim,

supporting claim(s), counterclaim(s), evidence and reasoning

• Establish and maintain a formal, objective tone that enhances the argument


• Uses precise words, phrases, and clauses to: o link the major sections of the


claim, supporting claim(s), counterclaim(s), evidence, and reasoning



• Uses words, phrases, and clauses to: o link the major sections of the

text o create cohesion o clarify most relationships

between claim, supporting claim(s), counterclaim(s), evidence, and reasoning

• Establishes and maintains a formal, objective tone


• Uses words and phrases that attempt to: o link major sections o create cohesion o clarify some relationships

between claim, supporting claim(s), counterclaim(s), evidence, and reasoning


• Attempts to attend to the norms and conventions of the writing task

• Words and phrases do not facilitate cohesion and clarity

• Does not establish a formal tone

• Does not follow the norms and conventions of the writing task


• Selectively synthesizes and integrates compelling details from various sources to develop the argument


• Selectively synthesizes and integrates important details from multiple sources to develop the argument


• Synthesizes and integrates important details from multiple sources to develop the argument


• Attempts to synthesize and/or integrate details from multiple sources to develop the argument


• Does not synthesize or integrate important details from multiple sources to develop the argument

• Attempts to paraphrase, quote, and cite sources to avoid plagiarism

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CSD STATE STANDARDS WRITING RUBRICS (GRADES 9-‐10) INFORMATIVE/EXPLANATORY

INFORMATIVE/EXPLANATORY—Standard 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.

Scoring Elements

Stretching




Controlling

Idea


• Introduces a topic organized so that each new element builds on the preceding idea to create a unified whole



• Addresses most aspects of the prompt appropriately

• Introduces topic clearly

• Addresses few aspects of the prompt appropriately

• Introduces topic

• Attempts to address aspects of the prompt, but lacks focus or is off-‐task

• Topic is unclear

Development • Develops the topic with insightful analysis

of the most significant and relevant: o facts o extended definitions o concrete details o quotations o other relevant information and

examples • Examples are appropriate to the audience’s

knowledge of the topic

• Develops the topic with thorough analysis of the most well-‐chosen: o sufficient, relevant facts o extended definitions o concrete details o quotations o other well-‐chosen information

and examples • Examples are appropriate to the


• Develops the topic with appropriate analysis and selection of well-‐chosen: o sufficient, relevant facts o extended definitions o concrete details o quotations o other well chosen information

and examples. • Examples are somewhat appropriate to the audience’s knowledge of the topic

• Develops the topic with minimal analysis of well-‐chosen: o sufficient, relevant facts o extended definitions o concrete details o quotations o other well chosen information

and examples • Few examples are appropriate to the audience’s knowledge of the topic

• Develops the topic but analyzes the following sparsely and/or ineffectively: o facts o definitions o concrete details o quotations o other well chosen information

and examples. • Examples are not appropriate to the audience’s knowledge of the topic

Organization • Organizes complex ideas, concepts, and

information so that each new element builds to create a unified whole

• Uses appropriate and varied transitions and varied syntax to link major sections of the text to create cohesion and clarify the relationships among complex ideas and concepts

• Provides a concluding statement or section that follows from and supports and expands the information presented (articulates implications or significance of the topic)

• Includes consistent formatting, graphics, and multimedia that aid the reader’s comprehension

• Organizes complex ideas, concepts, and information to make important connections and distinctions

• Uses appropriate and varied transitions to link major sections of the text to create cohesion and clarify the relationships among ideas and concepts

• Provides a concluding statement or section that follows from and supports the information presented (articulates implications or significance of the topic)

• Includes formatting (e.g. headings), graphics, and multimedia to aid comprehension

• Organizes ideas, concepts, and information to make connections and distinctions

• Uses appropriate transitions to link major sections of the text to create cohesion and clarify the relationships among ideas and concepts

• Provides a general concluding statement or section that follows from and supports the information presented


• Somewhat organizes ideas, concepts, and information, but not all connections and distinctions are made

• Transitions link sections of the text but do not create cohesion or clarify the relationships among ideas and concepts

• Attempts to include a concluding statement or section that follows from and supports the information presented

• Attempts to include formatting, graphics, and multimedia but they do not clearly aid comprehension

• Attempts to organize ideas, concepts, and information, but connections and distinctions are not made.

• Transitions are ineffective • Provides a concluding statement or

section that does not follow from information presented

• Lacks the relevant formatting, graphics, and multimedia to aid comprehension (e.g. off-‐topic, illogical)

Command of Language

• Consistently uses precise words, domain-‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic



• Consistently uses precise words and domain-‐specific vocabulary to manage the complexity of the topic


• Establishes and maintains an objective tone


• Frequently uses precise words and vocabulary to manage the complexity of the topic


• Establishes and partially maintains an objective tone


• Uses words or vocabulary that lack precision in addressing the complexity of the topic


• Sporadically establishes an objective tone

• Attends to most of the norms and conventions of the writing task

• Word choice does not address complexity of topic

• Formal style not maintained • Tone is subjective • Attends to few of the norms and

conventions of the writing task

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• Accurately and consistently synthesizes important details from multiple sources to develop the topic and enhance the text



• Accurately synthesizes important details from multiple sources to develop the topic






• Synthesizes some details from multiple sources to develop the topic

• Quotes or paraphrases data attempting to avoid plagiarism


• Does not synthesize details from multiple sources

• Attempts to quote or paraphrase data but fails to avoid plagiarism

• Attempts standard citation but is frequently inaccurate

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NARRATIVE—Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence. Scoring Elements

Stretching


3 Meeting Standards


1 Initiating Standards Controlling Idea


• Engages and orients the reader by exploring a problem, situation or observation and its significance

• Provides a conclusion that follows from and enhances the reflection on what is experienced, observed, or resolved over the course of the narrative


• Engages and orients the reader by exploring a problem, situation, or observation

• Provides a conclusion that follows from and clearly and concisely reflects on what is experienced, observed, or resolved over the course of the narrative

• Addresses all aspects of the prompt appropriately and maintains a clearly developed focus

• Engages and orients the reader by setting out a problem, situation, or observation

• Provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

• Addresses prompt appropriately, but focus is underdeveloped

• Clearly sets out a problem, situation, or observation

• Conclusion does not fully reflect on what is experienced, observed, or resolved over the course of the narrative

• Addresses prompt appropriately but with a weak or uneven focus

• Sets out a problem, situation, or observation but with some lack of clarity

• Conclusion does not reflect on what is experienced, observed, or resolved over the course of the narrative

Development • Uses sophisticated and well-‐developed

narrative techniques such as dialogue, pacing, description, reflection, multiple plot lines, and a clear point of view to develop experiences, events, and/or characters


• Uses sophisticated and well-‐developed narrative techniques such as dialogue, pacing, description, sensory language, reflection, multiple plot lines, and a clear point of view to fully develop experiences, events, and/or characters


• Uses narrative techniques such as dialogue, pacing, description, sensory language, reflection, multiple plot lines, and a clear point of view to develop experiences, events, and/or characters

• Creates a smooth progression of experiences or events

• Uses narrative techniques to convey the experiences, events and/or characters that, while clear, lack development

• Creates a progression of experiences or events

• Uses narrative techniques that are underdeveloped and/or confusing

• Creates a disjointed progression of experiences or events

Organization • Uses a variety of techniques to sequence

and transition events so that they naturally and logically build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

• Uses a variety of techniques to sequence and transition experiences and events so that they naturally and logically build on one another to create a coherent whole

• Uses a variety of techniques to sequence and transition experiences and events so that they build on one another to create a coherent whole

• Uses techniques to sequence and transition experiences and events to create cohesion

• Techniques are used to sequence experiences and events but the narrative lacks cohesion

Command of Language

• Uses the most precise words and phrases, telling details, and sensory language to effectively convey a vivid picture of the experiences, events, setting, and/or characters

• Purposefully uses the norms and conventions of writing to enhance the narrative

• Uses colorful and precise words and phrases, telling details, and sensory language to thoroughly convey a vivid picture of the experiences, events, setting, and/or characters


• Uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters


• Uses some precise words and phrases, some detail, and some sensory language but lacks originality to convey the experiences, events, setting, and/or characters


• Experiences, events, setting, and/or characters are conveyed, but narrative lacks precision in word choice, relies on cliché, and uses simplistic language and details



• Accurately and effectively synthesizes the most important and best-‐suited details from multiple sources to authenticate the narrative

• Accurately and effectively synthesizes important details from multiple sources to authenticate and enhance the narrative

• Accurately and effectively synthesizes important details from multiple sources to authenticate the narrative

• Synthesizes important details from multiple sources to authenticate the narrative

• Uses details haphazardly from multiple sources in an attempt to authenticate the narrative

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ARGUMENT—Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Scoring Elements

Stretching




Controlling Idea

• Addresses all aspects of prompts thoughtfully with a consistently strong focus and convincing position

• Introduces precise, knowledgeable, and compelling claim(s) that demonstrates originality

• Articulates significance of claim(s) • Distinguishes claim(s) from

counterclaim(s)

• Addresses all aspects of prompt thoughtfully with a consistently strong focus and convincing position

• Introduces precise, knowledgeable, and compelling claim(s)

• Establishes significance of claim(s) • Distinguishes claim(s) from counterclaim(s)


• Provides a convincing position • Introduces precise claim(s) • Establishes significance of claim(s) • Distinguishes claim(s) from

counterclaim(s)

• Addresses prompt appropriately and generally maintains a clear focus

• Provides a convincing position • Introduces basic claim(s) • Acknowledges significance of

claims • Distinguishes claim(s) from

counterclaim(s)

• Addresses prompt and generally maintains focus

• Introduces basic claim(s) • Attempts to distinguish the claim(s) from counterclaim(s)

Development


• Extensively supplies the most relevant and credible evidence for each claim

• Thoroughly evaluates strengths and limitations of claim(s) and counterclaim(s)

• Incorporates rhetoric to strongly support claim(s) [pathos, logos, ethos]

• Anticipates and targets the audience’s knowledge level, values, and biases


• Supplies the most relevant and credible evidence for each claim

• Evaluates strengths and limitations of claim(s) and counterclaim(s)

• Consistently and appropriately anticipates the audience’s knowledge level, values, and biases

• Develops claim(s) and counterclaim(s) thoroughly

• Supplies relevant and credible evidence for each claim

• Identifies strengths and limitations of claim(s) and counterclaim(s)

• Appropriately anticipates the audience’s knowledge level and concerns

• Develops claim(s) and counterclaim(s)

• Supplies credible evidence for each claim

• Identifies most strengths and limitations of claim(s) and counterclaim(s)

• Anticipates the audience’s knowledge level and concerns

• Unevenly develops claim(s) and counterclaim(s)

• Supplies credible evidence for most claims

• Identifies some strengths and limitations of claim(s) and counterclaim(s)

• Attempts to anticipate the audience’s knowledge level and concerns

Organization

• Logically sequences and connects claim(s), counterclaim(s), and evidence, layered with insightful and convincing reasoning

• Provides a sophisticated concluding statement or section that follows, supports, and deepens the argument

• Logically sequences and connects claim(s), counterclaim(s), evidence, and reasoning

• Provides a sophisticated concluding statement or section that follows from and supports the argument

• Establishes clear relationships among claim(s), counterclaim(s), evidence, and reasoning

• Provides a concluding statement or section that follows from and supports the argument

• Establishes relationships among claim(s), counterclaim(s), evidence, and reasoning

• Provides a concluding statement or section that mostly follows from the argument

• Establishes relationships among some claim(s), counterclaim(s), evidence, and reasoning

• Provides a concluding statement or section that doesn’t follow from the majority of the argument

Command of Language

• Uses sophisticated words, phrases and clauses as well as varied syntax to: o link the major sections of the text o create cohesion o clarify relationships between claim(s),

counterclaim(s), evidence and reasoning


• Purposefully manipulates the norms and conventions of the writing task to enhance the argument

• Uses sophisticated words, phrases, and clauses as well as varied syntax to: o link the major sections of the


claim(s), counterclaim(s), evidence and reasoning



• Uses words, phrases, and clauses as well as varied syntax to: o link the major sections of the


claim(s), counterclaim(s), evidence and reasoning



• Intermittently uses words, phrases, and clauses as well as varied syntax to: o link the major sections of the test

o create cohesion o clarify relationships between claim(s), counterclaim(s), evidence and reasoning

• Establishes and maintains a formal, objective tone


• Uses words, phrases, and clauses without variation in an attempt to: o link major sections o create cohesion o clarify relationships between

claim(s) and reasons • Establishes but does not

maintain a formal tone • Attempts to attend to the

norms and conventions of the writing task



• Utilizes field research and/or primary sources; generates original data




• Selectively synthesizes and integrates details from various sources to develop the argument


