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L   1.g




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L   2.d
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L   4.c


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L   1
L   1
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W     1



W     1



W     1.a
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W     1.b


W     1.b
W   1.b


W   1.c


W   1.e


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W   2.a


W   2.a




W   2.b


W   2.c


W   2.f
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W   3




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W   3.d


W   3.d

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W   2.b

W   2.c

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W   7




W   8

W   9.b




W   1




W   1




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W   1.b
W   1.c

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W   2




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W   2.c




W   2.d

W   2.d
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W   3.c


W   3.c

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W   3.e
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W   9


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W   1




W   1
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W   1




W   1




W   1




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W   1.a




W   1.a




W   1.a
W   1.a




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W   1.b




W   1.b
W   1.b

W   1.c


W   1.c




W   1.d




W   1.d




W   2




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W   2.a


W   2.a
W   2.a




W   2.a




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W   2.c


W   2.c
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W   2.d




W   2.e




W   2.e


W   3



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W   3.b



W   3.b
W   3.c



W   3.c


W   3.d



W   3.d


W   3.e



W   3.e

W   5


W   5




W   7




W   7
W   7




W   7




W   8
W   8




W   8




W   8




W   9



W   9




W   9
W   9



W   9.a




W   9.a



W   9.b




W   9.b




W   1




W   1
W   1




W   1




W   1.a




W   1.a




W   1.a
W   1.b




W   1.b




W   1.b




W   1.b

W   1.c
W   1.e




W   2




W   2




W   2
W   2




W   2.b




W   2.b




W   2.b
W   2.c




W   2.c

W   2.d

W   2.d




W   2.f




W   2.f
W   3




W   3.c




W   3.d




W   4

W   4




W   4

W   4

W   5

W   5
W   7




W   7




W   8




W   8




W   9
W   9




W   9




W   9




W   9




W   9.a




W   9.a
W    9.b




W    9.b




W    9.b




W    9.b

SL   1


SL   1.b


SL   1.c

SL   1.c

SL   1.d


SL   2
SL   3
SL   3
SL   4
SL   4


SL   5

SL   6


SL   6


SL   1

SL   1

SL   1.b


SL   1.c

SL   2


SL   3
SL   3

SL   4

SL   5

SL   6


SL   1


SL   1.a


SL   1.b


SL   1.c

SL   1.d

SL   2

SL   4
SL   5

SL   6


SL   1



SL   1


SL   1.a



SL   1.a


SL   1.b



SL   1.b


SL   1.c



SL   1.c


SL   1.d



SL   1.d


SL   2
SL   2


SL   3

SL   3

SL   3
SL   3


SL   4
SL   4

SL   5

SL   5

SL   6



SL   1



SL   1.d

SL   1.d

SL   1.d

SL   2

SL   2

SL   2
SL   2

SL   2


SL   3

SL   3

SL   3
SL   3

SL   3

SL   3



SL   4


SL   4


L    1.a


L    1.b

L    1.c


L    1.d

L    1.e




L    1.e


L    2




L    2

L    2.b
L   3

L   3

L   3




L   3


L   3.a


L   3.b

L   3.b


L   4

L   4

L   4.a


L   4.b

L   4.c


L   4.d


L   5

L   5.a


L   5.b

L   6


L   6

L   6

L   6
L   1

L   1.a
L   1.a

L   1.b
L   1.b

L   1.c
L   1.c

L   4

L   4

L   4.a

L   4.a

L   4.b


L   4.c



L   5

L   5


L   5.a

L   6

L   6


L   1




L   1
L   1

L   1

L   1
L   1.a


L   4


L   4.a

L   4.a


L   4.b


L   4.c


L   4.d


L   5

L   5.a

L   5.a

L   5.c

L   6

L   6
L   6
L   1
L   1

L   1

L   1




L   1




L   1
L   1


L   1


L   1

L   1




L   1

L   1.a

L   1.a
L   1.b
L   1.b




L   1.b

L   2

L   2


L   2


L   2.a


L   2.a


L   2.b


L   2.c


L   3
L   3

L   3

L   3


L   3

L   3.a


L   3.a

L   4
L   4

L   4


L   4

L   4.a
L   4.a

L   4.a


L   4.a


L   4.a

L   4.b
L   4.b


L   4.b


L   4.b

L   4.b

L   4.c
L   4.c
L   4.c


L   4.c

L   4.c

L   4.d
L   4.d

L   4.d


L   4.d


L   4.d

L   5


L   5

L   5.b


L   6
L   6


L   6

L   6


L   6


L   1
L   1

L   1.b

L   1.b

L   2

L   2
L   2.a
L   2.a
L     2.b

L     2.b


L     3.a
L     3.a


L     4.c

L     4.c
L     5


L     5.a


L     5.a




R.H   1




R.H   1
R.H   1




R.H   2




R.H   2




R.H   2
W.HST   8




W.HST   8




W.HST   8
Standard

CC.K.R.L.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text.

CC.K.R.L.2 Key Ideas and Details: With prompting and support, retell familiar stories, including key details.

CC.K.R.L.3 Key Ideas and Details: With prompting and support, identify characters, settings, and major events in a story.


CC.K.R.L.4 Craft and Structure: Ask and answer questions about unknown words in a text.

CC.K.R.L.5 Craft and Structure: Recognize common types of texts (e.g., storybooks, poems).

CC.K.R.L.6 Craft and Structure: With prompting and support, name the author and illustrator of a story and define the role of ea


CC.K.R.L.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations an
CC.K.R.L.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations an


CC.K.R.L.9 Integration of Knowledge and Ideas: With prompting and support, compare and contrast the adventures and experi


CC.K.R.L.10 Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and und


CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text.


CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message


CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.


CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that give information, draw

CC.1.R.L.6 Craft and Structure: Identify who is telling the story at various points in a text.

CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or eve
CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or eve

CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or eve


CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories
CC.1.R.L.10 Range of Reading and Level of Text Complexity: With prompting and support, read prose and poetry of appropriat

CC.2.R.L.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate u

CC.2.R.L.2 Key Ideas and Details: Recount stories, including fables and folktales from diverse cultures, and determine their cen


CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges.
CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges.

CC.2.R.L.4 Craft and Structure: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supp

CC.2.R.L.5 Craft and Structure: Describe the overall structure of a story, including describing how the beginning introduces the

CC.2.R.L.6 Craft and Structure: Acknowledge differences in the points of view of characters, including by speaking in a differen

CC.2.R.L.6 Craft and Structure: Acknowledge differences in the points of view of characters, including by speaking in a differen

CC.2.R.L.7 Integration of Knowledge and Ideas: Use information gained from the illustrations and words in a print or digital text

CC.2.R.L.9 Integration of Knowledge and Ideas: Compare and contrast two or more versions of the same story (e.g., Cinderella


CC.2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including

CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the c
CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the c

CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the c

CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the c
CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the c

CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how the

CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how the
CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how the
CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how the

CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how the
CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how the

CC.3.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, distinguishing literal fr
CC.3.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, distinguishing literal fr

CC.3.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, distinguishing literal fr


CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term

CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term
CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term

CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term

CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term

CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term

CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term

CC.3.R.L.5 Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using term


CC.3.R.L.6 Craft and Structure: Distinguish their own point of view from that of the narrator or those of the characters.
CC.3.R.L.6 Craft and Structure: Distinguish their own point of view from that of the narrator or those of the characters.


CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text‘s illustrations contribute to what is conve

CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text‘s illustrations contribute to what is conve

CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text‘s illustrations contribute to what is conve

CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text‘s illustrations contribute to what is conve

CC.3.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the themes, settings, and plots of stories written by the


CC.3.R.L.10 Range of Reading and Complexity of Text: 10. By the end of the year, read and comprehend literature, including s

CC.3.R.L.10 Range of Reading and Complexity of Text: 10. By the end of the year, read and comprehend literature, including s
CC.3.R.L.10 Range of Reading and Complexity of Text: 10. By the end of the year, read and comprehend literature, including s
CC.3.R.L.10 Range of Reading and Complexity of Text: 10. By the end of the year, read and comprehend literature, including s

CC.3.R.L.10 Range of Reading and Complexity of Text: 10. By the end of the year, read and comprehend literature, including s


CC.4.R.L.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and whe


CC.4.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CC.4.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CC.4.R.L.3 Key Ideas and Details: Describe in depth a character, setting, or event in a story or drama, drawing on specific deta

CC.4.R.L.3 Key Ideas and Details: Describe in depth a character, setting, or event in a story or drama, drawing on specific deta

CC.4.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including those that a

CC.4.R.L.5 Craft and Structure: Explain major differences between poems, drama, and prose, and refer to the structural eleme
CC.4.R.L.5 Craft and Structure: Explain major differences between poems, drama, and prose, and refer to the structural eleme

CC.4.R.L.5 Craft and Structure: Explain major differences between poems, drama, and prose, and refer to the structural eleme

CC.4.R.L.5 Craft and Structure: Explain major differences between poems, drama, and prose, and refer to the structural eleme
CC.4.R.L.6 Craft and Structure: Compare and contrast the point of view from which different stories are narrated, including the

CC.4.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the treatment of similar themes and topics (e.g., opposi
CC.4.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the treatment of similar themes and topics (e.g., opposi

CC.4.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.L.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac
CC.5.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how charac

CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw
CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw

CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw
CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw

CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw

CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw

CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw
CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw
CC.5.R.L.3 Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, draw

CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan
CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan

CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan

CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan


CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan

CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan
CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan

CC.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative lan

CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur

CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur

CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur

CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur

CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur


CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur

CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur
CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structur


CC.5.R.L.6 Craft and Structure: Describe how a narrator‘s or speaker‘s point of view influences how events are described.
CC.5.R.L.6 Craft and Structure: Describe how a narrator‘s or speaker‘s point of view influences how events are described.

CC.5.R.L.6 Craft and Structure: Describe how a narrator‘s or speaker‘s point of view influences how events are described.
CC.5.R.L.6 Craft and Structure: Describe how a narrator‘s or speaker‘s point of view influences how events are described.
CC.5.R.L.6 Craft and Structure: Describe how a narrator‘s or speaker‘s point of view influences how events are described.


CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,
CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,

CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,

CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,




CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,

CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,
CC.5.R.L.7 Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone,

CC.5.R.L.9 Integration of Knowledge and Ideas: Compare and contrast stories in the same genre (e.g., mysteries and adventur
CC.5.R.L.9 Integration of Knowledge and Ideas: Compare and contrast stories in the same genre (e.g., mysteries and adventur
CC.5.R.L.9 Integration of Knowledge and Ideas: Compare and contrast stories in the same genre (e.g., mysteries and adventur
CC.5.R.L.9 Integration of Knowledge and Ideas: Compare and contrast stories in the same genre (e.g., mysteries and adventur

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie
CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie
CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie
CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie
CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie
CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including storie

CC.K.R.I.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text.

CC.K.R.I.2 Key Ideas and Details: With prompting and support, identify the main topic and retell key details of a text.
CC.K.R.I.2 Key Ideas and Details: With prompting and support, identify the main topic and retell key details of a text.
CC.K.R.I.2 Key Ideas and Details: With prompting and support, identify the main topic and retell key details of a text.


CC.K.R.I.3 Key Ideas and Details: With prompting and support, describe the connection between two individuals, events, ideas

CC.K.R.I.5 Craft and Structure: Identify the front cover, back cover, and title page of a book.

CC.K.R.I.6 Craft and Structure: Name the author and illustrator of a text and define the role of each in presenting the ideas or in

CC.K.R.I.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and
CC.K.R.I.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and


CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities in and differences betwe

CC.K.R.I.10 Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and unde


CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.

CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.

CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a


CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a te
CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a te

CC.1.R.I.5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic m
CC.1.R.I.5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic m


CC.1.R.I.7 Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas.

CC.1.R.I.8 Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in a text.

CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between two texts on the same top


CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriate


CC.2.R.I.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate u

CC.2.R.I.2 Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs wi

CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, o

CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, o


CC.2.R.I.4 Craft and Structure: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject are

CC.2.R.I.5 Craft and Structure: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes

CC.2.R.I.6 Craft and Structure: Identify the main purpose of a text, including what the author wants to answer, explain, or descr
CC.2.R.I.6 Craft and Structure: Identify the main purpose of a text, including what the author wants to answer, explain, or descr


CC.2.R.I.7 Integration of Knowledge and Ideas: Explain how specific images (e.g., a diagram showing how a machine works) c

CC.2.R.I.7 Integration of Knowledge and Ideas: Explain how specific images (e.g., a diagram showing how a machine works) c

CC.2.R.I.8 Integration of Knowledge and Ideas: Describe how reasons support specific points the author makes in a text.

CC.2.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the
CC.2.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the
CC.2.R.I.10 Range of Reading and Level of Text Complexity: By the end of year, read and comprehend informational texts, inc

CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the t
CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the t
CC.3.R.I.2 Key Ideas and Details: Determine the main idea of a text; recount the key details and explain how they support the m


CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, o

CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, o

CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, o
CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, o

CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r
CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r
CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.3.R.I.5 Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information r
CC.3.R.I.5 Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information r

CC.3.R.I.5 Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information r
CC.3.R.I.5 Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information r

CC.3.R.I.5 Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information r

CC.3.R.I.6 Craft and Structure: Distinguish their own point of view from that of the author of a text.
CC.3.R.I.6 Craft and Structure: Distinguish their own point of view from that of the author of a text.
CC.3.R.I.6 Craft and Structure: Distinguish their own point of view from that of the author of a text.

CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the wo

CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the wo

CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the wo

CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the wo

CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the wo


CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i

CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i
CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i
CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i
CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i

CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i

CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs i

CC.3.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points and key details presented in t
CC.3.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points and key details presented in t


CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,

CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,
CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,
CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,
CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,
CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,

CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,
CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,

CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,

CC.3.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts,


CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and whe

CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and whe

CC.4.R.I.2 Key Ideas and Details: Determine the main idea of a text and explain how it is supported by key details; summarize


CC.4.R.I.3 Key Ideas and Details: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, incl

CC.4.R.I.3 Key Ideas and Details: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, incl

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel
CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel
CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel
CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text rel


CC.4.R.I.5 Craft and Structure: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
CC.4.R.I.5 Craft and Structure: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

CC.4.R.I.7 Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts,


CC.4.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points i


CC.4.R.I.9 Integration of Knowledge and Ideas: Integrate information from two texts on the same topic in order to write or spea




CC.4.R.I.9 Integration of Knowledge and Ideas: Integrate information from two texts on the same topic in order to write or spea

CC.4.R.I.9 Integration of Knowledge and Ideas: Integrate information from two texts on the same topic in order to write or spea

CC.4.R.I.10 Range of Reading and Complexity of Text: By the end of year, read and comprehend informational texts, including

CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing
CC.5.R.I.1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing

CC.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key detai
CC.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key detai

CC.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key detai

CC.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key detai
CC.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key detai
CC.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key detai


CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or co
CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or co
CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or co

CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or co

CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or co

CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or co

CC.5.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.5.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r
CC.5.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.5.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text r

CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem
CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem
CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem
CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem

CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem
CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem

CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem

CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem

CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem
CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem
CC.5.R.I.5 Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem

CC.5.R.I.6 Craft and Structure: Analyze multiple accounts of the same event or topic, noting important similarities and differenc

CC.5.R.I.6 Craft and Structure: Analyze multiple accounts of the same event or topic, noting important similarities and differenc
CC.5.R.I.6 Craft and Structure: Analyze multiple accounts of the same event or topic, noting important similarities and differenc
CC.5.R.I.6 Craft and Structure: Analyze multiple accounts of the same event or topic, noting important similarities and differenc

CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the ab
CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the ab




CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the ab
CC.5.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points i

CC.5.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points i

CC.5.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points i

CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s
CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s

CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s
CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s
CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s
CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s




CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s

CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s
CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s

CC.5.R.I.9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or s


CC.5.R.I.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend informational texts, includ
CC.5.R.I.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend informational texts, includ

CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

CC.K.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by page.

CC.K.R.F.1.b Print Concepts: Recognize that spoken words are represented in written language by specific sequences of letter

CC.K.R.F.1.c Print Concepts: Understand that words are separated by spaces in print.

CC.K.R.F.1.d Print Concepts: Recognize and name all upper- and lowercase letters of the alphabet.
CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CC.K.R.F.2.a Phonological Awareness: Recognize and produce rhyming words.
CC.K.R.F.2.a Phonological Awareness: Recognize and produce rhyming words.


CC.K.R.F.2.b Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words.

CC.K.R.F.2.b Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words.

CC.K.R.F.2.c Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words.


CC.K.R.F.2.d Phonological Awareness: d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three

CC.K.R.F.2.e Phonological Awareness: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make


CC.K.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

CC.K.R.F.3.a Phonics and Word Recognition: Demonstrate basic knowledge of letter-sound correspondences by producing the

CC.K.R.F.3.d Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the lette


CC.K.R.F.4 Read emergent-reader texts with purpose and understanding.

CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

CC.1.R.F.1.a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctu


CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CC.1.R.F.2.a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable words .
CC.1.R.F.2.b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), including conson


CC.1.R.F.2.c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken sin

CC.1.R.F.2.d Phonological Awareness: Segment spoken single-syllable words into their complete sequence of individual sound




CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.




CC.1.R.F.3.a Phonics and Word Recognition: Know the spelling-sound correspondences for common consonant digraphs (two




CC.1.R.F.3.b Phonics and Word Recognition: Decode regularly spelled one-syllable words.




CC.1.R.F.3.c Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel s

CC.1.R.F.3.d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the nu




CC.1.R.F.3.e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into sy


CC.1.R.F.3.f Phonics and Word Recognition: Read words with inflectional endings.

CC.1.R.F.3.g Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words.

CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension.

CC.1.R.F.4.a Read grade-level text with purpose and understanding.

CC.1.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, and expression.
CC.1.R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CC.2.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.


CC.2.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.2.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.


CC.2.R.F.3.a Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled one-syllable wo
CC.2.R.F.3.a Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled one-syllable wo




CC.2.R.F.3.a Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled one-syllable wo


CC.2.R.F.3.b Phonics and Word Recognition: Know spelling-sound correspondences for additional common vowel teams.
CC.2.R.F.3.b Phonics and Word Recognition: Know spelling-sound correspondences for additional common vowel teams.

CC.2.R.F.3.c Phonics and Word Recognition: Decode regularly spelled two-syllable words with long vowels.
CC.2.R.F.3.c Phonics and Word Recognition: Decode regularly spelled two-syllable words with long vowels.




CC.2.R.F.3.c Phonics and Word Recognition: Decode regularly spelled two-syllable words with long vowels.

CC.2.R.F.3.d Phonics and Word Recognition: Decode words with common prefixes and suffixes.

CC.2.R.F.3.e Phonics and Word Recognition: Identify words with inconsistent but common spelling-sound correspondences.

CC.2.R.F.3.f Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words.

CC.2.R.F.4 Read with sufficient accuracy and fluency to support comprehension.


CC.2.R.F.4.a Read grade-level text with purpose and understanding.

CC.2.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, and expression.

CC.2.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, and expression.

CC.2.R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

CC.3.R.F.3.a Phonics and Word Recognition: Identify and know the meaning of the most common prefixes and derivational suf




CC.3.R.F.3.a Phonics and Word Recognition: Identify and know the meaning of the most common prefixes and derivational suf


CC.3.R.F.3.b Phonics and Word Recognition: Decode words with common Latin suffixes.

CC.3.R.F.3.b Phonics and Word Recognition: Decode words with common Latin suffixes.




CC.3.R.F.3.b Phonics and Word Recognition: Decode words with common Latin suffixes.

CC.3.R.F.3.c Phonics and Word Recognition: Decode multisyllable words.




CC.3.R.F.3.c Phonics and Word Recognition: Decode multisyllable words.

CC.3.R.F.3.d Phonics and Word Recognition: Read grade-appropriate irregularly spelled words.




CC.3.R.F.3.d Phonics and Word Recognition: Read grade-appropriate irregularly spelled words.
CC.3.R.F.3.d Phonics and Word Recognition: Read grade-appropriate irregularly spelled words.


CC.3.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.

CC.3.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
CC.3.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.

CC.3.R.F.4.a Fluency: Read grade-level text with purpose and understanding.

CC.3.R.F.4.a Fluency: Read grade-level text with purpose and understanding.

CC.3.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

CC.3.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.3.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.3.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




CC.4.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.4.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

CC.4.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.4.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte
CC.4.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte

CC.4.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte

CC.4.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
CC.4.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.


CC.4.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




CC.4.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


CC.5.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.5.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte
CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte
CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte

CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte
CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte

CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte
CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patte


CC.5.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.

CC.5.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.

CC.5.R.F.4.a Fluency: Read grade-level text with purpose and understanding.

CC.5.R.F.4.a Fluency: Read grade-level text with purpose and understanding.

CC.5.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

CC.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CC.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


CC.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.



CC.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


CC.K.W.1 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose opinion pieces in which t

CC.K.W.2 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose informative/explanatory

CC.K.W.3 Text Types and Purposes: Use a combination of drawing, dictating, and writing to narrate a single event or several lo

CC.K.W.3 Text Types and Purposes: Use a combination of drawing, dictating, and writing to narrate a single event or several lo

CC.K.W.7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., explore a numb


CC.K.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experien

CC.1.W.1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or name the book they are writing a


CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about t
CC.1.W.3 Text Types and Purposes: Write narratives in which they recount two or more appropriately sequenced events, inclu

CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experienc


CC.2.W.1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or book they are writing about, state

CC.2.W.2 Text Types and Purposes: Write informative/explanatory texts in which they introduce a topic, use facts and definition


CC.2.W.3 Text Types and Purposes: Write narratives in which they recount a well-elaborated event or short sequence of event

CC.2.W.3 Text Types and Purposes: Write narratives in which they recount a well-elaborated event or short sequence of event


CC.2.W.5 Production and Distribution of Writing: With guidance and support from adults and peers, focus on a topic and streng


CC.2.W.7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., read a number o




CC.2.W.7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., read a number o

CC.3.W.1 Text Types and Purposes: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
CC.3.W.1 Text Types and Purposes: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
CC.3.W.1 Text Types and Purposes: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.




CC.3.W.1.a Text Types and Purposes: Introduce the topic or text they are writing about, state an opinion, and create an organiz

CC.3.W.1.a Text Types and Purposes: Introduce the topic or text they are writing about, state an opinion, and create an organiz
CC.3.W.1.a Text Types and Purposes: Introduce the topic or text they are writing about, state an opinion, and create an organiz


CC.3.W.1.b Text Types and Purposes: Provide reasons that support the opinion.
CC.3.W.1.b Text Types and Purposes: Provide reasons that support the opinion.

CC.3.W.1.b Text Types and Purposes: Provide reasons that support the opinion.




CC.3.W.1.c Text Types and Purposes: Use linking words and phrases (e.g., because, therefore, since, for example) to connec


CC.3.W.1.d Text Types and Purposes: Provide a concluding statement or section.
CC.3.W.1.d Text Types and Purposes: Provide a concluding statement or section.

CC.3.W.1.d Text Types and Purposes: Provide a concluding statement or section.

CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information
CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information
CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information

CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information
CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information


CC.3.W.2.a Text Types and Purposes: Introduce a topic and group related information together; include illustrations when usef


CC.3.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, and details.




CC.3.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, and details.

CC.3.W.2.c Text Types and Purposes: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas wit

CC.3.W.2.d Text Types and Purposes: Provide a concluding statement or section.

CC.3.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq


CC.3.W.3.a Text Types and Purposes: Establish a situation and introduce a narrator and/or characters; organize an event sequ


CC.3.W.3.b Text Types and Purposes: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences

CC.3.W.3.c Text Types and Purposes: Use temporal words and phrases to signal event order.
CC.3.W.3.c Text Types and Purposes: Use temporal words and phrases to signal event order.


CC.3.W.3.d Text Types and Purposes: Provide a sense of closure.

CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the developm

CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the developm
CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the developm

CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the developm
CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the developm
CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the developm
CC.3.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr


CC.3.W.6 Production and Distribution of Writing: With guidance and support from adults, use technology to produce and publis
CC.3.W.6 Production and Distribution of Writing: With guidance and support from adults, use technology to produce and publis




CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic.




CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic.

CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic.

CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and

CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and

CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and


CC.3.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte




CC.3.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte

CC.3.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
CC.3.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
CC.3.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte


CC.4.W.1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and inform




CC.4.W.1.a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure

CC.4.W.1.b Text Types and Purposes: Provide reasons that are supported by facts and details.

CC.4.W.1.d Text Types and Purposes: Provide a concluding statement or section related to the opinion presented.
CC.4.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information

CC.4.W.2.a Text Types and Purposes: Introduce a topic clearly and group related information in paragraphs and sections; inclu

CC.4.W.2.a Text Types and Purposes: Introduce a topic clearly and group related information in paragraphs and sections; inclu

CC.4.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other informatio


CC.4.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq


CC.4.W.3.a Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or character

CC.4.W.3.b Text Types and Purposes: Use dialogue and description to develop experiences and events or show the response


CC.4.W.3.d Text Types and Purposes: Use concrete words and phrases and sensory details to convey experiences and events

CC.4.W.3.d Text Types and Purposes: Use concrete words and phrases and sensory details to convey experiences and events


CC.4.W.3.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

CC.4.W.3.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.


CC.4.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr




CC.4.W.6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the In




CC.4.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge through investigati
CC.4.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref

CC.4.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
CC.4.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte



CC.4.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte

CC.4.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte

CC.5.W.1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and inform

CC.5.W.1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and inform

CC.5.W.1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and inform

CC.5.W.1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and inform

CC.5.W.1.a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure

CC.5.W.1.a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure


CC.5.W.1.a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure

CC.5.W.1.a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure




CC.5.W.1.b Text Types and Purposes: Provide logically ordered reasons that are supported by facts and details.

CC.5.W.1.b Text Types and Purposes: Provide logically ordered reasons that are supported by facts and details.

CC.5.W.1.b Text Types and Purposes: Provide logically ordered reasons that are supported by facts and details.
CC.5.W.1.c Text Types and Purposes: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specif

CC.5.W.1.c Text Types and Purposes: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specif
CC.5.W.1.c Text Types and Purposes: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specif


CC.5.W.1.d Text Types and Purposes: Provide a concluding statement or section related to the opinion presented.

CC.5.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information
CC.5.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information




CC.5.W.2.a Text Types and Purposes: Introduce a topic clearly, provide a general observation and focus, and group related inf

CC.5.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other informatio
CC.5.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other informatio

CC.5.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other informatio
CC.5.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other informatio




CC.5.W.2.c Text Types and Purposes: Link ideas within and across categories of information using words, phrases, and clause


CC.5.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top

CC.5.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top

CC.5.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top


CC.5.W.2.e Text Types and Purposes: Provide a concluding statement or section related to the information or explanation pres

CC.5.W.2.e Text Types and Purposes: Provide a concluding statement or section related to the information or explanation pres


CC.5.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq
CC.5.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq
CC.5.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq
CC.5.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq

CC.5.W.3.a Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or character
CC.5.W.3.a Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or character

CC.5.W.3.a Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or character


CC.5.W.3.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

CC.5.W.3.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

CC.5.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization

CC.5.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization

CC.5.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization

CC.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr

CC.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr

CC.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr
CC.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr


CC.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr



CC.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen wr


CC.5.W.6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the In
CC.5.W.6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the In

CC.5.W.6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the In

CC.5.W.6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the In

CC.5.W.7 Research to Build and Present Knowledge: Conduct short research projects that use several sources to build knowle

CC.5.W.7 Research to Build and Present Knowledge: Conduct short research projects that use several sources to build knowle
CC.5.W.7 Research to Build and Present Knowledge: Conduct short research projects that use several sources to build knowle


CC.5.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant informati
CC.5.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant informati




CC.5.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant informati

CC.5.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant informati

CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref

CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref




CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref


CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.5.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con
CC.5.W.9.a Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., ―Compare and con

CC.5.W.9.b Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., ―Explain h
CC.5.W.9.b Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., ―Explain h
CC.5.W.9.b Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., ―Explain h
CC.5.W.9.b Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., ―Explain h

CC.5.W.9.b Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., ―Explain h
CC.5.W.9.b Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., ―Explain h

CC.5.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte

CC.5.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
CC.5.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte


CC.K.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about kindergarte

CC.K.SL.1.a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening to others and taking tu


CC.K.SL.1.b Comprehension and Collaboration: Continue a conversation through multiple exchanges.
CC.K.SL.1.b Comprehension and Collaboration: Continue a conversation through multiple exchanges.

