High School ELA Michigan Standards

Demonstrate Standard English grammar and usage when communicating: Use conventions of Standard English when needed.

Demonstrate Standard English grammar and usage when communicating: Use digital, electronic, and other resources and tools to improve uses of language as needed.

Demonstrate understanding of conventions of Standard English: Demonstrate conventions of Standard English including capitalization, ending punctuation, and spelling when writing.

Demonstrate understanding of conventions of Standard English: Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.

Use language to achieve desired outcomes when communicating. A. Vary sentence structure using a variety of simple and compound sentence structures.

Demonstrate knowledge of word meanings: Use context to determine the meaning of unknown words.

Demonstrate knowledge of word meanings: Identify and use root words and the words that result when affixes are added or removed.

Demonstrate knowledge of word meanings: Consult reference materials (dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading.

Demonstrate understanding of word relationships and use: Interpret simple figures of speech encountered while reading or listening.

Use general academic and domain-specific words and phrases across contexts.

The student can identify/use correct conventions of Standard English when communicating through writing or speaking.

The student can identify a grammatically correct sentence that uses correct capitalization, very basic internal punctuation, and ending punctuation.

The student can use complex language, including compound sentences, to communicate effectively with peers and adults (e.g., asking and answering questions, sharing information, clarifying statements, making requests, etc.)

The student can use context as a clue to determine word meaning.

The student can identify the meaning of literal or non-literal/figurative words or phrases when presented in the context of narrative or informational text, including (but not limited to) multiple-meaning words and common figures of speech.

The student can identify/use the correct noun or action verb when given a picture prompt.

The student can differentiate if a sentence is a statement or a question.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.)

The student can use cues to recognize words that may or may not be familiar, when paired with pictures.

The student can identify the correct meaning of words that have multiple meanings.

The student can identify/use singular/plural nouns, verb tense and personal pronouns when writing or speaking.

The student can identify a sentence that uses the correct capitalization and/or ending punctuation.

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).

The student can use context clues to determine the meaning of words that may or may not be familiar.

The student can identify the correct meaning of words that have multiple meanings.

Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understanding.

Demonstrate understanding while actively reading or listening to literary non-fiction.

Determine the central idea of a text; recount the text.

Determine how individuals, ideas, or events change over the course of the text.

Determine how words or phrases in a text, including words with multiple meanings and figurative language, impacts the meaning of the text.

Determine whether the structure of a text enhances an author’s claim.

Determine author’s point of view and compare and contrast it with own point of view.

Analyze information presented in different media on related topics to answer questions or solve problems.

Determine whether the claims or reasoning enhance the author’s argument in an informational text.

Compare and contrast arguments made by two different texts on the same topic.

The student can use explicit and implicit information from an informational text to answer questions about the text.

The student can identify the main idea of an informational text and one detail to support it.

The student can determine one or more ways in which an individual, idea, or event changed over the course of an informational text.

The student can identify/describe the author’s intended meaning/point of view and discuss how it relates to one’s own point of view.

The student can identify a claim or reason that enhances the author’s argument in an informational text.

The student can use details (pictures) to answer concrete who, what, where, or when questions about short informational text.

The student can identify the main idea of a short informational text.

The student can identify an event that occurred or an individual’s action in a short informational text.

The student can identify a word/phrase that describes the author’s meaning/point of view.

The student can indicate own opinion (agreement or disagreement) about the topic of a short informational text.

The student can use concrete details to answer simple questions and make predictions about short informational text.

The student can identify the main idea of a short informational text, or identify one detail that supports the main idea (when the main idea is provided).

The student can identify one example that shows change in an individual, idea, or event over the course of a short informational text.

The student can identify a word/phrase that describes the author’s meaning/point of view.

The student can identify a claim made by the author of a short informational text or identify one detail that supports the claim.

Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understandings.

Demonstrate understanding while actively engaged in reading or listening to stories, dramas, and poems.

Recount the main events of the text which are related to the theme or central idea.

Determine how characters, the setting or events change over the course of the story or drama.

Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning.

Determine how the author’s choice of where to end the story contributes to the meaning.

Determine the point of view when there is a difference between the author’s actual language and intended meaning.

Compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem.

Demonstrate explicit understanding of recounted versions of foundational works of American literature.

The student can use explicit and implicit information from a narrative text to answer questions about the text.

The student can determine how key events in a narrative text relate to the theme or main idea and/or help the reader infer it.

The student can determine one or more ways in which a character, setting, and/or event changed or developed over the course of a narrative text.

The student can use details (pictures) to answer concrete who, what, where, or when questions about short narrative text.

The student can identify the theme or main idea of a short narrative text.

The student can identify an event that occurred or a character’s action in a short narrative text.

The student can use details from a narrative text to answer questions and make predictions.

The student can identify the theme or main idea of a short narrative text.

The student can identify one example that shows change in a character, setting, or event from a short narrative text.

Engage in collaborative discussions. A. Prepare for discussions by collecting information on the topic. B. Work with peers to set rules and goals for discussions. C. Ask and answer questions to verify or clarify own ideas and understandings during a discussion. D. Respond to agreements and disagreements in a discussion.

Determine the credibility and accuracy of information presented across diverse media or formats.