• Synthesizes important details from multiple sources


• Synthesizes important details from multiple sources


32

CSD STATE STANDARDS WRITING RUBRICS (GRADES 11-‐12) INFORMATIVE/EXPLANATORY INFORMATIVE/EXPLANATORY—Standard 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. Scoring Elements

Stretching




Controlling

Idea

• Addresses all aspects of the prompt appropriately and insightfully

• Introduces a sophisticated topic organized so that each new element builds on the preceding idea to create a unified whole


• Introduces a topic organized so that each new element builds on the preceding idea to create a unified whole

• Addresses the most important aspects of the prompt appropriately


• Addresses some aspects of the prompt appropriately

• Introduces topic clearly

• Attempts to address aspects of the prompt

• Topic is unclear

Development

• Appropriately and thoroughly develops the topic by selecting and insightfully analyzing the most significant and relevant o facts o extended definitions o concrete details o quotations o other relevant information and examples

• Examples enhance the audience’s knowledge of the topic and clarify the topic accurately

• Develops the topic with insightful analysis of the most significant and relevant o facts o extended definitions o concrete details o quotations o other relevant information and

examples • Examples are appropriate to the


• Develops the topic with analysis of enough significant and relevant o facts o extended definitions o concrete details o quotations o other relevant information and

examples • Most examples are appropriate to

the audience’s knowledge of the topic

• Develops the topic with minimal analysis; may or may not use significant and relevant: o facts o extended definitions o concrete details o quotations o other relevant information and

examples • Few examples are appropriate to the


• Attempts to develop the topic with analysis, but sparsely uses significant and relevant: o facts o extended definitions o concrete details o quotations o other relevant information and

examples • Examples are not appropriate to the


Organization

• Organizes complex ideas, concepts, and information so that each new element builds to create a unified whole and the structure contributes to an effective analysis of the topic

• Uses appropriate, varied, and purposeful transitions and syntax to link major sections of the text to create cohesion and clarify the relationships among complex ideas and concepts

• Provides a concluding statement or section that follows from and thoroughly supports and expands upon the information presented

• Includes significant and consistent formatting, graphics, and multimedia that aid reader’s comprehension

• Organizes complex ideas, concepts, and information so that each new element builds to create a unified whole

• Uses appropriate and varied transitions and varied syntax to link major sections of the text to create cohesion and clarify the relationships among complex ideas and concepts

• Provides a concluding statement or section that follows from, supports, and expands upon the information presented, such as articulating implications or significance of the topic

• Includes consistent formatting, graphics, and multimedia that aid the reader’s comprehension

• Organizes ideas, concepts, and information so that elements build upon each other but may not be unified or contribute to the whole

• Uses transitions and syntax to link major sections of the text to create cohesion and clarify the relationships among ideas and concepts

• Provides a concluding statement or section that follows from, supports, and expands upon the information presented, such as articulating implications or significance of the topic


• Somewhat organizes ideas, concepts, and information, but elements do not build upon each other or contribute to the whole

• Uses some transitions and syntax to link sections of the text, creating some cohesion, and attempts to clarify the relationships among ideas and concepts

• Provides a concluding statement or section that follows from and supports the information presented

• Attempts to include formatting, graphics, and multimedia but they do not clearly aid comprehension

• Attempts to organize ideas, concepts, and information, but elements do not connect to each other

• Attempts to use transitions and syntax, but they do not create cohesion or clarify relationships

• Provides a concluding statement or section that does not follow from or support the information presented

• Lacks the relevant formatting, graphics, and multimedia to aid comprehension (e.g. off-‐topic, illogical)

Command of Language

• Effectively and purposefully uses precise words, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic

• Establishes and maintains a formal style and objective tone that contributes to the analysis of the topic

• Attends consistently and purposefully to the norms and conventions of the writing task to enhance the analysis

• Consistently uses precise words, domain-‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic



• Uses precise words, domain-‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic



• Uses some precise words, domain-‐specific vocabulary, and/or techniques such as metaphor, simile, and analogy to manage the complexity of the text

• Establishes a formal style and objective tone, but does not maintain them throughout

• Attends to most of the norms and conventions of the writing task

• Mismanages the complexity of the topic using imprecise words, few domain-‐specific vocabulary words, and/or minimal techniques such as metaphor, simile, and analogy

• Ineffectively establishes a formal style and/or objective tone

• Attends to few of the norms and conventions of the writing task


• Accurately and effectively synthesizes important and best-‐suited details from multiple sources to develop and deepen the topic


• Follows standard citation format •

• Accurately and consistently synthesizes important details from multiple sources to develop the topic


• Follows standard citation format •




• Synthesizes details from multiple sources to develop the topic



• Unsuccessfully synthesizes details from multiple sources


• Generally follows standard citation format •

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NARRATIVE—Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence. Scoring Elements

Stretching


3 Meeting Standards



Controlling

Idea

• Addresses all aspects of the prompt appropriately and maintains a strongly developed and insightful focus

• Engages and orients the reader by exploring a compelling or original problem, situation, or observation and justifies its significance in a greater context

• Provides a conclusion that follows from and enhances the reflection on what is experienced, observed, or resolved; ties the narrative to a greater context


• Engages and orients the reader by exploring a problem, situation, or observation and its significance

• Provides a conclusion that follows from and enhances the reflection on what is experienced, observed, or resolved over the course of the narrative


• Engages and orients the reader by setting out a problem, situation, or observation and its significance

• Provides a conclusion that follows from and clearly reflects on what is experienced, observed, or resolved over the course of the narrative

• Addresses aspects of the prompt appropriately and maintains a steady focus

• Orients the reader by setting out a problem, situation, or observation

• Provides a conclusion that follows from what is experienced, observed, or resolved over the course of the narrative with adequate reflection

• Addresses prompt appropriately, but focus is underdeveloped

• Attempts to set out a problem, situation, or observation without orienting the reader

• Provides a conclusion but has minimal reflection on what is experienced, observed, or resolved over the course of the narrative

Development • Uses sophisticated and well-‐developed narrative techniques such as dialogue, pacing, description, reflection, multiple plot lines, and a clear point of view to engage the reader through thoughtfully developed experiences, events, and/or characters

• Creates a smooth and purposeful progression of experiences or events that enhances the development of the narrative

• Uses sophisticated and well-‐developed narrative techniques such as dialogue, pacing, description, sensory language, reflection, multiple plot lines, and a clear point of view to engage the reader through developed experiences, events, and/or characters


• Uses narrative techniques such as dialogue, pacing, description, sensory language, reflection, multiple plot lines, and a clear point of view to develop experiences, events, and/or characters

• Creates a smooth progression of experiences or events

• Uses a clear point of view to develop experiences, events, and/or characters but uses minimal or underdeveloped narrative techniques such as dialogue, pacing, description, sensory language, reflection, and multiple plot lines

• Creates a progression of experiences or events

• Lacks developed and/or effective narrative techniques

• Creates a disjointed progression of experiences or events

Organization • Uses purposeful, powerful techniques to sequence and transition events so that they organically and logically build on one another to create a coherent whole and build toward an intended tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

• Uses a variety of techniques to sequence and transition experiences and events so that they naturally and logically build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

• Uses a variety of techniques to sequence and transition experiences and events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

• Uses some techniques to sequence experiences and events, creating a partially cohesive narrative that builds toward a particular tone and outcome

• Uses some techniques to sequence experiences and events but they do not build toward the overall cohesion, tone, or outcome

Command of Language

• Uses the most precise words and phrases, telling details, and sensory language to effectively and deliberately convey a vivid picture and the emotional climate of the experiences, events, setting, and characters

• Uses the norms and conventions of writing to enhance the artistry of the narrative

• Uses the most colorful and precise words and phrases, telling details, and sensory language to effectively convey a vivid picture of the experiences, events, setting, and/or characters

• Purposefully uses the norms and conventions of writing to enhance the narrative

• Uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters


• Uses precise words and phrases, details, and sensory language but lacks originality to convey the experiences, events, setting, and/or characters


• Experiences, events, setting, and/or characters are conveyed, but narrative lacks precision in word choice and relies on cliché and repetition

• Follows most of the norms and conventions of writing


• Accurately and effectively synthesizes important and best-‐suited details from multiple sources to authenticate and deepen the narrative

• Accurately and effectively synthesizes the most important and best-‐suited details from multiple sources to authenticate the narrative

• Accurately and effectively synthesizes the most important details from multiple sources to authenticate the narrative

• Accurately synthesizes important details from multiple sources to authenticate the narrative

• Synthesizes details from multiple sources haphazardly in an attempt to authenticate the narrative

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TEXT CHARACTERISTICS: INFORMATIONAL AND LITERARY TEXT INFORMATIONAL

Exposition • presents information • provides explanations and definitions • compares and contrasts Examples: textbooks, news stories, and informational trade books

Argumentation

• seeks to influence through appeals that direct readers to specific goals or try to win them to specific beliefs

• establishes the author’s credibility and authority Examples: political speeches, editorials, and advertisements Note: Informational text, specifically exposition and argumentation does not have a single, identifiable structure. Rather, different types of informational text exhibit distinct structural features. The most common structural patterns for continuous expository, argumentative, and persuasive text can be summarized as follows:

• Description: A descriptive text structure presents a topic with attributes, specifics, or setting information that describes that topic.

• Sequence: Ideas are grouped on the basis of order or time. • Causation: The text presents causal or cause-and-effect relationships

between the ideas presented in the text. • Problem/Solution: The main ideas are organized into two parts: a problem

and a subsequent solution that responds to the problem, or a question and an answer that responds to the question.

• Comparison: Ideas are related to one another on the basis of similarities and differences. The text presents ideas organized to compare, to contrast, or to provide an alternative perspective.

Procedural

• conveys information in the form of directions for accomplishing a task • composed of discrete steps to be performed in a strict sequence with an implicit

end product or goal • ability to reach a goal or complete a product (once reading is completed) Examples: manuals and product support materials; directions for art activities and hobbies; information arranged in graphs, charts, or maps

Percentage distribution of literary and informational passage throughout school-day

Grade Literary Informational 4 50 50 8 45 55

12 30 70

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LITERARY

Fiction • a story that consists of the following components:

o the setting or settings; o a simple or complex plot consisting of a series of episodes and delineating a

problem to be solved; o the problem or conflict, which requires characters to change, revise plans,

or face challenges as they move toward resolution; o and a reaction that expresses the protagonist’s feelings about his or her goal

attainment o Characters, in major or minor roles; o themes (stated either implicitly or explicitly)

Literary Non-Fiction • A mixed text that may include elements of narration & exposition. • Uses literary techniques while presenting informational or factual material. • Uses a story-like structure • Informs AND offers reading satisfaction

Examples: autobiographies, biographies, personal essays, character sketches, memoirs, speeches, classical essays (may interweave personal experiences with factual information). The Gettysburg Address.

Poetry

• Some poetry possesses very rhythmic or metrical patterns, and some is written as “free verse” without a regular line pattern.

• Highly imaginative • Brief and concise language • Employs picturesque and evocative works as well as similes, metaphors,

personification, imagery • Involves a high level of abstraction in language and ideas, • Requires specific critical thinking skills not found in other types of literary

works.

Mixed Texts Many of the texts that convey information have been termed mixed texts. This type of text is common in classroom reading as students are introduced to informational texts as a genre distinct from the “stories” common in lower grades. Examples: Historical or scientific accounts presented in quasi-narrative form but used to communicate information. Their literary qualities (for example, literary elements and devices) will determine their classification as literary or informational.

Driscoll, David. United States. Department of Education. Reading Framework for the 2011 National Assessment of Educational Progress . 2011. Web. <http://www.nagb.org/publications/frameworks/reading-2011-framework.pdf>.

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Canyons School District Text Complexity Rubric

Title of text: Author: Quantitative Measures

- lexile level (word frequency and sentence length) Genre

q Informational Text: q Exposition q Argumentation q Procedural

q Literary Text:

q Fiction q Literary nonfiction q Poetry

Lexile level (lexile.com) ___________

CC Grade Band _____________

Qualitative Measures

- levels of meaning, structure, language conventionality and clarity, and knowledge demands measured by an attentive human reader (see rubric)

Levels of Meaning/Purpose:

q High q Middle-High q Middle-Low q Low

Structure:


Language Conventionality & Clarity:


Knowledge Demands:


Reader-Task Considerations that Inform Instruction - background knowledge of reader, motivation, interests, and complexity generated by tasks assigned made by educators employing their professional judgment

Cognitive Capabilities:

Does the reader possess necessary: a) attention b) ability to remember

& connect c) critical/analytic

thinking skills

Reading Skills:

Does the reader possess skills in: a) Inferencing b) Visualization c) Questioning d) Comprehension

strategies

Motivation & Engagement with

Task & Text:

Will the reader: a) Understand the

purpose b) Be interested in the

content c) Develop an interest

in this content d) Be engaged with

the style of writing

Prior Knowledge & Experience:

Does the reader possess adequate prior knowledge regarding: a) The topic b) The vocabulary c) The genre

Content and/or Theme Concerns:

Ø Are there any potentially concerning elements of content or theme?