CC.K.SL.4 Presentation of Knowledge and Ideas: Describe familiar people, places, things, and events and, with prompting and


CC.K.SL.6 Presentation of Knowledge and Ideas: Speak audibly and express thoughts, feelings, and ideas clearly.
CC.K.SL.6 Presentation of Knowledge and Ideas: Speak audibly and express thoughts, feelings, and ideas clearly.

CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 top

CC.1.SL.1.a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening to others with care, sp

CC.1.SL.1.c Comprehension and Collaboration: Ask questions to clear up any confusion about the topics and texts under discu
CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information p


CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing

CC.1.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation. (See gr

CC.2.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 2 top
CC.2.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 2 top

CC.2.SL.1.a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful w

CC.2.SL.1.b Comprehension and Collaboration: Build on others‘ talk in conversations by linking their comments to the remarks
CC.2.SL.1.b Comprehension and Collaboration: Build on others‘ talk in conversations by linking their comments to the remarks

CC.2.SL.1.c Comprehension and Collaboration: Ask for clarification and further explanation as needed about the topics and tex

CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read aloud or information pr
CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read aloud or information pr
CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read aloud or information pr
CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read aloud or information pr
CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read aloud or information pr

CC.2.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to clarify compreh
CC.2.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to clarify compreh

CC.2.SL.4 Presentation of Knowledge and Ideas: Tell a story or recount an experience with appropriate facts and relevant, des

CC.2.SL.5 Presentation of Knowledge and Ideas: Create audio recordings of stories or poems; add drawings or other visual dis

CC.2.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation in order
CC.2.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation in order
CC.2.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation in order
CC.2.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation in order

CC.3.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups


CC.3.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explic

CC.3.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful w

CC.3.SL.1.c Comprehension and Collaboration: Ask questions to check understanding of information presented, stay on topic,


CC.3.SL.1.d Comprehension and Collaboration: Explain their own ideas and understanding in light of the discussion.


CC.3.SL.2 Comprehension and Collaboration: Determine the main ideas and supporting details of a text read aloud or informat
CC.3.SL.2 Comprehension and Collaboration: Determine the main ideas and supporting details of a text read aloud or informat
CC.3.SL.2 Comprehension and Collaboration: Determine the main ideas and supporting details of a text read aloud or informat
CC.3.SL.3 Comprehension and Collaboration: Ask and answer questions about information from a speaker, offering appropriat
CC.3.SL.3 Comprehension and Collaboration: Ask and answer questions about information from a speaker, offering appropriat
CC.3.SL.3 Comprehension and Collaboration: Ask and answer questions about information from a speaker, offering appropriat


CC.3.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience with appropria
CC.3.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience with appropria

CC.3.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience with appropria
CC.3.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience with appropria
CC.3.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience with appropria


CC.3.SL.5 Presentation of Knowledge and Ideas: Create engaging audio recordings of stories or poems that demonstrate fluid



CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in order

CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in order


CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups

CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups

CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups


CC.4.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explic


CC.4.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out assigned roles.


CC.4.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions to clarify or follow up on information, a


CC.4.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and explain their own ideas and understandin
CC.4.SL.2 Comprehension and Collaboration: Paraphrase portions of a text read aloud or information presented in diverse med

CC.4.SL.3 Comprehension and Collaboration: Identify the reasons and evidence a speaker provides to support particular points
CC.4.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience in an organize

CC.4.SL.5 Presentation of Knowledge and Ideas: Add audio recordings and visual displays to presentations when appropriate t

CC.4.SL.6 Presentation of Knowledge and Ideas: Differentiate between contexts that call for formal English (e.g., presenting ide

CC.5.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups

CC.5.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups


CC.5.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups


CC.5.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out assigned roles.

CC.5.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions by making comments that contribute to

CC.5.SL.2 Comprehension and Collaboration: Summarize written a text read aloud or information presented in diverse media a
CC.5.SL.2 Comprehension and Collaboration: Summarize written a text read aloud or information presented in diverse media a

CC.5.SL.2 Comprehension and Collaboration: Summarize written a text read aloud or information presented in diverse media a

CC.5.SL.2 Comprehension and Collaboration: Summarize written a text read aloud or information presented in diverse media a
CC.5.SL.3 Comprehension and Collaboration: Summarize the points a speaker makes and explain how each claim is supporte

CC.5.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text or present an opinion, sequencing ideas logically and
CC.5.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text or present an opinion, sequencing ideas logically and




CC.5.SL.5 Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, sound) and visual displays in
CC.5.SL.5 Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, sound) and visual displays in

CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a
CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a
CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a


CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a

CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a

CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a
CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a
CC.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when a


CC.K.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage


CC.K.L.1.a Conventions of Standard English: Print many upper- and lowercase letters.


CC.K.L.1.b Conventions of Standard English: Use frequently occurring nouns and verbs.


CC.K.L.1.c Conventions of Standard English: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishe


CC.K.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.K.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.K.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct

CC.K.L.2.a Conventions of Standard English: Capitalize the first word in a sentence and the pronoun I.


CC.K.L.2.b Conventions of Standard English: Recognize and name end punctuation.

CC.K.L.2.d Conventions of Standard English: Spell simple words phonetically, drawing on knowledge of sound-letter relationshi


CC.K.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.K.L.4.a Vocabulary Acquisition and Use: Identify new meanings for familiar words and apply them accurately (e.g., knowing


CC.K.L.4.b Vocabulary Acquisition and Use: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre

CC.K.L.5.a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the c

CC.K.L.5.b Vocabulary Acquisition and Use: Demonstrate understanding of frequently occurring verbs and adjectives by relatin

CC.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at sch
CC.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to,


CC.1.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.1.L.1.a Conventions of Standard English: Print all upper- and lowercase letters.

CC.1.L.1.b Conventions of Standard English: Use common, proper, and possessive nouns.

CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He h


CC.1.L.1.d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, th




CC.1.L.1.g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so, because).


CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, im


CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct

CC.1.L.2.a Conventions of Standard English: Capitalize dates and names of people.


CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences.


CC.1.L.2.c Conventions of Standard English: Use commas in dates and to separate single words in a series.




CC.1.L.2.d Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for freque

CC.1.L.2.e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling


CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras
CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras


CC.1.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

CC.1.L.4.b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word.
CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.

CC.1.L.5.a Vocabulary Acquisition and Use: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts th


CC.1.L.5.b Vocabulary Acquisition and Use: Define words by category and by one or more key attributes (e.g., a duck is a bird

CC.2.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage


CC.2.L.1.a Conventions of Standard English: Use collective nouns (e.g., group).

CC.2.L.1.b Conventions of Standard English: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth




CC.2.L.1.d Conventions of Standard English: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,




CC.2.L.1.e Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to b

CC.2.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct

CC.2.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.2.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct

CC.2.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct

CC.2.L.2.a Conventions of Standard English: Capitalize holidays, product names, and geographic names.

CC.2.L.2.b Conventions of Standard English: Use commas in greetings and closings of letters.

CC.2.L.2.c Conventions of Standard English: Use an apostrophe to form contractions and frequently occurring possessives.

CC.2.L.2.c Conventions of Standard English: Use an apostrophe to form contractions and frequently occurring possessives.




CC.2.L.2.d Conventions of Standard English: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy

CC.2.L.2.e Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check

CC.2.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.2.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.
CC.2.L.4.b Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known prefix is added to a

CC.2.L.4.c Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the sam

CC.2.L.4.d Vocabulary Acquisition and Use: Use knowledge of the meaning of individual words to predict the meaning of comp

CC.2.L.4.d Vocabulary Acquisition and Use: Use knowledge of the meaning of individual words to predict the meaning of comp

CC.2.L.4.e Vocabulary Acquisition and Use: Use glossaries and beginning dictionaries, both print and digital, to determine or cl

CC.2.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.

CC.2.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to,

CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage



CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage




CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage


CC.3.L.1.a Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in genera
CC.3.L.1.a Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in genera



CC.3.L.1.a Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in genera


CC.3.L.1.b Conventions of Standard English: Form and use regular and irregular plural nouns.


CC.3.L.1.c Conventions of Standard English: Use abstract nouns (e.g., childhood).
CC.3.L.1.d Conventions of Standard English: Form and use regular and irregular verbs.



CC.3.L.1.e Conventions of Standard English: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.


CC.3.L.1.f Conventions of Standard English: Ensure subject-verb and pronoun-antecedent agreement.*




CC.3.L.1.g Conventions of Standard English: Form and use comparative and superlative adjectives and adverbs, and choose b

CC.3.L.1.g Conventions of Standard English: Form and use comparative and superlative adjectives and adverbs, and choose b




CC.3.L.1.h Conventions of Standard English: Use coordinating and subordinating conjunctions.

CC.3.L.1.i Conventions of Standard English: Produce simple, compound, and complex sentences.

CC.3.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct


CC.3.L.2.a Conventions of Standard English: Capitalize appropriate words in titles.

CC.3.L.2.b Conventions of Standard English: Use commas in addresses.

CC.3.L.2.c Conventions of Standard English: Use commas and quotation marks in dialogue.

CC.3.L.2.d Conventions of Standard English: Form and use possessives.

CC.3.L.2.d Conventions of Standard English: Form and use possessives.




CC.3.L.2.e Conventions of Standard English: Use conventional spelling for high-frequency and other studied words and for add




CC.3.L.2.e Conventions of Standard English: Use conventional spelling for high-frequency and other studied words and for add
CC.3.L.2.f Conventions of Standard English: Use spelling patterns and generalizations (e.g., word families, position-based spel


CC.3.L.2.g Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check

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

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

CC.3.L.3.a Knowledge of Language: Choose words and phrases for effect.*

CC.3.L.3.b Knowledge of Language: Recognize and observe differences between the conventions of spoken and written standa


CC.3.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning word and phrase


CC.3.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.


CC.3.L.4.b Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known affix is added to a

CC.3.L.4.b Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known affix is added to a

CC.3.L.4.c Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the sam

CC.3.L.4.d Vocabulary Acquisition and Use: Use glossaries or beginning dictionaries, both print and digital, to determine or clar


CC.3.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.


CC.3.L.5.a Vocabulary Acquisition and Use: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g

CC.3.L.5.b Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe people w




CC.3.L.5.b Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe people w

CC.3.L.5.c Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe states of mind o


CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, an
CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, an
CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, an

CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, an

CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, an

CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, an




CC.4.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage




CC.4.L.1.a Conventions of Standard English: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (whe



CC.4.L.1.b Conventions of Standard English: Form and use the progressive (e.g., I was walking; I am walking; I will be walking)




CC.4.L.1.d Conventions of Standard English: Order adjectives within sentences according to conventional patterns (e.g., a sma

CC.4.L.1.e Conventions of Standard English: Form and use prepositional phrases.


CC.4.L.1.f Conventions of Standard English: Produce complete sentences, recognizing and correcting inappropriate fragments




CC.4.L.1.g Conventions of Standard English: Correctly use frequently confused words (e.g., to, too, two; there, their).*

CC.4.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.4.L.2.a Conventions of Standard English: Use correct capitalization.

CC.4.L.2.b Conventions of Standard English: Use commas and quotation marks to mark direct speech and quotations from a te


CC.4.L.2.c Conventions of Standard English: Use a comma before a coordinating conjunction in a compound sentence.




CC.4.L.2.d Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.
CC.4.L.2.d Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.

CC.4.L.3.a Knowledge of Language: Choose words and phrases to convey ideas precisely.*

CC.4.L.3.b Knowledge of Language: Choose punctuation for effect.*


CC.4.L.3.c Knowledge of Language: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situa
CC.4.L.3.c Knowledge of Language: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situa

CC.4.L.3.c Knowledge of Language: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situa

CC.4.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.4.L.4.a Vocabulary Acquisition and Use: Use context (e.g., definitions, examples, or restatements in text) as a clue to the m

CC.4.L.4.a Vocabulary Acquisition and Use: Use context (e.g., definitions, examples, or restatements in text) as a clue to the m

CC.4.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

CC.4.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the


CC.4.L.4.c Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print


CC.4.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances

CC.4.L.5.a Vocabulary Acquisition and Use: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)
CC.4.L.5.a Vocabulary Acquisition and Use: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)

CC.4.L.5.b Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs.
CC.4.L.5.c Vocabulary Acquisition and Use: Demonstrate understanding of words by relating them to their opposites (antonyms



CC.5.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.5.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.5.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.5.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.5.L.1.b Conventions of Standard English: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) ve



CC.5.L.1.d Conventions of Standard English: Recognize and correct inappropriate shifts in verb tense.*
CC.5.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.5.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct


CC.5.L.2.a Conventions of Standard English: Use punctuation to separate items in a series.*

CC.5.L.2.e Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.

CC.5.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening

CC.5.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening

CC.5.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening


CC.5.L.3.a Knowledge of Language: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CC.5.L.3.b Knowledge of Language: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dra

CC.5.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras
CC.5.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.5.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.5.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.5.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

CC.5.L.4.c Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print

CC.5.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances

CC.5.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances
CC.5.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances

CC.5.L.5.a Vocabulary Acquisition and Use: Interpret figurative language, including similes and metaphors, in context.

CC.5.L.5.c Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonyms, antonyms, homogr


CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences

CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences


CC.6.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details

CC.6.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details

CC.6.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details
CC.6.R.L.3 Key Ideas and Details: Describe how a particular story‘s or drama‘s plot unfolds in a series of episodes as well as h


CC.6.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an
CC.6.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an

CC.6.R.L.5 Craft and Structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a

CC.6.R.L.5 Craft and Structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
CC.6.R.L.5 Craft and Structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a

CC.6.R.L.5 Craft and Structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a


CC.6.R.L.6 Craft and Structure: Explain how an author develops the point of view of the narrator or speaker in a text.
CC.6.R.L.6 Craft and Structure: Explain how an author develops the point of view of the narrator or speaker in a text.

CC.6.R.L.7 Integration of Knowledge and Ideas: Compare and contrast the experience of reading a story, drama, or poem to lis
CC.6.R.L.7 Integration of Knowledge and Ideas: Compare and contrast the experience of reading a story, drama, or poem to lis


CC.6.R.L.9 Integration of Knowledge and Ideas: Compare and contrast texts in different forms or genres (e.g., stories and poem

CC.6.R.L.9 Integration of Knowledge and Ideas: Compare and contrast texts in different forms or genres (e.g., stories and poem




CC.7.R.L.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as


CC.7.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of


CC.7.R.L.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the ch


CC.7.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an
CC.7.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an

CC.7.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an

CC.7.R.L.5 Craft and Structure: Analyze how a drama‘s or poem‘s form or structure (e.g., soliloquy, sonnet) contributes to its m

CC.7.R.L.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narr
CC.7.R.L.7 Integration of Knowledge and Ideas: Compare and contrast a story, drama, or poem to its audio, filmed, staged, or


CC.7.R.L.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a

CC.8.R.L.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explic

CC.8.R.L.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explic


CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of

CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of


CC.8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, re

CC.8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, re

CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an

CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative an


CC.8.R.L.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structur

CC.8.R.L.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stay

CC.8.R.L.9 Integration of Knowledge and Ideas: Analyze how a modern work of fiction draws on themes, patterns of events, or

CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic




CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic

CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic




CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic



CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic

CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the

CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the

CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) dev
CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) dev
CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) dev

CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) dev


CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati


CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati

CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati

CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati

CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati

CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati
CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati

CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurati


CC.9-10.R.L.5 Craft and Structure: Analyze how an author‘s choices concerning how to structure a text, order events within it (e
CC.9-10.R.L.5 Craft and Structure: Analyze how an author‘s choices concerning how to structure a text, order events within it (e

CC.9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural experience reflected in a work of literature from

CC.9-10.R.L.7 Integration of Knowledge and Ideas: Analyze the representation of a subject or a key scene in two different artis

CC.9-10.R.L.7 Integration of Knowledge and Ideas: Analyze the representation of a subject or a key scene in two different artis

CC.9-10.R.L.7 Integration of Knowledge and Ideas: Analyze the representation of a subject or a key scene in two different artis
CC.9-10.R.L.7 Integration of Knowledge and Ideas: Analyze the representation of a subject or a key scene in two different artis

CC.9-10.R.L.9 Integration of Knowledge and Ideas: Analyze how an author draws on and transforms source material in a speci




CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expl
CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expl


CC.11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development

CC.11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development

CC.11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development

CC.11-12.R.L.3 Key Ideas and Details: Analyze the impact of the author‘s choices regarding how to develop and relate elemen

CC.11-12.R.L.3 Key Ideas and Details: Analyze the impact of the author‘s choices regarding how to develop and relate elemen


CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura


CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura


CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura
CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura

CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura

CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura


CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figura

CC.11-12.R.L.5 Craft and Structure: Analyze how an author‘s choices concerning how to structure specific parts of a text (e.g.,

CC.11-12.R.L.5 Craft and Structure: Analyze how an author‘s choices concerning how to structure specific parts of a text (e.g.,

CC.11-12.R.L.5 Craft and Structure: Analyze how an author‘s choices concerning how to structure specific parts of a text (e.g.,


CC.11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly state


CC.11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly state

CC.11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly state

CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce

CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce
CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce
CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce

CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce

CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce

CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce

CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce


CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce



CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-ce


CC.6.R.I.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences

CC.6.R.I.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences


CC.6.R.I.2 Key Ideas and Details: Determine a central idea of a text and how it is conveyed through particular details; provide a

CC.6.R.I.2 Key Ideas and Details: Determine a central idea of a text and how it is conveyed through particular details; provide a
CC.6.R.I.2 Key Ideas and Details: Determine a central idea of a text and how it is conveyed through particular details; provide a

CC.6.R.I.3 Key Ideas and Details: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated
CC.6.R.I.3 Key Ideas and Details: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated


CC.6.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, co


CC.6.R.I.5 Craft and Structure: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure o

CC.6.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and explain how it is conveyed in the te
CC.6.R.I.7 Integration of Knowledge and Ideas: Integrate information presented in different media or formats (e.g., visually, qua


CC.6.R.I.8 Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, distinguishing cl

CC.6.R.I.9 Integration of Knowledge and Ideas: Compare and contrast one author‘s presentation of events with that of another

CC.6.R.I.9 Integration of Knowledge and Ideas: Compare and contrast one author‘s presentation of events with that of another


CC.7.R.I.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as w


CC.7.R.I.2 Key Ideas and Details: Determine two or more central ideas in a text and analyze their development over the course

CC.7.R.I.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influ

CC.7.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, co

CC.7.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, co

CC.7.R.I.5 Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections contrib

CC.7.R.I.5 Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections contrib
CC.7.R.I.5 Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections contrib


CC.7.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how the author distinguish

CC.7.R.I.8 Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, assessing wheth

CC.7.R.I.9 Integration of Knowledge and Ideas: Analyze how two or more authors writing about the same topic shape their pres


CC.8.R.I.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explici

CC.8.R.I.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explici
CC.8.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, in


CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, o

CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, o

CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, co
CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, co


CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular se

CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular se


CC.8.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how the author acknowled

CC.8.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how the author acknowled


CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., p

CC.8.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessing w

CC.8.R.I.9 Integration of Knowledge and Ideas: Analyze a case in which two or more texts provide conflicting information on the

CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic
CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explic

CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text

CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text
CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text

CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text

CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text

CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text

CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the ord

CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative

CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author‘s ideas or claims are developed and refined by particular sen

CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author‘s ideas or claims are developed and refined by particular sen

CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author‘s ideas or claims are developed and refined by particular sen
CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author‘s ideas or claims are developed and refined by particular sen


CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author‘s ideas or claims are developed and refined by particular sen

CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe
CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe

CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe

CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe

CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe
CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe

CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe
CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe
CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe


CC.9-10.R.I.6 Craft and Structure: Determine an author‘s point of view or purpose in a text and analyze how an author uses rhe


CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various accounts of a subject told in different mediums (e.g., a pers

CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessin

CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessin


CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,
CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,

CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,
CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,

CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,

CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,


CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli

CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli




CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli
CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli

CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli

CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli


CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli

CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says expli


CC.11-12.R.I.2 Key Ideas and Details: Determine two or more central ideas of a text and analyze their development over the co

CC.11-12.R.I.2 Key Ideas and Details: Determine two or more central ideas of a text and analyze their development over the co

CC.11-12.R.I.3 Key Ideas and Details: Analyze a complex set of ideas or sequence of events and explain how specific individua

CC.11-12.R.I.3 Key Ideas and Details: Analyze a complex set of ideas or sequence of events and explain how specific individua


CC.11-12.R.I.5 Craft and Structure: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposit

CC.11-12.R.I.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in differen

CC.11-12.R.I.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in differen


CC.11-12.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the reasoning in seminal U.S. texts, including the a

CC.11-12.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the reasoning in seminal U.S. texts, including the a

CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.



CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.



CC.6.W.1.a Text Types and Purposes: Introduce claim(s) and organize the reasons and evidence clearly.
CC.6.W.1.a Text Types and Purposes: Introduce claim(s) and organize the reasons and evidence clearly.

CC.6.W.1.b Text Types and Purposes: Support claim(s) with clear reasons and relevant evidence, using credible sources and d


CC.6.W.1.b Text Types and Purposes: Support claim(s) with clear reasons and relevant evidence, using credible sources and d
CC.6.W.1.b Text Types and Purposes: Support claim(s) with clear reasons and relevant evidence, using credible sources and d


CC.6.W.1.c Text Types and Purposes: Use words, phrases, and clauses to clarify the relationships among claim(s) and reason


CC.6.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from the argument presented.


CC.6.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and in




CC.6.W.2.a Text Types and Purposes: Introduce a topic; organize ideas, concepts, and information, using strategies such as d


CC.6.W.2.a Text Types and Purposes: Introduce a topic; organize ideas, concepts, and information, using strategies such as d




CC.6.W.2.b Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other in


CC.6.W.2.c Text Types and Purposes: Use appropriate transitions to clarify the relationships among ideas and concepts.


CC.6.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from the information or explanatio
CC.6.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from the information or explanatio


CC.6.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq




CC.6.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq

CC.6.W.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and introducing a narrator and/o

CC.6.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experie




CC.6.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experie


CC.6.W.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal s

CC.6.W.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal s




CC.6.W.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to c


CC.6.W.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to c

CC.6.W.3.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

CC.6.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strength


CC.6.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing as well a
CC.6.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on severa




CC.6.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources; asses


CC.6.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref




CC.6.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.6.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref


CC.6.W.9.a Research to Build and Present Knowledge: Apply grade 6 Reading standards to literature (e.g., ―Compare and con

CC.6.W.9.a Research to Build and Present Knowledge: Apply grade 6 Reading standards to literature (e.g., ―Compare and con
CC.6.W.9.b Research to Build and Present Knowledge: Apply grade 6 Reading standards to literary nonfiction (e.g., ―Trace and

CC.6.W.9.b Research to Build and Present Knowledge: Apply grade 6 Reading standards to literary nonfiction (e.g., ―Trace and


CC.7.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.


CC.7.W.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

CC.7.W.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among

CC.7.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument




CC.7.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and in




CC.7.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and info




CC.7.W.2.b Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other in

CC.7.W.2.c Text Types and Purposes: Use appropriate transitions to create cohesion and clarify the relationships among ideas

CC.7.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top

CC.7.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq




CC.7.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq




CC.7.W.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducin

CC.7.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strength
CC.7.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and link




CC.7.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on severa




CC.7.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using

CC.7.W.9.b Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. ―Trace and




CC.8.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.




CC.8.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.




CC.8.W.1.a Text Types and Purposes: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing




CC.8.W.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
CC.8.W.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among

CC.8.W.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among




CC.8.W.1.d Text Types and Purposes: Establish and maintain a formal style.




CC.8.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument




CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and in




CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and in




CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and info


CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotatio




CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships a




CC.8.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top

CC.8.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top
CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style.

CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style.


CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information




CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information




CC.8.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq




CC.8.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective techniq




CC.8.W.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducin




CC.8.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, and reflection, to devel




CC.8.W.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence, signal shift


CC.8.W.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence, signal shift

CC.8.W.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to c


CC.8.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or even
CC.8.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, an

CC.8.W.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strength

CC.8.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and pre




CC.8.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-ge




CC.8.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using

CC.8.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref

CC.8.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref

CC.8.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref


CC.8.W.9.a Research to Build and Present Knowledge: Apply grade 8 Reading standards to literature (e.g., ―Analyze how a mo


CC.8.W.9.b Research to Build and Present Knowledge: Apply grade 8 Reading standards to literary nonfiction (e.g., ―Delineate



CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using v




CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using v
CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using v




CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using v




CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using v




CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using v




CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims



CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims




CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims




CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims
CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims




CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims



CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing




CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing




CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing




CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing




CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
CC.9-10.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing

CC.9-10.W.1.c Text Types and Purposes: Use words, phrases, and clauses to link the major sections of the text, create cohes


CC.9-10.W.1.c Text Types and Purposes: Use words, phrases, and clauses to link the major sections of the text, create cohes




CC.9-10.W.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms




CC.9-10.W.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms




CC.9-10.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts, a




CC.9-10.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts, a




CC.9-10.W.2.a Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information to make impor


CC.9-10.W.2.a Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information to make impor
CC.9-10.W.2.a Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information to make impor




CC.9-10.W.2.a Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information to make impor




CC.9-10.W.2.b Text Types and Purposes: Develop the topic with well-chosen, relevant, and sufficient facts, extended definition




CC.9-10.W.2.b Text Types and Purposes: Develop the topic with well-chosen, relevant, and sufficient facts, extended definition




CC.9-10.W.2.b Text Types and Purposes: Develop the topic with well-chosen, relevant, and sufficient facts, extended definition




CC.9-10.W.2.b Text Types and Purposes: Develop the topic with well-chosen, relevant, and sufficient facts, extended definition

CC.9-10.W.2.c Text Types and Purposes: Use appropriate and varied transitions to link the major sections of the text, create co


CC.9-10.W.2.c Text Types and Purposes: Use appropriate and varied transitions to link the major sections of the text, create co
CC.9-10.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to manage the complexity of




CC.9-10.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to manage the complexity of




CC.9-10.W.2.e Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms




CC.9-10.W.2.e Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms


CC.9-10.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective tech



CC.9-10.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective tech


CC.9-10.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation, esta



CC.9-10.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation, esta


CC.9-10.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, reflection, and mult



CC.9-10.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, reflection, and mult
CC.9-10.W.3.c Text Types and Purposes: Use a variety of techniques to sequence events so that they build on one another to



CC.9-10.W.3.c Text Types and Purposes: Use a variety of techniques to sequence events so that they build on one another to


CC.9-10.W.3.d Text Types and Purposes: Use precise words and phrases, telling details, and sensory language to convey a vi



CC.9-10.W.3.d Text Types and Purposes: Use precise words and phrases, telling details, and sensory language to convey a vi


CC.9-10.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on what is experienced, observed



CC.9-10.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on what is experienced, observed

CC.9-10.W.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, re


CC.9-10.W.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, re




CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer




CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer
CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer




CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer




CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digita
CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digita




CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digita




CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digita




CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis,



CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis,




CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis,
CC.9-10.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis,



CC.9-10.W.9.a Research to Build and Present Knowledge: Apply grades 9–10 Reading standards to literature(e.g., ―Analyze ho




CC.9-10.W.9.a Research to Build and Present Knowledge: Apply grades 9–10 Reading standards to literature(e.g., ―Analyze ho



CC.9-10.W.9.b Research to Build and Present Knowledge: Apply grades 9–10 Reading standards to literary nonfiction (e.g., ―D




CC.9-10.W.9.b Research to Build and Present Knowledge: Apply grades 9–10 Reading standards to literary nonfiction (e.g., ―D




CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using




CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using
CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using




CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using




CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s




CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s




CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s
CC.11-12.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most releva




CC.11-12.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most releva




CC.11-12.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most releva




CC.11-12.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most releva

CC.11-12.W.1.c Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major sections
CC.11-12.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argum




CC.11-12.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts,




CC.11-12.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts,




CC.11-12.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts,
CC.11-12.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts,




CC.11-12.W.2.b Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, ex




CC.11-12.W.2.b Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, ex




CC.11-12.W.2.b Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, ex
CC.11-12.W.2.c Text Types and Purposes: Use appropriate and varied transitions and syntax to link the major sections of the t




CC.11-12.W.2.c Text Types and Purposes: Use appropriate and varied transitions and syntax to link the major sections of the t

CC.11-12.W.2.d Text Types and Purposes: Use precise language, domain-specific vocabulary, and techniques such as metap

CC.11-12.W.2.d Text Types and Purposes: Use precise language, domain-specific vocabulary, and techniques such as metap




CC.11-12.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the inform




CC.11-12.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the inform
CC.11-12.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective tec




CC.11-12.W.3.c Text Types and Purposes: Use a variety of techniques to sequence events so that they build on one another to




CC.11-12.W.3.d Text Types and Purposes: Use precise words and phrases, telling details, and sensory language to convey a v




CC.11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organizatio

CC.11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organizatio




CC.11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organizatio

CC.11-12.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organizatio

CC.11-12.W.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, r

CC.11-12.W.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, r
CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answe




CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answe




CC.11-12.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digit




CC.11-12.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digit




CC.11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis
CC.11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis




CC.11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis




CC.11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis




CC.11-12.W.9 Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis




CC.11-12.W.9.a Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literature (e.g., ―Demon




CC.11-12.W.9.a Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literature (e.g., ―Demon
CC.11-12.W.9.b Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literary nonfiction (e.g.,




CC.11-12.W.9.b Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literary nonfiction (e.g.,




CC.11-12.W.9.b Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literary nonfiction (e.g.,




CC.11-12.W.9.b Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literary nonfiction (e.g.,

CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups


CC.6.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions, set specific goals and deadlines, and def


CC.6.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions with elaboration and detail by making c

CC.6.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions with elaboration and detail by making c

CC.6.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and demonstrate understanding of multiple pe


CC.6.SL.2 Comprehension and Collaboration: Interpret information presented in diverse media and formats (e.g., visually, quan
CC.6.SL.3 Comprehension and Collaboration: Delineate a speaker‘s argument and specific claims, distinguishing claims that a
CC.6.SL.3 Comprehension and Collaboration: Delineate a speaker‘s argument and specific claims, distinguishing claims that a
CC.6.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, sequencing ideas logically and using pertinent d
CC.6.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, sequencing ideas logically and using pertinent d


CC.6.SL.5 Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, images, music, sound) and v

CC.6.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of


CC.6.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of


CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups

CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups

CC.7.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and


CC.7.SL.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others‘ questions and com

CC.7.SL.2 Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and fo


CC.7.SL.3 Comprehension and Collaboration: Delineate a speaker‘s argument and specific claims, evaluating the soundness o
CC.7.SL.3 Comprehension and Collaboration: Delineate a speaker‘s argument and specific claims, evaluating the soundness o

CC.7.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coheren

CC.7.SL.6 Presentation of Knowledge and Ideas: Include multimedia components and visual displays in presentations to clarify

CC.7.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of


CC.8.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups


CC.8.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under stud


CC.8.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions and decision-making, track progress towa


CC.8.SL.1.c Comprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to oth

CC.8.SL.1.d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qua

CC.8.SL.2 Comprehension and Collaboration: Analyze the purpose of information presented in diverse media and formats (e.g

CC.8.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coheren
CC.8.SL.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify informati

CC.8.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of


CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one



CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one


CC.9-10.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under



CC.9-10.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under


CC.9-10.SL.1.b Comprehension and Collaboration: Work with peers to set rules for collegial discussions and decision-making (



CC.9-10.SL.1.b Comprehension and Collaboration: Work with peers to set rules for collegial discussions and decision-making (


CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the



CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the


CC.9-10.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives, summarize points of agreem



CC.9-10.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives, summarize points of agreem


CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or forma
CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or forma


CC.9-10.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rheto

CC.9-10.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rheto

CC.9-10.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rheto
CC.9-10.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rheto


CC.9-10.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence clearly, concisely,
CC.9-10.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence clearly, concisely,

CC.9-10.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual,

CC.9-10.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual,

CC.9-10.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command



CC.11-12.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (on



CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claim

CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claim

CC.11-12.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claim

CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and m

CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and m

CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and m
CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and m

CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and m


CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhet

CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhet

CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhet
CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhet

CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhet

CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhet



CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clea


CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clea


CC.6.L.1.a Conventions of Standard English: Ensure that pronouns are in the proper case (subjective, objective, possessive).


CC.6.L.1.b Conventions of Standard English: Use intensive pronouns (e.g., myself, ourselves).

CC.6.L.1.c Conventions of Standard English: Recognize and correct inappropriate shifts in pronoun number and person.*


CC.6.L.1.d Conventions of Standard English: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous ante

CC.6.L.1.e Conventions of Standard English: Recognize variations from standard English in their own and others' writing and sp




CC.6.L.1.e Conventions of Standard English: Recognize variations from standard English in their own and others' writing and sp


CC.6.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct




CC.6.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct

CC.6.L.2.b Conventions of Standard English: Spell correctly.
CC.6.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening

CC.6.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening

CC.6.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening




CC.6.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening


CC.6.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminatin


CC.6.L.3.b Knowledge of Language: Maintain consistency in style and tone.*

CC.6.L.3.b Knowledge of Language: Maintain consistency in style and tone.*


CC.6.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.6.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.6.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word‘s positio


CC.6.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the m

CC.6.L.4.c Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print


CC.6.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by ch


CC.6.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances

CC.6.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., personification) in context.


CC.6.L.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., cause/effect, part/whole, item/

CC.6.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi


CC.6.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi

CC.6.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi

CC.6.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi
CC.7.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.7.L.1.a Conventions of Standard English: Explain the function of phrases and clauses in general and their function in specif
CC.7.L.1.a Conventions of Standard English: Explain the function of phrases and clauses in general and their function in specif

CC.7.L.1.b Conventions of Standard English: Choose among simple, compound, complex, and compound-complex sentences
CC.7.L.1.b Conventions of Standard English: Choose among simple, compound, complex, and compound-complex sentences

CC.7.L.1.c Conventions of Standard English: Place phrases and clauses within a sentence, recognizing and correcting misplac
CC.7.L.1.c Conventions of Standard English: Place phrases and clauses within a sentence, recognizing and correcting misplac

CC.7.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.7.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phras

CC.7.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word‘s positio

CC.7.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word‘s positio

CC.7.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the m


CC.7.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries,



CC.7.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances

CC.7.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances


CC.7.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in con

CC.7.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi

CC.7.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi


CC.8.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage




CC.8.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.8.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.8.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage

CC.8.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.8.L.1.a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and the


CC.8.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words or phrase


CC.8.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word‘s positio

CC.8.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word‘s positio


CC.8.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the m


CC.8.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries,


CC.8.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by ch


CC.8.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances

CC.8.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.

CC.8.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.

CC.8.L.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotation

CC.8.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi

CC.8.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi
CC.8.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi
CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us
CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us

CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us

CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us




CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us




CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us
CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us


CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us


CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us

CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us




CC.9-10.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and us

CC.9-10.L.1.a Conventions of Standard English: Use parallel structure.*

CC.9-10.L.1.a Conventions of Standard English: Use parallel structure.*
CC.9-10.L.1.b Conventions of Standard English: Use various types of phrases (noun, verb, adjectival, adverbial, participial, pre
CC.9-10.L.1.b Conventions of Standard English: Use various types of phrases (noun, verb, adjectival, adverbial, participial, pre




CC.9-10.L.1.b Conventions of Standard English: Use various types of phrases (noun, verb, adjectival, adverbial, participial, pre

CC.9-10.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, pu

CC.9-10.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, pu


CC.9-10.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, pu


CC.9-10.L.2.a Conventions of Standard English: Use a semicolon (and perhaps a conjunctive adverb) to link two or more close


CC.9-10.L.2.a Conventions of Standard English: Use a semicolon (and perhaps a conjunctive adverb) to link two or more close


CC.9-10.L.2.b Conventions of Standard English: Use a colon to introduce a list or quotation.


CC.9-10.L.2.c Conventions of Standard English: Spell correctly.


CC.9-10.L.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts
CC.9-10.L.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts

CC.9-10.L.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts

CC.9-10.L.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts


CC.9-10.L.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts

CC.9-10.L.3.a Knowledge of Language: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA H


CC.9-10.L.3.a Knowledge of Language: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA H

CC.9-10.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and ph
CC.9-10.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and ph

CC.9-10.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and ph


CC.9-10.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and ph

CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word
CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word

CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word


CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word


CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word

CC.9-10.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different mean
CC.9-10.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different mean


CC.9-10.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different mean


CC.9-10.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different mean

CC.9-10.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different mean

CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossari
CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossari
CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossari


CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossari

CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossari

CC.9-10.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., b
CC.9-10.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., b

CC.9-10.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., b


CC.9-10.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., b


CC.9-10.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., b

CC.9-10.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuanc


CC.9-10.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuanc

CC.9-10.L.5.b Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar denotations.


CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and ph
CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and ph


CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and ph

CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and ph


CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and ph


CC.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and u
CC.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and u

CC.11-12.L.1.b Conventions of Standard English: Resolve issues of complex or contested usage, consulting references (e.g., M

CC.11-12.L.1.b Conventions of Standard English: Resolve issues of complex or contested usage, consulting references (e.g., M

CC.11-12.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, p

CC.11-12.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, p
CC.11-12.L.2.a Conventions of Standard English: Observe hyphenation conventions.
CC.11-12.L.2.a Conventions of Standard English: Observe hyphenation conventions.
CC.11-12.L.2.b Conventions of Standard English: Spell correctly.

CC.11-12.L.2.b Conventions of Standard English: Spell correctly.


CC.11-12.L.3.a Knowledge of Language: Vary syntax for effect, consulting references (e.g., Tufte‘s Artful Sentences) for guidan
CC.11-12.L.3.a Knowledge of Language: Vary syntax for effect, consulting references (e.g., Tufte‘s Artful Sentences) for guidan


CC.11-12.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossa

CC.11-12.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossa
CC.11-12.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuan


CC.11-12.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze th


CC.11-12.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze th




CC.6-8.R.H.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources.




CC.6-8.R.H.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources.
CC.6-8.R.H.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources.




CC.6-8.R.H.2 Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an a




CC.6-8.R.H.2 Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an a




CC.6-8.R.H.2 Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an a
CC.6-8.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources




CC.6-8.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources




CC.6-8.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources
Grade   Matched Grade

K       K

K       K

K       K


K       K

K       1

K       1


K       K
K       K


K       K


K       K


1       1


1       1


1       1


1       2

1       1

1       1

1       2

1       3
1       K

1       1


1       1
1   1

2   2

2   3


2   2
2   2

2   2

2   1

2   2

2   3

2   1

2   5


2   2

3   3
3   3

3   3

3   3

3   3
3   3

3   3

3   3
3   3

3   3

3   4
3   3
3   3

3   3
3   3

3   3
3   3

3   3


3   3

3   3
3   1

3   3

3   3

3   3

3   3

3   3


3   4
3   4


3   3

3   3

3   3

3   3

3   3


3   3

3   3
3   3
3   3

3   3


4   4


4   4

4   5
4   4

4   4

4   4

4   4
4   4

4   4

4   4
4   4

4   5
4   3

4   4

5   5
5   5

5   5

5   5

5   5

5   5
5   5

5   5

5   5

5   5
5   5

5   5
5   5
5   5

5   5
5   5
5   5

5   5

5   5

5   5
5   5
5   5

5   5

5   5

5   5
5   5
5   5

5   5
5   5
5   5
5   5

5   5
5   5

5   5
5   5

5   5

5   5

5   5
5   5
5   5

5   5
5   5

5   5

5   5


5   5

5   5
5   5

5   5

5   5

5   5

5   5
5   5
5   5
5   5

5   5
5   5
5   5
5   5

5   5


5   5

5   5
5   5


5   5
5   5

5   5
5   5
5   5


5   5
5   5

5   5

5   5




5   5

5   5
5   5

5   5
5   5
5   5
5   5

5   5

5   5

5   5

5   5
5   5

5   5

5   5

5   5
5   5

5   5
5   5

5   5
5   5
5   5

5   5

K   K

K   K
K   K
K   3


K   2

K   K

K   1

K   K
K   K


K   1

K   K


1   1
1   1

1   1

1   2


1   K
1   2

1   1
1   2


1   2

1   4

1   4


1   1


2   2

2   3

2   2

2   3


2   2

2   2

2   3
2   2


2   3

2   3

2   3

2   3
2   5
2   2

3   3
3   3
3   3


3   3

3   3

3   2
3   3

3   3

3   3

3   3

3   3
3   3
3   3

3   3
3   3

3   3
3   2

3   4

3   4
3   4
3   4

3   2

3   3

3   3

3   3

3   3


3   2

3   3
3   3
3   2
3   3

3   4

3   3

3   3
3   3


3   4

3   3
3   3
3   3
3   3
3   3

3   3
3   3

3   3

3   3


4   4

4   4

4   4


4   4

4   4

4   4
4   4

4   4
4   4
4   4

4   4

4   4


4   4
4   4

4   4


4   4


4   4




4   4

4   4

4   4

5   5

5   5
5   5
5   5

5   5
5   5

5   5

5   5
5   5
5   5
5   5

5   5
5   5

5   5

5   5
5   5
5   5


5   5
5   5
5   5

5   5

5   5

5   5

5   5

5   5
5   5

5   5

5   5
5   5
5   5
5   5

5   5
5   5

5   5

5   5

5   5
5   5
5   5

5   5

5   5
5   5
5   5

5   5
5   5




5   5
5   5

5   5

5   5

5   5
5   5

5   5
5   5
5   5
5   5




5   5

5   5
5   5

5   5


5   5
5   5

K   K

K   K

K   K
K   K
K   K

K   K

K   K

K   K

K   K
K   K

K   K
K   K

K   K
K   K


K   K

K   K

K   K


K   K

K   K


K   K

K   K

K   2


K   K

1   K

1   K

1   K
1   K
1   K
1   1

1   1


1   1

1   1

1   1

1   1
1   1


1   K

1   1




1   1




1   1




1   1




1   1

1   2




1   1


1   1

1   2

1   1

1   1

1   1
1   1

2   2


2   2
2   2


2   2
2   2




2   2


2   2
2   2

2   2
2   2




2   2

2   2

2   2

2   2

2   2


2   2

2   3

2   3

2   3
3   3

3   3

3   3
3   3
3   3
3   3

3   3




3   3


3   5

3   3




3   3

3   3




3   3

3   3




3   4
3   2


3   3

3   4
3   2

3   3

3   4

3   3

3   3
3   3
3   2




4   3
4   4

4   4
4   4
4   4

4   4

4   4
4   4


4   3




4   3


5   5
5   3
5   5
5   5
5   5

5   5
5   5

5   5
5   5


5   5

5   5

5   5

5   5

5   5

5   5

5   5


5   5
5   5



5   5


K   K

K   K

K   K

K   K

K   K


K   K

1   1


1   1
1   1

1   1


2   4

2   3


2   2

2   3


2   2


2   2




2   3

3   3
3   4
3   4




3   4

3   3
3   4


3   4
3   3

3   3




3   4


3   4
3   4

3   3

3   3
3   3
3   3

3   3
3   3


3   3


3   3




3   4

3   3

3   3

3   3


3   3


3   3

3   1
3   2


3   3

3   2

3   3
3   3

3   3
3   3
3   3
3   3


3   3
3   5




3   3




3   4

3   4

3   3

3   4

3   2


3   3




3   3

3   3
3   3
3   3


4   4




4   4

4   4

4   4
4   5

4   4

4   4

4   4


4   4


4   4

4   4


4   3

4   5


4   5

4   5


4   4




4   5




4   4
4   4

4   4
4   4



4   4

4   4

5   5

5   5

5   5

5   5

5   5

5   5


5   5

5   5




5   5

5   5

5   5
5   5

5   5
5   5


5   5

5   5
5   5




5   5

5   5
5   5

5   5
5   5




5   4


5   4

5   4

5   4


5   5

5   5


5   5
5   3
5   4
5   K

5   5
5   5

5   5


5   5

5   5

5   5

5   5

5   5

5   5

5   5

5   5
5   5


5   5



5   5


5   5
5   5

5   5

5   5

5   5

5   5
5   5


5   4
5   4




5   4

5   5

5   5
5   5
5   5

5   5
5   5




5   5


5   5
5   5

5   5

5   5
5   5

5   5
5   5

5   5
5   5

5   5

5   5
5   5
5   5

5   5
5   5
5   5

5   5
5   5
5   5
5   5

5   5
5   5

5   5

5   5
5   5


K   K

K   K


K   K
K   K

K   K


K   K
K   K

1   K

1   1

1   2
1   K


1   1

1   1

2   2
2   2

2   2

2   3
2   3

2   2

2   2
2   2
2   2
2   K
2   3

2   2
2   3

2   2

2   2

2   2
2   2
2   2
2   2

3   3


3   3

3   3

3   3


3   3


3   3
3   3
3   3
3   3
3   3
3   2


3   3
3   3

3   3
3   3
3   3


3   3



3   3

3   3


4   4

4   4

4   4


4   4


4   4


4   4


4   4
4   3

4   4
4   4

4   4

4   4

5   5

5   5


5   5


5   5

5   5

5   5
5   5

5   5

5   5
5   5

5   5
5   5




5   5
5   5

5   5
5   5
5   5


5   5

5   5

5   5
5   5
5   5


K   K


K   1


K   1


K   1


K   1
K   1
K   1

K   1


K   1

K   K


K   K

K   2


K   2

K   K

K   2

K   K
K   K


1   1

1   1

1   1

1   1


1   1




1   4


1   1


1   1

1   2


1   1


1   2




1   1

1   K


1   1

1   1
1   2


1   2

1   2
1   1

1   1


1   1

2   1


2   2

2   2




2   1




2   4

2   2

2   2
2   1

2   3

2   3

2   2

2   4

2   2




2   2

2   2

2   2

2   3
2   2

2   1

2   1

2   2

2   2

2   2

2   K

3   3
3   3

3   3



3   3
3   3
3   3

3   3




3   3


3   3
3   3



3   3


3   2


3   3
3   4



3   3


3   3




3   4

3   4




3   4

3   3

3   3


3   3

3   3

3   3

3   4

3   1




3   4




3   3
3   3


3   3

3   3

3   3

3   3

3   4


3   3


3   3


3   3

3   3

3   3

3   3


3   3


3   3

3   3




3   4

3   3


3   3
3   3
3   3

3   3

3   3

3   3




4   4




4   4



4   3




4   4

4   4


4   4




4   4

4   4
4   5

4   3


4   5




4   3
4   4

4   4

4   4


4   4
4   4

4   4

4   4

4   3

4   5

4   4

4   5


4   4


4   4

4   3
4   4

4   4
4   2



5   5

5   5
5   5
5   5

5   5



5   5
5   5
5   5


5   5

5   5

5   5

5   5

5   5


5   5

5   5

5   5
5   5

5   5

5   5

5   5

5   5

5   5

5   5
5   5

5   5

5   5


6   6

6   6


6   6

6   6

6   6
6   6


6   6
6   6

6   6

6   6
6   6

6   6


6   6
6   6

6   6
6   6


6   6

6   6




7   7


7   7


7   7


7   7
7   7

7   7

7   7

7   7
7      7


7      7

8      8

8      8


8      8

8      8


8      8

8      8

8      8

8      8


8      8

8      8

8      8

9-10   9




9-10   9

9-10   10




9-10   10



9-10   9

9-10   10
9-10    9
9-10    10

9-10    10
9-10    10

9-10    9
9-10    9
9-10    10

9-10    10


9-10    9


9-10    9

9-10    10

9-10    10

9-10    10

9-10    9
9-10    9

9-10    9


9-10    10
9-10    10

9-10    10

9-10    9

9-10    10

9-10    9
9-10    10

9-10    9




11-12   11
11-12   12


11-12   11

11-12   12

11-12   11

11-12   11

11-12   12


11-12   11


11-12   11


11-12   12
11-12   12

11-12   12

11-12   12


11-12   12

11-12   11

11-12   11

11-12   12


11-12   11


11-12   12

11-12   12

11-12   11

11-12   11
11-12   12
11-12   12

11-12   12

11-12   12

11-12   12

11-12   11


11-12   11



11-12   11


6       6

6       6


6       6

6       6
6       6

6       6
6       6


6       6


6       6

6       6
6   6


6   8

6   8

6   8


7   7


7   7

7   7

7   7

7   7

7   7

7   7
7   7


7   7

7   7

7   7


8   8

8   8
8      8


8      8

8      8

8      8
8      8


8      8

8      8


8      8

8      8


8      8

8      8

8      8

9-10   9
9-10   10

9-10   9

9-10   10
9-10   10

9-10   9

9-10   10

9-10   9

9-10   10

9-10   9

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6       6


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6-8     6




6-8     7
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6-8   8
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6-8   8




6-8   6
Matched Standard

DC.K.LT.U.3 Ask and answer questions about the important characters, settings, and events.

DC.K.IT.E.2 Retell important facts from a text heard or read.

DC.K.LT.U.3 Ask and answer questions about the important characters, settings, and events.


DC.K.LD.V.8 Determine what words mean from how they are used in a sentence, either heard or read.
DC.1.LT.G.4 Identify differences between fiction and nonfiction and determine whether a literary selection is
realistic or a fantasy.

DC.1.BR.PC.3 Identify the author and title of a book, and use a book‘s table of contents.

DC.K.IT.E.3 Make predictions about the content of text using prior knowledge and text features (title, captions,
illustrations).
DC.K.LT.U.1 Make predictions about the characters or setting for a story using illustrations and titles.


DC.K.LT.U.3 Ask and answer questions about the important characters, settings, and events.

DC.K.LT.U.4 Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction
and poetry are read aloud.


DC.1.IT.E.2 Respond appropriately to questions based on facts in text heard or read.

DC.1.LD.O.5 Retell stories using standard grammar rules, sequencing story events by answering who, what,
where, when, how, and why questions.


DC.1.LT.F.6 Identify elements of plot, character, and setting in a favorite story.


DC.2.LT.S.11 Identify sensory details in literature and spoken language.

DC.1.LT.S.8 Identify words that the author selects in a literary selection to create a graphic visual experience.
DC.1.LT.G.4 Identify differences between fiction and nonfiction and determine whether a literary selection is
realistic or a fantasy.

DC.2.LT.P.9 Identify the speaker of a poem.
DC.3.LT.U.1 Identify chapter titles and illustrations as parts of a text that help the reader predict what will happen
next in a story.
DC.K.LT.U.1 Make predictions about the characters or setting for a story using illustrations and titles.
DC.1.IT.E.3 Make predictions about the content using text features (e.g., title, table of contents, headings, bold
print).


DC.1.LT.C.3 Identify similarities and differences between the characters or events in stories by the same author.
DC.1.BR.F.20 Read aloud grade-appropriate text fluently, accurately, and with comprehension.

DC.2.IT.E.2 Answer questions about text heard or read.

DC.3.LT.T.7 Identify themes as moral lessons in folktales and fables.


DC.2.LT.F.7 Describe the characters‘ traits in a story.
DC.2.LT.U.1 Identify major and minor characters in several stories.

DC.2.LT.P.8 Identify rhythm, rhyme, assonance, and alliteration in poetry.

DC.1.LT.F.6 Identify elements of plot, character, and setting in a favorite story.

DC.2.LT.D.10 Identify the elements of dialogue and use them in informal plays.
DC.3.LT.D.12 Identify and analyze the elements of plot and character as presented through dialogue in scripts
that are read, viewed, listened to, or performed.

DC.1.LT.F.6 Identify elements of plot, character, and setting in a favorite story.

DC.5.LT.TN.11 Compare different versions of the same story from different cultures.


DC.2.BR.F.12 Read aloud grade-appropriate text fluently, accurately, and with comprehension.

DC.3.LT.U.3 Form questions about a text and locate facts/details to answer those questions.
DC.3.IT.E.5 Form questions about text and locate facts in response to those questions.
DC.3.IT.DP.6 Locate specific information in graphic representations (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of text.
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.

DC.3.LT.T.7 Identify themes as moral lessons in folktales and fables.
DC.3.LT.TN.16 Describe the events in well-known traditional narratives.

DC.3.LT.U.4 Use story details and prior knowledge to understand ideas that are not directly stated in the text.
DC.3.LT.F.8 Identify the elements of stories (problem, solution, character, and setting) and analyze how major
events lead from problem to solution.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.
DC.3.LT.F.9 Identify personality traits of characters and the thoughts, words, and actions that reveal their
personalities.
DC.4.LT.F.6 Describe a character‘s traits, relationships, and feelings, using evidence from the text (e.g., thoughts,
dialogue, actions).
DC.3.EL.2 Identify three basic parts of speech (adjective, noun, verb).
DC.3.LT.S.13 Identify sensory words.
DC.3.LT.D.12 Identify and analyze the elements of plot and character as presented through dialogue in scripts
that are read, viewed, listened to, or performed.
DC.3.LT.TN.14 Identify the adventures or exploits of a character type in traditional literature.
DC.3.LD.V.11 Recognize that some words and phrases have both a literal and nonliteral meaning (e.g., take
steps).
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.


DC.3.LT.C.5 Compare (and contrast) literary elements (plots, settings, and characters) across stories.
DC.3.LD.Q.4 Identify the musical elements of literary language (e.g., rhythm, rhymes, pace, tone, tempo,
repeated sounds, or instances of onomatopoeia).
DC.1.LT.F.6 Identify elements of plot, character, and setting in a favorite story.
DC.3.LT.G.6 Identify common forms of literature (poetry, prose, fiction, nonfiction, and drama) using knowledge of
their structural elements.
DC.3.LT.F.8 Identify the elements of stories (problem, solution, character, and setting) and analyze how major
events lead from problem to solution.
DC.3.LT.D.12 Identify and analyze the elements of plot and character as presented through dialogue in scripts
that are read, viewed, listened to, or performed.
DC.3.LT.U.1 Identify chapter titles and illustrations as parts of a text that help the reader predict what will happen
next in a story.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.


DC.4.LT.LNF.7 Identify the differences in point of view between an autobiography and a biography.
DC.4.IT.E.2 Distinguish fact from opinion.

DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.
DC.3.LT.U.1 Identify chapter titles and illustrations as parts of a text that help the reader predict what will happen
next in a story.
DC.3.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, table of contents,
glossary, captions) to make predictions about content.
DC.3.IT.DP.6 Locate specific information in graphic representations (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of text.

DC.3.LT.C.5 Compare (and contrast) literary elements (plots, settings, and characters) across stories.

DC.3.BR.F.5 Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, expression,
and intonation relevant to the text.
DC.3.LT.U.1 Identify chapter titles and illustrations as parts of a text that help the reader predict what will happen
next in a story.
DC.3.LT.U.2 Recognize dialect in conversational voices in stories when they are read aloud.
DC.3.LT.U.3 Form questions about a text and locate facts/details to answer those questions.