Determine whether the claims and reasoning enhance the speaker’s argument on a topic.

Present an argument on a topic using an organization appropriate to the purpose, audience, and task.

Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest.

Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.

The student can identify a claim/reasoning that enhance(s) a speaker’s argument on a topic.

The student can select one or more details from information presented orally or through other media.

The student can identify the claim/point a speaker makes.

Write arguments to support claims. A. Write an argument to support a claim that results from studying a topic or reading a text. B. Support claims with reasons and evidence drawn from text.

Write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences.

Write to share information supported by details: A. Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate. B. See **Claim 4. C. Use complete, simple sentences, as well as compound and other complex sentences as appropriate. D. Use domain specific vocabulary when writing claims related to a topic of study or text. F. Provide a closing or concluding statement.

Write to share information supported by details: Develop the topic with relevant facts, details, or quotes.

Write about events or personal experiences: Write a narrative about a problem, situation, or observation including at least one character, details, and clearly sequenced events.

Write about events or personal experiences. C. Organize the events in the narrative using temporal words to signal order and add cohesion. E. Provide a closing.

Write about events or personal experiences: Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters.

Produce writing that is appropriate to a particular task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, and rewriting.

Use technology, including the Internet, to produce, publish and update an individual or shared writing project.

Conduct research projects to answer questions posed by self and others using multiple sources of information.

Write answers to research questions by selecting relevant information from multiple resources.

Cite evidence from literary or informational texts. A. Apply Grades 11-12 Essential Elements for Reading Standards to literature (e.g., “Compare and contrast elements of American literature to other literary works, self, or one’s world. [Compare themes, topics, locations, context, and point of view].”). B. Apply Grades 11-12 Essential Elements for Reading Standards to informational texts (e.g., “Compare and contrast reasoning and arguments used in one's work with those used in seminal U.S. texts.”).

The student can identify/list/organize facts, details, or quotes to support a given topic.

The student can write/draw/dictate about a real-life problem, situation, or observation that includes supporting details and sequenced events.

The student can identify/use descriptive words to create a vivid picture while preparing to write/communicate about an experience or event.

The student can select a fact or detail related to a given topic.

The student can provide one or more details while preparing to write/communicate about a personal experience, problem, or situation.

The student can identify a word that describes an experience or event while preparing to write/communicate about it.

The student can select facts or details that relate to a given topic.

The student can correctly sequence two or more events while preparing to write/communicate about a personal experience, problem, or situation.

The student can identify words that describe an experience or event while preparing to write/communicate about it.

Research and Inquiry

Writing: Text Types and Purposes

Using Language

Accessing Narrative Text

Students can produce writing for a range of purposes and audiences.

Students can investigate topics and present information.

Speaking and Listening

Accessing Informational Text

Vocabulary Acquisition and Usage

Students can communicate for a range of purposes and audiences.

Conventions of Standard English

Students can comprehend text in increasingly complex ways.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

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.

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

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

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.

Read and comprehend complex literary and informational texts independently and proficiently.

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

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

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.

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.

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

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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

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

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

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

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

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.

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

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

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

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.

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

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

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

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

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

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

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

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

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.

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

Observe hyphenation conventions.

Spell correctly.

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

Vary syntax for effect, 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.

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.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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.

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).

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

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

Analyze nuances in the meaning of words with similar denotations.

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

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.

By the end of grade 12, read and comprehend history/social studies texts in the grades 11—CCR text complexity band independently and proficiently.

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.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

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).

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.

Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

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.

Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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.

By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />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.

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.

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.

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).

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

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

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

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).

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.

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.

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 scaffolding as needed at the high end of the range.<br />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.

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.

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).

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.)

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.

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).

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.)

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.

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.

By the end of grade 12, read and comprehend science/technical texts in the grades 11—CCR text complexity band independently and proficiently.

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.

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.

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.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

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.

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.

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.

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.

Initiate and participate effectively 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.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

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.

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.

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.

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.

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.

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.

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

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

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.

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.

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.

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.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

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

Introduce a topic; organize complex ideas, concepts, and information 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.

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.

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.

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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

Engage and orient the reader by setting out a problem, situation, or observation 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.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

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

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

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

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

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.

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.

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.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; 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 over-reliance on any one source and following a standard format for citation.

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

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").

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]").

Write arguments focused on discipline-specific content.

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.

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.

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.

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.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

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.

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.

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.

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.

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).

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

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.

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.

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.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; 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 over-reliance on any one source and following a standard format for citation.