Complexity of Associated Tasks:

Will the complexity of: a) before-, during-, or

after-reading tasks support or interfere with the reading experience?

b) questions asked or discussed support or interfere with the reading experience?

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Reader-Task Considerations that Inform Instruction - background knowledge of reader, motivation, interests, and complexity generated by tasks assigned made by educators employing their professional judgment

Cognitive Capabilities:

Ø Will this text help develop a, b & c for future reading endeavors?

Notes:

Reading Skills: Ø Will this text help

develop a-d for future reading endeavors?

Notes:

Motivation & Engagement with

Task & Text:

Ø Will this text maintain motivation & engagement?

Notes:

Prior Knowledge & Experience:

Ø Are there explicit connections this text and content from other classes?

Notes:

Content and/or Theme Concerns:

Ø Does the reader possess the maturity to respond appropriately to any concerning elements?

Notes:

Complexity of Associated Tasks:

Ø What learning

strategies will you design to support students to access this text?

Notes:

Recommended Placement Text use:

q excerpt or “snippet” q entire text

q Grade 6, Unit ______ q Grade 7, Unit ______ q Grade 8, Unit ______

q Grade 9, Unit ______ q Grade 10, Unit ______ q Grade 11, Unit ______ q Grade 12, Unit ______

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41

Date: 09/21/11

Grade Below Basic Basic Proficient Advanced

1 BR BR - 99 100 - 400 401 - 1700+

2 BR - 99 100 - 449 450 - 620 621 - 1700+

3 BR - 299 300 - 609 610 - 790 791 - 1700+

4 BR - 499 500 - 769 770 - 885 886 - 1700+

5 BR - 599 600 - 864 865 - 980 981 - 1700+

6 BR - 699 700 - 954 955 - 1020 1021 - 1700+

7 BR - 749 750 - 995 996 - 1060 1061 - 1700+

8 BR - 799 800 - 1038 1039 - 1155 1156 - 1700+

9 BR - 849 850 - 1079 1080 - 1210 1211 - 1700+

10 BR - 849 850 - 1186 1187 - 1305 1306 - 1700+

11 BR - 899 900 - 1214 1215 - 1310 1311 - 1700+

12 BR - 899 900 - 1284 1285 - 1355 1356 - 1700+

These bands represent the target Year-End Proficiency Lexile Ranges for the district/school. Customized bands are suggestedguides only.

PROGRESSMONITORING

SRI Proficiency BandsDISTRICT: CANYONS SCHOOL DISTRICT

Printed by: Rob Richardson Page 1 of 1 Printed on: 09/21/11Copyright © Scholastic Inc. All rights reserved. v 1.23

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1

Questions for Professional Reflection on

Reader and Task Considerations

Cognitive Capabilities

• Does the reader possess the necessary attention to read and comprehend this specific

text?

• Will the reader be able to remember and make connections among the various details

presented in this specific text?

• Does the reader possess the necessary critical/analytic thinking skills to understand

the relationships between the main idea, purpose, and/or theme of the text and the

various details used to support that main idea, purpose, and/or theme?

• Will this specific text help to develop the attention, memory, and critical/analytic

thinking skills necessary for future reading endeavors?

Reading Skills

• Does the reader possess the necessary inferencing skills to “read between the lines”

and make connections among elements that may not be explicit in this specific text?

• Does the reader possess the necessary visualization skills to imagine what is

occurring or what is being described in this specific text?

• Does the reader possess the necessary questioning skills to challenge the ideas being

presented in this text and consider those ideas from multiple points of view?

• Does the reader possess the necessary comprehension strategies to manage the

material in this specific text?

• Will this specific text help to develop the inferencing skills, visualization skills,

questioning skills, and comprehension strategies necessary for future reading

endeavors?

Motivation and Engagement with Task and Text

• Will the reader understand the purpose—which might shift over the course of the

reading experience—for reading this specific text (i.e., skimming, studying to retain

content, close reading for analysis, etc.)?

• Will the reader be interested in the content of this specific text?

• Might the reader develop an interest in this content because of this text?

• Will the reader be interested and engaged with the style of writing and

the presentation of ideas within this specific text?

• Will the text maintain the reader’s motivation and engagement

throughout the reading experience?

43

2

Questions for Professional Reflection on

Reader and Task Considerations

Prior Knowledge and Experience

• Does the reader possess adequate prior knowledge and/or experience regarding

the topic of this specific text to manage the material that is presented?

• Are there any explicit connections that can be made between what content the reader

will encounter in this specific text and other learning that may occur in this or another

class?

• Does the reader possess adequate prior knowledge and/or experience regarding

the vocabulary used within this specific text to manage the material that is presented?

• Does the reader possess adequate knowledge of and/or experience with the genre

of this specific text to manage the material that is presented?

Content and/or Theme Concerns

• Are there any potentially concerning elements of content or theme that might

contribute to students, teachers, administrators, and/or parents feeling uncomfortable

with reading this specific text?

• Does the reader possess the maturity to respond appropriately to any potentially

concerning elements of content or theme?

Complexity of Associated Tasks

• Will the complexity of any before-, during-, or after-reading tasks associated with

this specific text interfere with the reading experience?

• Will the complexity of any questions asked or discussed concerning this text

interfere with the reading experience?

44

SRI & CBM, Page 1

Scholastic Reading Inventory and RCBM

SCHOLASTIC READING INVENTORY (SRI) Two main functions: matching readers to text and universal screening. A. Matching Readers to Text: Finding books based on Lexiles

1. Administer SRI (or other Lexile measure) 2. Go to Lexile.com

a. Select “Find a Book” if not available… b. Select Lexile analyzer from Lexile tools menu

3. The “sweet spot” is 100L units below or 50 above student’s Lexile score. This sweet spot is designed to find the Goldilocks difficulty where the student will be able to read independently with some challenge but with minimal frustration.

More about this match: Texts and Readers are both rated on the same Lexile scale, which ranges from 0L (BR for beginning reader) to 2000L. What does it mean if a student and the text are at the same Lexile? The student will be able to comprehend approximately 75% of the text, a comprehension rate that is called “targeted” reading. This is designed to be an independent reading level. Students should be challenged to read about independent level in supported situations.

Table 1. Forecasted Amount of Ideas Student will Comprehend Distance from Student’s Estimated Lexile Level

Forecasted Comprehension Rate

+500L 25% +250 50% +0 75% -‐250 90% -‐500 96%

What is measured with a Lexile measure of text? Rarity of words and length of sentences are entered into a formula to yield a Lexile score. Text with rarely occurring words and lengthy sentences are typically more difficult to read and have higher Lexile scores. What is measured with SRI, a Lexile measure of a reader? SRI is a computer adaptive test that requires students to read a connected text and then answer multiple-‐choice cloze formats to estimate level of text comprehension. “Adaptive” means that if the examinee gets an item wrong, the computer follows up with an easier item. If the examinee gets the item correct, the computer follows up with a more difficult question. The computer continues to ask questions until it finds an estimated independent reading level. This typically takes around 20 minutes. Because it is an untimed test, it may take significantly longer for slow responders.

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SRI & CBM, Page 2

Figure 1. A Sample Question from SRI (easy)

B. Screening: A Second Use for SRI SRI can be used as a screening tool for secondary students. It has sufficient reliability and validity for this function, and it is relatively quick and easy to administer and score. As a universal screening measure, it can be administered to all students to determine who might be at risk for academic difficulties due to poor reading. Current cut scores are designed to track progress toward collage readiness. In order to be college and career ready, students should be graduating high school reading at around a 1300L level and should be leaving middle school at around an 1100L level. However, to be considered for skill-‐based reading classes, students should be in the in the Below Basic or Basic category. Those at the Basic level need more content-‐based reading practice, which can be accomplished in standard core classes with supports or may have specific deficiencies which would benefit from remediation. Below Basic readers need remedial work in basic reading skills (such as decoding, fluency, vocabulary and comprehension strategies) to access their core classes.

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SRI & CBM, Page 3

Table 2. Grade-‐Level Lexile Cut Scores For Descriptive Categories (Below Basic, Basic, Proficient, and Advanced)

Task for schools: When screening (benchmarking), find students scoring in the Basic and Below Basic range on the SRI and verify whether or not there is a reading problem. One means of verification is RCBM. What aspect of reading does SRI measure? The SRI correlates well with other important measures of reading. In other words, high scores on SRI go with high scores on other measures and low scores on SRI go with low scores on other measures. Correlation coefficients range from -‐1 (perfect negative relationship, to 0 (no relationship) to 1 (perfect positive relation ship). SRI has a correlation coefficient of around .75 to .8 with high-‐stakes English Language arts Measures (see Table 3). This indicates that SRI and state outcome tests are measuring largely the same thing and that one can have some success predicting high stakes assessment outcomes from SRI scores. Just over the half the variance in scores on state ELA outcome measures can be explained by SRI scores.

Table 3. Correlation Coefficients for SRI and State Outcome Measures Grade FCAT Reading

(Knutson 2006) SAT-‐8 (Scholastic, 2001)

ELA-‐CRT (7th grade)

6 .76 Fall/ .81 Spring .79 7 .73 Fall/ .77 Spring .80 .76 8 .75 Fall/ .78 Spring .82 .74 9 .73 Fall/ .77 Spring .79 .74 10 .71 Fall/ .75 Spring -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Note: FCAT (Florida’s Comprehensive Assessment Test) is Florida’s high-‐stakes, end-‐of –the-‐year achievement test. SAT-‐8 (Stanford Achievement Test) is a commonly used norm-‐referenced achievement test.

*

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SRI & CBM, Page 4

Table 4. The What’s and What-‐for’s of SRI

What Elaboration What it Measures Literal and Inferential Comprehension Type Computer Adaptive Text Authentic fiction and non-‐fiction Format Embedded completion (multiple choice close) Range of Scores BR to 1500+ Admin. Time Untimed. Takes around 20 min.

What For Elaboration Matching Readers & Text

Need to determine reading skills of readers and difficulty of text. Common metric is required for both.

Screening Determine which students may be at academic risk due to underdeveloped reading skills. Determine which students are flying higher than grade-‐level text demands, so that extension and enrichment can be provided.

Progress Monitoring

SRI can be administered up to three times per year to estimate growth rate within and across years. Due to testing error, conclusions should be made tentatively. Furthermore, more frequent administration is not informative. SRI is not sensitive enough to show progress week-‐to-‐week or month-‐to-‐month, so it does not provide timely feedback on impact of instructional modifications.

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SRI & CBM, Page 5

Reading Curriculum-‐Based Measurement (RCBM) RCBM is an individually administered test that involves having a student read a grade-‐level text aloud for one minute. The scorer records the number of words read correctly (words attempted minus errors) and the number of errors. When screening students, typically three one-‐minute passages are read, and the middle scores are recorded, to enhance reliability. RCBM was developed to measure overall reading proficiency and reading growth in early reading development. RCBM correlates to a high degree with measures of reading comprehension throughout elementary school. It is less effective as a measure for typical readers in middle and high school, since once one reads aloud at the same rate as one talks (typically 150 to 225 Words per minute), the task is performed well enough and it is no longer a strong measure of growth in reading skills. However, for middle and high school students with reading skill deficits it remains a powerful measurement tool for both monitoring skill growth in reading over time. Research literature is clear that in order to comprehend text well, one needs to automate basic skills of lifting information off of text (such as decoding, and recognizing irregular words). In Canyons School District, we recommend that students who read less than 130 words correctly per minute or read with 97% accuracy receive reading remediation. (Of course, as with any measure, there are mitigating circumstances where this general rule would not make sense. For example an individual with cerebral palsy that effects speech, RCBM is clearly not a strong measure of reading and alternative methods need to be found.) Table 5. Comparison of SRI and RCBM Aspect SRI Reading CBM

What it Measures

Literal and Inferential Comprehension

Basic reading skills used in conjunction with each other (decoding with automaticity, tracking meaning, vocabulary…)

Type Computer Adaptive One-‐on-‐one. Text Authentic fiction and

non-‐fiction Fiction or non-‐fiction

Format Embedded completion (multiple choice close)

Authentic: Reading aloud

Range of Scores

BR to 1500+ 0 to 350 (most passages are around 350 words)

Time Untimed. Takes around 20 min.