DC.3.LT.U.4 Use story details and prior knowledge to understand ideas that are not directly stated in the text.

DC.4.IT.DP.7 Locate specific information from text (e.g., letters, memos, directories, menus, schedules,
pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms).


DC.4.IT.E.1 Identify the purpose and main points of a text and summarize its supporting details.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.4.LT.D.10 Identify the structural elements particular to dramatic literature, such as scenes, acts, and a cast of
characters.
DC.4.LT.F.6 Describe a character‘s traits, relationships, and feelings, using evidence from the text (e.g., thoughts,
dialogue, actions).
DC.4.LT.TN.13 Identify significant characters and events in Greek, Roman, and Norse mythology that have
influenced English vocabulary.
DC.4.LT.P.9 Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry
(narrative poem, free verse, lyrical poem, humorous poem).
DC.4.LT.S.11 Identify sensory details and figurative language in a story or poem.
DC.4.LT.D.10 Identify the structural elements particular to dramatic literature, such as scenes, acts, and a cast of
characters.
DC.4.LT.G.2 Distinguish among common forms of literature (poetry, prose, fiction, nonfiction, and drama) using
knowledge of their structural elements.
DC.4.LT.LNF.7 Identify the differences in point of view between an autobiography and a biography.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.3.LT.T.7 Identify themes as moral lessons in folktales and fables.
DC.4.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.

DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
DC.5.LD.Q.3 Make inferences and draw conclusions based on the ideas presented in an oral report.
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.
DC.5.LD.V.10 Determine the meaning of unfamiliar words in context using definitions and examples stated in the
text.
DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.4 Describe the relationships between major and minor characters; analyze how a character's traits
influence that character's actions.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.

DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
DC.5.LD.Q.3 Make inferences and draw conclusions based on the ideas presented in an oral report.
DC.5.LD.Q.4 Ask questions that clarify information not already discussed.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.
DC.5.LD.V.10 Determine the meaning of unfamiliar words in context using definitions and examples stated in the
text.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.4 Describe the relationships between major and minor characters; analyze how a character's traits
influence that character's actions.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.LT.TN.12 Identify common structures in traditional literature.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.4 Describe the relationships between major and minor characters; analyze how a character's traits
influence that character's actions.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.5.LD.V.9 Identify and apply the meanings of the terms antonym, synonym, and homophone.
DC.5.LD.V.10 Determine the meaning of unfamiliar words in context using definitions and examples stated in the
text.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).
DC.5.LT.P.7 Respond to and analyze the effects of the sounds in words (alliteration, onomatopoeia, rhyme
scheme), form (free verse, couplets), and figurative language (metaphor, simile) to uncover the meaning of a
poem.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.W.I.2 Write poems using poetic techniques (alliteration, onomatopoeia), figurative language (simile,
metaphor), and graphic elements (capital letters, line length).
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.
DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, key words, captions,
paragraphs, topic sentences, table of contents, index, glossary).
DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.LT.TN.12 Identify common structures in traditional literature.
DC.5.W.I.1 Make distinctions among fiction, nonfiction, and dramatic literature, and use these genres selectively
to produce stories or scripts.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.E.5 Write research reports with clear focus and supporting detail.

DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).


DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
DC.5.LD.Q.3 Make inferences and draw conclusions based on the ideas presented in an oral report.
DC.5.LD.O.5 Review and refine teacher-generated rubric (scoring guide) to prepare and assess presentations
described in this section.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.
DC.5.M.1 Identify and analyze the persuasive techniques (promises, dares and flattery, glittering generalities,
logical fallacies) used in media messages.
DC.5.M.2 Create presentations, including graphics, using computer technology.

DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.W.I.1 Make distinctions among fiction, nonfiction, and dramatic literature, and use these genres selectively
to produce stories or scripts.

DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.
DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LT.TN.12 Identify common structures in traditional literature.
DC.5.W.I.1 Make distinctions among fiction, nonfiction, and dramatic literature, and use these genres selectively
to produce stories or scripts.

DC.K.LT.U.3 Ask and answer questions about the important characters, settings, and events.

DC.K.IT.E.2 Retell important facts from a text heard or read.
DC.K.LT.U.2 Retell story events in sequence.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.

DC.2.LT.C.4 Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events
and later events in text.
DC.K.BR.PC.4 Identify different parts of a book (e.g., front cover, back cover, title page) and the information they
provide.

DC.1.BR.PC.3 Identify the author and title of a book, and use a book‘s table of contents.
DC.K.IT.E.3 Make predictions about the content of text using prior knowledge and text features (title, captions,
illustrations).
DC.K.LT.U.1 Make predictions about the characters or setting for a story using illustrations and titles.


DC.1.LT.C.3 Identify similarities and differences between the characters or events in stories by the same author.
DC.K.LT.U.4 Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction
and poetry are read aloud.


DC.1.IT.E.2 Respond appropriately to questions based on facts in text heard or read.
DC.1.IT.E.1 Identify the topic of text heard or read.
DC.1.LD.O.5 Retell stories using standard grammar rules, sequencing story events by answering who, what,
where, when, how, and why questions.
DC.2.LT.C.4 Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events
and later events in text.


DC.PK.LD.V.12 Ask questions to acquire new vocabulary
DC.2.LD.Q.4 Ask questions to clarify confusion about a topic.
DC.1.IT.E.3 Make predictions about the content using text features (e.g., title, table of contents, headings, bold
print).
DC.2.IT.DP.5 Identify and use knowledge of common graphic features (illustrations, type, size).


DC.2.IT.DP.5 Identify and use knowledge of common graphic features (illustrations, type, size).

DC.4.IT.A.8 Identify what the author is arguing or trying to persuade the reader to think or do.
DC.4.M.1 Compare stories in print with their filmed adaptations, describing the similarities and differences in the
portrayal of characters, plot, and settings.


DC.1.BR.F.20 Read aloud grade-appropriate text fluently, accurately, and with comprehension.


DC.2.IT.E.2 Answer questions about text heard or read.

DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.

DC.2.IT.DP.4 Follow a set of written multistep directions.
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.


DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).
DC.2.IT.E.3 Make predictions about the content using text features (e.g., title, table of contents, headings,
captions, key words) and explain why the predictions were or were not confirmed.

DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.
DC.2.IT.E.1 Identify the purpose and restate important facts from a text heard or read.

DC.3.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, table of contents,
glossary, captions) to make predictions about content.
DC.3.IT.DP.6 Locate specific information in graphic representations (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of text.

DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.

DC.3.LT.C.5 Compare (and contrast) literary elements (plots, settings, and characters) across stories.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.2.BR.F.12 Read aloud grade-appropriate text fluently, accurately, and with comprehension.

DC.3.IT.E.5 Form questions about text and locate facts in response to those questions.
DC.3.LT.U.3 Form questions about a text and locate facts/details to answer those questions.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.


DC.3.IT.E.3 Distinguish cause from effect.
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.
DC.2.LT.C.4 Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events
and later events in text.
DC.3.LT.TN.15 Identify natural events explained in origin myths.
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.3.LD.V.8 Identify the meaning of common prefixes and suffixes (e.g., un-, re-, in-, dis-, -ful, -ly, -less), and
know how they change the meaning of roots.
DC.3.LD.V.11 Recognize that some words and phrases have both a literal and nonliteral meaning (e.g., take
steps).
DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.
DC.3.LD.V.9 Identify roots of words (e.g., ―graph‖ is a common root in autograph, photograph, biography).
DC.3.LD.V.10 Identify playful uses of language (e.g., tongue twisters, riddles).
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.
DC.3.IT.E.2 Identify the facts given in a text.
DC.3.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, table of contents,
glossary, captions) to make predictions about content.
DC.2.IT.DP.5 Identify and use knowledge of common graphic features (illustrations, type, size).
DC.4.IT.E.4 Identify and use knowledge of common textual features (e.g., paragraphs, topic sentences,
concluding sentences, glossary).

DC.4.LT.LNF.7 Identify the differences in point of view between an autobiography and a biography.
DC.4.IT.A.8 Identify what the author is arguing or trying to persuade the reader to think or do.
DC.4.IT.E.2 Distinguish fact from opinion.
DC.2.IT.E.3 Make predictions about the content using text features (e.g., title, table of contents, headings,
captions, key words) and explain why the predictions were or were not confirmed.
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.
DC.3.LT.U.1 Identify chapter titles and illustrations as parts of a text that help the reader predict what will happen
next in a story.
DC.3.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, table of contents,
glossary, captions) to make predictions about content.
DC.3.IT.DP.6 Locate specific information in graphic representations (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of text.


DC.2.LT.U.2 Identify cause and effect of specific events in a biography
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.
DC.3.IT.E.3 Distinguish cause from effect.
DC.2.LT.C.4 Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events
and later events in text.
DC.3.LT.C.5 Compare (and contrast) literary elements (plots, settings, and characters) across stories.
DC.4.IT.E.4 Identify and use knowledge of common textual features (e.g., paragraphs, topic sentences,
concluding sentences, glossary).
DC.3.EL.7 Demonstrate understanding of and use complete declarative, interrogative, imperative, and
exclamatory sentences correctly in writing and speaking.

DC.3.LT.C.5 Compare (and contrast) literary elements (plots, settings, and characters) across stories.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.

DC.4.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.3.BR.F.5 Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, expression,
and intonation relevant to the text.
DC.3.M.2 Identify formal and informal language used in advertisements read, heard, or seen.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.
DC.3.IT.E.2 Identify the facts given in a text.
DC.3.IT.E.3 Distinguish cause from effect.
DC.3.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, table of contents,
glossary, captions) to make predictions about content.
DC.3.IT.E.5 Form questions about text and locate facts in response to those questions.
DC.3.IT.DP.6 Locate specific information in graphic representations (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of text.
DC.3.IT.DP.7 Use information from text and text features to determine the sequence of activities needed to carry
out a procedure.


DC.4.IT.E.1 Identify the purpose and main points of a text and summarize its supporting details.
DC.4.IT.DP.7 Locate specific information from text (e.g., letters, memos, directories, menus, schedules,
pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms).

DC.4.IT.E.1 Identify the purpose and main points of a text and summarize its supporting details.


DC.4.IT.E.3 Identify cause-and-effect relationships stated and implied.
DC.4.LT.F.5 Explain how the plot, setting, or characters influence the events in a story, using evidence from the
text.

DC.4.LD.Q.4 Identify how language use (sayings, slang, idioms, usages) reflects regions and cultures.
DC.4.LD.V.9 Determine the effect of affixes on roots.
DC.4.LD.V.10 Use knowledge of morphology or the analysis of word roots and affixes to determine the meaning
of unfamiliar words.
DC.4.LD.V.11 Identify and use playful language such as puns, jokes, and palindromes.
DC.4.LD.V.12 Identify the meaning of figurative language and phrases.
DC.4.LD.V.13 Recognize and use words with multiple meanings (e.g., sentence, school, hard) and determine
which meaning is intended from the context of the sentence.
DC.4.LD.V.14 Determine meanings and other features of words (e.g., pronunciation, syllabication, parts of
speech) using intermediate-level dictionaries and thesauri.


DC.4.IT.E.3 Identify cause-and-effect relationships stated and implied.
DC.4.LT.F.5 Explain how the plot, setting, or characters influence the events in a story, using evidence from the
text.
DC.4.IT.DP.6 Interpret information in graphic representations (e.g., charts, maps, diagrams, illustrations, tables,
timelines) of text.

DC.4.IT.E.5 Ask questions and support answers by connecting prior knowledge with literal and inferential
information found in texts.

DC.4.LD.Q.3 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral
settings.

DC.4.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Use computer input devices effectively (e.g., keyboard, touch screens, glide pads, mouse, launch-and-quit
applications).
• Interpret, use, and communicate the information.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.4.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.

DC.5.LD.Q.3 Make inferences and draw conclusions based on the ideas presented in an oral report.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).


DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.F.4 Describe the relationships between major and minor characters; analyze how a character's traits
influence that character's actions.
DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).
DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.5.LD.V.9 Identify and apply the meanings of the terms antonym, synonym, and homophone.
DC.5.LD.V.10 Determine the meaning of unfamiliar words in context using definitions and examples stated in the
text.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.

DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.TN.11 Compare different versions of the same story from different cultures.
DC.5.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, key words, captions,
paragraphs, topic sentences, table of contents, index, glossary).
DC.5.IT.DP.6 Interpret details from text to complete a task, solve a problem, or perform procedures.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.
DC.5.LD.Q.3 Make inferences and draw conclusions based on the ideas presented in an oral report.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.M.1 Identify and analyze the persuasive techniques (promises, dares and flattery, glittering generalities,
logical fallacies) used in media messages.

DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
DC.5.LD.Q.4 Ask questions that clarify information not already discussed.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.DP.6 Interpret details from text to complete a task, solve a problem, or perform procedures.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.E.5 Write research reports with clear focus and supporting detail.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.

DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.

DC.K.BR.PC.1 Recognize that print represents spoken language and provides information or entertaining stories.
DC.K.BR.PC.3 Start at the top left of the printed page; track words from left to right, using return sweep; move
from the top to the bottom of the page.
DC.K.BR.PC.5 Recognize that spoken words are represented in written language by specific sequences of
letters.
DC.K.BR.PC.6 Recognize that words are separated by spaces.
DC.K.BR.PC.7 Recognize that sentences in print are made up of separate words.
DC.K.BR.PC.3 Start at the top left of the printed page; track words from left to right, using return sweep; move
from the top to the bottom of the page.
DC.K.BR.PC.5 Recognize that spoken words are represented in written language by specific sequences of
letters.

DC.K.BR.PC.6 Recognize that words are separated by spaces.

DC.K.BR.PC.9 Identify upper- and lower-case letters.
DC.K.BR.PA.12 Blend spoken simple onsets and rimes to form real words (e.g., onset /c/ and rime /at/ make
―cat‖).

DC.K.BR.PA.15 Blend spoken phonemes to form a single-syllable word (e.g. /m/ … /a/ … /n/ … makes ―man‖).
DC.K.BR.PA.16 Distinguish between initial, medial, and final sounds in single-syllable words.

DC.K.BR.PA.10 Distinguish rhyming words from nonrhyming words spoken aloud.
DC.K.BR.PA.11 Orally produce rhyming words in response to spoken words.


DC.K.BR.PA.15 Blend spoken phonemes to form a single-syllable word (e.g. /m/ … /a/ … /n/ … makes ―man‖).

DC.K.BR.PA.17 Segment one-syllable words into their phonemes, using manipulatives to mark each phoneme.
DC.K.BR.PA.12 Blend spoken simple onsets and rimes to form real words (e.g., onset /c/ and rime /at/ make
―cat‖).


DC.K.BR.PA.16 Distinguish between initial, medial, and final sounds in single-syllable words.
DC.PK.BR.PA.11 Discriminate sounds as being the same or different. Manipulate sounds. Blend individual
phonemes to form words.


DC.K.BR.P.20 Use letter-sound matches to decode simple words in decodable text.
DC.K.BR.P.19 Recognize letter-sound matches by naming and identifying each letter of the alphabet and the
sounds they represent in decodable text.

DC.2.BR.P.11 Know and use word families (e.g., -ight, -ought) to decode unknown words.

DC.K.LT.U.4 Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction
and poetry are read aloud.

DC.PK.BR.PC.5 Know that print is read from left to right in English and many other languages.

DC.K.BR.PC.1 Recognize that print represents spoken language and provides information or entertaining stories.
DC.K.BR.PC.3 Start at the top left of the printed page; track words from left to right, using return sweep; move
from the top to the bottom of the page.
DC.K.BR.PC.7 Recognize that sentences in print are made up of separate words.
DC.K.BR.PC.8 Demonstrate the one-to-one correlation between a spoken word and a printed word.
DC.1.BR.PC.5 Match oral words to printed words.

DC.1.BR.PC.2 Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).

DC.1.BR.PA.10 Blend spoken phonemes with more than three sounds into one-syllable words, including
consonant clusters and all speech sounds, including those represented by digraphs, such as /th/, /sh/, etc.
DC.1.BR.PA.11 Segment spoken phonemes contained in one-syllable words of two to five phonemes into
individual phonemes.

DC.1.BR.PA.12 Blend isolated phonemes to form two-syllable words using vowel digraphs and vowel diphthongs.

DC.1.BR.PA.9 Distinguish between long- and short-vowel sounds in orally stated single-syllable words.
DC.1.BR.PA.10 Blend spoken phonemes with more than three sounds into one-syllable words, including
consonant clusters and all speech sounds, including those represented by digraphs, such as /th/, /sh/, etc.


DC.K.BR.PA.16 Distinguish between initial, medial, and final sounds in single-syllable words.
DC.1.BR.PA.11 Segment spoken phonemes contained in one-syllable words of two to five phonemes into
individual phonemes.
DC.1.BR.P.13 Decode regularly spelled one- and two-syllable words fluently in decodable text by applying the
most common letter-sound correspondences, including the sounds represented by single letters (consonants and
vowels):
• consonant blends (e.g., bl, st, tr),
• consonant digraphs (e.g., th, sh, ck), and
• vowel digraphs and diphthongs (e.g., ea, ie, ee).
DC.1.BR.P.13 Decode regularly spelled one- and two-syllable words fluently in decodable text by applying the
most common letter-sound correspondences, including the sounds represented by single letters (consonants and
vowels):
• consonant blends (e.g., bl, st, tr),
• consonant digraphs (e.g., th, sh, ck), and
• vowel digraphs and diphthongs (e.g., ea, ie, ee).
DC.1.BR.P.13 Decode regularly spelled one- and two-syllable words fluently in decodable text by applying the
most common letter-sound correspondences, including the sounds represented by single letters (consonants and
vowels):
• consonant blends (e.g., bl, st, tr),
• consonant digraphs (e.g., th, sh, ck), and
• vowel digraphs and diphthongs (e.g., ea, ie, ee).

DC.1.EL.8 Spell
• words with regular patterns such as cvc‘s (hop), cvc-silent e (hope), and one-syllable words with blends (drop);
• words with inflectional endings such as plurals and verb tenses; and
• single-syllable words that have r-controlled vowels (burn or star), that have the final consonants f, l, and s (miss
or doll), and that have ck as the final consonants (buck).
DC.2.BR.P.4 Apply knowledge of basic syllabication rules when reading two- or three-syllable written words (e.g.,
v/cv = su/per, vc/cv = sup/per).
DC.1.BR.P.13 Decode regularly spelled one- and two-syllable words fluently in decodable text by applying the
most common letter-sound correspondences, including the sounds represented by single letters (consonants and
vowels):
• consonant blends (e.g., bl, st, tr),
• consonant digraphs (e.g., th, sh, ck), and
• vowel digraphs and diphthongs (e.g., ea, ie, ee).


DC.1.BR.P.14 Use knowledge of inflectional endings (e.g., .s, .ed, .ing) to identify base words.

DC.2.BR.P.10 Recognize common irregularly spelled words by sight (e.g., have, said, where).

DC.1.BR.F.20 Read aloud grade-appropriate text fluently, accurately, and with comprehension.

DC.1.BR.F.20 Read aloud grade-appropriate text fluently, accurately, and with comprehension.

DC.1.BR.F.20 Read aloud grade-appropriate text fluently, accurately, and with comprehension.
DC.1.BR.F.20 Read aloud grade-appropriate text fluently, accurately, and with comprehension.
DC.2.BR.P.3 Decode phonetically regular multisyllabic real and nonsense words fluently using letter-sound
knowledge.*

DC.2.BR.P.5 Apply the most common letter-sound correspondences, including the sounds represented by single
letters, consonant blends, consonant digraphs (e.g., ng in sing), and vowel digraphs and diphthongs (e.g., ea, oy).
DC.2.BR.P.11 Know and use word families (e.g., -ight, -ought) to decode unknown words.

DC.2.BR.P.5 Apply the most common letter-sound correspondences, including the sounds represented by single
letters, consonant blends, consonant digraphs (e.g., ng in sing), and vowel digraphs and diphthongs (e.g., ea, oy).
DC.2.BR.P.9 Read accurately special vowel spellings and common word endings in decodable text.
DC.2.EL.6 Spell
• high-frequency irregular words correctly (e.g., who, what, why);
• basic short vowel, long vowel, ―r‖-controlled, and consonant blend patterns in words; and
• orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping ―e,‖ and
changing ―y‖ to ―i.‖

DC.2.BR.P.5 Apply the most common letter-sound correspondences, including the sounds represented by single
letters, consonant blends, consonant digraphs (e.g., ng in sing), and vowel digraphs and diphthongs (e.g., ea, oy).
DC.2.BR.P.9 Read accurately special vowel spellings and common word endings in decodable text.
DC.2.BR.P.3 Decode phonetically regular multisyllabic real and nonsense words fluently using letter-sound
knowledge.*
DC.2.BR.P.11 Know and use word families (e.g., -ight, -ought) to decode unknown words.
DC.2.EL.6 Spell
• high-frequency irregular words correctly (e.g., who, what, why);
• basic short vowel, long vowel, ―r‖-controlled, and consonant blend patterns in words; and
• orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping ―e,‖ and
changing ―y‖ to ―i.‖

DC.2.LD.V.8 Identify and use prefixes and suffixes (e.g., un-, re-, -ful, -ly) to determine the meaning of words.

DC.2.BR.P.10 Recognize common irregularly spelled words by sight (e.g., have, said, where).

DC.2.BR.P.10 Recognize common irregularly spelled words by sight (e.g., have, said, where).

DC.2.BR.F.12 Read aloud grade-appropriate text fluently, accurately, and with comprehension.


DC.2.IT.E.1 Identify the purpose and restate important facts from a text heard or read.
DC.3.LD.O.6 Recite prose and poetry aloud with fluency, rhythm, pace, and appropriate intonation and vocal
patterns to emphasize key ideas and areas of importance expressed by the author.
DC.3.BR.F.5 Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, expression,
and intonation relevant to the text.
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.3.BR.P.2 Apply knowledge of the following common spelling patterns to read words in decodable text that
• drop the final ―e‖ and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
• have final consonants that need to be doubled when adding an ending (e.g., hop to hopping);
• require changing the final ―y‖ to ―i‖ (e.g., baby to babies);
• end in -tion, -sion (e.g., election, vision); and
• include common prefixes, suffixes, and roots.
DC.3.BR.P.1 Apply knowledge of basic syllabication rules when reading four- and five-syllable written words in
decodable text.
DC.3.LD.V.8 Identify the meaning of common prefixes and suffixes (e.g., un-, re-, in-, dis-, -ful, -ly, -less), and
know how they change the meaning of roots.
DC.3.LD.V.9 Identify roots of words (e.g., ―graph‖ is a common root in autograph, photograph, biography).
DC.3.BR.P.3 Identify the two words that make up regular and irregular contractions.
DC.3.BR.P.4 Use knowledge of word order (syntax) and context to confirm decoding.
DC.3.LD.V.8 Identify the meaning of common prefixes and suffixes (e.g., un-, re-, in-, dis-, -ful, -ly, -less), and
know how they change the meaning of roots.

DC.3.BR.P.2 Apply knowledge of the following common spelling patterns to read words in decodable text that
• drop the final ―e‖ and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
• have final consonants that need to be doubled when adding an ending (e.g., hop to hopping);
• require changing the final ―y‖ to ―i‖ (e.g., baby to babies);
• end in -tion, -sion (e.g., election, vision); and
• include common prefixes, suffixes, and roots.

DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.3.LD.V.8 Identify the meaning of common prefixes and suffixes (e.g., un-, re-, in-, dis-, -ful, -ly, -less), and
know how they change the meaning of roots.

DC.3.BR.P.2 Apply knowledge of the following common spelling patterns to read words in decodable text that
• drop the final ―e‖ and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
• have final consonants that need to be doubled when adding an ending (e.g., hop to hopping);
• require changing the final ―y‖ to ―i‖ (e.g., baby to babies);
• end in -tion, -sion (e.g., election, vision); and
• include common prefixes, suffixes, and roots.
DC.3.BR.P.1 Apply knowledge of basic syllabication rules when reading four- and five-syllable written words in
decodable text.
DC.3.EL.8 Spell
• one-syllable words with blends and orthographic patterns (e.g., qu, consonant doubling, change ―y‖ to ―i‖);
• multisyllabic words using regularly spelled phonogram patterns (e.g., ―ear‖ in ―earlier,‖ ―learner,‖ and
―earthquake‖);
• words with inflectional endings, including plurals and past tense and words that drop the final ―e‖ when such
endings as -ing, -ed, or -able are added; and
• using orthographic patterns and rules such as oil/toy, match/speech, badge/cage.

DC.3.BR.P.3 Identify the two words that make up regular and irregular contractions.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.2.EL.6 Spell
• high-frequency irregular words correctly (e.g., who, what, why);
• basic short vowel, long vowel, ―r‖-controlled, and consonant blend patterns in words; and
• orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping ―e,‖ and
changing ―y‖ to ―i.‖

DC.3.BR.F.5 Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, expression,
and intonation relevant to the text.
DC.4.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.2.BR.F.12 Read aloud grade-appropriate text fluently, accurately, and with comprehension.
DC.3.BR.F.5 Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, expression,
and intonation relevant to the text.
DC.4.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.3.BR.F.5 Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, expression,
and intonation relevant to the text.
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.3.BR.P.4 Use knowledge of word order (syntax) and context to confirm decoding.
DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).
DC.3.EL.8 Spell
• one-syllable words with blends and orthographic patterns (e.g., qu, consonant doubling, change ―y‖ to ―i‖);
• multisyllabic words using regularly spelled phonogram patterns (e.g., ―ear‖ in ―earlier,‖ ―learner,‖ and
―earthquake‖);
• words with inflectional endings, including plurals and past tense and words that drop the final ―e‖ when such
endings as -ing, -ed, or -able are added; and
• using orthographic patterns and rules such as oil/toy, match/speech, badge/cage.
DC.4.LD.V.9 Determine the effect of affixes on roots.
DC.4.LD.V.10 Use knowledge of morphology or the analysis of word roots and affixes to determine the meaning
of unfamiliar words.
DC.4.LD.Q.4 Identify how language use (sayings, slang, idioms, usages) reflects regions and cultures.
DC.4.LD.V.9 Determine the effect of affixes on roots.
DC.4.LD.V.10 Use knowledge of morphology or the analysis of word roots and affixes to determine the meaning
of unfamiliar words.
DC.4.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.4.LT.S.11 Identify sensory details and figurative language in a story or poem.

DC.3.BR.P.1 Apply knowledge of basic syllabication rules when reading four- and five-syllable written words in
decodable text.

DC.3.BR.P.2 Apply knowledge of the following common spelling patterns to read words in decodable text that
• drop the final ―e‖ and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
• have final consonants that need to be doubled when adding an ending (e.g., hop to hopping);
• require changing the final ―y‖ to ―i‖ (e.g., baby to babies);
• end in -tion, -sion (e.g., election, vision); and
• include common prefixes, suffixes, and roots.

DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.3.BR.P.4 Use knowledge of word order (syntax) and context to confirm decoding.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).
DC.5.EL.1 Recognize that a word performs different functions according to its position in the sentence.
DC.5.EL.2 Identify verb phrases and verb tenses.

DC.5.EL.3 Identify seven basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition).
DC.5.EL.7 Spell roots, suffixes, and prefixes correctly.
DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.5.LD.V.9 Identify and apply the meanings of the terms antonym, synonym, and homophone.

DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.
DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.LD.O.7 Recite poems (four or more stanzas), sections of speeches, or dramatic soliloquies using clear
diction, tempo, volume, and phrasing.

DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.P.7 Respond to and analyze the effects of the sounds in words (alliteration, onomatopoeia, rhyme
scheme), form (free verse, couplets), and figurative language (metaphor, simile) to uncover the meaning of a
poem.
DC.5.EL.1 Recognize that a word performs different functions according to its position in the sentence.
DC.5.EL.6 Identify and employ correct usage for
• troublesome verbs (e.g., lie/lay, sit/set, rise/raise);
• modifiers; and
• nominative, objective, and possessive pronouns.


DC.K.W.I.1 Draw pictures and/or use letters or phonetically spelled words to tell a story.