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

Craft and Structure

Comprehension and Collaboration

Knowledge of Language

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Range of Writing

Range of Reading and Level of Text Complexity

Key Ideas and Details

Conventions of Standard English

Language Standards

Research to Build and Present Knowledge

College and Career Readiness Anchor Standards for Reading

Integration of Knowledge and Ideas

Production and Distribution of Writing

Text Types and Purposes

Range of Writing

College and Career Readiness Anchor Standards for Speaking and Listening

Craft and Structure

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Craft and Structure

Vocabulary Acquisition and Use

Research to Build and Present Knowledge

College and Career Readiness Anchor Standards for Writing

Range of Writing

Text Types and Purposes

Integration of Knowledge and Ideas

Craft and Structure

Vocabulary Acquisition and Use

Presentation of Knowledge and Ideas

Presentation of Knowledge and Ideas

Production and Distribution of Writing

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12

Key Ideas and Details

Knowledge of Language

Reading Standards for Literacy in Science and Technical Subjects 6—12

Craft and Structure

Integration of Knowledge and Ideas

Reading Standards for Literature

College and Career Readiness Anchor Standards for Language

Production and Distribution of Writing

Range of Reading and Level of Text Complexity

Research to Build and Present Knowledge

(Not applicable to literature)

Key Ideas and Details

Text Types and Purposes

Range of Reading and Level of Text Complexity

Writing Standards

Speaking and Listening Standards

Reading Standards for Literacy in History/Social Studies 6—12

Comprehension and Collaboration

Key Ideas and Details

Key Ideas and Details

Range of Reading and Level of Text Complexity

Conventions of Standard English

Demonstrate Standard English grammar and usage when communicating. A. Use conventions of Standard English when needed. B. Use digital, electronic, and other resources and tools to improve uses of language as needed.

Demonstrate understanding of conventions of Standard English.

Use language to achieve desired outcomes when communicating. A. Vary sentence structure using a variety of simple and compound sentence structures.

Demonstrate knowledge of word meanings:

Demonstrate understanding of word relationships and use: Interpret simple figures of speech encountered while reading or listening.

Use general academic and domain-specific words and phrases across contexts.

Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understanding.

Demonstrate understanding while actively reading or listening to literary nonfiction.

Determine the central idea of a text; recount the text.

Determine how individuals, ideas, or events change over the course of the text.

Determine how words or phrases in a text, including words with multiple meanings and figurative language, impacts the meaning of the text.

Determine whether the structure of a text enhances an author’s claim.

Determine author’s point of view and compare and contrast it with own point of view.

Analyze information presented in different media on related topics to answer questions or solve problems.

Determine whether the claims or reasoning enhance the author’s argument in an informational text.

Compare and contrast arguments made by two different texts on the same topic.

Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understandings.

Demonstrate understanding while actively engaged in reading or listening to stories, dramas, and poems.

Recount the main events of the text which are related to the theme or central idea.

Determine how characters, the setting or events change over the course of the story or drama.

Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning.

Determine how the author’s choice of where to end the story contributes to the meaning.

Determine the point of view when there is a difference between the author’s actual language and intended meaning.

Compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem.

Demonstrate explicit understanding of recounted versions of foundational works of American literature.

Engage in collaborative discussions. A.  B.  C.  D.

Determine the credibility and accuracy of information presented across diverse media or formats.

Determine whether the claims and reasoning enhance the speaker’s argument on a topic.

Present an argument on a topic using an organization appropriate to the purpose, audience, and task.

Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest.

Adapt communication to a variety of contexts and tasks using complete

Write arguments to support claims.

Write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences.

Write to share information supported by details:

Write to share information supported by details: Develop the topic with relevant facts, details, or quotes.

Write about events or personal experiences.

Write about events or personal experiences: Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters.

Produce writing that is appropriate to a particular task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, and rewriting.

Use technology, including the Internet, to produce, publish and update an individual or shared writing project.

Conduct research projects to answer questions posed by self and others using multiple sources of information.

Write answers to research questions by selecting relevant information from multiple resources.

Cite evidence from literary or informational texts.

Respond to agreements and disagreements in a discussion.

Provide a closing.

Students can investigate topics and present information.

Students can comprehend text in increasingly complex ways.

See ** Claim 4.

Students can produce writing for a range of purposes and audiences.

Apply Grades 11-12 Essential Elements for Reading Standards to informational texts (e.g., “Compare and contrast reasoning and arguments used in one's work with those used in seminal U.S. texts.”).

Work with peers to set rules and goals for discussions.

See ** Claim 4.

Accessing Informational Text

Apply Grades 11-12 Essential Elements for Reading Standards to literature (e.g., “Compare and contrast elements of American literature to other literary works, self, or one’s world. [Compare themes, topics, locations, context, and point of view].”).

Vocabulary Acquisition and Usage

Writing: Text Types and Purposes

Identify and use root words and the words that result when affixes are added or removed.

Consult reference materials (dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading.

Write an argument to support a claim that results from studying a topic or reading a text.

Write a narrative about a problem, situation, or observation including at least one character, details, and clearly sequenced events.

Use context to determine the meaning of unknown words.

Use complete, simple sentences, as well as compound and other complex sentences as appropriate.

Use domain specific vocabulary when writing claims related to a topic of study or text.

Students can communicate for a range of purposes and audiences.

Speaking and Listening

Prepare for discussions by collecting information on the topic.

Research and Inquiry

Ask and answer questions to verify or clarify own ideas and understandings during a discussion.

Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.

Organize the events in the narrative using temporal words to signal order and add cohesion.

Provide a closing or concluding statement.

Demonstrate conventions of Standard English including capitalization, ending punctuation, and spelling when writing.

Using Language

Accessing Narrative Text

Support claims with reasons and evidence drawn from text.

Conventions of Standard English

Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

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.

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

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

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.