1 minute. (5 min for benchmarking…3 passages)

Purposes 1>Matching Readers &Text 2>Screening (college readiness & remedial) 3>Infrequent progress monitoring (e.g. 3x/yr)

1>Frequent Progress monitoring (e.g. weekly) 2>Screening verification (remedial) 3>Diagnostic decision making

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SRI & CBM, Page 6

Can I use RCBM to target specific skill deficits? To a large extent, yes. First of all, listening to students read yields qualitative information about a student’s reading and hence can lead to hypotheses about where the process is breaking down. Second, one can analyze what sort of errors students tends to make, which can lead to targeted phonics intervention. Third, one can perform a quadrant sort based on whether students are accurate (or not), or fluent (or not). A student’s profile in a quadrant sort has instructional implications (See Table 6). Students who are accurate and fluent are students whose skills have become automatized to the degree that students can place sufficient mental energy on text meaning. Such students are ready to address reading in grade level core content areas head on, providing they have the requisite background content knowledge. Students who are accurate, yet not fluent, will require more practice reading text and more instruction on decoding rarer and more difficult multisyllabic words. Inaccurate yet speedy readers need to slow down and monitor meaning as they read. Inaccurate and slow readers are the neediest, and hence will require most intensive services including direct instruction word level reading skills (phonics) and lots of time practicing with connected text. Definition of Accuracy and Fluency for Secondary Students:

• Accurate: Student reads 97% words accurately or higher correctly (Words Read Correctly / Total Words Attempted = Accuracy Rate).

• Innaccurate: Less than 97% accuracy.

• Fluent: Student reads at a rate of 130 words correctly per minute or more.

• Non-‐Fluent: Student reads less than 130 words correctly per minute.

Many secondary readers who have experience years of reading failure, not surprisingly, lack motivation. This can be determined through observations during instruction. It can also be determined with RCBM, since students generally put more effort into individually administered tests. Furthermore, since RCBM can be used repeatedly, using different passages, administering the test first without incentive for doing well followed by reading a different text with an incentive for doing well can yield important information about whether a student has a skill issue or a motivation issue. To increase motivation:

• Ensure student is academically engaged (i.e. reading, writing, saying, doing) • Maintain brisk pace • Provide additional motivation through goal setting, progress monitoring,

feedback, and acknowledgements • Provide materials at student’s instructional level so student will be successful • Find materials that match student interest • Sometimes extrinsic rewards (such as earning a pass on an assignment or

earning a pizza party) are required.

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SRI & CBM, Page 7

Table 6. Quadrant Sort with Reading CBM Quadrant 1 Accurate and Fluent Reader Questions: Are student’s background knowledge, comprehension and vocabulary skills on grade level? Is student sufficiently motivated? Plan of Action:

• Continue core instruction • Provide multiple opportunities to read and

interact with text with content focus Monitoring tool: Teacher made classroom assessments, retell, work completion, work accuracy, work quality Exit Criteria: Drops below benchmark on rate or accuracy on subsequent screening.

Quadrant 2 Accurate and Slow Reader (lack of automaticity) Questions: Are student’s background knowledge and vocabulary inhibiting automaticity? Is the student lacking confidence and overly fearful of making mistakes? Does the student read with appropriate phrasing or word-by-word? Plan of Action:

• Instruction on automaticity at the word, phrase, sentence and passage level.

• Repeated and assisted reading of passages • Instruct using a comprehension focus • Rx Programs: Rewards, Six-Minute Solution,

Signature Reading

Monitoring tool: Oral reading fluency preferably once per week. Graph fluency. If student drops below 97% accuracy, give feedback to slow down and read more carefully. Exit Criteria: Student at or above benchmark level on words read correctly for grade level expectations.

Quadrant 3 Inaccurate and Slow Reader Question: What are the missing decoding skills and/or sight words? (Consider Core Phonics Survey) Plan of Action:

• Instruction on missing decoding skills • Instruction on missing sight words • Work on applying skills to connected text at

instructional level • Work on fluent reading at independent level • (Rx Programs: Corrective Reading, Rewards,

Six-Minute Solution) Monitoring tool: Reading CBM once a week. Graph both accuracy and fluency; expect a change in accuracy before fluency. Exit Criteria: Reading CBM fluency and accuracy score shows movement into Quadrant 1 or Quadrant 2 in subsequent screening.

Quadrant 4 Inaccurate and Speedy Reader Questions: If cued to do best reading, does student’s accuracy improve? If student is cued by a table tap after each error, does student self-correct within 3 sec, 90-100% of the time? (If so, comprehension-monitoring problem). Plan of action:

• Table tap when student makes an error. This will help the student read more carefully and more accurately.

• Challenge student to read a portion of the text with 2 or less errors.

• Teach student to adjust rate of reading to type of text and purpose for reading

Monitoring tool: RCBM at least every other week. Graph accuracy until 95% accuracy is met, then include fluency. If the strategies to encourage accuracy do not improve, consider further diagnostic assessments (such as phonics survey or metacognitive checks) to determine instructional need. Exit Criteria: Oral reading accuracy moves into range for Quadrant 1.

≥130 WRC ≥97% Accuracy

<130 WRC ≥97% Accuracy

2

<130 WRC <97% Accuracy

≥130 WRC <97% Accuracy

1

<

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52

Board Approved Curriculum for ELA

6th Grade: EMC Publishing, Mirrors and Windows, (required) 7th grade: Sopris, Vocabulary through Morphemes, (required) EMC Publishing, Mirrors and Windows 8th grade: Sopris, Vocabulary through Morphemes, (required) EMC Publishing, Mirrors and Windows Middle School: Scholastic, Scope Magazine Reading Intervention: (ALL required) Middle School: Sopris, Rewards Sopris, Rewards Plus-‐Social Studies and Science Sopris, Six-‐minute Solutions, Intermediate and Secondary Jamestown, Signature Reading Really Great Reading, Phonics Blitz and Boost Scholastic, Action Magazine High School: McGraw-‐Hill, FlexLiteracy

53

High School: Stokes, Greek and Latin Roots EMC Publishing, Mirrors and Windows Glencoe, Literature Bedford St. Martins, Conversations in American Literature Bedford St. Martins, Everything’s an Argument (AP Language) Bedford St. Martins, Current Issues and Enduring Questions (AP Language) Bedford St. Martins, Models for Writers (AP Language) Bedford St. Martins, The Language of Composition (AP Language) Dover, Great American Short Stories (AP Literature) Dover, World’s Greatest Short Stories (AP Literature) Harcourt, Sound and Sense (AP Literature) Bedford St. Martins, Patterns for College Writing (12th grade) For Novels – See Vertical Articulation Lists

54

Text Selection Policy in Canyons

IGD—R—1

EXHIBIT-‐1 CSD STANDARDS FOR

APPROVED TEXTS/LIST

ASSOCIATED CSD ADMINISTRATIVE REGULATION:

IGD-R-1

APPROVED:

1.3.12

CSD-‐STANDARDS FOR APPROVED TEXTS/LIST

1. The Evidence-‐Based Learning Department will maintain a list of approved texts and supplemental resources.

2. The list will include information regarding correlation of the text to State and Common Core standards.

3. Recommendations for inclusion on the list of approved texts can be made at the end of each grading period (no fewer than three times a year) by school-‐based personnel, district personnel, and parents in the community.

4. Concerns related to text approval will be resolved utilizing existing communication channels (for example, meetings with departments and/or school representatives and other necessary district personnel), utilizing rubrics that qualitatively and quantitatively assess the match between intended reader(s), text in question, and assigned task(s).

5. Should the existing communication channels not lead to a decision, the matter may be referred to a District committee.

Refer to csdelaweebly.com for lists.

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5

Policy for Placement of Novels on Vertically Articulated List

Vertical Articulation: Each feeder system will determine which materials best support the teaching of the ELA core and the curriculum maps. To ensure the best local control, texts will be placed in the schools at the decision of the feeder system’s representatives. EBL will regularly facilitate discussions that involve voices from all secondary schools in a feeder system. From those discussions, texts will be adopted. The discussions should consider: which materials best support the core standards and the curriculum maps, which materials are appropriate in their text complexity for the grade level and the particular students, and which materials fit the school community. Additions to the lists, as well as movement in the list from one grade level to another, can be done at any time that a feeder system’s representatives can meet and come to agreement. Before adopting a text, the feeder system’s representatives should be familiar with the text and consider all aspects of its adoption. When a system is ready to add material to their list, they should compose a document that includes the rationale for the material, a discussion of the appropriateness of the material for their community, and a discussion of the text’s appropriate placement at a grade level based on the text complexity recommendations of the core (see text complexity resources). The English Language Arts leads at each school in the feeder system should contribute to the document and endorse it. Concerns about materials should be communicated first to the feeder system’s representatives, then to the office of Evidence-Based Learning. See current lists at csdelaweebly.com

56

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

STANDARDS FOR

English Language Arts 6–12

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Grade 6 students: Grade 7 students: Grade 8 students:Key Ideas and Details1. Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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.

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.

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

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.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

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.

Craft and Structure4. Determine the meaning of words and phrases as

they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

4. 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.

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.

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.

5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

5. Compare and contrast the structure of two or more texts and analyze how the di!ering structure of each text contributes to its meaning and style.

6. Explain how an author develops the point of view of the narrator or speaker in a text.

6. Analyze how an author develops and contrasts the points of view of di!erent characters or narrators in a text.

6. Analyze how di!erences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such e!ects as suspense or humor.

Reading Standards for Literature 6–12 The following standards o!er a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

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Reading Standards for Literature 6–12 Grade 6 students: Grade 7 students: Grade 8 students:

Integration of Knowledge and Ideas7. 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.

7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the e!ects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

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.

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)

9. Compare and contrast texts in di!erent forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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.

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.

Range of Reading and Level of Text Complexity

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 sca!olding as needed at the high end of the range.

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 sca!olding as needed at the high end of the range.

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.

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Reading Standards for Literature 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students:Key Ideas and Details1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. 1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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.

2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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.

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure4. 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).

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

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 e!ects as mystery, tension, or surprise.

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

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.

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas7. Analyze the representation of a subject or a key scene in two di!erent 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).

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

8. (Not applicable to literature) 8. (Not applicable to literature)

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).

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity10. 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 sca!olding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with sca!olding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

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Reading Standards for Informational Text 6–12 Grade 6 students: Grade 7 students: Grade 8 students:

Key Ideas and Details1. Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

1. Cite#several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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.

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.

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.

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).

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Craft and Structure4. Determine the meaning of words and phrases

as they are used in a text, including figurative, connotative, and technical meanings.

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.

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.

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.

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.

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.

6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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.

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.

Integration of Knowledge and Ideas7. Integrate information presented in di!erent

media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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 a!ects the impact of the words).

7. Evaluate the advantages and disadvantages of using di!erent mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

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.

8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and su"cient to support the claims.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and su"cient; recognize when irrelevant evidence is introduced.

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).

9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing di!erent evidence or advancing di!erent interpretations of facts.

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.


10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with sca!olding as needed at the high end of the range.

10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with sca!olding as needed at the high end of the range.

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.

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Reading Standards for Informational Text 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students:Key Ideas and Details1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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.

2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

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.

3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure4. 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 di!ers from that of a newspaper).

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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).

5. Analyze and evaluate the e!ectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

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.

6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly e!ective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.#

Integration of Knowledge and Ideas7. Analyze various accounts of a subject told in di!erent mediums (e.g., a

person’s life story in both print and multimedia), determining which details are emphasized in each account.

7. Integrate and evaluate multiple sources of information presented in di!erent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and su"cient; identify false statements and fallacious reasoning.

8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

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.

9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity10. By the end of grade 9, read and comprehend literary nonfiction in the grades

9–10 text complexity band proficiently, with sca!olding as needed at the high end of the range.By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with sca!olding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

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College and Career Readiness Anchor Standards for WritingThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad#standards, the latter providing#additional#specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant

and su"cient evidence.

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

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

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

purpose, and audience.

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

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

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

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

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

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Note on range and content of student writing

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of di"erent kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.

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Writing Standards 6–12 The following standards for grades 6–12 o!er a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

Grade 6 students: Grade 7 students: Grade 8 students:Text Types and Purposes1. Write arguments to support claims with clear

reasons and relevant evidence.a. Introduce claim(s) and organize the reasons

and evidence clearly.b. Support claim(s) with clear reasons and

relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.e. Provide a concluding statement or section

that follows from the argument presented.

1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or

opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


that follows from and supports the argument presented.

1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and

distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.



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

and information, using strategies such as definition, classification, comparison/contrast, and cause/e!ect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.f. Provide a concluding statement or section that

follows from the information or explanation presented.

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

is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/e!ect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style.f. Provide a concluding statement or section

that follows from and supports the information or explanation presented.

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

is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style.f. Provide a concluding statement or section that

follows from and supports the information or explanation presented.

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Writing Standards 6–12Grade 6 students: Grade 7 students: Grade 8 students:

Text Types and Purposes (continued)3. Write narratives to develop real or imagined

experiences or events using e!ective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing

a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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

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

e. Provide a conclusion that follows from the narrated experiences or events.

3. Write narratives to develop real or imagined experiences or events using e!ective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing

a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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

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

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

3. Write narratives to develop real or imagined experiences or events using e!ective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing

a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of Writing4. 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.)

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.)


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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)

6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate su"cient command of keyboarding skills to type a minimum of three pages in a single sitting.