DC.K.W.I.1 Draw pictures and/or use letters or phonetically spelled words to tell a story.

DC.K.W.I.2 Dictate sentences for a story or friendly letter.

DC.K.W.E.4 Dictate sentences for a friendly letter and collaborate to put the ideas in chronological sequence.
DC.K.R.1 Generate questions and gather information from several sources in the classroom, school, or public
library.

DC.K.R.1 Generate questions and gather information from several sources in the classroom, school, or public
library.

DC.1.W.I.1 Write or dictate stories that have a beginning, middle, and end, and arrange ideas in a logical way.


DC.1.W.I.1 Write or dictate stories that have a beginning, middle, and end, and arrange ideas in a logical way.
DC.1.W.I.1 Write or dictate stories that have a beginning, middle, and end, and arrange ideas in a logical way.
DC.1.R.1 Generate questions and gather information from several sources in the classroom, school, or public
library.

DC.4.W.E.5 Write interpretations or explanations of a literary or informational text that organize ideas and use
evidence from the text as support.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.

DC.2.W.R.3 After writing or dictating a composition, identify words and phrases that could be added to make the
thought clearer, more logical, or more expressive.

DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.

DC.2.W.R.3 After writing or dictating a composition, identify words and phrases that could be added to make the
thought clearer, more logical, or more expressive.

DC.2.R.1 Generate questions and gather information from several sources in the classroom, school, or public
library.
DC.3.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Use and communicate the information.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.4.IT.E.2 Distinguish fact from opinion.
DC.4.LT.LNF.7 Identify the differences in point of view between an autobiography and a biography.
DC.4.W.E.3 Create paragraphs that
• establish and support a central idea in a topic sentence at or near the beginning of the paragraph;
• include supporting sentences with simple facts, details, and explanations;
• include a concluding statement that summarizes the points; and
• are indented properly.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.4.IT.E.2 Distinguish fact from opinion.


DC.4.IT.E.2 Distinguish fact from opinion.
DC.3.LD.Q.3 Respond to questions with appropriate elaboration and detail (e.g., explain, amplify, expand).
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.

DC.4.IT.E.4 Identify and use knowledge of common textual features (e.g., paragraphs, topic sentences,
concluding sentences, glossary).
DC.4.W.E.3 Create paragraphs that
• establish and support a central idea in a topic sentence at or near the beginning of the paragraph;
• include supporting sentences with simple facts, details, and explanations;
• include a concluding statement that summarizes the points; and
• are indented properly.

DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.3.W.I.2 Write short poems that contain simple sensory details.
DC.3.W.E.4 Write a friendly letter complete with date, salutation, body, closing, and signature.

DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.
DC.3.W.R.5 Improve word choice by using dictionaries and thesauri.

DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.

DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.4.W.E.3 Create paragraphs that
• establish and support a central idea in a topic sentence at or near the beginning of the paragraph;
• include supporting sentences with simple facts, details, and explanations;
• include a concluding statement that summarizes the points; and
• are indented properly.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.3.EL.7 Demonstrate understanding of and use complete declarative, interrogative, imperative, and
exclamatory sentences correctly in writing and speaking.

DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.


DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.


DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.

DC.1.LT.U.2 Sequence a series of events in a literary selection heard or read.
DC.2.LD.Q.5 Give, restate, and follow oral directions that involve a series of unrelated sequences of action.

DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.

DC.2.W.E.2 Write or dictate letters or short accounts of personal experiences in a logical order.

DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.
DC.3.W.I.2 Write short poems that contain simple sensory details.
DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.3.W.E.4 Write a friendly letter complete with date, salutation, body, closing, and signature.
DC.3.EL.5 Write legibly in cursive, leaving spaces between words in a sentence.
DC.3.W.R.5 Improve word choice by using dictionaries and thesauri.

DC.3.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions and building on the ideas of others.
DC.5.M.2 Create presentations, including graphics, using computer technology.
DC.3.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Use and communicate the information.

DC.4.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Use computer input devices effectively (e.g., keyboard, touch screens, glide pads, mouse, launch-and-quit
applications).
• Interpret, use, and communicate the information.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.3.LD.O.5 Give presentations about experiences or interests that have a recognizable organization using
appropriate eye contact, adequate volume, and clear pronunciation.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.2.R.1 Generate questions and gather information from several sources in the classroom, school, or public
library.

DC.3.W.E.3 Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient
supporting detail.
DC.3.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Use and communicate the information.

DC.3.W.I.1 Write stories that have a beginning, middle, and end and contain details of setting and characters.
DC.3.W.I.2 Write short poems that contain simple sensory details.
DC.3.W.E.4 Write a friendly letter complete with date, salutation, body, closing, and signature.

DC.4.W.E.5 Write interpretations or explanations of a literary or informational text that organize ideas and use
evidence from the text as support.
DC.4.W.E.3 Create paragraphs that
• establish and support a central idea in a topic sentence at or near the beginning of the paragraph;
• include supporting sentences with simple facts, details, and explanations;
• include a concluding statement that summarizes the points; and
• are indented properly.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.4.W.E.5 Write interpretations or explanations of a literary or informational text that organize ideas and use
evidence from the text as support.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.


DC.4.W.I.1 Write stories that organize plot events in an order that leads to a climax.


DC.4.W.I.1 Write stories that organize plot events in an order that leads to a climax.
DC.4.LT.F.6 Describe a character‘s traits, relationships, and feelings, using evidence from the text (e.g., thoughts,
dialogue, actions).


DC.3.W.I.2 Write short poems that contain simple sensory details.
DC.5.W.I.2 Write poems using poetic techniques (alliteration, onomatopoeia), figurative language (simile,
metaphor), and graphic elements (capital letters, line length).
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.

DC.4.W.R.7 Revise writing to improve word choice (using dictionaries, thesauri) and level of detail after
determining what could be added or deleted.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.

DC.4.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Use computer input devices effectively (e.g., keyboard, touch screens, glide pads, mouse, launch-and-quit
applications).
• Interpret, use, and communicate the information.
DC.4.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Use computer input devices effectively (e.g., keyboard, touch screens, glide pads, mouse, launch-and-quit
applications).
• Interpret, use, and communicate the information.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.4.W.I.1 Write stories that organize plot events in an order that leads to a climax.
DC.4.W.E.6 Write personal and formal letters that
• use appropriate language for different audiences (other students, parents) and purposes (letter to a friend, thank
you note, invitation) and
• include the date, salutation, body, closing, and signature.
DC.4.W.E.5 Write interpretations or explanations of a literary or informational text that organize ideas and use
evidence from the text as support.
DC.5.LD.O.5 Review and refine teacher-generated rubric (scoring guide) to prepare and assess presentations
described in this section.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.

DC.5.EL.5 Use correct capitalization.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.E.5 Write research reports with clear focus and supporting detail.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.E.5 Write research reports with clear focus and supporting detail.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.M.2 Create presentations, including graphics, using computer technology.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.


DC.4.LT.G.3 Apply knowledge of different forms of literature as a strategy for reading and writing.
DC.4.W.R.7 Revise writing to improve word choice (using dictionaries, thesauri) and level of detail after
determining what could be added or deleted.

DC.4.W.E.4 Write summaries of information gathered through research that include relevant facts and details.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.
DC.3.LT.TN.16 Describe the events in well-known traditional narratives.
DC.4.LT.G.3 Apply knowledge of different forms of literature as a strategy for reading and writing.
DC.PK.W.E.3 Make clear attempts to convey a message in writing.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.

DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.

DC.5.LD.Q.4 Ask questions that clarify information not already discussed.
DC.5.LD.O.5 Review and refine teacher-generated rubric (scoring guide) to prepare and assess presentations
described in this section.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.EL.5 Use correct capitalization.
DC.5.EL.4 Identify and use correct punctuation, including colon to separate hours and minutes and to introduce a
list; quotation marks around exact words of speaker and names of poems, songs, and short stories; parentheses;
commas in compound sentences; and paragraph indentations.
DC.5.EL.6 Identify and employ correct usage for
• troublesome verbs (e.g., lie/lay, sit/set, rise/raise);
• modifiers; and
• nominative, objective, and possessive pronouns.

DC.5.LD.D.1 Apply understanding of agreed-upon rules and individual roles to make decisions, including eliciting
and considering suggestions from each group member and defining individuals' roles and responsibilities.
DC.5.LD.Q.4 Ask questions that clarify information not already discussed.
DC.5.LD.O.5 Review and refine teacher-generated rubric (scoring guide) to prepare and assess presentations
described in this section.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.LD.O.5 Review and refine teacher-generated rubric (scoring guide) to prepare and assess presentations
described in this section.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.

DC.4.LD.Q.2 Summarize major ideas and supporting evidence presented in spoken messages and formal
presentation.
DC.4.IT.E.1 Identify the purpose and main points of a text and summarize its supporting details.
DC.4.W.E.3 Create paragraphs that
• establish and support a central idea in a topic sentence at or near the beginning of the paragraph;
• include supporting sentences with simple facts, details, and explanations;
• include a concluding statement that summarizes the points; and
• are indented properly.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.

DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.
DC.5.M.2 Create presentations, including graphics, using computer technology.
DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.IT.E.1 Identify the author's purpose and summarize the critical details of expository text, maintaining
chronological or logical order.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, key words, captions,
paragraphs, topic sentences, table of contents, index, glossary).
DC.5.IT.E.5 Identify common organizational structures such as chronological order and cause and effect.
DC.5.IT.A.7 Determine an author's position (i.e., what the author is arguing), providing supporting evidence from
the text.
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.
DC.5.LT.G.2 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story,
dramatic literature) as forms with distinct characteristics and purposes.
DC.5.LT.T.3 Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
DC.5.LT.F.5 Identify the plot and its components (e.g., main events, conflict, resolution).
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LT.TN.12 Identify common structures in traditional literature.
DC.5.LT.LNF.6 Describe the narrative structure of biographies and autobiographies and the themes or central
ideas contained within them.
DC.5.LT.D.8 Analyze the similarities and differences between a narrative text and its dramatic adaptation.
DC.5.IT.E.2 Distinguish fact from opinion in expository text, providing supporting evidence from text.
DC.5.IT.E.3 Compare (and contrast) the author's purpose in informational selections on the same topic.
DC.5.IT.E.4 Identify and use knowledge of common textual features (e.g., title, headings, key words, captions,
paragraphs, topic sentences, table of contents, index, glossary).
DC.5.LT.C.1 Relate the events and characters in a literary work to information about its setting.

DC.5.W.E.5 Write research reports with clear focus and supporting detail.
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.M.2 Create presentations, including graphics, using computer technology.


DC.K.LD.Q.2 Share information, opinions, and questions, speaking audibly in coherent sentences.
DC.K.LD.D.1 Follow agreed-upon rules for discussion, including raising one‘s hand, listening politely to the ideas
of others, waiting one‘s turn, and speaking one at a time.

DC.K.LD.D.1 Follow agreed-upon rules for discussion, including raising one‘s hand, listening politely to the ideas
of others, waiting one‘s turn, and speaking one at a time.
DC.K.LD.Q.2 Share information, opinions, and questions, speaking audibly in coherent sentences.

DC.K.LD.Q.3 Describe people, places, things, location, size, color, shape, and action.


DC.K.LD.Q.4 Use appropriate tone and inflection to express ideas, feelings, and needs.
DC.K.LD.O.6 Relate an experience or story in logical sequence.

DC.PK.LD.D.2 Initiate and/or extend conversations with peers and adults, using multiple exchanges.
DC.1.LD.D.1 Follow agreed-upon rules for discussion, including raising one‘s hand, waiting one‘s turn, speaking
one at a time, and listening politely to the ideas of others.

DC.2.LD.Q.4 Ask questions to clarify confusion about a topic.
DC.K.LT.U.3 Ask and answer questions about the important characters, settings, and events.


DC.1.LD.Q.3 Describe familiar objects, people, and events and their attributes with specific words and phrases.

DC.1.EL.2 Write in complete sentences.
DC.2.LD.D.1 Follow agreed-upon rules for discussion, including raising one‘s hand, waiting one‘s turn, speaking
one at a time, listening politely to the ideas of others, and gaining the floor in respectful ways.
DC.2.LD.Q.2 Know and practice appropriate listening behavior.
DC.2.LD.D.1 Follow agreed-upon rules for discussion, including raising one‘s hand, waiting one‘s turn, speaking
one at a time, listening politely to the ideas of others, and gaining the floor in respectful ways.

DC.3.LD.Q.2 Retell and paraphrase information shared orally by others.
DC.3.LD.Q.3 Respond to questions with appropriate elaboration and detail (e.g., explain, amplify, expand).

DC.2.LD.Q.4 Ask questions to clarify confusion about a topic.
DC.2.LD.O.6 Relate an important event in life or describe personal interests, maintaining focus on the topic and
speaking clearly at an understandable pace.
DC.2.LD.Q.3 Provide descriptions with careful attention to sensory detail.
DC.2.LT.T.6 Identify the meaning of a favorite poem or story.
DC.PK.LD.O.8 Retell story events in sequence.
DC.3.LD.Q.2 Retell and paraphrase information shared orally by others.

DC.2.LD.Q.4 Ask questions to clarify confusion about a topic.
DC.3.LD.Q.3 Respond to questions with appropriate elaboration and detail (e.g., explain, amplify, expand).
DC.2.LD.O.6 Relate an important event in life or describe personal interests, maintaining focus on the topic and
speaking clearly at an understandable pace.

DC.2.LD.O.7 Recite poems, rhymes, songs, and stories using appropriate tempo, volume, and phrasing.
DC.2.LD.O.6 Relate an important event in life or describe personal interests, maintaining focus on the topic and
speaking clearly at an understandable pace.
DC.2.LD.Q.5 Give, restate, and follow oral directions that involve a series of unrelated sequences of action.
DC.2.LD.Q.4 Ask questions to clarify confusion about a topic.
DC.2.LD.Q.3 Provide descriptions with careful attention to sensory detail.
DC.3.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions and building on the ideas of others.

DC.3.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions and building on the ideas of others.
DC.3.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions and building on the ideas of others.
DC.3.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions and building on the ideas of others.

DC.3.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions and building on the ideas of others.


DC.3.LD.Q.2 Retell and paraphrase information shared orally by others.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.
DC.3.M.2 Identify formal and informal language used in advertisements read, heard, or seen.
DC.3.LD.Q.3 Respond to questions with appropriate elaboration and detail (e.g., explain, amplify, expand).
DC.3.IT.E.5 Form questions about text and locate facts in response to those questions.
DC.2.LD.Q.4 Ask questions to clarify confusion about a topic.

DC.3.LD.O.5 Give presentations about experiences or interests that have a recognizable organization using
appropriate eye contact, adequate volume, and clear pronunciation.
DC.3.IT.E.2 Identify the facts given in a text.

DC.3.LT.U.4 Use story details and prior knowledge to understand ideas that are not directly stated in the text.
DC.3.LT.U.3 Form questions about a text and locate facts/details to answer those questions.
DC.3.IT.E.1 Identify the purpose or main point and supporting details in text.


DC.3.M.3 Create audio recordings of poems and/or stories.
DC.3.EL.4 Identify and employ correct usage for:
• subject-verb agreement;
• past, present, and future verb tenses; and
• elimination of sentence fragments.
DC.3.EL.7 Demonstrate understanding of and use complete declarative, interrogative, imperative, and
exclamatory sentences correctly in writing and speaking.
DC.4.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions, building on the ideas of others, and contributing information or
ideas.
DC.4.LD.Q.2 Summarize major ideas and supporting evidence presented in spoken messages and formal
presentation.
DC.4.LD.Q.3 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral
settings.
DC.4.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions, building on the ideas of others, and contributing information or
ideas.
DC.4.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions, building on the ideas of others, and contributing information or
ideas.
DC.4.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions, building on the ideas of others, and contributing information or
ideas.
DC.4.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions, building on the ideas of others, and contributing information or
ideas.
DC.3.LD.Q.2 Retell and paraphrase information shared orally by others.
DC.4.LD.Q.2 Summarize major ideas and supporting evidence presented in spoken messages and formal
presentation.
DC.4.R.1 Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Use computer input devices effectively (e.g., keyboard, touch screens, glide pads, mouse, launch-and-quit
applications).
• Interpret, use, and communicate the information.

DC.4.M.2 Create presentations using audio recordings of poems and/or stories.

DC.4.LD.Q.4 Identify how language use (sayings, slang, idioms, usages) reflects regions and cultures.

DC.5.LD.Q.4 Ask questions that clarify information not already discussed.
DC.5.LD.O.5 Review and refine teacher-generated rubric (scoring guide) to prepare and assess presentations
described in this section.

DC.5.LD.D.1 Apply understanding of agreed-upon rules and individual roles to make decisions, including eliciting
and considering suggestions from each group member and defining individuals' roles and responsibilities.

DC.5.LD.D.1 Apply understanding of agreed-upon rules and individual roles to make decisions, including eliciting
and considering suggestions from each group member and defining individuals' roles and responsibilities.

DC.5.LD.Q.4 Ask questions that clarify information not already discussed.

DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.
DC.5.LD.Q.3 Make inferences and draw conclusions based on the ideas presented in an oral report.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.BR.F.1 Read aloud from familiar literary and informational text fluently, accurately, and with comprehension,
using appropriate timing, change in voice, and expression.
DC.5.LD.Q.2 Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives.

DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.5.W.E.5 Write research reports with clear focus and supporting detail.
DC.5.R.1 Apply steps for obtaining and organizing information from a variety of sources, documenting, and
presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software,
memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand.
DC.5.M.2 Create presentations, including graphics, using computer technology.

DC.5.EL.7 Spell roots, suffixes, and prefixes correctly.
DC.5.EL.6 Identify and employ correct usage for
• troublesome verbs (e.g., lie/lay, sit/set, rise/raise);
• modifiers; and
• nominative, objective, and possessive pronouns.
DC.5.EL.5 Use correct capitalization.
DC.5.EL.4 Identify and use correct punctuation, including colon to separate hours and minutes and to introduce a
list; quotation marks around exact words of speaker and names of poems, songs, and short stories; parentheses;
commas in compound sentences; and paragraph indentations.

DC.5.EL.3 Identify seven basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition).
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.EL.1 Recognize that a word performs different functions according to its position in the sentence.
DC.5.EL.2 Identify verb phrases and verb tenses.


DC.K.EL.1 Use the past and future tenses correctly when speaking.


DC.1.EL.4 Print legibly in manuscript upper- and lower-case letters of the alphabet, and use them to make words.

DC.1.EL.3 Identify and employ correct usage of singular and plural regular nouns, contractions (e.g., isn‘t, aren‘t,
can‘t, won‘t), and possessives (e.g., ‗s, my/mine, his, her/hers, your/yours).

DC.1.EL.3 Identify and employ correct usage of singular and plural regular nouns, contractions (e.g., isn‘t, aren‘t,
can‘t, won‘t), and possessives (e.g., ‗s, my/mine, his, her/hers, your/yours).


DC.1.BR.PC.2 Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).
DC.1.EL.6 Use knowledge of basic punctuation and capitalization when reading.
DC.1.EL.7 Capitalize the first word of a sentence, names of people, and the pronoun ―I.‖

DC.1.EL.7 Capitalize the first word of a sentence, names of people, and the pronoun ―I.‖


DC.1.BR.PC.2 Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).

DC.K.EL.2 Use phonetic knowledge and sounds of the alphabet letters to spell independently.


DC.K.LD.V.8 Determine what words mean from how they are used in a sentence, either heard or read.

DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).


DC.2.LD.V.8 Identify and use prefixes and suffixes (e.g., un-, re-, -ful, -ly) to determine the meaning of words.

DC.K.LD.V.9 Sort common objects into basic categories (e.g., colors, shapes, foods).

DC.2.LD.V.9 Identify common antonyms and synonyms.

DC.K.LD.V.8 Determine what words mean from how they are used in a sentence, either heard or read.
DC.K.LD.Q.2 Share information, opinions, and questions, speaking audibly in coherent sentences.


DC.1.BR.PC.2 Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).

DC.1.EL.4 Print legibly in manuscript upper- and lower-case letters of the alphabet, and use them to make words.
DC.1.EL.3 Identify and employ correct usage of singular and plural regular nouns, contractions (e.g., isn‘t, aren‘t,
can‘t, won‘t), and possessives (e.g., ‗s, my/mine, his, her/hers, your/yours).
DC.1.EL.3 Identify and employ correct usage of singular and plural regular nouns, contractions (e.g., isn‘t, aren‘t,
can‘t, won‘t), and possessives (e.g., ‗s, my/mine, his, her/hers, your/yours).

DC.1.EL.3 Identify and employ correct usage of singular and plural regular nouns, contractions (e.g., isn‘t, aren‘t,
can‘t, won‘t), and possessives (e.g., ‗s, my/mine, his, her/hers, your/yours).
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.

DC.1.EL.5 Distinguish among declarative, exclamatory, and interrogative sentences, and correctly use periods,
exclamation marks, or question marks at the end of sentences.


DC.1.BR.PC.2 Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).
DC.2.EL.5 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of
the week, and titles and initials of people.


DC.1.BR.PC.2 Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).


DC.2.EL.1 Identify correct capitalization for names and places and correct capitalization and commas in dates.

DC.1.EL.8 Spell
• words with regular patterns such as cvc‘s (hop), cvc-silent e (hope), and one-syllable words with blends (drop);
• words with inflectional endings such as plurals and verb tenses; and
• single-syllable words that have r-controlled vowels (burn or star), that have the final consonants f, l, and s (miss
or doll), and that have ck as the final consonants (buck).

DC.K.EL.2 Use phonetic knowledge and sounds of the alphabet letters to spell independently.


DC.1.LD.V.10 Determine meanings of words by using a beginning dictionary.
DC.1.BR.P.16 Use knowledge of base words to predict the meaning of compound words (e.g., football, popcorn,
daydream).
DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).


DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).

DC.2.LD.V.8 Identify and use prefixes and suffixes (e.g., un-, re-, -ful, -ly) to determine the meaning of words.
DC.1.BR.P.14 Use knowledge of inflectional endings (e.g., .s, .ed, .ing) to identify base words.

DC.1.LD.V.8 Classify common words into conceptual categories (e.g., animals, foods, opposites).


DC.1.LD.Q.3 Describe familiar objects, people, and events and their attributes with specific words and phrases.
DC.1.LD.O.5 Retell stories using standard grammar rules, sequencing story events by answering who, what,
where, when, how, and why questions.

DC.2.EL.3 Identify and employ correct usage for subject-verb agreement and single and plural irregular nouns
(e.g., sheep).
DC.2.EL.3 Identify and employ correct usage for subject-verb agreement and single and plural irregular nouns
(e.g., sheep).

DC.1.EL.8 Spell
• words with regular patterns such as cvc‘s (hop), cvc-silent e (hope), and one-syllable words with blends (drop);
• words with inflectional endings such as plurals and verb tenses; and
• single-syllable words that have r-controlled vowels (burn or star), that have the final consonants f, l, and s (miss
or doll), and that have ck as the final consonants (buck).
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.2.BR.PC.1 Recognize the distinguishing features of a sentence (e.g., capitalization of the first word, internal
punctuation, ending punctuation, and quotation marks).
DC.2.EL.4 Identify and use correct punctuation, including commas in greetings and closures in a letter and with
dates and words in a series.
DC.1.EL.6 Use knowledge of basic punctuation and capitalization when reading.
DC.3.EL.3 Identify and use correct punctuation, including end marks; commas for series; and punctuation for
dates, city and state, and titles of books.

DC.3.EL.6 Capitalize geographical names, holidays, historical periods, and special events.
DC.2.EL.4 Identify and use correct punctuation, including commas in greetings and closures in a letter and with
dates and words in a series.
DC.4.EL.2 Identify and use correct punctuation, including dates, locations, and addresses; apostrophes in
possessives and contractions; and underlining, quotations, or italics to identify titles.
DC.2.BR.P.7 Identify the two words that make up a contraction and read common contractions accurately. (e.g.,
haven‘t, it‘s, aren‘t).
DC.2.EL.6 Spell
• high-frequency irregular words correctly (e.g., who, what, why);
• basic short vowel, long vowel, ―r‖-controlled, and consonant blend patterns in words; and
• orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping ―e,‖ and
changing ―y‖ to ―i.‖

DC.2.LD.V.12 Determine meanings and uses of words (parts of speech) with the aid of a beginning dictionary.

DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.2.LD.V.8 Identify and use prefixes and suffixes (e.g., un-, re-, -ful, -ly) to determine the meaning of words.

DC.1.BR.P.14 Use knowledge of inflectional endings (e.g., .s, .ed, .ing) to identify base words.
DC.1.BR.P.16 Use knowledge of base words to predict the meaning of compound words (e.g., football, popcorn,
daydream).
DC.2.LD.V.10 Determine the meaning of compound words using knowledge of the meaning of individual words.
(e.g., lunchtime, daydream, everyday).

DC.2.LD.V.12 Determine meanings and uses of words (parts of speech) with the aid of a beginning dictionary.

DC.2.LD.V.11 Identify the relevant meaning for a word with multiple meanings, using its context (saw/saw).

DC.PK.LD.V.10 Integrate new vocabulary into conversations with peers and adults.

DC.3.EL.1 Recognize the subject-predicate relationship in sentences.
DC.3.EL.2 Identify three basic parts of speech (adjective, noun, verb).
DC.3.EL.3 Identify and use correct punctuation, including end marks; commas for series; and punctuation for
dates, city and state, and titles of books.
DC.3.EL.4 Identify and employ correct usage for:
• subject-verb agreement;
• past, present, and future verb tenses; and
• elimination of sentence fragments.
DC.3.EL.5 Write legibly in cursive, leaving spaces between words in a sentence.
DC.3.EL.6 Capitalize geographical names, holidays, historical periods, and special events.
DC.3.EL.7 Demonstrate understanding of and use complete declarative, interrogative, imperative, and
exclamatory sentences correctly in writing and speaking.
DC.3.EL.8 Spell
• one-syllable words with blends and orthographic patterns (e.g., qu, consonant doubling, change ―y‖ to ―i‖);
• multisyllabic words using regularly spelled phonogram patterns (e.g., ―ear‖ in ―earlier,‖ ―learner,‖ and
―earthquake‖);
• words with inflectional endings, including plurals and past tense and words that drop the final ―e‖ when such
endings as -ing, -ed, or -able are added; and
• using orthographic patterns and rules such as oil/toy, match/speech, badge/cage.


DC.3.EL.2 Identify three basic parts of speech (adjective, noun, verb).
DC.3.EL.1 Recognize the subject-predicate relationship in sentences.
DC.3.EL.4 Identify and employ correct usage for:
• subject-verb agreement;
• past, present, and future verb tenses; and
• elimination of sentence fragments.

DC.2.BR.P.6 Recognize regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., man/men, sheep/sheep) in
context.


DC.3.EL.2 Identify three basic parts of speech (adjective, noun, verb).
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.3.EL.4 Identify and employ correct usage for:
• subject-verb agreement;
• past, present, and future verb tenses; and
• elimination of sentence fragments.


DC.3.EL.1 Recognize the subject-predicate relationship in sentences.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.4.EL.5 Combine short related sentences with appositives, participial phrases, adjectives, adverbs, and
prepositional phrases.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.3.EL.7 Demonstrate understanding of and use complete declarative, interrogative, imperative, and
exclamatory sentences correctly in writing and speaking.
DC.3.EL.3 Identify and use correct punctuation, including end marks; commas for series; and punctuation for
dates, city and state, and titles of books.