Read and comprehend complex literary and informational texts independently and proficiently.

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

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

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.

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.

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

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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

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

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

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

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

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.

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

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

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

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.

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

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

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

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

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

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

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

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use parallel structure.

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

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

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

Use a colon to introduce a list or quotation.

Spell correctly.

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

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

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

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

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

Analyze nuances in the meaning of words with similar denotations.

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

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

By the end of grade 10, read and comprehend history/social studies texts in the grades 9—10 text complexity band independently and proficiently.

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.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

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.

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

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.

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Assess the extent to which the reasoning and evidence in a text support the author's claims.

Compare and contrast treatments of the same topic in several primary and secondary sources.

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

By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />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.

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.

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.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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).

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.

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

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

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.

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

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />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.

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.

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.

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).

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

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.

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

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).

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

By the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.

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.

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.

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.

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

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.

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.

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.

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.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

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.

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.

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

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

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.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

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

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

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

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

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

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.

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.

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.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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

Apply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

Apply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").

Write arguments focused on discipline-specific content.

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.

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.

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.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

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.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

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.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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

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.

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.

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.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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

Craft and Structure

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12

Integration of Knowledge and Ideas

Language Standards

Research to Build and Present Knowledge

Knowledge of Language

Key Ideas and Details

Comprehension and Collaboration

Range of Reading and Level of Text Complexity

Writing Standards

Knowledge of Language

Key Ideas and Details

Integration of Knowledge and Ideas

College and Career Readiness Anchor Standards for Writing

College and Career Readiness Anchor Standards for Reading

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Craft and Structure

Craft and Structure

Craft and Structure

Integration of Knowledge and Ideas

Vocabulary Acquisition and Use

Key Ideas and Details

Text Types and Purposes

Reading Standards for Literature

Range of Writing

Key Ideas and Details

Research to Build and Present Knowledge

Production and Distribution of Writing

Presentation of Knowledge and Ideas

Key Ideas and Details

Production and Distribution of Writing

Conventions of Standard English

Range of Writing

Conventions of Standard English

Craft and Structure

Range of Reading and Level of Text Complexity

Text Types and Purposes

(Not applicable to literature)

Vocabulary Acquisition and Use

Text Types and Purposes

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas

Reading Standards for Literacy in History/Social Studies 6—12

Production and Distribution of Writing

Comprehension and Collaboration

Research to Build and Present Knowledge

Reading Standards for Literacy in Science and Technical Subjects 6—12

Range of Reading and Level of Text Complexity

Range of Writing

Speaking and Listening Standards

College and Career Readiness Anchor Standards for Language

Integration of Knowledge and Ideas

Demonstrate understanding through non-verbal gestures or with single words or learned phrases

Follow simple two-step oral directions to complete a task in English

Interpret gestures and visual cues used in instruction

Follow simple three or four-step oral directions to complete a classroom task

Restate and execute multi-step oral directions

Respond appropriately and courteously to directions and questions

Perform most uncomplicated classroom tasks when prompted

Clarify classroom assignments with teacher and/or peers

Understand highly contextualized simple speech with frequent repetition and rephrasing

Understand basic language such as, greetings, leave-taking, questions, and directions

Understand simple speech produced by peers and adults on familiar topics with repetition and rephrasing

Understand age-appropriate social discourse with occasional repetition and rephrasing

Understand ageappropriate social discourse

Respond to messages by asking questions, challenging statements or offering examples that affirm the message

Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriately

Use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes

Listen attentively to stories and information read aloud

Demonstrate comprehension of oral presentations and instructions through nonverbal responses

Listen and respond to stories and other texts read aloud, including classic and contemporary works

Orally identify main points of simple conversations and stories read aloud

Understand the major ideas and supporting evidence in spoken messages

Identify some supporting details from a variety of media messages

Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses

Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content

Identify main ideas and fact versus fiction in broadcast media

Listen attentively to stories or content information and identify key details and concepts using both verbal and written responses

Critique accuracy and intent of media presentation

Listen attentively to more complex stories/information on new topics across content areas in order to identify the main points and supporting details

Listen and respond appropriately to presentations and performances of peer or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts

Understand limited key content area vocabulary supported by visual representations and realia (real-life objects)

Understand key content area vocabulary supported by visuals and written text provided during classroom instruction

Understand vocabulary and discourse features of content areas

Use knowledge of language and develop content area vocabulary to support comprehension of the speaker's message

Take accurate notes based on classroom instruction; clarify questions regarding information with peers or teacher; and/or clarify from text or other references

Demonstrate understanding of speaker's feelings and attitudes toward a topic

Use age-appropriate social conventions that characterize the new culture while listening, such as eye contact, physical proximity, and turn-taking

Interpret speaker's messages, purposes, and perspectives

Listen critically to interpret and evaluate

Evaluate a spoken message in terms of its content, credibility and delivery

Identify the main ideas, points of view, and fact/fiction in broadcast and print media

Identify strategies presented by the media to present information for various purposes, such as perform, entertain or persuade

Respond to the implications of tones of voice

Infer speaker's implied meaning

Infer speaker's messages, purposes, and perspectives

Demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and perspectives

Differentiate fact and opinion on topics or issues presented by broadcast media

Identify meaning of vocabulary in the content areas

Use conventions and formats of written English

Demonstrate comprehensible pronunciation and intonation for clarity in oral communication