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.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas e"ciently as well as to interact and collaborate with others.

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Writing Standards 6–12 Grade 6 students: Grade 7 students: Grade 8 students:

Research to Build and Present Knowledge7. Conduct short research projects to answer

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

7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

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.

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.

8. Gather relevant information from multiple print and digital sources, using search terms e!ectively; 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.


9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature

(e.g., “Compare and contrast texts in di!erent forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

b. 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”).


(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”).

b. Apply grade 7 Reading standards to#literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and su"cient to support the claims”).


(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”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g.,#“Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and su"cient; recognize when irrelevant evidence is introduced”).

Range of Writing 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.

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.

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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Writing Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students:Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and su"cient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and su"cient evidence.a. Introduce precise, knowledgeable claim(s), establish the significance of the

claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


e. Provide a concluding statement or section that follows from and supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the e!ective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and su"cient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. 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).

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the e!ective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information so

that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.



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Writing Standards 6–12 Grades 9–10 students: Grades 11–12 students:

Text Types and Purposes (continued)3. Write narratives to develop real or imagined experiences or events using

e!ective technique, well-chosen details, and well-structured event sequences.a. 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.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

3. Write narratives to develop real or imagined experiences or events using e!ective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing4. 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.)


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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)

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.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge7. 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.

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.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches e!ectively; 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.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches e!ectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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Writing Standards 6–12 Grades 9–10 students: Grades 11–12 students:

Research to Build and Present Knowledge (continued)9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.a. 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]”).

b. 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 su"cient; identify false statements and fallacious reasoning”).

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate

knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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.

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College and Career Readiness Anchor Standards for Speaking and Listening The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad#standards, the latter providing#additional#specificity—that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration1. Prepare for and participate e!ectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively.

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

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

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the

organization, development, and style are appropriate to task, purpose, and audience.

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

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

Note on range and content of student speaking and listening

To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize!a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively.

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.

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Speaking and Listening Standards 6–12 The following standards for grades 6–12 o!er a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Grade 6 students: Grade 7 students: Grade 8 students:Comprehension and Collaboration1. Engage e!ectively 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.a. 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.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

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

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

1. Engage e!ectively 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.a. Come to discussions prepared, having read

or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

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

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

1. Engage e!ectively 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.a. Come to discussions prepared, having read

or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

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.

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.

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.

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and su"ciency of the evidence.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and su"ciency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas4. 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.

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.

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.

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)



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Speaking and Listening Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students:Comprehension and Collaboration1. Initiate and participate e!ectively 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.a. 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.

b. 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.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

1. Initiate and participate e!ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. 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.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

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.

2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas4. 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.

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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.

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.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

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College and Career Readiness Anchor Standards for LanguageThe grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad#standards, the latter providing#additional#specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

Knowledge of Language3. Apply knowledge of language to understand how language functions in di!erent contexts, to make e!ective

choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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

6. Acquire and use accurately a range of general academic and domain-specific words and phrases su"cient 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.

Note on range and content of student language use

To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical e"ects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example, that have similar denotations but di"erent connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, e"ective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

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Language Standards 6–12 The following standards for grades 6–12 o!er a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 56 for a complete listing and Appendix A for an example of how these skills develop in sophistication.

Grade 6 students: Grade 7 students: Grade 8 students:Conventions of Standard English1. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case

(subjective, objective, possessive).b. Use intensive pronouns (e.g., myself,

ourselves).c. Recognize and correct inappropriate shifts in

pronoun number and person.*d. Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others’ writing and speaking,#and identify and use strategies to improve expression in conventional language.*

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses

in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal di!ering relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of verbals (gerunds,

participles, infinitives) in general and their function in particular sentences.

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

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

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

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas, parentheses,

dashes) to set o! nonrestrictive/parenthetical elements.*

b. Spell correctly.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate

adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma, ellipsis, dash) to

indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.

Knowledge of Language3. Use knowledge of language and its conventions

when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/

listener interest, and style.*b. Maintain consistency in style and tone.*

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas

precisely and concisely, recognizing and eliminating wordiness and redundancy.*

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Use verbs in the active and passive voice and

in the conditional and subjunctive mood to achieve particular e!ects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

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Language Standards 6–12 Grade 6 students: Grade 7 students: Grade 8 students:

Vocabulary Acquisition and Use4. 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.a. 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.

b. Use common, grade-appropriate Greek or Latin a"xes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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

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.a. Use context (e.g., the overall meaning of a


b. Use common, grade-appropriate Greek or Latin a"xes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a


b. Use common, grade-appropriate Greek or Latin a"xes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g.,

personification) in context.b. Use the relationship between particular words

(e.g., cause/e!ect, part/whole, item/category) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary,

biblical, and mythological allusions) in context.b. Use the relationship between particular words

(e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. verbal irony,

puns) in context.b. Use the relationship between particular words

to better understand each of the words.c. Distinguish among the connotations

(associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

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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Language Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9–10 students: Grades 11–12 students:Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.a. Use parallel structure.*b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change

over time, and is sometimes contested.b. Resolve issues of complex or contested usage, consulting references (e.g.,

Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more

closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.

Knowledge of Language3. Apply knowledge of language to understand how language functions in

di!erent contexts, to make e!ective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual

(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

3. Apply knowledge of language to understand how language functions in di!erent contexts, to make e!ective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for e!ect, consulting references (e.g., Tufte’s Artful Sentences)

for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

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Language Standards 6–12 Grades 9–10 students: Grades 11–12 students:

Vocabulary Acquisition and Use4. 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.a. 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.

b. Identify and correctly use patterns of word changes that indicate di!erent meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.a. 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.

b. Identify and correctly use patterns of word changes that indicate di!erent meanings or parts of speech (e.g., conceive, conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and

analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze

their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases, su"cient 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.

6. Acquire and use accurately general academic and domain-specific words and phrases, su"cient 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.

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Language Progressive Skills, by GradeThe following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Standard Grade(s)3 4 5 6 7 8 9–10 11–12

L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.

L.3.3a. Choose words and phrases for e!ect.

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

L.4.3a. Choose words and phrases to convey ideas precisely.*

L.4.3b. Choose punctuation for e!ect.

L.5.1d. Recognize and correct inappropriate shifts in verb tense.

L.5.2a. Use punctuation to separate items in a series.†

L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1e. 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.6.2a. Use punctuation (commas, parentheses, dashes) to set o! nonrestrictive/parenthetical elements.

L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.‡

L.6.3b. Maintain consistency in style and tone.

L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.

L.9–10.1a. Use parallel structure.

* Subsumed by L.7.3a† Subsumed by L.9–10.1a‡ Subsumed by L.11–12.3a

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Standard 10: Range, Quality, and Complexity of Student Reading 6–12

Measuring Text Complexity: Three Factors

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative evaluation of the text: Readability measures and other scores of text com-plexity

Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

Note: More detailed information on text complexity and how it is measured is contained in Appendix A.

Range of Text Types for 6–12Students in grades 6–12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

Literature Informational TextStories Drama Poetry Literary Nonfiction Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

Includes one-act and multi-act plays, both in written form and on film

Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

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Texts Illustrating the Complexity, Quality, and Range of Student Reading 6–12Literature: Stories, Dramas, Poetry Informational Texts: Literary Nonfiction

6–8

Little Women by Louisa May Alcott (1869)

The Adventures of Tom Sawyer by Mark Twain (1876)

“The Road Not Taken” by Robert Frost (1915)

The Dark Is Rising by Susan Cooper (1973)

Dragonwings by Laurence Yep (1975)

Roll of Thunder, Hear My Cry by Mildred Taylor (1976)

“Letter on Thomas Jefferson” by John Adams (1776)

Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass (1845)

“Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” by Winston Churchill (1940)

Harriet Tubman: Conductor on the Underground Railroad by Ann Petry (1955)

Travels with Charley: In Search of America by John Steinbeck (1962)

9–10

The Tragedy of Macbeth by William Shakespeare (1592)

“Ozymandias” by Percy Bysshe Shelley (1817)

“The Raven” by Edgar Allan Poe (1845)

“The Gift of the Magi” by O. Henry (1906)

The Grapes of Wrath by John Steinbeck (1939)

Fahrenheit 451 by Ray Bradbury (1953)

The Killer Angels by Michael Shaara (1975)

“Speech to the Second Virginia Convention” by Patrick Henry (1775)

“Farewell Address” by George Washington (1796)

“Gettysburg Address” by Abraham Lincoln (1863)

“State of the Union Address” by Franklin Delano Roosevelt (1941)

“Letter from Birmingham Jail” by Martin Luther King, Jr. (1964)

“Hope, Despair and Memory” by Elie Wiesel (1997)

11–CCR

“Ode on a Grecian Urn” by John Keats (1820)

Jane Eyre by Charlotte Brontë (1848)

“Because I Could Not Stop for Death” by Emily Dickinson (1890)

The Great Gatsby by F. Scott Fitzgerald (1925)

Their Eyes Were Watching God by Zora Neale Hurston (1937)

A Raisin in the Sun by Lorraine Hansberry (1959)

The Namesake by Jhumpa Lahiri (2003)

Common Sense by Thomas Paine (1776)

Walden by Henry David Thoreau (1854)

“Society and Solitude” by Ralph Waldo Emerson (1857)

“The Fallacy of Success” by G. K. Chesterton (1909)

Black Boy by Richard Wright (1945)

“Politics and the English Language” by George Orwell (1946)

“Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995)

Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of topics and genres. (See Appendix B for excerpts of these and other texts illustrative of grades 6–12 text complexity, quality, and range.) At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.

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STANDARDS FOR

Literacy in History/Social Studies, Science, and Technical Subjects6–12

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College and Career Readiness Anchor Standards for Reading The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad#standards, the latter providing#additional#specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

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

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

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

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone.

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

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

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

well as in words.*

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

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


10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gath-ering, assessing, and applying information from print and digital sources.

Note on range and content of student reading

Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and di"erentiate primary and secondary sources.!When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.

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RHReading Standards for Literacy in History/Social Studies 6–12 The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Key Ideas and Details1. Cite specific textual evidence to support analysis

of primary and secondary sources.1. Cite specific textual evidence to support analysis

of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure4. Determine the meaning of words and phrases

as they are used in a text, including vocabulary specific to domains related to history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

6. Evaluate authors’ di!ering points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas7. Integrate visual information (e.g., in charts,

graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity10. By the end of grade 8, read and comprehend

history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.83


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RSTRSTReading Standards for Literacy in Science and Technical Subjects 6–12 Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and Details1. Cite specific textual evidence to support analysis

of science and technical texts.1. Cite specific textual evidence to support analysis

of science and technical texts, attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure4. Determine the meaning of symbols, key terms,

and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas7. Integrate quantitative or technical information

expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Range of Reading and Level of Text Complexity10. By the end of grade 8, read and comprehend

science/technical texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.84


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College and Career Readiness Anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad#standards, the latter providing#additional#specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant

and su"cient evidence.

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

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

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

purpose, and audience.

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

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

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

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

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

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Note on range and content of student writing

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and e"ort to writing, producing numerous pieces over short and long time frames throughout the year.

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Text Types and Purposes1. Write arguments focused on discipline-specific

content.a. Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.



1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. 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.


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

1. Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


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

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Text Types and Purposes (continued)2. Write informative/explanatory texts, including

the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what

is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize 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.

b. Develop the topic with well-chosen, relevant, and su"cient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.



2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas,

concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)



Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements e!ectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Production and Distribution of Writing4. Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.

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.

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.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and e"ciently.

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.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge7. 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.




8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches e!ectively; 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.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches e!ectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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

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

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

Range of Writing 10. Write routinely over extended time frames (time

for 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.

10. Write routinely over extended time frames (time for 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.

10. Write routinely over extended time frames (time for 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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WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT

The English Language LearnerCan Do Booklet

Grades 6-8

INCLUDES:Performance Definitions

Can Do Descriptors

For use in conjunction with the WIDA English Language Proficiency Standards

89

Copyright Notice

© 2012 Board of Regents of the University of Wisconsin System. The WIDA English Language Learner Can Do Booklet, Grades 6-8, may not be reproduced, modified, or distributed without prior written permission from the WIDA Consortium. The WIDA ELL Can Do Booklet is for your personal, noncommercial use only. Fair use of the WIDA ELL Can Do Booklet includes reproduction for the purpose of teaching (including multiple copies for lesson planning).

To order more copies of this booklet, please visit www.wida.us or contact the WIDA Help Desk at toll free 1-866-276-7735 or e-mail [email protected].

© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium—www.wida.us.

90

1

Foreword: The WIDA English Language Learner Can Do Booklet

The WIDA Consortium, from its conception, envisioned a system of standards and assessments that would assist schools in teaching academic language to English Language Learners (ELLs). This dream, now a reality, includes the development of practical tools to guide teachers when designing and implementing lessons, monitoring student progress, determining student language proficiency levels, collaborating across programs, and conveying results to ELLs and their parents.