DC.3.EL.6 Capitalize geographical names, holidays, historical periods, and special events.
DC.3.EL.3 Identify and use correct punctuation, including end marks; commas for series; and punctuation for
dates, city and state, and titles of books.
DC.3.EL.3 Identify and use correct punctuation, including end marks; commas for series; and punctuation for
dates, city and state, and titles of books.
DC.4.EL.2 Identify and use correct punctuation, including dates, locations, and addresses; apostrophes in
possessives and contractions; and underlining, quotations, or italics to identify titles.
DC.1.EL.3 Identify and employ correct usage of singular and plural regular nouns, contractions (e.g., isn‘t, aren‘t,
can‘t, won‘t), and possessives (e.g., ‗s, my/mine, his, her/hers, your/yours).
DC.4.EL.6 Spell
• syllable constructions (closed, open, consonant before);
• base words, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes
such as re- or un-; and
• contractions, compounds, and common homophones (hair-hare, bear-bare, pail-pale).

DC.3.BR.P.2 Apply knowledge of the following common spelling patterns to read words in decodable text that
• drop the final ―e‖ and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
• have final consonants that need to be doubled when adding an ending (e.g., hop to hopping);
• require changing the final ―y‖ to ―i‖ (e.g., baby to babies);
• end in -tion, -sion (e.g., election, vision); and
• include common prefixes, suffixes, and roots.
DC.3.EL.8 Spell
• one-syllable words with blends and orthographic patterns (e.g., qu, consonant doubling, change ―y‖ to ―i‖);
• multisyllabic words using regularly spelled phonogram patterns (e.g., ―ear‖ in ―earlier,‖ ―learner,‖ and
―earthquake‖);
• words with inflectional endings, including plurals and past tense and words that drop the final ―e‖ when such
endings as -ing, -ed, or -able are added; and
• using orthographic patterns and rules such as oil/toy, match/speech, badge/cage.

DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.

DC.3.LD.V.10 Identify playful uses of language (e.g., tongue twisters, riddles).
DC.3.LD.Q.4 Identify the musical elements of literary language (e.g., rhythm, rhymes, pace, tone, tempo,
repeated sounds, or instances of onomatopoeia).
DC.3.LD.V.11 Recognize that some words and phrases have both a literal and nonliteral meaning (e.g., take
steps).
DC.4.LD.Q.2 Summarize major ideas and supporting evidence presented in spoken messages and formal
presentation.


DC.3.BR.P.4 Use knowledge of word order (syntax) and context to confirm decoding.


DC.3.BR.P.4 Use knowledge of word order (syntax) and context to confirm decoding.


DC.3.LD.V.9 Identify roots of words (e.g., ―graph‖ is a common root in autograph, photograph, biography).
DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.

DC.3.LD.V.9 Identify roots of words (e.g., ―graph‖ is a common root in autograph, photograph, biography).
DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.

DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.

DC.3.LD.V.11 Recognize that some words and phrases have both a literal and nonliteral meaning (e.g., take
steps).

DC.3.EL.2 Identify three basic parts of speech (adjective, noun, verb).
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.

DC.3.EL.2 Identify three basic parts of speech (adjective, noun, verb).

DC.3.LD.V.8 Identify the meaning of common prefixes and suffixes (e.g., un-, re-, in-, dis-, -ful, -ly, -less), and
know how they change the meaning of roots.
DC.3.LD.V.9 Identify roots of words (e.g., ―graph‖ is a common root in autograph, photograph, biography).
DC.3.LD.V.10 Identify playful uses of language (e.g., tongue twisters, riddles).
DC.3.LD.V.11 Recognize that some words and phrases have both a literal and nonliteral meaning (e.g., take
steps).
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.3.LD.V.13 Determine meanings of words and alternate word choices using intermediate-level dictionaries and
thesauri.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.3.EL.4 Identify and employ correct usage for:
• subject-verb agreement;
• past, present, and future verb tenses; and
• elimination of sentence fragments.
DC.4.EL.4 Identify and employ correct usage for
• regular and irregular verbs,
• adverbs,
• prepositions and coordinating conjunctions, and
• comparative and superlative adjectives.
DC.4.EL.5 Combine short related sentences with appositives, participial phrases, adjectives, adverbs, and
prepositional phrases.

DC.4.W.R.7 Revise writing to improve word choice (using dictionaries, thesauri) and level of detail after
determining what could be added or deleted.
DC.4.EL.6 Spell
• syllable constructions (closed, open, consonant before);
• base words, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes
such as re- or un-; and
• contractions, compounds, and common homophones (hair-hare, bear-bare, pail-pale).
DC.4.EL.2 Identify and use correct punctuation, including dates, locations, and addresses; apostrophes in
possessives and contractions; and underlining, quotations, or italics to identify titles.
DC.5.EL.5 Use correct capitalization.
DC.3.EL.3 Identify and use correct punctuation, including end marks; commas for series; and punctuation for
dates, city and state, and titles of books.
DC.5.EL.4 Identify and use correct punctuation, including colon to separate hours and minutes and to introduce a
list; quotation marks around exact words of speaker and names of poems, songs, and short stories; parentheses;
commas in compound sentences; and paragraph indentations.
DC.3.EL.8 Spell
• one-syllable words with blends and orthographic patterns (e.g., qu, consonant doubling, change ―y‖ to ―i‖);
• multisyllabic words using regularly spelled phonogram patterns (e.g., ―ear‖ in ―earlier,‖ ―learner,‖ and
―earthquake‖);
• words with inflectional endings, including plurals and past tense and words that drop the final ―e‖ when such
endings as -ing, -ed, or -able are added; and
• using orthographic patterns and rules such as oil/toy, match/speech, badge/cage.
DC.4.EL.6 Spell
• syllable constructions (closed, open, consonant before);
• base words, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes
such as re- or un-; and
• contractions, compounds, and common homophones (hair-hare, bear-bare, pail-pale).

DC.4.LD.Q.4 Identify how language use (sayings, slang, idioms, usages) reflects regions and cultures.
DC.4.EL.2 Identify and use correct punctuation, including dates, locations, and addresses; apostrophes in
possessives and contractions; and underlining, quotations, or italics to identify titles.
DC.4.LD.D.1 Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group
discussions, including posing relevant questions, building on the ideas of others, and contributing information or
ideas.
DC.4.LD.Q.4 Identify how language use (sayings, slang, idioms, usages) reflects regions and cultures.
DC.4.LD.Q.3 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral
settings.
DC.4.LD.V.13 Recognize and use words with multiple meanings (e.g., sentence, school, hard) and determine
which meaning is intended from the context of the sentence.
DC.3.LD.V.12 Use context of the sentence to determine the intended meaning of an unknown word or a word with
multiple meanings.
DC.5.LD.V.10 Determine the meaning of unfamiliar words in context using definitions and examples stated in the
text.
DC.4.LD.V.10 Use knowledge of morphology or the analysis of word roots and affixes to determine the meaning
of unfamiliar words.
DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.

DC.4.LD.V.14 Determine meanings and other features of words (e.g., pronunciation, syllabication, parts of
speech) using intermediate-level dictionaries and thesauri.


DC.4.LD.V.12 Identify the meaning of figurative language and phrases.

DC.3.LT.F.11 Identify rhyme, rhythm, repetition, similes, and sensory images in poetry.
DC.4.LD.V.12 Identify the meaning of figurative language and phrases.

DC.4.LD.Q.4 Identify how language use (sayings, slang, idioms, usages) reflects regions and cultures.
DC.2.LD.V.9 Identify common antonyms and synonyms.
DC.5.EL.6 Identify and employ correct usage for
• troublesome verbs (e.g., lie/lay, sit/set, rise/raise);
• modifiers; and
• nominative, objective, and possessive pronouns.

DC.5.EL.3 Identify seven basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition).
DC.5.EL.1 Recognize that a word performs different functions according to its position in the sentence.
DC.5.EL.2 Identify verb phrases and verb tenses.

DC.5.EL.2 Identify verb phrases and verb tenses.
DC.5.EL.6 Identify and employ correct usage for
• troublesome verbs (e.g., lie/lay, sit/set, rise/raise);
• modifiers; and
• nominative, objective, and possessive pronouns.
DC.5.EL.5 Use correct capitalization.
DC.5.EL.4 Identify and use correct punctuation, including colon to separate hours and minutes and to introduce a
list; quotation marks around exact words of speaker and names of poems, songs, and short stories; parentheses;
commas in compound sentences; and paragraph indentations.
DC.5.EL.4 Identify and use correct punctuation, including colon to separate hours and minutes and to introduce a
list; quotation marks around exact words of speaker and names of poems, songs, and short stories; parentheses;
commas in compound sentences; and paragraph indentations.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).
DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.
DC.5.LD.O.6 Organize ideas into presentations that provide a beginning, middle, and end, using various delivery
strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).

DC.5.W.R.6 Revise writing to improve coherence and progression by adding, deleting, combining, and
rearranging sentences.

DC.5.LT.S.10 Recognize dialect in conversational voices in American folk tales.
DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.5.LD.V.9 Identify and apply the meanings of the terms antonym, synonym, and homophone.
DC.5.LD.V.10 Determine the meaning of unfamiliar words in context using definitions and examples stated in the
text.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).
DC.5.LD.V.8 Identify the meaning of common Greek and Latin roots and affixes to determine the meaning of
unfamiliar words.
DC.5.LD.V.11 Identify meanings, pronunciations, alternate word choices, correct spellings, and parts of speech of
words using dictionaries and thesauri (printed and electronic).
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.
DC.5.W.I.2 Write poems using poetic techniques (alliteration, onomatopoeia), figurative language (simile,
metaphor), and graphic elements (capital letters, line length).
DC.5.EL.1 Recognize that a word performs different functions according to its position in the sentence.
DC.5.LT.S.9 Identify and draw conclusions about the author's use of sensory details, imagery, and figurative
language.

DC.5.LD.V.9 Identify and apply the meanings of the terms antonym, synonym, and homophone.


DC.6.LT.T.3 Apply knowledge that theme, whether stated or implied, refers to the basic meaning of a literary text.
DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.

DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.
DC.6.IT.E.2 Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding
sentences, glossary, index, and bibliography).
DC.6.IT.E.3 Identify and use organizational structures in text, including chronological order, comparison and
contrast, cause and effect, logical order, and classification schemes.
DC.6.LT.F.4 Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to
the next or foreshadows a future event.

DC.6.LD.V.9 Determine the meaning of figurative language, including similes, metaphors, personification, and
grade=appropriate idioms.
DC.6.LT.TN.10 Identify stylistic elements such as hyperbole, refrain, and simile in traditional literature.
DC.6.IT.E.2 Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding
sentences, glossary, index, and bibliography).
DC.6.LT.S.9 Identify and analyze the importance of shades of meaning in determining word choice in a piece of
literature.
DC.6.LT.TN.10 Identify stylistic elements such as hyperbole, refrain, and simile in traditional literature.
DC.6.LD.V.9 Determine the meaning of figurative language, including similes, metaphors, personification, and
grade=appropriate idioms.

DC.6.IT.A.5 Identify the effect of persuasive strategies and rhetorical techniques (e.g., peer pressure, emotional
appeal, exaggeration, repetition) that the author uses to influence readers' thinking or behavior.
DC.6.IT.A.6 Recognize arguments for and against an issue.
DC.6.M.1 Identify persuasive and propaganda techniques used in television; identify false and misleading
information.
DC.6.M.2 Analyze media for ways they provide information or entertainment.


DC.6.LT.G.2 Identify the characteristics of different forms of prose (short story, novel, novella, essay).

DC.6.LT.LNF.6 Describe the structural differences among essays, speeches, autobiographies, and biographies.
DC.7.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Differentiate between primary and secondary source materials.
• Integrate relevant information gathered.
• Understand plagiarism and the ethics of writing (know what it means to borrow ideas from authors).
• Create documents using word-processing skills and publishing programs, and create simple databases and
spreadsheets to manage information and create reports.
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).


DC.7.LT.T.4 Recognize multiple themes in a text and supply evidence from the selection.

DC.7.LT.F.7 Analyze the ways characters change or interact with others over time and give supporting evidence
from the text.


DC.7.LT.S.11 Identify and analyze how an author's use of words creates tone and mood.
DC.7.LT.LNF.8 Identify and describe the logical connectives and transitional devices in several essays.
DC.7.LT.P.9 Analyze the characteristics and structural elements of a variety of poetic forms (e.g., epic, sonnet,
ode, ballad, lyric, narrative poem, free verse, haiku).
DC.7.LT.P.9 Analyze the characteristics and structural elements of a variety of poetic forms (e.g., epic, sonnet,
ode, ballad, lyric, narrative poem, free verse, haiku).

DC.7.LT.TN.13 Identify the language styles of different characters in literary works.
DC.7.LT.D.10 Analyze the similarities and differences in the setting, characters, and plot of a play and a film
based on it.

DC.7.LT.C.2 Analyze the literary techniques used by authors of fiction, poetry, or drama from the same historical
period.

DC.8.IT.E.2 Explain how an author uses word choice and organization of text to achieve his purposes.
DC.8.IT.E.3 Distinguish between the concept of theme in a literary work and the author's explicit or implicit
purpose in an expository text.


DC.8.LT.F.4 Determine how central characters' qualities influence the resolution of the conflict.
DC.8.LT.F.6 Analyze the influence of setting (e.g., time of day, place, historical period, situation) on the
problem and resolution.


DC.8.LT.F.4 Determine how central characters' qualities influence the resolution of the conflict.
DC.8.LT.F.6 Analyze the influence of setting (e.g., time of day, place, historical period, situation) on the
problem and resolution.
DC.8.LT.LNF.7 Analyze word choice (voice, tone, biblical or metaphoric language or imagery) in well-known
speeches and political text.
DC.8.LT.S.10 Draw conclusions about style, mood, tone, and meaning of prose, poetry, and drama based on the
author's word choice and use of figurative language.

DC.8.LT.D.9 Identify and analyze how two different playwrights achieve characterization through dialogue in their
plays.

DC.8.LT.C.1 Relate a literary work to artifacts, artistic creations, or historical sites of the period of its setting.
DC.8.LT.LNF.7 Analyze word choice (voice, tone, biblical or metaphoric language or imagery) in well-known
speeches and political text.

DC.9.IT.E.5 Support conclusions drawn from ideas and concepts in informational and technical passages.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.LD.Q.2 Formulate judgments about the ideas under discussion and support those judgments with
convincing evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.
DC.10.LT.T.3 Analyze the way in which the theme or meaning of a selection represents a view or comment on
life, providing textual evidence for the identified theme.
DC.9.LT.TN.13 Analyze the characters, structure, and themes of classical Greek drama and epic poetry.
DC.10.LT.G.2 Explain how the genre for texts with similar themes shapes the meaning.
DC.10.LT.T.3 Analyze the way in which the theme or meaning of a selection represents a view or comment on
life, providing textual evidence for the identified theme.
DC.10.LT.S.11 Evaluate how an author's choice of words advances the theme or purpose of a work.

DC.9.LT.F.4 Determine a character's traits from what he/she says about himself/herself.
DC.9.LT.TN.13 Analyze the characters, structure, and themes of classical Greek drama and epic poetry.
DC.10.LT.F.5 Explain how narrator's point of view affects tone, characterization, and plot.
DC.10.LT.TN.12 Relate the characters, structure, and themes of classical myths, drama, and epic poetry to
contemporary novels and film.

DC.9.IT.A.9 Identify figurative language and rhetorical structures (parallel structure, quotations, examples,
exaggeration, emotional appeal) used to engage the audience.
DC.9.LT.P.7 Identify, respond to, and analyze the effects of sound (alliteration, onomatopoeia, rhyme scheme,
consonance, assonance), figurative language (personification, metaphor, simile, hyperbole, symbolism), and
dramatic structure.
DC.10.LD.V.8 Identify and use idioms, cognates, and the literal and figurative meanings of words in speaking and
writing.
DC.10.LT.S.10 Analyze the author's use of figurative language, including personification, symbolism, simile,
metaphor, hyperbole, allusion, and imagery in a poetry selection.
DC.10.LD.V.9 Distinguish between the denotative and connotative meanings of words, and interpret the
connotative power of words.
DC.9.LD.Q.4 Assess how word choice and delivery establish the tone and emotion of the speech and affect the
audience.
DC.9.IT.E.6 Evaluate the appropriateness of an author's word choice for an intended audience.
DC.9.LT.G.2 Compare (and contrast) works with similar themes in two different literary genres, using their
structural features as the basis for the comparison.


DC.10.LT.F.5 Explain how narrator's point of view affects tone, characterization, and plot.
DC.10.LT.F.4 Analyze such elements in fiction as foreshadowing, flashbacks, suspense, and irony.
DC.10.LT.T.3 Analyze the way in which the theme or meaning of a selection represents a view or comment on
life, providing textual evidence for the identified theme.

DC.9.LT.C.1 Relate a literary work to the artistic and musical masterpieces of the period in which it was written.
DC.10.LT.C.1 Relate a literary work to primary source documents of its literary period or historical setting or to the
seminal ideas of its time.
DC.9.LT.G.2 Compare (and contrast) works with similar themes in two different literary genres, using their
structural features as the basis for the comparison.
DC.10.LT.G.2 Explain how the genre for texts with similar themes shapes the meaning.

DC.9.LT.TN.12 Identify archetypes in classical literature.
DC.11.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the language and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• include information on the validity and reliability of all relevant perspectives.
DC.12.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the use of imagery, language, and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• assess the impact of perceived ambiguities, nuances, and complexities within text.


DC.11.LT.T.3 Apply knowledge of the concept that a text can contain more than one theme.
DC.12.LT.T.4 Analyze a writer's word choice and imagery and connect them to theme and/or tone and mood,
providing evidence from the text to support the analysis.
DC.11.LT.G.2 Compare (and contrast) works within a creative genre that deal with similar themes (e.g.,
compares two short stories or two novels).
DC.11.LT.F.5 Analyze, evaluate, and apply knowledge of how authors use techniques and elements (mood,
characterization, point of view) in fiction for rhetorical and aesthetic purposes to engage the audience.
DC.12.LT.F.5 Explain how irony, tone, mood, style, and sound of language are used for specific rhetorical,
aesthetic purposes.

DC.11.LT.S.10 Interpret figurative language, including imagery, personification, figures of speech, hyperbole,
symbolism, allusion, and allegory, with emphasis on how the writer uses language to evoke readers' emotions.
DC.11.LT.P.8 Explain how meaning is enhanced through various features of poetry including sound (e.g., rhythm,
repetition, alliteration, consonance, assonance), structure or prosody (e.g., meter, rhyme scheme), and graphic
elements (e.g., line length, punctuation, word position).
DC.12.LT.P.10 Analyze the effectiveness and effect of diction and imagery (controlling images, understatement,
overstatement, irony, paradox, allusion, apostrophe, oxymoron, pun, synecdoche, metonymy) in conveying
meaning.
DC.12.LT.S.14 Analyze and compare style and language among significant cross-cultural literary works.
DC.12.LT.F.5 Explain how irony, tone, mood, style, and sound of language are used for specific rhetorical,
aesthetic purposes.
DC.12.LT.T.4 Analyze a writer's word choice and imagery and connect them to theme and/or tone and mood,
providing evidence from the text to support the analysis.
DC.12.IT.DP.6 Analyze how the patterns of organization, hierarchic structures, repetition of key ideas, syntax, and
word choice influence the clarity and understandability of document and procedural text (e.g., manuals, product
support material, contracts, applications).
DC.11.LT.F.5 Analyze, evaluate, and apply knowledge of how authors use techniques and elements (mood,
characterization, point of view) in fiction for rhetorical and aesthetic purposes to engage the audience.
DC.11.LT.D.9 Identify and analyze how dramatic conventions (monologue, soliloquy, chorus, aside, dramatic
irony) support or enhance dramatic text.
DC.12.LT.F.5 Explain how irony, tone, mood, style, and sound of language are used for specific rhetorical,
aesthetic purposes.


DC.11.LT.F.4 Analyze how satire works.
DC.12.LT.P.10 Analyze the effectiveness and effect of diction and imagery (controlling images, understatement,
overstatement, irony, paradox, allusion, apostrophe, oxymoron, pun, synecdoche, metonymy) in conveying
meaning.
DC.12.LT.G.2 Analyze characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the
lines of genre classifications such as poetry, novel, drama, short story, essay, or editorial.

DC.11.LT.C.1 Relate literary works and their authors to the seminal ideas of their time.
DC.11.LT.G.2 Compare (and contrast) works within a creative genre that deal with similar themes (e.g.,
compares two short stories or two novels).
DC.12.LT.LNF.8 Evaluate the literary elements and techniques in several classical essays and historical
speeches.
DC.12.LT.C.1 Relate literary works and their authors to the political events and seminal ideas of their eras.
DC.12.LT.G.2 Analyze characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the
lines of genre classifications such as poetry, novel, drama, short story, essay, or editorial.
DC.12.LT.TN.15 Read and interpret world literature drawn from pre-20th-century authors and know many of the
important authors and key works from those eras.
DC.12.LT.TN.16 Identify and analyze a variety of literary and nonliterary landmarks in the history and evolution of
the English language that served as major sources of influence on later generations of writers.
DC.11.LT.LNF.6 Distinguish the literary qualities of several well-known biographies or several well-known
speeches.
DC.11.LT.LNF.7 Analyze foundational U.S. documents for their historical and literary significance (e.g., the
Declaration of Independence, the Federalist Papers, the Preamble to the U.S. Constitution, Abraham Lincoln's
Gettysburg Address, Martin Luther King's ―Letter from Birmingham Jail‖).

DC.11.LT.TN.12 Demonstrate knowledge of 18th- and 19th-century foundational works of American literature,
including works by authors such as Emily Dickinson, Frederick Douglass, Ralph Waldo Emerson, Benjamin
Franklin, Nathaniel Hawthorne, Herman Melville, Edgar Allan Poe, Henry David Thoreau, and Mark Twain.


DC.6.LT.T.3 Apply knowledge that theme, whether stated or implied, refers to the basic meaning of a literary text.
DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.

DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.
DC.6.IT.A.5 Identify the effect of persuasive strategies and rhetorical techniques (e.g., peer pressure, emotional
appeal, exaggeration, repetition) that the author uses to influence readers' thinking or behavior.
DC.6.IT.A.6 Recognize arguments for and against an issue.
DC.6.LT.F.4 Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to
the next or foreshadows a future event.
DC.6.LT.F.5 Provide examples of all the aspects of the setting (time, place, situation) in a story or novel.

DC.6.LD.V.9 Determine the meaning of figurative language, including similes, metaphors, personification, and
grade=appropriate idioms.

DC.6.IT.E.2 Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding
sentences, glossary, index, and bibliography).
DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.


DC.8.IT.DP.4 Evaluate the adequacy of details and facts to achieve a specific purpose.
DC.8.IT.E.1 Compare (and contrast) the central ideas, problems, or situations from readings on a specific topic
selected to reflect a range of viewpoints.
DC.8.IT.A.7 Compare and contrast readings on the same topic and explain how authors reach different
conclusions, beginning with the author's stated position.


DC.7.IT.A.6 Describe the facts and evidence used to support an argument.


DC.7.LT.T.4 Recognize multiple themes in a text and supply evidence from the selection.
DC.7.LT.F.7 Analyze the ways characters change or interact with others over time and give supporting evidence
from the text.
DC.7.LD.V.8 Use such clues as cause and effect and comparison and contrast to identify the meaning of
unfamiliar words and words with multiple meanings in context.

DC.7.LD.V.9 Use context to confirm meanings of metaphors, similes, and idiomatic language in prose and poetry.

DC.7.LT.S.11 Identify and analyze how an author's use of words creates tone and mood.
DC.7.IT.E.3 Apply knowledge of organizational structures of text to aid comprehension, including chronological
order, comparison and contrast, cause and effect, logical order, and classification schemes.
DC.7.LT.LNF.8 Identify and describe the logical connectives and transitional devices in several essays.


DC.7.IT.E.1 Identify the author's purpose(s) in a text when it is not stated.

DC.7.IT.A.6 Describe the facts and evidence used to support an argument.

DC.7.IT.A.7 Identify ways to detect bias in persuasive text.

DC.8.LT.F.5 Interpret a character's traits, emotions, or motivations, and provide supporting evidence
from a text.
DC.8.LT.S.10 Draw conclusions about style, mood, tone, and meaning of prose, poetry, and drama based on the
author's word choice and use of figurative language.
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.

DC.8.IT.E.1 Compare (and contrast) the central ideas, problems, or situations from readings on a specific topic
selected to reflect a range of viewpoints.
DC.8.LT.T.3 Compare (and contrast) similar themes across a variety of selections, distinguishing theme
from topic.
DC.8.LD.V.9 Monitor text for unknown words or words with novel meanings, using word, sentence, and paragraph
clues to determine meaning.
DC.8.LD.V.10 Understand and explain ―shades of meaning‖ for related words.


DC.8.IT.E.2 Explain how an author uses word choice and organization of text to achieve his purposes.
DC.8.LT.LNF.7 Analyze word choice (voice, tone, biblical or metaphoric language or imagery) in well-known
speeches and political text.


DC.8.IT.A.5 Recognize organizational structures and arguments for and against an issue.
DC.8.IT.A.7 Compare and contrast readings on the same topic and explain how authors reach different
conclusions, beginning with the author's stated position.

DC.8.M.1 Analyze the effect of images, text, and sound in electronic journalism on the viewer, distinguishing the
techniques used in each to achieve these effects.

DC.8.IT.DP.4 Evaluate the adequacy of details and facts to achieve a specific purpose.
DC.8.IT.E.1 Compare (and contrast) the central ideas, problems, or situations from readings on a specific topic
selected to reflect a range of viewpoints.

DC.9.IT.E.5 Support conclusions drawn from ideas and concepts in informational and technical passages.
DC.10.IT.E.5 Make relevant inferences by synthesizing concepts and ideas from a single reading selection.

DC.9.IT.E.1 Analyze the main or controlling idea in passages or paragraphs.
DC.10.IT.E.1 Summarize the purpose and main ideas in passages; distinguish between a summary and a
critique.
DC.10.IT.E.2 Explain the author's stated or implied purpose(s) for writing expository text.
DC.9.IT.E.2 Compare (and contrast) original text to a summary for accuracy of the main ideas, inclusion of critical
details, and the extent to which it conveys the underlying meaning of the original text.
DC.10.IT.E.3 Describe the controlling idea or specific purpose of passages and paragraphs and determine the
essential elements that elaborate it.
DC.9.IT.E.3 Read a challenging passage and respond to clarifying questions concerning essential textual
elements of expository text (e.g., why, who, what, where, when, how, what if).
DC.10.IT.E.4 Analyze implied or subtly stated interrelationships between and among ideas and concepts within
expository text.

DC.9.IT.E.6 Evaluate the appropriateness of an author's word choice for an intended audience.
DC.11.LD.Q.3 Evaluate the clarity, quality, effectiveness and overall coherence of a speaker's key points,
arguments, evidence, organization of ideas, delivery, diction, and syntax.
DC.11.IT.E.1 Locate and interpret minor or subtly stated details in passages and discern which ideas or
arguments they support.
DC.11.IT.E.2 Make relevant inferences, comparisons, and generalizations that reveal a feeling for the subtleties
in relationships between and among the ideas in passages.
DC.11.IT.DP.7 Analyze the structures of document and procedural text (e.g., their format, graphics, and headers)
to determine how authors use these features and textual elements to achieve their purposes.
DC.12.IT.DP.6 Analyze how the patterns of organization, hierarchic structures, repetition of key ideas, syntax, and
word choice influence the clarity and understandability of document and procedural text (e.g., manuals, product
support material, contracts, applications).

DC.9.IT.E.1 Analyze the main or controlling idea in passages or paragraphs.
DC.9.IT.E.6 Evaluate the appropriateness of an author's word choice for an intended audience.
DC.9.IT.A.8 Describe the central argument and its elements (e.g., argument by cause and effect, analogy,
authority, emotion, or logic) in a contemporary political speech.
DC.9.IT.A.9 Identify figurative language and rhetorical structures (parallel structure, quotations, examples,
exaggeration, emotional appeal) used to engage the audience.
DC.10.IT.E.1 Summarize the purpose and main ideas in passages; distinguish between a summary and a
critique.
DC.10.IT.E.2 Explain the author's stated or implied purpose(s) for writing expository text.
DC.10.IT.E.3 Describe the controlling idea or specific purpose of passages and paragraphs and determine the
essential elements that elaborate it.
DC.10.IT.DP.7 Analyze the presentation of information.
DC.10.IT.A.9 Analyze the logic and use of evidence in an author's argument.
DC.10.IT.A.10 Describe how rhetorical techniques (e.g., repetition, sentence variety, understatement,
overstatement, irony, sarcasm) contribute to the effects of persuasive text, given the audience, purpose, and
occasion.