Use spoken language for daily activities within and beyond the school setting

Identify main ideas and supporting details from spoken English

Construct sentences and develop paragraphs to organize writing supporting a central idea

Use English to interact in the classroom

Build vocabulary to develop concepts

Present information, concepts, and ideas to an audience of listeners on a variety of topics

Demonstrate phonological awareness and the relationship of listening/speaking to decoding

Provide and obtain information; express and exchange opinions

Write using appropriate vocabulary choice and variation

Read and demonstrate comprehension of main idea and supporting details

Use strategies to extend communicative competence

Apply reading skills in social and academic contexts

Recognize concepts of print literacy

Speaking

Understand and use grammatical structures of English to improve reading comprehension

Make inferences, predictions, and conclusions from reading

Reading and Comprehending

Use the writing process to produce writing

Use various types of writing for specific purposes

Identify author's voice, attitude and point of view

Writing

Follow simple and complex directions

Engage in conversations for personal expression and enjoyment

Use spoken English and nonverbal communication in socially and culturally appropriate ways

Use grammatical conventions of English

Identify speaker attitude and point of view

Use multiple sources to extend writing

Listening

Use tone and voice to engage specific audiences

Read for research purposes

Make inferences and predictions

Understand spoken English to participate in social contexts

Analyze style and form of various genre

Demonstrate initial print awareness that print carries message

Know the order of the alphabet; name and identify each letter of the alphabet

Know the difference between capital and lower case letters

Distinguish letters from words

Demonstrate directionality by tracking print from left to right, and using return sweep

Recognize that sentences in print are made up of separate words

Recognize that words have correct spelling

Identify the front cover, back cover, and title page of a book

Understand that printed materials provide information

Use knowledge of simple spelling patterns when reading

Recognize capitalization and punctuation to convey meaning

Understand that authors write for different purposes such as persuading, informing, entertaining and instructing

Distinguish personal opinions and points of view from that of the author and support with examples

Describe how the author's perspective or point of view affects the text

Analyze text for the voice of the author

Recognize how style, tone and mood contribute to the effect of the text

Demonstrate that print represents spoken language

Understand that as letters change, so do sounds

Use knowledge of consonants and vowels sounds to match sounds to letters

Use knowledge of consonants, consonant blends, and vowel sounds in decoding words

Read common word families and rhyming words

Use decoding skills to read known and unfamiliar words

Match oral words to printed words

Recognize high frequency words

Develop basic sight words

Use context clues as a strategy to figure out meaning of unfamiliar words and phrases

Use meaning clues and language structure to expand vocabulary (pictures, background knowledge, context clues)

Apply knowledge of letter-sound correspondences, language structure, and context to recognize words

Identify simple words with multiple meanings

Identify simple literary terms (title, author, illustrator)

Recognize common cognates

Demonstrate knowledge of prefixes and suffixes, root, antonyms, homonyms, synonyms and abbreviations to determine meaning

Recognize words that have multiple meanings in literature and texts in content areas

Recognize simple idioms and figures of speech

Identify simple literary terms across a variety of genre (title, author, illustrator)

Use knowledge of cognates and false cognates when reading

Recognize simple analogies and metaphors in literature and texts in content areas

Identify nouns and verbs (subjects and predicates)

Recognize basic English syntax (sentence structure) and grammar to derive meaning

Use knowledge of complex syntax (sentence structure) and grammatical features to derive meaning from narrative text

Apply knowledge of complex syntax (sentence structure) and advanced grammatical features to derive meaning from content area texts

Name characters and identify setting of story

Recognize the beginning, middle and end of narratives

Answer factual, simple questions about content of text

Participate in discussions describing characters, setting, events and plot

Identify the topic or main idea of text

Restate facts and details of text

Distinguish between fact and opinion in informational text

Summarize informational or narrative selections

Compare and contrast characters; describe setting and events in text

Demonstrate knowledge of story structure and sequence

Describe the development of plot and identify how conflicts are addressed and resolved

Recognize the theme (general observation about life and human nature) within a text

Identify main ideas and supporting details from grade appropriate texts

Identify common signs and logos

Use prior background knowledge to approach text

Use print from the environment to derive and reinforce meaning

Read and follow simple written directions

Use simple reference materials (such as picture dictionaries) to acquire concepts

Locate pictures, maps, keys, charts, tables, graphs, diagrams, chapter headings, and table of contents

Read and follow sequential or multiple step written directions to complete tasks and assignments

Use simple reference materials to acquire concepts (dictionary, thesaurus, technologies, vocabulary categories, and alphabetical order)

Use text features such as illustrations, diagrams, charts, glossaries, and indexes to draw information from text

Use strategies to read text (preview, predict, question while reading, reread, and self-correct)

Apply information using table of contents, index, and chapter headings, diagrams, keys, charts, tables, pictures, maps, graphs and glossary

Make connections between prior knowledge, personal experiences and what is read

Develop questions about a topic

Collect and organize information using a resource other than the textbook for presentations and/or projects

Collect and organize information from multiple resources for presentations and/or projects