The WIDA English Language Learner Can Do Booklet is a very important contribution to meeting these goals. The booklet complements the WIDA English Language Proficiency Standards and provides a valuable set of resources aligned to the Performance Definitions for the levels of English language proficiency. WIDA’s professional development program works with these resources to assist teachers in embedding academic English into content lessons and working school-wide to ensure the academic success of our culturally and linguistically diverse learners.

The WIDA Consortium recognizes that as a teacher of ELLs, you have a challenging but crucial job within your school. We sincerely hope that this booklet and other WIDA resources help to make your work more effective and your students more successful both in learning English and mastering challenging academic content.

Timothy Boals, Ph.D.Executive DirectorWIDA Consortium

91

2

Introduction

The resources contained in this booklet are intended to support classroom instruction. As with all WIDA products and services, they address language proficiency in relation to five English language proficiency (ELP) standards:

• Social and Instructional Language• The Language of Language Arts• The Language of Mathematics• The Language of Science• The Language of Social Studies

The following table displays the major components of WIDA’s standards-based system. The bold-faced components are included in this booklet and listed in the order in which they appear.

Components of WIDA’s Standards-based System

Standards-based Component Distinguishing Feature

Strands of Model Performance Indicators as representative of the WIDA English Language Proficiency Standards

Illustrate how English language learners process and use language for each English language proficiency standard, language domain, and language proficiency level by grade level cluster

Performance Definitions Outline how English language learners process and use language for each level of language proficiency in grades K-12

Can Do Descriptors Describe how English language learners process and use language for each language domain and level of language proficiency by grade level cluster

Speaking and Writing Rubrics Document how English language learners process and use language in the domain of speaking or writing for each level of language proficiency based on three criteria: linguistic complexity, vocabulary usage, and language control in grades K-12

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3

The resources contained in this booklet are intended to support classroom instruction. The Performance Definitions (see page 4) provide criteria that shape each of the six levels of English language proficiency. The three bullets within each proficiency level in the Performance Definitions represent:

• Linguistic Complexity —the amount and quality of speech or writing for a given situation

• Vocabulary Usage—the specificity of words or phrases for a given context

• Language Control—the comprehensibility of the communication based on the amount and types of errors

The Performance Definitions provide a concise, global overview of language expectations for each level of English language proficiency.They span the spectrum of grade levels which means that educators must interpret the meaning of the Definitions according to students’cognitive development due to age, their grade level, their diversity ofeducational experiences, and any diagnosed learning disabilities (ifapplicable). For example, in level 5, “extended oral or writtendiscourse” would probably be indicated by a 1st grade student’s ability to orally retell a story in a series of sentences using simpletransition words. However, a middle school student might be expected to exhibit linguistic complexity at level 5 by incorporating a variety of sentence structures in an essay several paragraphs in

length. It is important to recognize that the Performance Definitions are the basis for use of other standards-based resources such as the Can Do Descriptors. The Can Do Descriptors (see pages 6-7) are the centerpiece of this booklet, designed to support teachers by providing them with information on the language students are able to understand and produce in the classroom. What is unique about the Can Do Descriptors is that they apply to all five English language proficiency standards, which means they provide an opportunity to link language development across all academic content areas. The Descriptors are intended to be used in tandem with the Performance Definitions. This is because the quantity and quality of language expected at a particular level of language proficiency may not be fully indicated within the Can Do Descriptor for each language domain and proficiency level.

For example, the Can Do Descriptors show that students may be able to “identify” at various levels of language proficiency, but the language (linguistic complexity, vocabulary usage, and language control) they use will vary tremendously. At one end of the spectrum, beginning English language learners may identify by pointing or using short words or phrases, whereas at the end of the language development continuum, students will begin to identify complex themes and ideas described in detailed technical language.

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4

Performance Definitions for the Levels of English Language Proficiency in Grades K-12

At the given level of English language proficiency, English language learners will process, understand, produce, or use:

6Reaching

• specialized or technical language reflective of the content areas at grade level• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level• oral or written communication in English comparable to English-proficient peers

5Bridging

• specialized or technical language of the content areas• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports • oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material

4Expanding

• specific and some technical language of the content areas• a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs• oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the

communication when presented with oral or written connected discourse with sensory, graphic, or interactive support

3Developing

• general and some specific language of the content areas• expanded sentences in oral interaction or written paragraphs • oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its

meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support

2Beginning

• general language related to the content areas• phrases or short sentences • oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when

presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

1Entering

• pictorial or graphic representation of the language of the content areas• words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements

with sensory, graphic, or interactive support• oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct

questions, or simple statements with sensory, graphic, or interactive support

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5

Grade Level Cluster Can Do Descriptors

The grade level cluster Can Do Descriptors have been created by teachers, primarily for teachers, who work with English language learners throughout the consortium. During 2007-08, over 900 teachers and administrators participated in refining and validating five grade level clusters of Descriptors from the original document spanning the K-12 spectrum. These Descriptors for the four language domains—listening, speaking, reading, and writing—and five levels of English language proficiency are based on the WIDA English Language Proficiency Standards.

Interpretation of the Can Do DescriptorsTo maintain the succinctness of the individual statements, some basic assumptions need to be made in interpreting the Can Do Descriptors.

1. Sensory, graphic, or interactive support are present through language proficiency level 4, Expanding.

2. English language learners can process or produce the language associated with the stated language functions.

3. Linguistic complexity, vocabulary usage, and language control increase incrementally as students move from one English language proficiency level to the next.

The Can Do Descriptors are a sampling of the language expectations of English language learners as they travel along the continuum of English language development. Unlike the strands of model performance indicators that scaffold across levels of language proficiency, the Can Do Descriptors function independently within a given level of language proficiency.

Uses for the Can Do Descriptors

The Can Do Descriptors are a resource, in addition to the English language proficiency standards, to use in classrooms with English language learners. As an instructional assessment tool, language teachers may:

• Share the Descriptors with classroom teachers and administrators to describe the second language acquisition process around the levels of English language proficiency

• Provide resource teachers, such as Title I or literacy coaches, additional information about English language learners

• Use to plan with tutors or mentors who work with English language learners

• Develop or co-develop lessons and units of study with differentiated language objectives

• Set language goals with their English language learners*• Explain to parents students’ progress in listening, speaking,

reading, and writing*• Suggest language goals to be incorporated into Individual

Education Programs (IEPs) for English language learners with diagnosed disabilities

• Translate English language proficiency test scores (i.e., ACCESS for ELLs®, W-APT™, and WIDA MODEL™) into classroom practice

• Observe and note levels of student performance as a precursor to using WIDA Speaking and Writing Rubrics for formative assessment

• Use the Descriptors to advocate on behalf of English language learners

* For these uses, the Can Do Descriptors are also available in Spanish on pp. 8-11 of this booklet.

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6

Can Do Descriptors: Grade Level Cluster 6-8For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:

The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the levels of language proficiency.

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - ReachingLI

STEN

ING

• Follow one-step oral commands/instructions

• Match social language to visual/graphic displays

• Identify objects, people, or places from oral statements/questions using gestures (e.g., pointing)

• Match instructional language with visual representation (e.g., “Use a sharpened pencil.”)

• Follow multi-step oral commands/instructions

• Classify/sort content-related visuals per oral descriptions

• Sequence visuals per oral directions

• Identify information on charts or tables based on oral statements

• Categorize content-based examples from oral directions

• Match main ideas of familiar text read aloud to visuals

• Use learning strategies described orally

• Identify everyday examples of content-based concepts described orally

• Associate oral language with different time frames (e.g., past, present, future)

• Identify main ideas and details of oral discourse

• Complete content-related tasks or assignments based on oral discourse

• Apply learning strategies to new situations

• Role play, dramatize, or re-enact scenarios from oral reading

• Use oral information to accomplish grade-level tasks

• Evaluate intent of speech and act accordingly

• Make inferences from grade-level text read aloud

• Discriminate among multiple genres read orally

SPEA

KIN

G

• Answer yes/no and choice questions

• Begin to use general and high frequency vocabulary

• Repeat words, short phrases, memorized chunks

• Answer select WH- questions (e.g., “who,” “what,” “when,” “where”) within context of lessons or personal experiences

• Convey content through high frequency words/ phrases

• State big/main ideas of classroom conversation

• Describe situations from modeled sentences

• Describe routines and everyday events

• Express everyday needs and wants

• Communicate in social situations

• Make requests

• Begin to express time through multiple tenses

• Retell/rephrase ideas from speech

• Give brief oral content-based presentations

• State opinions • Connect ideas in discourse

using transitions (e.g., “but,” “then”)

• Use different registers inside and outside of class

• State big/main ideas with some supporting details

• Ask for clarification (e.g., self-monitor)

• Paraphrase and summarize ideas presented orally

• Defend a point of view• Explain outcomes • Explain and compare

content-based concepts• Connect ideas with

supporting details/evidence • Substantiate opinions with

reasons and evidence

• Defend a point of view and give reasons

• Use and explain metaphors and similes

• Communicate with fluency in social and academic contexts

• Negotiate meaning in group discussions

• Discuss and give examples of abstract, content-based ideas (e.g., democracy, justice)

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Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - ReachingRE

AD

ING

• Associate letters with sounds and objects

• Match content–related objects/pictures to words

• Identify common symbols, signs, and words

• Recognize concepts of print• Find single word responses to

WH- questions (e.g., “who,” “what,” “when,” “where”) related to illustrated text

• Use picture dictionaries/illustrated glossaries

• Sequence illustrated text of fictional and non-fictional events

• Locate main ideas in a series of simple sentences

• Find information from text structure (e.g., titles, graphs, glossary)

• Follow text read aloud (e.g., tapes, teacher, paired-readings)

• Sort/group pre-taught words/phrases

• Use pre-taught vocabulary (e.g., word banks) to complete simple sentences

• Use L1 to support L2 (e.g., cognates)

• Use bilingual dictionaries and glossaries

• Identify topic sentences, main ideas, and details in paragraphs

• Identify multiple meanings of words in context (e.g., “cell,” “table”)

• Use context clues• Make predictions based on

illustrated text• Identify frequently used

affixes and root words to make/extract meaning (e.g., “un-,” “re-,” “-ed”)

• Differentiate between fact and opinion

• Answer questions about explicit information in texts

• Use English dictionaries and glossaries

• Order paragraphs• Identify summaries of

passages• Identify figurative language

(e.g., “dark as night”)• Interpret adapted classics or

modified text• Match cause to effect • Identify specific language

of different genres and informational texts

• Use an array of strategies (e.g., skim and scan for information)

• Differentiate and apply multiple meanings of words/phrases

• Apply strategies to new situations

• Infer meaning from modified grade-level text

• Critique material and support argument

• Sort grade-level text by genre

WRI

TIN

G

• Draw content-related pictures

• Produce high frequency words

• Label pictures and graphs• Create vocabulary/concept

cards• Generate lists from pre-

taught words/phrases and word banks (e.g., create menu from list of food groups)

• Complete pattern sentences• Extend “sentence starters”

with original ideas• Connect simple sentences• Complete graphic organizers/

forms with personal information

• Respond to yes/no, choice, and some WH- questions

• Produce short paragraphs with main ideas and some details (e.g., column notes)

• Create compound sentences (e.g., with conjunctions)

• Explain steps in problem-solving

• Compare/contrast information, events, characters

• Give opinions, preferences, and reactions along with reasons

• Create multiple-paragraph essays

• Justify ideas• Produce content-related

reports• Use details/examples to

support ideas• Use transition words to create

cohesive passages• Compose intro/body/

conclusion• Paraphrase or summarize text• Take notes (e.g., for research)

• Create expository text to explain graphs/charts

• Produce research reports using multiple sources/citations

• Begin using analogies• Critique literary essays or

articles

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8

Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje académico de las normas de desempeño del lenguaje inglés, los cuales usan tres criterios (1. complejidad lingüística; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del procesamiento y uso de lenguaje a través de los diferentes niveles de desempeño.