DC.10.IT.DP.6 Synthesize information from multiple sources (e.g., maps, illustrations, schematic diagrams,
manuals, product information, consumer publications) to draw conclusions about the ideas presented.
DC.9.IT.A.8 Describe the central argument and its elements (e.g., argument by cause and effect, analogy,
authority, emotion, or logic) in a contemporary political speech.
DC.10.IT.A.8 Distinguish supported inferences from unsupported inferences in contemporary political speeches,
editorials, or newspaper articles.

DC.10.LT.C.1 Relate a literary work to primary source documents of its literary period or historical setting or to the
seminal ideas of its time.
DC.10.LT.G.2 Explain how the genre for texts with similar themes shapes the meaning.
DC.10.LT.T.3 Analyze the way in which the theme or meaning of a selection represents a view or comment on
life, providing textual evidence for the identified theme.
DC.10.LT.LNF.6 Analyze the ways in which a narrator's point of view and language affect interpretation.

DC.9.LT.C.1 Relate a literary work to the artistic and musical masterpieces of the period in which it was written.
DC.9.LT.G.2 Compare (and contrast) works with similar themes in two different literary genres, using their
structural features as the basis for the comparison.

DC.12.IT.E.1 Infer subtly stated or implied cause-and-effect relationships and analyze the essential elements that
elaborate them.
DC.11.IT.E.1 Locate and interpret minor or subtly stated details in passages and discern which ideas or
arguments they support.
DC.11.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the language and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• include information on the validity and reliability of all relevant perspectives.
DC.12.IT.A.9 Evaluate the merits of an argument, action, or policy by citing evidence offered in the material itself
and by comparing the evidence with information available in other sources.
DC.12.IT.A.11 Identify unexamined presumptions in an argument — that is, determine if the presumptions are
false, whether the argument fails or not.
DC.11.IT.A.11 Evaluate the arguments an author uses in a speech or op-ed to refute opposing or
counterarguments and address reader or listener concerns.
DC.11.IT.A.10 Recognize common fallacies such as the appeal to pity, the personal attack, double-speak, the
appeal to common opinion, and the false dichotomy; understand why these fallacies do not prove the point being
argued.
DC.11.IT.A.9 Identify an author's implicit and stated assumptions about an issue based on evidence in the
selection.

DC.11.IT.E.2 Make relevant inferences, comparisons, and generalizations that reveal a feeling for the subtleties
in relationships between and among the ideas in passages.
DC.12.IT.E.2 Discern which details, although they may appear in different sections throughout a passage, support
important points in more challenging passages.
DC.11.IT.E.2 Make relevant inferences, comparisons, and generalizations that reveal a feeling for the subtleties
in relationships between and among the ideas in passages.
DC.12.IT.E.2 Discern which details, although they may appear in different sections throughout a passage, support
important points in more challenging passages.
DC.12.IT.DP.6 Analyze how the patterns of organization, hierarchic structures, repetition of key ideas, syntax, and
word choice influence the clarity and understandability of document and procedural text (e.g., manuals, product
support material, contracts, applications).
DC.11.IT.E.4 Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical,
anecdotal).
DC.12.IT.E.4 Determine the accuracy and truthfulness of one source of information by examining evidence
offered in the material itself and by comparing the evidence with information from multiple sources.

DC.11.IT.A.9 Identify an author's implicit and stated assumptions about an issue based on evidence in the
selection.
DC.12.IT.A.9 Evaluate the merits of an argument, action, or policy by citing evidence offered in the material itself
and by comparing the evidence with information available in other sources.

DC.6.W.E.4 Write persuasive essays that support a position with organized and relevant evidence.
DC.6.W.E.3 Write research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order, and
• include facts and details that illuminate the main ideas.
DC.6.W.E.3 Write research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order, and
• include facts and details that illuminate the main ideas.
DC.6.W.E.4 Write persuasive essays that support a position with organized and relevant evidence.

DC.6.W.E.4 Write persuasive essays that support a position with organized and relevant evidence.
DC.7.W.E.4 Write persuasive essays that
• state a clear position or perspective in support of a proposition or proposal, and
• provide evidence in support of the proposition.
DC.7.W.E.3 Write content-based research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order,
• include details and explanations from more than one authoritative source, and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).

DC.6.EL.2 Identify and use prepositional phrases, appositives, and independent and dependent clauses to
elaborate on ideas.


DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.
DC.6.W.E.2 Write explanations of a process that
• group ideas and place them in logical order and
• include details to ensure the process is understandable.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
DC.6.W.E.2 Write explanations of a process that
• group ideas and place them in logical order and
• include details to ensure the process is understandable.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
DC.6.W.E.2 Write explanations of a process that
• group ideas and place them in logical order and
• include details to ensure the process is understandable.
DC.5.W.E.3 Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence.
DC.5.W.E.4 Write explanations of a process that include a topic statement, supporting details, and a conclusion.

DC.6.W.I.1 Write stories that demonstrate careful placement of descriptive details about setting, characters, and
events.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.6.W.I.1 Write stories that demonstrate careful placement of descriptive details about setting, characters, and
events.
DC.6.W.I.1 Write stories that demonstrate careful placement of descriptive details about setting, characters, and
events.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.

DC.6.W.I.1 Write stories that demonstrate careful placement of descriptive details about setting, characters, and
events.
DC.6.EL.2 Identify and use prepositional phrases, appositives, and independent and dependent clauses to
elaborate on ideas.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.

DC.4.W.I.1 Write stories that organize plot events in an order that leads to a climax.
DC.6.W.R.5 Revise writing to improve the level of detail and precision of language after determining where to add
sensory detail and rearrange text.


DC.6.M.3 Create multimedia presentations using computer technology, including graphics and animation.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.

DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
DC.7.IT.A.6 Describe the facts and evidence used to support an argument.


DC.6.LT.G.2 Identify the characteristics of different forms of prose (short story, novel, novella, essay).

DC.6.LT.LNF.6 Describe the structural differences among essays, speeches, autobiographies, and biographies.
DC.6.W.E.3 Write research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order, and
• include facts and details that illuminate the main ideas.
DC.6.M.1 Identify persuasive and propaganda techniques used in television; identify false and misleading
information.
DC.7.W.E.4 Write persuasive essays that
• state a clear position or perspective in support of a proposition or proposal, and
• provide evidence in support of the proposition.
DC.7.W.E.4 Write persuasive essays that
• state a clear position or perspective in support of a proposition or proposal, and
• provide evidence in support of the proposition.
DC.7.W.R.5 Revise writing to improve organization and word choice after checking the logic of the ideas and the
precision of the vocabulary.

DC.7.IT.A.6 Describe the facts and evidence used to support an argument.
DC.7.W.E.3 Write content-based research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order,
• include details and explanations from more than one authoritative source, and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.7.W.E.3 Write content-based research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order,
• include details and explanations from more than one authoritative source, and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.7.W.E.3 Write content-based research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order,
• include details and explanations from more than one authoritative source, and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.R.6 Revise writing for word choice using a variety of references, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
DC.7.W.R.5 Revise writing to improve organization and word choice after checking the logic of the ideas and the
precision of the vocabulary.
DC.6.W.I.1 Write stories that demonstrate careful placement of descriptive details about setting, characters, and
events.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.7.W.R.5 Revise writing to improve organization and word choice after checking the logic of the ideas and the
precision of the vocabulary.
DC.7.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Differentiate between primary and secondary source materials.
• Integrate relevant information gathered.
• Understand plagiarism and the ethics of writing (know what it means to borrow ideas from authors).
• Create documents using word-processing skills and publishing programs, and create simple databases and
spreadsheets to manage information and create reports.
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.7.W.E.3 Write content-based research reports that
• frame a key question about an issue or situation,
• group ideas and place them in logical order,
• include details and explanations from more than one authoritative source, and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.7.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Differentiate between primary and secondary source materials.
• Integrate relevant information gathered.
• Understand plagiarism and the ethics of writing (know what it means to borrow ideas from authors).
• Create documents using word-processing skills and publishing programs, and create simple databases and
spreadsheets to manage information and create reports.
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).

DC.7.LT.LNF.8 Identify and describe the logical connectives and transitional devices in several essays.
DC.8.W.E.5 Write persuasive (pro/con) essays that
• include a well-defined thesis that sets forth a clear and knowledgeable position, theory, or generalization;
• support arguments with well-articulated evidence, examples, and reasoning, differentiating between evidence
and opinion; and
• arrange details, reasons, and examples effectively, anticipating and answering reader concerns and
counterarguments.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.E.5 Write persuasive (pro/con) essays that
• include a well-defined thesis that sets forth a clear and knowledgeable position, theory, or generalization;
• support arguments with well-articulated evidence, examples, and reasoning, differentiating between evidence
and opinion; and
• arrange details, reasons, and examples effectively, anticipating and answering reader concerns and
counterarguments.
DC.8.W.E.5 Write persuasive (pro/con) essays that
• include a well-defined thesis that sets forth a clear and knowledgeable position, theory, or generalization;
• support arguments with well-articulated evidence, examples, and reasoning, differentiating between evidence
and opinion; and
• arrange details, reasons, and examples effectively, anticipating and answering reader concerns and
counterarguments.
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.W.R.6 Revise writing for word choice using a variety of references, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.R.6 Revise writing for word choice using a variety of references, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.W.R.6 Revise writing for word choice using a variety of references, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.
DC.8.W.E.5 Write persuasive (pro/con) essays that
• include a well-defined thesis that sets forth a clear and knowledgeable position, theory, or generalization;
• support arguments with well-articulated evidence, examples, and reasoning, differentiating between evidence
and opinion; and
• arrange details, reasons, and examples effectively, anticipating and answering reader concerns and
counterarguments.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.8.W.I.1 Write stories or scripts that include
• well-developed characters and setting,
• dialogue,
• clear conflict and resolution, and
• sufficient descriptive detail.
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.
DC.8.W.R.6 Revise writing for word choice using a variety of references, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.W.R.6 Revise writing for word choice using a variety of references, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
DC.8.M.2 Create multimedia presentations and written reports on the same subject, and compare the differences
in effects of each medium.
DC.8.W.E.3 Write content-based research reports that
• pose relevant questions and have a clear controlling idea;
• support main idea(s) with details, facts, and explanations from multiple authoritative sources and organize them
effectively;
• organize and record information on charts, maps, and graphs as appropriate; and
• use quotations, footnotes or endnotes, and a standard format for works cited (e.g., MLA, APA, CMS).
DC.8.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources,
and presenting research in individual and group projects.
• Differentiate between paraphrasing and using direct quotes in a report.
• Integrate relevant information gathered.
• Understand the concept of plagiarism and how (or why) to avoid it; understand rules for paraphrasing,
summarizing, and quoting, as well as conventions for incorporating information from Internet-based sources in
particular.
• Compose documents with appropriate formatting using word-processing skills and principles of design (e.g.,
margins, tabs, spacing, columns, page orientation).
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.8.IT.A.6 Distinguish facts from opinions in selections such as editorials, newspaper articles, essays, reviews,
and critiques, providing supporting evidence from the text.
DC.8.LT.F.6 Analyze the influence of setting (e.g., time of day, place, historical period, situation) on the
problem and resolution.
DC.8.LT.S.10 Draw conclusions about style, mood, tone, and meaning of prose, poetry, and drama based on the
author's word choice and use of figurative language.
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.
DC.8.W.E.4 Write and justify interpretations of literary or expository reading that
• organize the interpretation around several clear ideas, premises, or images and
• develop and justify the interpretation through sustained use of examples and textual evidence.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.E.5 Write persuasive (problem/solution) essays that
• include a thesis or purpose of the paper;
• use a logical organizational pattern;
• include persuasive evidence or explanation for the validity of the assertions;
• use different levels of formality, style, and tone when composing for different audiences; and
• contain effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.5 Write persuasive (controversial issue) essays that
• structure ideas and arguments in a sustained and logical fashion;
• engage the reader;
• use specific rhetorical devices to back up assertions (e.g., via an appeal to logic through reasoning; via an
appeal to emotion or ethical belief; or by personal anecdote, case study, or analogy);
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning; and
• anticipate and address the reader's concerns and counterclaims with evidence.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.
DC.9.W.E.5 Write persuasive (problem/solution) essays that
• include a thesis or purpose of the paper;
• use a logical organizational pattern;
• include persuasive evidence or explanation for the validity of the assertions;
• use different levels of formality, style, and tone when composing for different audiences; and
• contain effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.5 Write persuasive (controversial issue) essays that
• structure ideas and arguments in a sustained and logical fashion;
• engage the reader;
• use specific rhetorical devices to back up assertions (e.g., via an appeal to logic through reasoning; via an
appeal to emotion or ethical belief; or by personal anecdote, case study, or analogy);
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning; and
• anticipate and address the reader's concerns and counterclaims with evidence.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.E.5 Write persuasive (problem/solution) essays that
• include a thesis or purpose of the paper;
• use a logical organizational pattern;
• include persuasive evidence or explanation for the validity of the assertions;
• use different levels of formality, style, and tone when composing for different audiences; and
• contain effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.5 Write persuasive (controversial issue) essays that
• structure ideas and arguments in a sustained and logical fashion;
• engage the reader;
• use specific rhetorical devices to back up assertions (e.g., via an appeal to logic through reasoning; via an
appeal to emotion or ethical belief; or by personal anecdote, case study, or analogy);
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning; and
• anticipate and address the reader's concerns and counterclaims with evidence.
DC.9.W.R.6 Revise writing to improve the topic/idea development, organization, language/style, word choice, and
tone in light of the audience, purpose, and formality of the context.

DC.10.W.R.6 Revise writing to improve the logic and coherence of the organization and controlling perspective,
the precision of word choice, and the tone in light of the audience, purpose, and formality of the context.
DC.9.W.E.5 Write persuasive (problem/solution) essays that
• include a thesis or purpose of the paper;
• use a logical organizational pattern;
• include persuasive evidence or explanation for the validity of the assertions;
• use different levels of formality, style, and tone when composing for different audiences; and
• contain effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.10.W.E.5 Write persuasive (controversial issue) essays that
• structure ideas and arguments in a sustained and logical fashion;
• engage the reader;
• use specific rhetorical devices to back up assertions (e.g., via an appeal to logic through reasoning; via an
appeal to emotion or ethical belief; or by personal anecdote, case study, or analogy);
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning; and
• anticipate and address the reader's concerns and counterclaims with evidence.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.

DC.9.IT.DP.7 Describe the objective(s) of document and procedural text (e.g., warranties, product information,
manuals, consumer publications) and analyze a document for its ―user friendliness‖ and graphic design.
DC.10.IT.DP.6 Synthesize information from multiple sources (e.g., maps, illustrations, schematic diagrams,
manuals, product information, consumer publications) to draw conclusions about the ideas presented.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.E.5 Write persuasive (problem/solution) essays that
• include a thesis or purpose of the paper;
• use a logical organizational pattern;
• include persuasive evidence or explanation for the validity of the assertions;
• use different levels of formality, style, and tone when composing for different audiences; and
• contain effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.5 Write persuasive (controversial issue) essays that
• structure ideas and arguments in a sustained and logical fashion;
• engage the reader;
• use specific rhetorical devices to back up assertions (e.g., via an appeal to logic through reasoning; via an
appeal to emotion or ethical belief; or by personal anecdote, case study, or analogy);
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning; and
• anticipate and address the reader's concerns and counterclaims with evidence.
DC.9.W.R.6 Revise writing to improve the topic/idea development, organization, language/style, word choice, and
tone in light of the audience, purpose, and formality of the context.

DC.10.W.R.6 Revise writing to improve the logic and coherence of the organization and controlling perspective,
the precision of word choice, and the tone in light of the audience, purpose, and formality of the context.
DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.
DC.10.W.I.1 Write well-organized stories that include
• explicit and implicit themes,
• a range of narrative strategies such as dialogue and suspense, and
• details that contribute to a definite mood or tone.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.
DC.10.W.I.1 Write well-organized stories that include
• explicit and implicit themes,
• a range of narrative strategies such as dialogue and suspense, and
• details that contribute to a definite mood or tone.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.
DC.10.W.I.1 Write well-organized stories that include
• explicit and implicit themes,
• a range of narrative strategies such as dialogue and suspense, and
• details that contribute to a definite mood or tone.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.
DC.10.W.I.1 Write well-organized stories that include
• explicit and implicit themes,
• a range of narrative strategies such as dialogue and suspense, and
• details that contribute to a definite mood or tone.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.
DC.10.W.I.1 Write well-organized stories that include
• explicit and implicit themes,
• a range of narrative strategies such as dialogue and suspense, and
• details that contribute to a definite mood or tone.
DC.9.W.I.1 Write well-organized stories that include
• an explicit theme and
• sensory details and concrete language to develop plot and character.
DC.10.W.I.1 Write well-organized stories that include
• explicit and implicit themes,
• a range of narrative strategies such as dialogue and suspense, and
• details that contribute to a definite mood or tone.
DC.9.W.R.6 Revise writing to improve the topic/idea development, organization, language/style, word choice, and
tone in light of the audience, purpose, and formality of the context.

DC.10.W.R.6 Revise writing to improve the logic and coherence of the organization and controlling perspective,
the precision of word choice, and the tone in light of the audience, purpose, and formality of the context.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information
from a variety of sources, organizing information, and presenting research.
• Gather relevant information from a variety of print and electronic sources (books, magazines, newspapers, the
Internet), as well as from direct observation, interviews, and surveys.
• Locate specific facts by using organizational features (e.g., table of contents, headings, captions, bold print,
italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes,
bibliographic references) in expository text.
• Organize information from both primary and secondary sources by taking notes, outlining ideas, and
paraphrasing information and by creating charts, conceptual maps, and/or timelines.
• Make distinctions about the strengths, limitations, and overall quality of resources, including information
gathered from Web sites.
• Present research using the standards in the Writing strand, and select a design layout and format for the
document (e.g., font, page setup, line spacing, indents).
• Document information and quotations, and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.10.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information
from a variety of sources, organizing information, and presenting research.
• Gather relevant information from a variety of print and electronic sources (books, magazines, newspapers, the
Internet), as well as from direct observation, interviews, and surveys.
• Locate specific facts by using organizational features (e.g., table of contents, headings, captions, bold print,
italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes,
bibliographic references) in expository text.
• Organize information from both primary and secondary sources by taking notes, outlining ideas, and
paraphrasing information and by creating charts, conceptual maps, and/or timelines.
• Make distinctions about the strengths, limitations, and overall quality of resources, including information
gathered from Web sites.
• Present research using the standards in the Writing strand and, when appropriate, using two or more forms of
multimedia, incorporating sound, visuals, motion, and/or text (e.g., clip art, sound clips, photographs, print).
• Document information and quotations, and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information
from a variety of sources, organizing information, and presenting research.
• Gather relevant information from a variety of print and electronic sources (books, magazines, newspapers, the
Internet), as well as from direct observation, interviews, and surveys.
• Locate specific facts by using organizational features (e.g., table of contents, headings, captions, bold print,
italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes,
bibliographic references) in expository text.
• Organize information from both primary and secondary sources by taking notes, outlining ideas, and
paraphrasing information and by creating charts, conceptual maps, and/or timelines.
• Make distinctions about the strengths, limitations, and overall quality of resources, including information
gathered from Web sites.
• Present research using the standards in the Writing strand, and select a design layout and format for the
document (e.g., font, page setup, line spacing, indents).
• Document information and quotations, and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.10.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information
from a variety of sources, organizing information, and presenting research.
• Gather relevant information from a variety of print and electronic sources (books, magazines, newspapers, the
Internet), as well as from direct observation, interviews, and surveys.
• Locate specific facts by using organizational features (e.g., table of contents, headings, captions, bold print,
italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes,
bibliographic references) in expository text.
• Organize information from both primary and secondary sources by taking notes, outlining ideas, and
paraphrasing information and by creating charts, conceptual maps, and/or timelines.
• Make distinctions about the strengths, limitations, and overall quality of resources, including information
gathered from Web sites.
• Present research using the standards in the Writing strand and, when appropriate, using two or more forms of
multimedia, incorporating sound, visuals, motion, and/or text (e.g., clip art, sound clips, photographs, print).
• Document information and quotations, and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.

DC.9.W.E.4 Write content-based research papers that
• prove a thesis statement using logical organization;
• include well-constructed paragraphs that build an effective argument with well-articulated supporting evidence;
and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.10.W.E.4 Write content-based research reports that
• marshal evidence in support of a thesis;
• convey information and ideas from primary and secondary sources accurately and make coherent distinctions
about the relative value and significance of specific data, facts, and ideas;
• organize and record information on charts, maps, and graphs for use as visuals, employing appropriate
technology;
• anticipate and address the reader's potential misunderstandings, biases, and expectations;
• use technical terms and notations accurately; and
• use quotations, footnotes or endnotes, and a standard bibliographic format.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.9.W.E.3 Write interpretations of literary or expository reading that
• exhibit careful reading, understanding, and insight;
• organize the interpretation around several clear ideas, premises, or images; and
• justify the interpretation through sustained use of examples and textual evidence.
DC.10.W.E.3 Write interpretations of literary texts that
• extend beyond summary and literal analysis;
• address the author's techniques;
• draw inferences about its effects; and
• support inferences through references to the text or other works.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.11.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the language and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• include information on the validity and reliability of all relevant perspectives.
DC.12.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the use of imagery, language, and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• assess the impact of perceived ambiguities, nuances, and complexities within text.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.12.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.11.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.12.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.I.1 Write a short story that
• narrates a sequence of events and communicates its significance to the audience;
• locates scenes and incidents in specific places;
• develops the narrative elements with concrete sensory details and language (e.g., visual details of scenes;
descriptions of sounds, smells, specific actions; movements and gestures; feelings of characters); and
• effectively paces the presentation of actions to accommodate time/mood changes.

DC.12.W.I.1 Write a short story that
• narrates a sequence of events and communicates its significance to the audience;
• locates scenes and incidents in specific places;
• develops the narrative elements with concrete sensory details and language (e.g., visual details of scenes;
descriptions of sounds, smells, specific actions; movements and gestures; feelings of characters); and
• effectively paces the presentation of actions to accommodate time/mood changes.

DC.12.W.I.1 Write a short story that
• narrates a sequence of events and communicates its significance to the audience;
• locates scenes and incidents in specific places;
• develops the narrative elements with concrete sensory details and language (e.g., visual details of scenes;
descriptions of sounds, smells, specific actions; movements and gestures; feelings of characters); and
• effectively paces the presentation of actions to accommodate time/mood changes.
DC.11.W.E.3 Write essays of analysis (proposals) that
• present a coherent thesis that conveys a clear and distinctive position or generalization;
• use an organizing structure that balances all aspects of the piece and makes effective transitions between
sentences and ideas to unify key ideas;
• include key ideas within the body of the composition through use of supporting evidence such as scenarios,
commonly held beliefs, hypotheticals, and/or definitions;
• offer objective presentation of alternate views by quoting the words of the proponents of those alternate views in
context;
• use effective rhetorical techniques;
• include logical argumentation that incorporates textual evidence for each assertion; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.11.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.12.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.11.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.12.W.R.5 Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been addressed.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.11.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the language and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• include information on the validity and reliability of all relevant perspectives.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.
DC.12.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the use of imagery, language, and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• assess the impact of perceived ambiguities, nuances, and complexities within text.
DC.12.W.E.3 Construct arguments that
• present a cogent thesis;
• structure ideas in a sustained and logical fashion;
• use a range of strategies to elaborate and persuade, such as descriptions, anecdotes, case studies, analogies,
and illustrations;
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs and logical reasoning;
• anticipate and address readers' concerns and counterclaims with evidence;
• demonstrate understanding of purpose and audience; and
• provide effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.11.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the language and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• include information on the validity and reliability of all relevant perspectives.
DC.12.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the use of imagery, language, and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• assess the impact of perceived ambiguities, nuances, and complexities within text.
DC.11.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the language and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• include information on the validity and reliability of all relevant perspectives.
DC.11.W.E.4 Write historical investigation reports that
• use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to
support the main proposition;
• analyze several historical records of a single event, examining critical relationships between and among
elements of the research topic;
• explain the perceived reason(s) for the similarities and differences using information derived from primary and
secondary sources to support or enhance the presentation; and
• include information on all relevant perspectives, considering the validity and reliability of sources.
DC.12.W.E.2 Write interpretations of literary or expository reading that
• demonstrate a grasp of the theme or purpose of the work;
• analyze the use of imagery, language, and unique aspects of text;
• support key ideas through accurate and detailed references to the text or to other works;
• demonstrate awareness of the effects of the author's stylistic and rhetorical devices; and
• assess the impact of perceived ambiguities, nuances, and complexities within text.


DC.12.W.E.4 Write an extended research essay that
• requires the student to engage in self-directed research;
• engages the reader by establishing a context;
• uses an organizing structure appropriate to purpose and specified audience;
• organizes evidence in support of a thesis and related claims, including information on relevant perspectives;
• conveys information and ideas from primary and secondary sources accurately and coherently;
• paraphrases and summarizes different perspectives on the topic as appropriate;
• makes distinctions about the relative value and significance of specific data, facts, and ideas;
• anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence;
• employs technologies and graphics as appropriate;
• provides a clear and coherent conclusion;
• cites research sources according to standard format for works cited; and
• is completed within a set time frame.
DC.6.LD.O.6 Give oral presentations with focus, organization, and point of view, matching purpose, message,
occasion, voice modulation, and nonverbal elements to the audience.
DC.6.LD.D.1 Apply understanding of agreed-upon rules and individual roles to make decisions, including eliciting
and considering suggestions from each group member, defining individuals' roles and responsibilities, and
coming to consensus.

DC.6.LD.O.6 Give oral presentations with focus, organization, and point of view, matching purpose, message,
occasion, voice modulation, and nonverbal elements to the audience.
DC.7.LD.Q.2 Ask probing questions to elicit information, including questions about the evidence that supports the
speaker's claims and conclusions.

DC.7.LD.Q.3 Determine the speaker's attitude or point of view toward the subject.

DC.7.M.1 Interpret and evaluate the various ways visual image makers (graphic artists, illustrators, news
photographers) represent meaning.
DC.7.IT.A.6 Describe the facts and evidence used to support an argument.
DC.7.IT.A.7 Identify ways to detect bias in persuasive text.
DC.7.LD.O.6 Present critiques of literary works, films, or dramatic productions using various techniques for
effective presentations and matching the message with voice modulation, inflection, tempo, enunciation, and
expression.
DC.7.IT.A.6 Describe the facts and evidence used to support an argument.

DC.7.M.2 Create multimedia presentations using word-processing skills and principles of design (e.g., margins,
tabs, spacing, columns, page orientation, graphics).
DC.7.LD.D.1 Know and apply rules for formal and informal discussions, including planning agendas, setting time
limits for speakers, and taking votes on key issues.
DC.7.LD.O.6 Present critiques of literary works, films, or dramatic productions using various techniques for
effective presentations and matching the message with voice modulation, inflection, tempo, enunciation, and
expression.

DC.7.LD.D.1 Know and apply rules for formal and informal discussions, including planning agendas, setting time
limits for speakers, and taking votes on key issues.
DC.7.LD.O.5 Create a rubric (scoring guide) based on categories generated by the teacher and students
(content, organization, presentation style) to prepare and assess the presentations listed in this section.
DC.7.LD.D.1 Know and apply rules for formal and informal discussions, including planning agendas, setting time
limits for speakers, and taking votes on key issues.