Evaluate and synthesize information from multiple sources for use in presentations and/or projects

Use pictures/graphics to make predictions about text, and discuss conclusions

Use pictures to make predictions about stories and informational text

Make and confirm predictions about the subject/story from text clues

Draw conclusions from information provided in the text

Draw inferences about stories read aloud and use simple phrases to communicate the inferences

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions supported by details

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions with supporting details about informational text, literary text, and text in content areas

Identify elements of a story, including character, setting, and sequence of events

Recognize format differences between poetry and prose

Recognize differences between expository and narrative text

Use graphic displays (photos, art, pictures, icons, symbols) and textual aides (sub-heading, graphs, charts) to understand stories and informational text

Demonstrate knowledge of story structure and sequence

Differentiate between fiction and non-fiction

Understand literary forms by recognizing and distinguishing among stories, poems, and information books

Distinguish between reality and fantasy in literature

Understand literary forms by recognizing and distinguishing among stories, poems, myths, fables, tall tales, plays, biographies, autobiographies, and historical fiction

Use text structure or sequence of ideas such as cause/effect or chronology to recall information

Distinguish between explicit examples of fact, opinion, and cause/effect in text

Determine whether the evidence in a text supports a conclusion

Identify information from graphic displays and textual aides

Understand literary forms by recognizing and distinguishing among short essays, novels, journals, informational text

Discuss significant structural patterns in text such as, compare/contrast, sequence or chronological order, and cause/effect

Analyze a variety of rhetorical styles found in consumer and informational materials

Analyze characteristics of text including its structure, word choices and intended audiences

Judge the internal consistency or logic of stories and texts, such as Would this character do this? Does this action make sense here?

Describe how graphic displays and textual aids convey meaning

Analyze the features and rhetorical devices of public documents and primary source material

Distinguish elements of literary technique (foreshadowing, flashbacks, figurative language, dialogue, metaphor, simile)

Identify literacy devices narrative voice, symbolism, dialect, and irony

Analyze text for the purpose, ideas and style of the author

Read and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice

Critique the effectiveness of graphic displays and textual aids

Use learned phrases to respond to questions and directions

Make requests and obtain information from the community

Participate in conversations on social topics by asking and requesting information

Acquire goods, services, or information by spoken request

Draw conclusions from interactions with individuals from other cultures

Communicate basic wants and needs in English

Use common social greetings and simple repetitive phrases

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting information

Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting information

Demonstrate understanding of idiomatic expressions by responding to and using them appropriately

Negotiate and initiate social conversations by questioning, restating, requesting information and paraphrasing the communication of others

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Maintain eye contact when communicating in person

Recognize some gestures, facial expressions and body language

Understand and interpret the significance of gestures, facial expressions, and body language

Produce appropriate gestures, facial expressions and body language

Use idiomatic expressions appropriately

Vary speech according to purpose, audience and subject matter

Recite rhymes, songs and simple stories

Respond orally to factual questions

Ask and respond to questions using phrases or simple sentences

Participate in classroom discussions

Restate in basic terms the main idea of oral presentations using subject area content

Ask and answer instructional questions using simple sentences

Give directions or instructions to classmates

Participate in guided discussions

Give simple oral reports

Participate actively in cooperative group activities and projects

Participate actively in content area discussions with peers and teachers

Exchange, support, and discuss opinions and individual perspectives with peers on a variety of topics dealing with content area information or issues

Answer instructional questions by using simple sentences

Answer instructional questions with supporting details

Respond to messages by asking questions, challenging statements, or offering examples that affirm the message

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Negotiate and initiate conversations by questioning, restating, requesting information, and paraphrasing the communication of others

Use clearly spoken single words and learned phrases to be understood by a native speaker

Speak understandably with awareness of English intonation and phonological patterns

Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation

Demonstrate control of the English phonological system and patterns of intonation when conversing with a native speaker in spontaneous situations

Describe a concrete object or concept with prepared text

Prepare and deliver short oral presentations

Retell stories and participate in short conversations

Prepare and deliver short presentations on ideas, images and topics obtained from various common sources

Prepare and ask basic interview questions and respond to them

Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions, and appropriate conclusions

Use gestures for clarification and to support communication

Ask for clarification and repetition

Identify orally the main points of simple conversations and stories that are read aloud

Make requests relevant to the teaching learning process (homework instructions)

Formulate and pose questions during classroom discussions

Respond to messages by asking questions or by challenging statements

Summarize orally with accurate representation of the content of the conversation

Write the English alphabet legibly in manuscript (printing) using upper and lower case

Write messages from left to right and top to bottom of the page

Use word and letter spacing to make messages readable

Write personal information (name, address, phone number)

Write labels, notes and captions for illustrations, charts, and objects

Write words and short sentences from dictation with developmental spelling

Copy from a model text with attention to using lines, margins, and spacing

Write several sentences on a topic related to a visual prompt

Write the English alphabet legibly in cursive using upper and lower case

Write sentences from dictation with more conventional spelling of familiar words

Write simple sentences using key words available in the classroom environment

Organize and record expository information on pictures, lists, charts and tables from information presented in the classroom