Descripción de Habilidades: Grados Escolares 6-8Dado el nivel de desempeño en inglés y apoyados de gráficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los estudiantes de inglés pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:

Nivel 1Entrando

Nivel 2Emergiendo

Nivel 3Desarrollando

Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando ESCU

CHAR

• Seguir instrucciones verbales de un paso

• Emparejar lenguaje social con apoyos visuales

• Identificar con gestos objetos, personas, o lugares según declaraciones orales/preguntas (ejemplo: apuntar para señalar)

• Emparejar lenguaje instructivo con representación visual (ejemplo: “Usa un lápiz con punta”)

• Seguir instrucciones orales de múltiples pasos

• Clasificar apoyos visuales con contenido académico siguiendo descripciones orales

• Ordenar apoyos visuales siguiendo direcciones orales

• Identificar información presentada en cuadros o tablas según instrucciones orales

• Categorizar ejemplos con contenido académico siguiendo direcciones orales

• Emparejar puntos principales de un texto leído en voz alta con los apoyos visuales

• Usar estrategias de aprendizaje descritas oralmente

• Identificar ejemplos cotidianos, descritos oralmente, de conceptos con contenido académico

• Asociar lenguaje oral con diferentes tiempos (ejemplo: pasado, presente, futuro)

• Identificar ideas principales y detalles de un discurso oral

• Completar tareas con contenido académico basadas en discurso oral

• Aplicar estrategias de aprendizaje a situaciones nuevas

• Actuar o dramatizar diferentes escenarios siguiendo lectura oral

• Usar información oral para cumplir con tareas del nivel de grado escolar

• Evaluar lo que alguien quiere decir y reaccionar adecuadamente

• Hacer inferencias de un texto del nivel del grado escolar leído en voz alta

• Diferenciar entre múltiples géneros leídos en voz alta

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Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando H

ABLA

R

• Contestar preguntas de sí/no o de elección

• Empezar a usar vocabulario de uso general y de alta frecuencia

• Repetir palabras, frases cortas, o partes memorizadas

• Contestar preguntas interrogativas en el contexto de compartir experiencias personales (ejemplo: quién, qué, cuándo, dónde)

• Transmitir contenido a través de palabras/frases de alta frecuencia

• Decir los puntos principales de una conversación del salón

• Describir situaciones usando ejemplos de oraciones modeladas

• Describir rutinas y eventos de la vida diaria

• Expresar necesidades y deseos cotidianos

• Comunicarse en situaciones sociales

• Hacer peticiones

• Empezar a expresar el tiempo con diferentes tiempos gramaticales

• Recontar o parafrasear ideas de un discurso

• Dar presentaciones orales breves con contenido académico

• Decir sus opiniones • Conectar ideas de

un discurso usando transiciones (ejemplo: pero, cuando)

• Usar diferentes registros dentro y fuera del salón

• Decir ideas principales con el apoyo de detalles

• Pedir clarificaciones (ejemplo: controlarse a sí mismo)

• Parafrasear y resumir ideas presentadas oralmente

• Defender un punto de vista

• Explicar resultados • Explicar y comparar

conceptos con contenido académico

• Conectar ideas con sus detalles y con evidencia

• Defender opiniones usando rezones y evidencia que las apoye

• Defender un punto de vista y dar razones

• Usar y explicar metáforas y símiles

• Comunicar con fluidez en contextos sociales y académicos

• Negociar significado de algo en conversaciones grupales

• Hablar y dar ejemplos de ideas abstractas relacionadas con contenido académicos (ejemplo: democracia, justicia)

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10



Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando LE

ER

• Asociar letras con sonidos y objetos

• Emparejar objetos/dibujos con contenido académico con palabras

• Identificar símbolos, señales, y palabras comunes

• Reconocer conceptos sobre un texto o conocimiento sobre la letra impresa

• Encontrar respuestas de una palabra a preguntas interrogativas tales como (¿Quién?, ¿Qué?, ¿Cuándo?, ¿Dónde?) relacionadas con textos ilustrados

• Usar diccionarios con dibujos/glosarios ilustrados

• Ordenar texto ilustrado de eventos de ficción y de no ficción

• Localizar la idea principal en una serie de oraciones simples

• Encontrar información en la estructura de un texto (ejemplo: títulos, gráficos, glosarios)

• Seguir texto leído hacia el/ ella en voz alta (ejemplo: videos, maestro/a, lectura en parejas)

• Clasificar/agrupar palabras/frases ya pre-enseñadas

• Usar vocabulario pre-enseñado (banco de palabras) para completar oraciones simples

• Usar su lenguaje nativo o L1 para apoyarse en su L2 (ejemplo: uso de cognados)

• Usar diccionarios y glosarios bilingües

• Identificar la oración principal, ideas principales y detalles en un párrafo

• Identificar significados múltiples de palabras en un contexto (ejemplo: “celda”, “mesa”)

• Usar pistas o claves del contexto

• Hacer predicciones basadas en un texto ilustrado

• Identificar sufijos comunes y la raíz de ciertas palabras para entender o rescatar el significado de las palabras (e.j.s, “in“, “re-“, “mente”)

• Diferenciar entre un hecho y una opinión

• Contestar preguntas acerca de información explícita de un contexto

• Usar diccionarios y glosarios en inglés

• Ordenar párrafos• Identificar resúmenes de

ciertos pasajes • Identificar lenguaje

figurativo (ejemplo: “oscuro como la noche”)

• Interpretar clásicos adaptados o textos modificados

• Emparejar la causa con el efecto

• Identificar lenguaje específico de diferentes géneros y textos informativos

• Usar una variedad de estrategias (ejemplo: leer por encima e indagar para encontrar información)

• Diferenciar y aplicar los diferentes significados de ciertas palabras/frases

• Aplicar estrategias a situaciones nuevas

• Inferir el significado de un texto al nivel de grado escolar que ha siso modificado

• Criticar material y apoyar argumentos

• Clasificar texto del nivel de grado escolar según su género

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Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando ESCR

IBIR

• Hacer dibujos relacionados con contenido académico

• Producir palabras de alta frecuencia

• Etiquetar dibujos y gráficos

• Crear tarjetas de vocabulario o de conceptos

• Crear listas de palabras/frases y banco de palabras pre-enseñadas (ejemplo: hacer un menú usando una lista de comidas)

• Completar escritura usando frases con un patrón común

• Extender oraciones en las que se ha provisto el inicio con ideas originales

• Unir oraciones simples • Completar organizadores

gráficos con información personal

• Responder a preguntas de sí/no, de selección múltiples o interrogativas

• Escribir párrafos cortos con ideas y puntos principales y algunos detalles (ejemplo: apuntes de una clase)

• Crear frases compuestas (ejemplo: con conjunciones)

• Explicar pasos de cómo resolver problemas

• Comparar/Contrastar información, eventos, y personajes

• Dar opiniones, preferencias, y reacciones junto con sus razones

• Crear ensayos de múltiples párrafos

• Justificar sus ideas • Crear informes con

contenido académico • Usar detalles/ejemplos

para apoyar sus ideas • Usar palabras de

transición para crear pasajes más unidos

• Escribir introducción/cuerpo del artículo/ conclusiones

• Parafrasear o resumir un texto

• Tomar apuntes (ejemplo: para hacer una investigación)

• Crear texto para explicar gráficos

• Escribir informes de una investigación usando múltiples fuentes/libros de consulta

• Empezar a usar analogías • Criticar ensayos o

artículos literarios

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12

© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us

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i

The English Language LearnerCan Do Booklet

Grades 9-12

INCLUDES:Performance Definitions

Can Do Descriptors

For use in conjunction with the WIDA English Language Proficiency Standards

WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT

103

Copyright Notice

© 2012 Board of Regents of the University of Wisconsin System. The WIDA English Language Learner Can Do Booklet, Grades 9-12, may not be reproduced, modified, or distributed without prior written permission from the WIDA Consortium. The WIDA ELL Can Do Booklet is for your personal, noncommercial use only. Fair use of the WIDA ELL Can Do Booklet includes reproduction for the purpose of teaching (including multiple copies for lesson planning).

To order more copies of this booklet, please visit www.wida.us or contact the WIDA Help Desk at toll free 1-866-276-7735 or e-mail [email protected].

© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium—www.wida.us.

104

1

Foreword: The WIDA English Language Learner Can Do Booklet

The WIDA Consortium, from its conception, envisioned a system of standards and assessments that would assist schools in teaching academic language to English Language Learners (ELLs). This dream, now a reality, includes the development of practical tools to guide teachers when designing and implementing lessons, monitoring student progress, determining student language proficiency levels, collaborating across programs, and conveying results to ELLs and their parents.

The WIDA English Language Learner Can Do Booklet is a very important contribution to meeting these goals. The booklet complements the WIDA English Language Proficiency Standards and provides a valuable set of resources aligned to the Performance Definitions for the levels of English language proficiency. WIDA’s professional development program works with these resources to assist teachers in embedding academic English into content lessons and working school-wide to ensure the academic success of our culturally and linguistically diverse learners.

The WIDA Consortium recognizes that as a teacher of ELLs, you have a challenging but crucial job within your school. We sincerely hope that this booklet and other WIDA resources help to make your work more effective and your students more successful both in learning English and mastering challenging academic content.

Timothy Boals, Ph.D.Executive DirectorWIDA Consortium

105

2

Introduction

The resources contained in this booklet are intended to support classroom instruction. As with all WIDA products and services, they address language proficiency in relation to five English language proficiency (ELP) standards:

• Social and Instructional Language• The Language of Language Arts• The Language of Mathematics• The Language of Science• The Language of Social Studies

The following table displays the major components of WIDA’s standards-based system. The bold-faced components are included in this booklet and listed in the order in which they appear.

Components of WIDA’s Standards-based System

Standards-based Component Distinguishing Feature

Strands of Model Performance Indicators as representative of the WIDA English Language Proficiency Standards

Illustrate how English language learners process and use language for each English language proficiency standard, language domain, and language proficiency level by grade level cluster

Performance Definitions Outline how English language learners process and use language for each level of language proficiency in grades K-12

Can Do Descriptors Describe how English language learners process and use language for each language domain and level of language proficiency by grade level cluster

Speaking and Writing Rubrics Document how English language learners process and use language in the domain of speaking or writing for each level of language proficiency based on three criteria: linguistic complexity, vocabulary usage, and language control in grades K-12

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The resources contained in this booklet are intended to support classroom instruction. The Performance Definitions (see page 4) provide criteria that shape each of the six levels of English language proficiency. The three bullets within each proficiency level in the Performance Definitions represent:

• Linguistic Complexity —the amount and quality of speech or writing for a given situation

• Vocabulary Usage—the specificity of words or phrases for a given context

• Language Control—the comprehensibility of the communication based on the amount and types of errors

The Performance Definitions provide a concise, global overview of language expectations for each level of English language proficiency.They span the spectrum of grade levels which means that educators must interpret the meaning of the Definitions according to students’cognitive development due to age, their grade level, their diversity ofeducational experiences, and any diagnosed learning disabilities (ifapplicable). For example, in level 5, “extended oral or writtendiscourse” would probably be indicated by a 1st grade student’s ability to orally retell a story in a series of sentences using simpletransition words. However, a middle school student might be expected to exhibit linguistic complexity at level 5 by incorporating a variety of sentence structures in an essay several paragraphs in

length. It is important to recognize that the Performance Definitions are the basis for use of other standards-based resources such as the Can Do Descriptors. The Can Do Descriptors (see pages 6-7) are the centerpiece of this booklet, designed to support teachers by providing them with information on the language students are able to understand and produce in the classroom. What is unique about the Can Do Descriptors is that they apply to all five English language proficiency standards, which means they provide an opportunity to link language development across all academic content areas. The Descriptors are intended to be used in tandem with the Performance Definitions. This is because the quantity and quality of language expected at a particular level of language proficiency may not be fully indicated within the Can Do Descriptor for each language domain and proficiency level.

For example, the Can Do Descriptors show that students may be able to “identify” at various levels of language proficiency, but the language (linguistic complexity, vocabulary usage, and language control) they use will vary tremendously. At one end of the spectrum, beginning English language learners may identify by pointing or using short words or phrases, whereas at the end of the language development continuum, students will begin to identify complex themes and ideas described in detailed technical language.

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Performance Definitions for the Levels of English Language Proficiency in Grades K-12

At the given level of English language proficiency, English language learners will process, understand, produce, or use:

6Reaching

• specialized or technical language reflective of the content areas at grade level• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level• oral or written communication in English comparable to English-proficient peers

5Bridging

• specialized or technical language of the content areas• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports • oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material

4Expanding

• specific and some technical language of the content areas• a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs• oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the

communication when presented with oral or written connected discourse with sensory, graphic, or interactive support

3Developing

• general and some specific language of the content areas• expanded sentences in oral interaction or written paragraphs • oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its

meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support

2Beginning

• general language related to the content areas• phrases or short sentences • oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when

presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

1Entering

• pictorial or graphic representation of the language of the content areas• words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements

with sensory, graphic, or interactive support• oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct

questions, or simple statements with sensory, graphic, or interactive support

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5

Grade Level Cluster Can Do Descriptors

The grade level cluster Can Do Descriptors have been created by teachers, primarily for teachers, who work with English language learners throughout the consortium. During 2007-08, over 900 teachers and administrators participated in refining and validating five grade level clusters of Descriptors from the original document spanning the K-12 spectrum. These Descriptors for the four language domains—listening, speaking, reading, and writing—and five levels of English language proficiency are based on the WIDA English Language Proficiency Standards.

Interpretation of the Can Do DescriptorsTo maintain the succinctness of the individual statements, some basic assumptions need to be made in interpreting the Can Do Descriptors.