Write several sentences on a topic in paragraph format using indentation

Write with consistent use of spelling patterns and rules

Organize, record and summarize expository information for posters and presentations for literature and content areas subjects

Write three paragraphs including a beginning, middle and end on a prompt/theme

Use resources to edit text for consistently correct spelling

Write an essay or narrative demonstrating control of paragraph formation

Use capitalization and punctuation to begin and end sentences

Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writing

Use basic grammatical constructions in simple sentences

Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using possessives, commas in a series, apostrophes and contractions, and abbreviations)

Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentences

Demonstrate knowledge of negatives and contractions

Demonstrate knowledge of verbs, tenses and modals (auxiliaries), WH-words and pronouns and antecedents

Demonstrate knowledge of parts of speech

Use punctuation and capitalization to enhance meaning and express complex thoughts (such as direct quotes and compound sentences)

Use a variety of parts of speech to clarify writing

Use prepositional phrases to elaborate written ideas

Demonstrate knowledge of nominative, objective, and possessive case

Use verb tenses appropriately in present, past, future, perfect and progressive

Use punctuation and capitalization to enhance meaning and express complex thoughts to produce complex sentences without sentence fragments or run-on sentences

Demonstrate control over grammatical elements, subject-verb agreement, pronoun-antecedent agreement, verbs forms, transitions and parallel construction

Use clauses, phrases and mechanics with consistent variation in grammatical forms

Use descriptive vocabulary to clarify details

Use thematic and content-specific vocabulary introduced in the classroom for writing across the curriculum

Select words from an expanded personal vocabulary to accurately communicate ideas clearly and concisely across the curriculum

Use vocabulary to convey intended meaning while recognizing the meanings and cultural uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms

Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts and other content areas based on a classroom model

Compose multiple sentences around a topic

Support a central idea with relevant details and examples

Write a brief expository composition that includes a thesis and some supporting details

Use resources to extend vocabulary choices in writing (bilingual dictionary, thesaurus, English dictionary)

Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms, including a variety of sentence types

Use varied sentence structure to express meaning and achieve desired effect

Produce cohesive and coherent written text by organizing ideas, using effective transitions, and choosing precise wording

Organize ideas in writing to ensure coherence, logical progression, and support for ideas

Use effective sequences and transitions to achieve coherence and meaning

Produce a multiple paragraph essay that elaborates a thesis

Structure ideas and arguments within a defined context including supporting and relevant examples

Prewriting: Generate ideas for writing by using prewriting techniques such as drawing and teacher assisted listing of key thoughts

Drafting: Develop drafts by categorizing ideas and organizing them into sentences with teacher assistance

Editing: Edit writing for punctuation, capitalization and spelling with teacher assistance; create legible final copy

Prewriting: Use graphic organizers as a prewriting activity to demonstrate prior knowledge, add information and prepare to write

Drafting: Use simple sentences to follow an outline or graphic organizer to create a draft of a paragraph

Revising: Revise draft by elaborating text with expanded use of adjectives, adverbs and a variety of sentence structures

Revising: Revise writing for expanded word choice and organization with variation in grammatical forms

Editing: Edit draft for basic grammatical constructions; expand use of adjectives and adverbs; check for singular and plural agreement

Prewriting: Plan ideas through independent organizing activities such as listing, webbing, clustering, sequencing, and classifying in English

Drafting: Develop a draft by organizing ideas into sentences and paragraphs following an organizational plan

Revising: Revise writing by adding, elaborating, combining, deleting, and rearranging text

Editing: Edit writing to ensure use of grammar conventions

Prewriting: Use planning strategies to organize information, generate ideas, and develop voice

Drafting: Develop a draft independently by organizing and reorganizing content and by refining style to suit occasion, audience and purpose

Revising: Revise writing for appropriate word choice, consistent point of view, introductions, transitions, and conclusions

Editing: Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation

Write basic information on classroom assignments, such as, name, date, class subject, teacher

Write to communicate basic personal information such as filling out forms, autobiographical sketches, home-culture descriptions

List, label, or summarize content area information

Write a few words or phrases about an event or character from a story read by the teacher

Write a short narrative story that includes elements of setting and character

Write in different forms for different purposes including lists to inform, letters to invite or thank, and stories to entertain

Write brief responses to selected literature with factual understanding of the text using simple sentences

Write a brief narrative include elements of setting, character, and events

Narrate a sequence of events with some detail

Write friendly letters, formal letters, thank you letters, and invitations that address audience concerns, stated purpose and context using conventional letter formats

Write across the curriculum with teacher assistance stories and other compositions such as personal narratives, journal entries, friendly poems in English

Write simple compositions such as descriptions, compare/contrast that have a main idea and some supporting details

Write technical materials such as instructions for performing tasks or playing a game that include specific details

Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions

Use the writing process to write brief narratives using standard grammatical forms

Write simple compositions that address a single topic that include supporting sentences with concrete sensory details of people, places, things or experiences

Write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resume

Write a brief expository composition that includes a thesis and some points of support; provide information from primary sources; organize and record information on charts and graphs

Write short expository text that proposes a solution to a problem or speculates on causes and effects

Write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the text

Write stories or other compositions such as personal narrative, stories, and poetry, that employ a logical sequence of events, provide insight into why the incident is notable, and include details to develop the plot in English

Write expository compositions and reports that convey information from primary and secondary sources and use some technical terms

Write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address a counter argument

Write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments based on clearly related definitions, theses and evidence

Write in a variety of forms with an emphasis on persuasive forms (such as logical argument and expression of opinion) personal forms (such as response to literature, reflective essay, and autobiographical narrative) and literary forms such as, poems, plays and stories

Record or dictate knowledge of a topic in a variety of ways, such as by drawing pictures, making lists, or using graphic organizers to show connections among ideas

Identify questions for investigating a given topic

Use print or technology resources to write a simple informative paper

Use accepted format (including quotation and reference notes) to credit sources of information

Develop questions to guide research

Collect information, take notes, and synthesize information on a given topic from a variety of sources

Formulate questions, refine topics, and clarify ideas

Compile written ideas and representations into reports, summaries or other formats and draw conclusions

Identify an audience for writing in English

Produce writing for given audiences and purposes in English

Write in a voice and style appropriate to audience and purpose

Exhibit an identifiable tone and voice in personal narratives and stories

Demonstrate Standard English grammar and usage when communicating. B. Use a variety of parts of speech (nouns, verbs, pronouns, adjectives, and prepositions) in writing or communication to convey information.

Demonstrate understanding of conventions of Standard English.

Use language to achieve desired outcomes when communicating. A. Vary syntax when writing and communicating.

Demonstrate knowledge of word meanings.

Demonstrate understanding of word relationships and use. A. Interpret common figures of speech. B. Determine the intended meaning of multiple meaning words.

Use general academic and domain-specific words and phrases across contexts.

Determine which citations demonstrate what the text says explicitly as well as inferentially.

Determine the central idea of the text and select details to support it.

Determine logical connections between individuals, ideas, or events in a text.

Determine the meaning of words and phrases as they are used in text, including common idioms, analogies, and figures of speech.

Locate sentences that support an author’s central idea or claim.

Determine author’s point of view and compare with own point of view.

Analyze two accounts of a subject told in different mediums to determine how they are the same and different.

Determine how the specific claims support the argument made in an informational text.

Make connections between texts with related themes and concepts.

Determine which citations demonstrate what the text says explicitly as well as inferences drawn from the text.

Demonstrate understanding of a text while actively engaged in reading or listening to stories, dramas, or poems.

Recount events related to the theme or central idea, including details about character and setting.

Determine how characters change or develop over the course of a text.

Determine the meaning of words and phrases as they are used in a text, including idioms, analogies, and figures of speech.

Identify where a text deviates from a chronological presentation of events.

Determine a point of view or cultural experience in a work of literature from outside the United States and compare it with own point of view or experience.

Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration).

Identify when an author draws upon or references a different text.

Engage in collaborative discussions.

Determine the credibility of information presented in diverse media or formats.

Determine the speaker's point of view on a topic.

Present an argument on a topic with logically organized claims, reasons, and evidence.

Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding.

Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.

Write claims about topics or texts. A. Introduce a topic or text and write one claim and one counterclaim about it.

Write routinely over time for a range of tasks, purposes, and audiences.

Write to share information supported by details:

Write to share information supported by details: Develop the topic with facts or details.

Write about events or personal experiences.

Write about events or personal experiences: Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters.

Produce writing that is appropriate for the task, purpose, and audience.

Develop writing by planning and revising own writing.

Conduct research projects to answer questions posed by self and others using multiple sources of information.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products.

Write answers to research questions by selecting relevant information from multiple resources.

Use information from literary and informational text to support writing.

Introduce a topic clearly and use a clear organization to write about it including visual, tactual, or multimedia information as appropriate.

Indicate agreement or disagreement with others during discussions.

Students can investigate topics and present information.

** See Claim 4.

Students can produce writing for a range of purposes and audiences.

Use context to determine the meaning of unknown.

Apply Essential Elements of Grade 9-10 Reading Standards to literature (e.g., “Identify when an author has drawn upon or included references to another text.”)

Consult reference materials (dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading.

Prepare for discussions by collecting information on the topic.

Speaking and Listening

Write a narrative about a problem, situation, or observation including at least one character, details, and clearly sequenced events

Apply Essential Elements of Grade 9-10 Reading Standards to informational texts (e.g., “Use sound reasons for supporting the claims and argument.”).

Relate the topic of discussion to broader themes or ideas.

Students can communicate for a range of purposes and audiences.

Research and Inquiry

Writing: Text Types and Purposes

See ** Claim 4.

Organize the events in the narrative using temporal words to signal order as appropriate.

Provide a closing.

Use a comma and conjunction to combine two simple sentences.

Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.

Accessing Narrative Text

Conventions of Standard English

Accessing Informational Text

Identify and use root words and the words that result when affixes are added or removed.

Work with adults and peers to set rules for discussions.

Students can comprehend text in increasingly complex ways.

Vocabulary Acquisition and Usage

Use complete, simple sentences as appropriate.

Providing a closing or concluding statement.

Using Language

Use domain specific vocabulary when writing claims related to a topic of study or text.

Demonstrate understanding while actively engaged in reading or listening