1. Sensory, graphic, or interactive support are present through language proficiency level 4, Expanding.

2. English language learners can process or produce the language associated with the stated language functions.

3. Linguistic complexity, vocabulary usage, and language control increase incrementally as students move from one English language proficiency level to the next.

The Can Do Descriptors are a sampling of the language expectations of English language learners as they travel along the continuum of English language development. Unlike the strands of model performance indicators that scaffold across levels of language proficiency, the Can Do Descriptors function independently within a given level of language proficiency.

Uses for the Can Do Descriptors

The Can Do Descriptors are a resource, in addition to the English language proficiency standards, to use in classrooms with English language learners. As an instructional assessment tool, language teachers may:

• Share the Descriptors with classroom teachers and administrators to describe the second language acquisition process around the levels of English language proficiency

• Provide resource teachers, such as Title I or literacy coaches, additional information about English language learners

• Use to plan with tutors or mentors who work with English language learners

• Develop or co-develop lessons and units of study with differentiated language objectives

• Set language goals with their English language learners*• Explain to parents students’ progress in listening, speaking,

reading, and writing*• Suggest language goals to be incorporated into Individual

Education Programs (IEPs) for English language learners with diagnosed disabilities

• Translate English language proficiency test scores (i.e., ACCESS for ELLs®, W-APT™, and WIDA MODEL™) into classroom practice

• Observe and note levels of student performance as a precursor to using WIDA Speaking and Writing Rubrics for formative assessment

• Use the Descriptors to advocate on behalf of English language learners

* For these uses, the Can Do Descriptors are also available in Spanish on pp. 8-11 of this booklet.

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Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - ReachingLI

STEN

ING

• Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally

• Match everyday oral information to pictures, diagrams, or photographs

• Group visuals by common traits named orally (e.g., “These are polygons.”)

• Identify resources, places, products, figures from oral statements, and visuals

• Match or classify oral descriptions to real-life experiences or visually-represented, content-related examples

• Sort oral language statements according to time frames

• Sequence visuals according to oral directions

• Evaluate information in social and academic conversations

• Distinguish main ideas from supporting points in oral, content-related discourse

• Use learning strategies described orally

• Categorize content-based examples described orally

• Distinguish between multiple meanings of oral words or phrases in social and academic contexts

• Analyze content-related tasks or assignments based on oral discourse

• Categorize examples of genres read aloud

• Compare traits based on visuals and oral descriptions using specific and some technical language

• Interpret cause and effect scenarios from oral discourse

• Make inferences from oral discourse containing satire, sarcasm, or humor

• Identify and react to subtle differences in speech and register (e.g., hyperbole, satire, comedy)

• Evaluate intent of speech and act accordingly

SPEA

KIN

G

• Answer yes/no or choice questions within context of lessons or personal experiences

• Provide identifying information about self

• Name everyday objects and pre-taught vocabulary

• Repeat words, short phrases, memorized chunks of language

• Describe persons, places, events, or objects

• Ask WH- questions to clarify meaning

• Give features of content-based material (e.g., time periods)

• Characterize issues, situations, regions shown in illustrations

• Suggest ways to resolve issues or pose solutions

• Compare/contrast features, traits, characteristics using general and some specific language

• Sequence processes, cycles, procedures, or events

• Conduct interviews or gather information through oral interaction

• Estimate, make predictions or pose hypotheses from models

• Take a stance and use evidence to defend it

• Explain content-related issues and concepts

• Compare and contrast points of view

• Analyze and share pros and cons of choices

• Use and respond to gossip, slang, and idiomatic expressions

• Use speaking strategies (e.g., circumlocution)

• Give multimedia oral presentations on grade-level material

• Engage in debates on content-related issues using technical language

• Explain metacognitive strategies for solving problems (e.g., “Tell me how you know it.”)

• Negotiate meaning in pairs or group discussions

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Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - ReachingRE

AD

ING

• Match visual representations to words/phrases

• Read everyday signs, symbols, schedules, and school-related words/phrases

• Respond to WH- questions related to illustrated text

• Use references (e.g., picture dictionaries, bilingual glossaries, technology)

• Match data or information with its source or genre (e.g., description of element to its symbol on periodic table)

• Classify or organize information presented in visuals or graphs

• Follow multi-step instructions supported by visuals or data

• Match sentence-level descriptions to visual representations

• Compare content-related features in visuals and graphics

• Locate main ideas in a series of related sentences

• Apply multiple meanings of words/phrases to social and academic contexts

• Identify topic sentences or main ideas and details in paragraphs

• Answer questions about explicit information in texts

• Differentiate between fact and opinion in text

• Order paragraphs or sequence information within paragraphs

• Compare/contrast authors’ points of view, characters, information, or events

• Interpret visually- or graphically-supported information

• Infer meaning from text• Match cause to effect• Evaluate usefulness of data

or information supported visually or graphically

• Interpret grade-level literature

• Synthesize grade-level expository text

• Draw conclusions from different sources of informational text

• Infer significance of data or information in grade-level material

• Identify evidence of bias and credibility of source

WRI

TIN

G

• Label content-related diagrams, pictures from word/phrase banks

• Provide personal information on forms read orally

• Produce short answer responses to oral questions with visual support

• Supply missing words in short sentences

• Make content-related lists of words, phrases, or expressions

• Take notes using graphic organizers or models

• Formulate yes/no, choice and WH- questions from models

• Correspond for social purposes (e.g., memos, e-mails, notes)

• Complete reports from templates

• Compose short narrative and expository pieces

• Outline ideas and details using graphic organizers

• Compare and reflect on performance against criteria (e.g., rubrics)

• Summarize content-related notes from lectures or text

• Revise work based on narrative or oral feedback

• Compose narrative and expository text for a variety of purposes

• Justify or defend ideas and opinions

• Produce content-related reports

• Produce research reports from multiple sources

• Create original pieces that represent the use of a variety of genres and discourses

• Critique, peer-edit and make recommendations on others’ writing from rubrics

• Explain, with details, phenomena, processes, procedures

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Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando ESCU

CHA

R

• Señalar o mostrar partes básicas, componentes, características, o propiedades de objetos, organismos, o personas según indicaciones orales

• Emparejar información oral de la vida diaria con dibujos, diagramas o fotografías

• Categorizar y agrupar apoyos visuales según los rasgos comunes nombrados oralmente (ejemplo: “Estos son todos polígonos”)

• Identificar recursos, lugares, productos, y figuras a través de declaraciones orales y apoyos visuales

• Emparejar o clasificar descripciones orales con experiencias de la vida real o ejemplos presentados con apoyos visuales con contenido académico

• Clasificar declaraciones orales según el periodo de tiempo

• Ordenar apoyos visuales siguiendo instrucciones orales

• Evaluar información en conversaciones sociales y académicas

• Distinguir entre los puntos principales y sus detalles en discurso oral de contenido académico

• Usar estrategias de aprendizaje descritas oralmente

• Categorizar ejemplos con contenido académico descritos oralmente

• Distinguir entere significados múltiples de palabras o frases dichas oralmente en contextos sociales y académicos

• Analizar tareas con contenido académico según el discurso oral

• Categorizar ejemplos de géneros leídos en voz alta

• Comparar rasgos comunes basados en apoyos visuales y descripciones orales usando lenguaje específico y técnico

• Interpretar situaciones de causa y efecto de un discurso oral

• Inferir a partir de un discurso oral que contiene sátira, sarcasmo, o humor

• Identificar y reaccionar a diferencias sutiles en el estilo de hablar (ejemplo: hipérbole, sátira, comedia)

• Evaluar el intento del mensaje y reaccionar de acuerdo a lo que evaluó

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Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando HA

BLA

R

• Contestar preguntas de sí/no o de selección múltiple dentro del contexto de una lección o de experiencias personales

• Proveer información de identificación de sí mismo

• Nombrar objetos de la vida diaria y vocabulario pre-enseñado

• Repetir palabras, frases cortas, y partes del lenguaje que han sido memorizadas

• Describir personas, lugares, eventos u objetos

• Hacer preguntas interrogativas para clarificar el significado de algo

• Dar características de material de contenido académico (ejemplo: épocas en el tiempo)

• Caracterizar asuntos, situaciones, y regiones mostradas en ilustraciones

• Sugerir maneras con las cuales se pueden resolver asuntos o proponer soluciones

• Comparar/Contrastar características, rasgos y patrones usando mayormente lenguaje general y lenguaje específico

• Ordenar procesos, ciclos, procedimientos o eventos

• Hacer entrevistas o obtener información a través de interacciones orales

• Hacer una estimación, predecir, o crear una hipótesis siguiendo un modelo

• Declararse a favor de algo y usar evidencia para defender su postura

• Explicar asuntos y conceptos del contenido académico

• Comparar y contrastar puntos de vista

• Analizar y compartir los pros y los contras de ciertas decisiones

• Usar y responder a chismes, y expresiones idiomáticas

• Usar estrategias del habla (ejemplo: substituir palabras cuando no saben cómo se dice una palabra)

• Dar presentaciones orales con el uso de multimedia sobre el contenido académico

• Participar en debates relacionados a asuntos de contenido académico usando lenguaje técnico

• Explicar estrategias meta-cognitivas para resolver problemas (ejemplo:”¿Dime cómo sabes eso?”

• Negociar el significado de algo en pares o en pláticas del salón

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Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando LE

ER

• Emparejar representaciones de apoyos visuales con palabras/frases

• Leer señales, símbolos, horarios de la vida diaria y palabras/frases relacionadas con la escuela

• Responder a preguntas interrogativas relacionadas con un texto ilustrado

• Usar recursos de referencias (ejemplo: diccionarios con dibujos, glosarios bilingües, tecnología)

• Emparejar datos o información con su género (ejemplo: descripción de un elemento con su símbolo en la tabla periódica)

• Clasificar u organizar información presentada en apoyos visuales o gráficos

• Seguir instrucciones de pasos múltiples usando apoyos visuales o datos

• Emparejar descripciones a nivel de oraciones con sus representaciones en apoyos visuales

• Comparar características del contenido académico representado en apoyos visuales y en gráficos

• Localizar ideas principales en una serie de oraciones relacionadas

• Aplicar múltiples significados de palabras/frases en diferentes contextos sociales y académicos

• Identificar oraciones principales, puntos o detalles importantes en un párrafo

• Contestar preguntas correlacionadas a información específica de un texto

• Diferenciar entre hecho y opinión en un texto

• Ordenar párrafos u ordenar oraciones en párrafo

• Comparar/Contrastar el punto de vista del autor, los personajes, la información o los eventos

• Interpretar información apoyada por visuales o representada gráficamente

• Inferir el significado de un texto

• Emparejar la causa con su efecto

• Evaluar cuán útil es un tipo de dato o la información apoyada visualmente o gráficamente

• Interpretar literatura a nivel de grado escolar

• Sintetizar texto al nivel de grado escolar

• Sacar conclusiones por medio del uso de diferentes fuentes de texto informativo

• Inferir el significado de datos o de cierta información en material del nivel de grado escolar

• Identificar cuando hay un cierto prejuicio en un texto o el grado de credibilidad de una fuente informativa

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Nivel 1Entrando

Nivel 2Emergiendo


Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando ESCR

IBIR

• Etiquetar diagramas y dibujos, con contenido académico usando bancos de palabras/frases

• Proveer información personal en documentos leídos

• Escribir respuestas cortas, con apoyo visual, a preguntas hechas orales

• Proveer las palabras que hacen falta en oraciones cortas

• Hacer listas de palabras, frases o expresiones relacionadas con el contenido académico

• Tomar apuntes usando organizadores gráficos o formas modelos

• Formular preguntas interrogativas, de sí/no o de selección múltiple siguiendo ciertos modelos

• Mantener correspondencia con diferentes propósitos sociales (ejemplo: notas entre amigos, correos electrónicos)

• Completar informes usando plantillas

• Componer narrativas cortas o cuentos expositivos

• Bosquejar ideas y detalles usando organizadores gráficos

• Comparar y reflexionar sobre su desempeño en relación a un criterio de desempeño (una rúbrica)

• Resumir apuntes de un texto o de una charla de contenido académico

• Revisar composiciones a través del uso de una narrativa o de una reacción oral

• Componer narrativas y cuentos de no ficción con una variedad de propósitos

• Justificar o defender ideas y opiniones

• Crear informes con contenido académico

• Crear informes de investigación usando múltiples fuentes de información

• Escribir algo original que represente el uso de una variedad de géneros y de discursos

• Criticar, editar con compañeros y hacer recomendaciones sobre la escritura de otros usando una rúbrica

• Explicar con detalles, fenómenos, procesos o procedimientos

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© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us

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English!Language!Arts! Resources!csdela.weebly.com/uploads/9/5/6/3/9563459/resource_book3.pdf · • By 2015: 50% of high school students meeting all four ACT College Readiness Benchmark