DC.7.LD.Q.2 Ask probing questions to elicit information, including questions about the evidence that supports the
speaker's claims and conclusions.
DC.6.IT.E.1 Identify and analyze the author's stated purpose, main ideas, supporting ideas, and supporting
evidence.


DC.7.LD.Q.3 Determine the speaker's attitude or point of view toward the subject.
DC.7.LD.Q.4 Distinguish between a summary of and an advocacy of a position in an oral presentation.
DC.6.LD.O.6 Give oral presentations with focus, organization, and point of view, matching purpose, message,
occasion, voice modulation, and nonverbal elements to the audience.
DC.7.M.2 Create multimedia presentations using word-processing skills and principles of design (e.g., margins,
tabs, spacing, columns, page orientation, graphics).
DC.7.LD.D.1 Know and apply rules for formal and informal discussions, including planning agendas, setting time
limits for speakers, and taking votes on key issues.

DC.8.LD.D.1 Identify techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision making, and setting deadlines.

DC.8.LD.D.1 Identify techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision making, and setting deadlines.

DC.8.LD.D.1 Identify techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision making, and setting deadlines.


DC.8.LD.Q.4 Respond to persuasive messages with questions, challenges, or affirmations.
DC.8.LD.O.6 Present persuasive speeches that use appropriate techniques such as descriptions, anecdotes,
case studies, analogies, and illustrations to advocate a position.

DC.8.LD.Q.2 Explain different ways to read a poem aloud for different effects on the listener.
DC.8.LD.O.6 Present persuasive speeches that use appropriate techniques such as descriptions, anecdotes,
case studies, analogies, and illustrations to advocate a position.
DC.8.M.2 Create multimedia presentations and written reports on the same subject, and compare the differences
in effects of each medium.
DC.8.LD.O.7 Distinguish and produce formal and informal language appropriate to the audience and purpose,
including knowing how to use language for dramatic effect.

DC.9.LD.D.1 Implement techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision-making, and setting deadlines.
DC.10.LD.D.1 Participate productively in self-directed teams for a particular purpose, including posing relevant
questions; extracting essential information from others' input, building on the ideas of others, and contributing
relevant information or ideas in group discussions; and summarizing orally, in a coherent and organized way,
information and ideas learned.

DC.9.LD.D.1 Implement techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision-making, and setting deadlines.
DC.10.LD.D.1 Participate productively in self-directed teams for a particular purpose, including posing relevant
questions; extracting essential information from others' input, building on the ideas of others, and contributing
relevant information or ideas in group discussions; and summarizing orally, in a coherent and organized way,
information and ideas learned.

DC.9.LD.D.1 Implement techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision-making, and setting deadlines.
DC.10.LD.D.1 Participate productively in self-directed teams for a particular purpose, including posing relevant
questions; extracting essential information from others' input, building on the ideas of others, and contributing
relevant information or ideas in group discussions; and summarizing orally, in a coherent and organized way,
information and ideas learned.

DC.9.LD.D.1 Implement techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision-making, and setting deadlines.
DC.10.LD.D.1 Participate productively in self-directed teams for a particular purpose, including posing relevant
questions; extracting essential information from others' input, building on the ideas of others, and contributing
relevant information or ideas in group discussions; and summarizing orally, in a coherent and organized way,
information and ideas learned.

DC.9.LD.D.1 Implement techniques to improve productivity of group discussions, including setting clear goals,
understanding the purpose of the team project and the ground rules for decision-making, and setting deadlines.
DC.10.LD.D.1 Participate productively in self-directed teams for a particular purpose, including posing relevant
questions; extracting essential information from others' input, building on the ideas of others, and contributing
relevant information or ideas in group discussions; and summarizing orally, in a coherent and organized way,
information and ideas learned.

DC.10.IT.DP.6 Synthesize information from multiple sources (e.g., maps, illustrations, schematic diagrams,
manuals, product information, consumer publications) to draw conclusions about the ideas presented.
DC.10.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information
from a variety of sources, organizing information, and presenting research.
• Gather relevant information from a variety of print and electronic sources (books, magazines, newspapers, the
Internet), as well as from direct observation, interviews, and surveys.
• Locate specific facts by using organizational features (e.g., table of contents, headings, captions, bold print,
italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes,
bibliographic references) in expository text.
• Organize information from both primary and secondary sources by taking notes, outlining ideas, and
paraphrasing information and by creating charts, conceptual maps, and/or timelines.
• Make distinctions about the strengths, limitations, and overall quality of resources, including information
gathered from Web sites.
• Present research using the standards in the Writing strand and, when appropriate, using two or more forms of
multimedia, incorporating sound, visuals, motion, and/or text (e.g., clip art, sound clips, photographs, print).
• Document information and quotations, and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).

DC.9.LD.Q.3 Identify the controlling idea or specific purpose of a speech and determine the essential elements
that elaborate it.
DC.9.LD.Q.4 Assess how word choice and delivery establish the tone and emotion of the speech and affect the
audience.
DC.10.LD.Q.3 Analyze the ways in which the style and structure of a speech support or frustrate its meaning or
purpose.
DC.10.LD.Q.4 Critique the impact of diction and syntax used by speakers on purpose and audience.
DC.9.LD.O.6 Deliver focused oral presentations that use details, examples, or anecdotes to explain or clarify
information or a point of view, employing proper eye contact, speaking rate, volume, enunciation, inflection, and
gestures to communicate ideas effectively.
DC.10.LD.O.6 Analyze effective speeches and deliver a speech with some of the same rhetorical features.
DC.9.M.2 Analyze visual or aural techniques used in a media message for a particular audience and evaluate
their effectiveness.
DC.9.M.4 Apply and adapt the principles of written composition in the creation of media presentations that
effectively use graphics, images, and/or sound.
DC.10.LD.O.7 Give formal and informal talks, using appropriate level of formality for audience and purpose, as
well as rhetorical devices (e.g., alliteration, analogy, expletive, hyperbole, metaphor, parallelism, simile).
DC.11.LD.D.1 Participate productively in self-directed teams for a particular purpose, including ensuring a hearing
for a range of positions, tolerating ambiguity and a lack of consensus when necessary, consulting texts as
sources of ideas, acknowledging the ideas and contributions of individuals in the group, and completing the task
in a timely fashion.
DC.11.LD.D.1 Participate productively in self-directed teams for a particular purpose, including ensuring a hearing
for a range of positions, tolerating ambiguity and a lack of consensus when necessary, consulting texts as
sources of ideas, acknowledging the ideas and contributions of individuals in the group, and completing the task
in a timely fashion.

DC.11.LD.Q.2 Analyze differences in responses to focused group discussion in an organized and systematic way.
DC.11.LD.Q.3 Evaluate the clarity, quality, effectiveness and overall coherence of a speaker's key points,
arguments, evidence, organization of ideas, delivery, diction, and syntax.

DC.11.LD.Q.2 Analyze differences in responses to focused group discussion in an organized and systematic way.
DC.11.LD.Q.3 Evaluate the clarity, quality, effectiveness and overall coherence of a speaker's key points,
arguments, evidence, organization of ideas, delivery, diction, and syntax.
DC.11.LD.Q.4 Analyze types of arguments used by the speaker, including argument by causation, analogy,
authority, emotion, and logic.
DC.12.LD.D.1 Evaluate how well participants engage in discussions, and participate in a formal and an informal
meeting or on a television news discussion program.
DC.12.LD.Q.3 Identify logical fallacies present in oral addresses (e.g., attack ad hominem, false causality, red
herring, overgeneralization, bandwagoning).

DC.11.LD.Q.3 Evaluate the clarity, quality, effectiveness and overall coherence of a speaker's key points,
arguments, evidence, organization of ideas, delivery, diction, and syntax.
DC.11.LD.Q.4 Analyze types of arguments used by the speaker, including argument by causation, analogy,
authority, emotion, and logic.
DC.12.LD.D.1 Evaluate how well participants engage in discussions, and participate in a formal and an informal
meeting or on a television news discussion program.
DC.12.LD.Q.2 Distinguish between inductive and deductive reasoning in an argument.
DC.12.LD.Q.3 Identify logical fallacies present in oral addresses (e.g., attack ad hominem, false causality, red
herring, overgeneralization, bandwagoning).
DC.12.LD.Q.4 Analyze the four basic types of persuasive speeches (propositions of fact, value, problem, or
policy) and their use of patterns of organization, persuasive language, reasoning, and proofs.

DC.11.LD.O.6 Deliver formal presentations that exhibit a logical structure appropriate to the audience, context,
and purpose; communicate group-related ideas; maintain a consistent focus, including smooth transitions; and
support judgments through the effective and accurate use of evidence and well-chosen details.
DC.12.LD.O.7 Formulate and deliver sound, rational arguments that are well supported with evidence appropriate
to the audience and context, and use clear enunciation and appropriate organization, gestures, tone, and
vocabulary.

DC.6.EL.1 Identify eight basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection).

DC.6.EL.1 Identify eight basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection).
DC.6.EL.1 Identify eight basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection).

DC.6.EL.1 Identify eight basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection).
DC.6.W.R.5 Revise writing to improve the level of detail and precision of language after determining where to add
sensory detail and rearrange text.
DC.6.EL.5 Identify and employ correct usage for
• present perfect, past perfect, and future perfect tense;
• subject-verb agreement with compound subjects;
• indefinite pronouns; and
• elimination of fragments and run-ons.


DC.6.EL.6 Spell frequently misspelled words correctly according to usage (e.g., their, they're, there).
DC.6.EL.5 Identify and employ correct usage for
• present perfect, past perfect, and future perfect tense;
• subject-verb agreement with compound subjects;
• indefinite pronouns; and
• elimination of fragments and run-ons.

DC.6.EL.6 Spell frequently misspelled words correctly according to usage (e.g., their, they're, there).
DC.6.LD.O.6 Give oral presentations with focus, organization, and point of view, matching purpose, message,
occasion, voice modulation, and nonverbal elements to the audience.

DC.6.EL.3 Expand or reduce sentences (adding or deleting modifiers, combining or breaking up sentences).
DC.6.EL.2 Identify and use prepositional phrases, appositives, and independent and dependent clauses to
elaborate on ideas.
DC.6.EL.5 Identify and employ correct usage for
• present perfect, past perfect, and future perfect tense;
• subject-verb agreement with compound subjects;
• indefinite pronouns; and
• elimination of fragments and run-ons.

DC.6.W.R.5 Revise writing to improve the level of detail and precision of language after determining where to add
sensory detail and rearrange text.


DC.6.LD.Q.3 Identify the tone, mood, and emotion conveyed in oral communication.
DC.6.LD.O.6 Give oral presentations with focus, organization, and point of view, matching purpose, message,
occasion, voice modulation, and nonverbal elements to the audience.

DC.6.LD.V.7 Determine the meaning of unfamiliar words, using knowledge of English language structure, Greek
and Latin roots (e.g., annus, aqua), suffixes (e.g., -itis, -osis), and prefixes (e.g., multi-, dis-, anti-, hyper-, syn-).
DC.6.LD.V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar
words and words with multiple meanings in context.
DC.6.LD.V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar
words and words with multiple meanings in context.

DC.6.LD.V.7 Determine the meaning of unfamiliar words, using knowledge of English language structure, Greek
and Latin roots (e.g., annus, aqua), suffixes (e.g., -itis, -osis), and prefixes (e.g., multi-, dis-, anti-, hyper-, syn-).
DC.6.LD.V.10 Determine meanings, pronunciations, alternate word choices, correct spellings, and parts of
speech of words using dictionaries, glossaries, thesauri, and other resources (printed and electronic).

DC.6.LD.V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar
words and words with multiple meanings in context.

DC.6.LD.V.9 Determine the meaning of figurative language, including similes, metaphors, personification, and
grade=appropriate idioms.
DC.6.LD.V.9 Determine the meaning of figurative language, including similes, metaphors, personification, and
grade=appropriate idioms.

DC.6.LD.V.7 Determine the meaning of unfamiliar words, using knowledge of English language structure, Greek
and Latin roots (e.g., annus, aqua), suffixes (e.g., -itis, -osis), and prefixes (e.g., multi-, dis-, anti-, hyper-, syn-).
DC.6.LD.V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar
words and words with multiple meanings in context.

DC.6.LD.V.7 Determine the meaning of unfamiliar words, using knowledge of English language structure, Greek
and Latin roots (e.g., annus, aqua), suffixes (e.g., -itis, -osis), and prefixes (e.g., multi-, dis-, anti-, hyper-, syn-).
DC.6.LD.V.9 Determine the meaning of figurative language, including similes, metaphors, personification, and
grade=appropriate idioms.
DC.6.LD.V.10 Determine meanings, pronunciations, alternate word choices, correct spellings, and parts of
speech of words using dictionaries, glossaries, thesauri, and other resources (printed and electronic).
DC.7.EL.1 Recognize the basic patterns of English sentences (e.g., noun-verb, noun-verb-noun, noun-verb-noun-
noun, noun-linking verb-noun).

DC.7.EL.3 Recognize the makeup and function of prepositional phrases.
DC.7.EL.2 Identify all parts of speech and types and structures of sentences.

DC.7.EL.2 Identify all parts of speech and types and structures of sentences.
DC.7.EL.5 Identify and use simple, compound, and complex sentences.

DC.7.EL.3 Recognize the makeup and function of prepositional phrases.
DC.7.EL.4 Use properly placed modifiers and the active voice.

DC.7.LD.V.7 Use Greek and Latin roots and affixes to determine the meaning of content area vocabulary.
DC.7.LD.V.8 Use such clues as cause and effect and comparison and contrast to identify the meaning of
unfamiliar words and words with multiple meanings in context.
DC.7.LD.V.8 Use such clues as cause and effect and comparison and contrast to identify the meaning of
unfamiliar words and words with multiple meanings in context.

DC.7.LD.V.9 Use context to confirm meanings of metaphors, similes, and idiomatic language in prose and poetry.

DC.7.LD.V.7 Use Greek and Latin roots and affixes to determine the meaning of content area vocabulary.

DC.7.LD.V.10 Determine meanings, pronunciations, alternate word choices, correct spellings, parts of speech, or
etymologies of words using dictionaries, glossaries, thesauri, and other resources (printed and electronic).
DC.7.W.I.1 Write poems that use
• poetic techniques (alliteration, onomatopoeia, rhyme scheme),
• figurative language (simile, metaphor, personification), and
• graphic elements (capital letters, line length, word position).

DC.7.LD.V.9 Use context to confirm meanings of metaphors, similes, and idiomatic language in prose and poetry.


DC.7.LD.V.9 Use context to confirm meanings of metaphors, similes, and idiomatic language in prose and poetry.
DC.6.LT.TN.11 Identify specific figures, objects, and places in Greek, Roman, and biblical literature that have
influenced writers throughout the ages.
DC.7.W.R.5 Revise writing to improve organization and word choice after checking the logic of the ideas and the
precision of the vocabulary.

DC.8.LD.O.7 Distinguish and produce formal and informal language appropriate to the audience and purpose,
including knowing how to use language for dramatic effect.
DC.8.W.E.2 Write coherent multiparagraph compositions (including compare-and-contrast essays) that
• include a thesis statement,
• use logical organization,
• make effective use of detail and rhetorical devices, and
• include variety in sentence structure and transition sentences to link paragraphs.
DC.8.EL.2 Distinguish phrases from clauses.
DC.8.EL.5 Use colons in business letters, semicolons to punctuate independent clauses, and commas when
linking two clauses with a conjunction in compound sentences.
DC.8.EL.7 Spell correctly, including commonly confused words (its/it's, affect/effect) and irregular plurals (e.g.,
sheep).
DC.8.EL.3 Identify and use infinitives and participles and clear pronoun/antecedent reference, as well as properly
placed modifiers.


DC.8.LD.V.8 Know the origins and meanings of common foreign words used in English.


DC.8.LD.V.8 Know the origins and meanings of common foreign words used in English.
DC.8.LD.V.9 Monitor text for unknown words or words with novel meanings, using word, sentence, and paragraph
clues to determine meaning.

DC.6.LD.V.7 Determine the meaning of unfamiliar words, using knowledge of English language structure, Greek
and Latin roots (e.g., annus, aqua), suffixes (e.g., -itis, -osis), and prefixes (e.g., multi-, dis-, anti-, hyper-, syn-).

DC.8.LD.V.11 Determine meanings, pronunciations, syllabication, synonyms, antonyms, correct spellings, parts of
speech, or etymologies of words using dictionaries, glossaries, thesauri, CD-ROMs, and the Internet.

DC.8.LD.V.11 Determine meanings, pronunciations, syllabication, synonyms, antonyms, correct spellings, parts of
speech, or etymologies of words using dictionaries, glossaries, thesauri, CD-ROMs, and the Internet.


DC.8.LD.V.10 Understand and explain ―shades of meaning‖ for related words.

DC.8.LD.V.10 Understand and explain ―shades of meaning‖ for related words.
DC.8.LD.V.9 Monitor text for unknown words or words with novel meanings, using word, sentence, and paragraph
clues to determine meaning.
DC.8.LD.V.9 Monitor text for unknown words or words with novel meanings, using word, sentence, and paragraph
clues to determine meaning.

DC.8.LD.V.8 Know the origins and meanings of common foreign words used in English.
DC.8.LD.V.9 Monitor text for unknown words or words with novel meanings, using word, sentence, and paragraph
clues to determine meaning.
DC.8.LD.V.10 Understand and explain ―shades of meaning‖ for related words.
DC.9.EL.1 Identify nominalized, adjectival, and adverbial clauses.
DC.9.EL.2 Recognize and use verbals: participles, gerunds, and infinitives.

DC.9.EL.3 Know the difference between active and passive voice and when to choose between the two in writing.
DC.9.EL.4 Identify and use hyphens, dashes, brackets, or semicolons between two clauses of a compound
sentence not joined by a conjunction.
DC.9.EL.5 Identify and use
• correct and consistent verb tense (present, past, and future perfect and perfect progressive; regular and
irregular verbs; transitive and intransitive verbs) and subject-verb agreement, and
• appropriate noun-pronoun agreement (nominative, objective, possessive, reflexive, and relative pronouns;
pronoun/antecedent agreement; and clear pronoun reference).

DC.9.EL.6 Identify and use functional sentence structure.
• Make effective use of parallel structure.
• Place modifiers properly.
• Avoid run-on sentences, comma splices, and sentence fragments.
• Use different types of clauses and phrases, including adverb and adjective clauses.
• Use a variety of sentence structures, including compound and compound-complex sentences with effective
coordination and subordination of ideas and parallel, repetitive, and analogous sentence structures.
DC.10.EL.1 Analyze the structure of a sentence (traditional diagram, transformational model).
DC.10.EL.2 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerunds, infinitives,
and participles), mechanics, usage (e.g., tense consistency), and sentence structure (e.g., parallel structure,
properly placed modifiers).
DC.10.EL.3 Use ending punctuation, correct internal punctuation (commas, ellipses, colons, semicolons,
parentheses), apostrophes for contractions and possessives, and correct punctuation for quotations (quotation
marks, ellipses, brackets).
DC.10.EL.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
DC.10.EL.5 Reflect appropriate manuscript requirements, including
• title page presentation,
• pagination,
• spacing and margins, and
• integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing).
DC.9.IT.A.9 Identify figurative language and rhetorical structures (parallel structure, quotations, examples,
exaggeration, emotional appeal) used to engage the audience.
DC.10.LD.O.7 Give formal and informal talks, using appropriate level of formality for audience and purpose, as
well as rhetorical devices (e.g., alliteration, analogy, expletive, hyperbole, metaphor, parallelism, simile).
DC.9.EL.1 Identify nominalized, adjectival, and adverbial clauses.
DC.9.EL.2 Recognize and use verbals: participles, gerunds, and infinitives.

DC.9.EL.6 Identify and use functional sentence structure.
• Make effective use of parallel structure.
• Place modifiers properly.
• Avoid run-on sentences, comma splices, and sentence fragments.
• Use different types of clauses and phrases, including adverb and adjective clauses.
• Use a variety of sentence structures, including compound and compound-complex sentences with effective
coordination and subordination of ideas and parallel, repetitive, and analogous sentence structures.
DC.10.EL.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
DC.9.EL.4 Identify and use hyphens, dashes, brackets, or semicolons between two clauses of a compound
sentence not joined by a conjunction.
DC.10.EL.3 Use ending punctuation, correct internal punctuation (commas, ellipses, colons, semicolons,
parentheses), apostrophes for contractions and possessives, and correct punctuation for quotations (quotation
marks, ellipses, brackets).

DC.9.EL.4 Identify and use hyphens, dashes, brackets, or semicolons between two clauses of a compound
sentence not joined by a conjunction.
DC.10.EL.3 Use ending punctuation, correct internal punctuation (commas, ellipses, colons, semicolons,
parentheses), apostrophes for contractions and possessives, and correct punctuation for quotations (quotation
marks, ellipses, brackets).
DC.10.EL.3 Use ending punctuation, correct internal punctuation (commas, ellipses, colons, semicolons,
parentheses), apostrophes for contractions and possessives, and correct punctuation for quotations (quotation
marks, ellipses, brackets).

DC.10.EL.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
DC.9.LD.O.5 Create a rubric (scoring guide) based on categories generated by the teacher and students
(content, organization, presentation style, vocabulary) to prepare, improve, and assess the presentations listed in
this section.
DC.9.W.E.5 Write persuasive (problem/solution) essays that
• include a thesis or purpose of the paper;
• use a logical organizational pattern;
• include persuasive evidence or explanation for the validity of the assertions;
• use different levels of formality, style, and tone when composing for different audiences; and
• contain effective introductory and concluding paragraphs that guide and inform the reader's understanding of
key ideas and evidence.
DC.9.W.R.6 Revise writing to improve the topic/idea development, organization, language/style, word choice, and
tone in light of the audience, purpose, and formality of the context.
DC.10.LD.Q.3 Analyze the ways in which the style and structure of a speech support or frustrate its meaning or
purpose.
DC.10.LD.O.5 Create a rubric (scoring guide) based on categories generated by the teacher and students
(content, organization, presentation style, vocabulary) to prepare, improve, and assess the presentations listed in
this section.
DC.9.W.R.6 Revise writing to improve the topic/idea development, organization, language/style, word choice, and
tone in light of the audience, purpose, and formality of the context.

DC.10.W.R.6 Revise writing to improve the logic and coherence of the organization and controlling perspective,
the precision of word choice, and the tone in light of the audience, purpose, and formality of the context.
DC.9.LD.V.7 Use Greek, Latin, and Norse mythology; the Bible; and other works often alluded to in American and
world literature to understand the meaning of words or phrases.
DC.9.LD.V.8 Determine the meanings of multiple-meaning words by using context.
DC.10.LD.V.8 Identify and use idioms, cognates, and the literal and figurative meanings of words in speaking and
writing.
DC.10.LD.V.10 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.9.LD.V.7 Use Greek, Latin, and Norse mythology; the Bible; and other works often alluded to in American and
world literature to understand the meaning of words or phrases.
DC.9.LD.V.8 Determine the meanings of multiple-meaning words by using context.
DC.10.LD.V.8 Identify and use idioms, cognates, and the literal and figurative meanings of words in speaking and
writing.
DC.10.LD.V.10 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.9.LD.V.9 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.9.LD.V.7 Use Greek, Latin, and Norse mythology; the Bible; and other works often alluded to in American and
world literature to understand the meaning of words or phrases.
DC.9.LD.V.8 Determine the meanings of multiple-meaning words by using context.
DC.9.LD.V.9 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.10 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.8 Identify and use idioms, cognates, and the literal and figurative meanings of words in speaking and
writing.
DC.9.LD.V.7 Use Greek, Latin, and Norse mythology; the Bible; and other works often alluded to in American and
world literature to understand the meaning of words or phrases.
DC.9.LD.V.8 Determine the meanings of multiple-meaning words by using context.
DC.9.LD.V.9 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.10 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.8 Identify and use idioms, cognates, and the literal and figurative meanings of words in speaking and
writing.
DC.9.LD.V.7 Use Greek, Latin, and Norse mythology; the Bible; and other works often alluded to in American and
world literature to understand the meaning of words or phrases.
DC.9.LD.V.8 Determine the meanings of multiple-meaning words by using context.
DC.10.LD.V.8 Identify and use idioms, cognates, and the literal and figurative meanings of words in speaking and
writing.
DC.10.LD.V.10 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.9.LD.V.9 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.9 Distinguish between the denotative and connotative meanings of words, and interpret the
connotative power of words.
DC.9.LD.V.9 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.9 Distinguish between the denotative and connotative meanings of words, and interpret the
connotative power of words.

DC.9.LD.V.7 Use Greek, Latin, and Norse mythology; the Bible; and other works often alluded to in American and
world literature to understand the meaning of words or phrases.
DC.9.LD.V.8 Determine the meanings of multiple-meaning words by using context.
DC.9.LD.V.9 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.
DC.10.LD.V.9 Distinguish between the denotative and connotative meanings of words, and interpret the
connotative power of words.
DC.10.LD.V.10 Determine meanings, pronunciations, contextually appropriate synonyms and antonyms,
replacement words and phrases, etymologies, and correct spellings of words using dictionaries, thesauri, histories
of language, and books of quotations.


DC.11.EL.1 Demonstrate control of grammar, paragraph and sentence structure, diction, and usage.
DC.12.EL.1 Demonstrate control of grammar, paragraph and sentence structure, diction, and usage.

DC.11.LD.V.9 Use general and specialized dictionaries, thesauri, glossaries, or related references as needed.
DC.12.LD.V.9 Use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references as needed.
DC.11.EL.2 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
DC.12.EL.2 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
DC.11.EL.1 Demonstrate control of grammar, paragraph and sentence structure, diction, and usage.
DC.12.EL.1 Demonstrate control of grammar, paragraph and sentence structure, diction, and usage.
DC.11.EL.2 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
DC.12.EL.2 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.


DC.11.EL.1 Demonstrate control of grammar, paragraph and sentence structure, diction, and usage.
DC.12.EL.1 Demonstrate control of grammar, paragraph and sentence structure, diction, and usage.


DC.11.LD.V.9 Use general and specialized dictionaries, thesauri, glossaries, or related references as needed.
DC.12.LD.V.9 Use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references as needed.
DC.11.LD.V.8 Identify the meanings of metaphors based on common literary allusions and conceits.

DC.11.LT.S.10 Interpret figurative language, including imagery, personification, figures of speech, hyperbole,
symbolism, allusion, and allegory, with emphasis on how the writer uses language to evoke readers' emotions.
DC.12.LT.P.10 Analyze the effectiveness and effect of diction and imagery (controlling images, understatement,
overstatement, irony, paradox, allusion, apostrophe, oxymoron, pun, synecdoche, metonymy) in conveying
meaning.
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
DC.7.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Differentiate between primary and secondary source materials.
• Integrate relevant information gathered.
• Understand plagiarism and the ethics of writing (know what it means to borrow ideas from authors).
• Create documents using word-processing skills and publishing programs, and create simple databases and
spreadsheets to manage information and create reports.
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.8.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources,
and presenting research in individual and group projects.
• Differentiate between paraphrasing and using direct quotes in a report.
• Integrate relevant information gathered.
• Understand the concept of plagiarism and how (or why) to avoid it; understand rules for paraphrasing,
summarizing, and quoting, as well as conventions for incorporating information from Internet-based sources in
particular.
• Compose documents with appropriate formatting using word-processing skills and principles of design (e.g.,
margins, tabs, spacing, columns, page orientation).
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
DC.7.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Differentiate between primary and secondary source materials.
• Integrate relevant information gathered.
• Understand plagiarism and the ethics of writing (know what it means to borrow ideas from authors).
• Create documents using word-processing skills and publishing programs, and create simple databases and
spreadsheets to manage information and create reports.
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.8.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources,
and presenting research in individual and group projects.
• Differentiate between paraphrasing and using direct quotes in a report.
• Integrate relevant information gathered.
• Understand the concept of plagiarism and how (or why) to avoid it; understand rules for paraphrasing,
summarizing, and quoting, as well as conventions for incorporating information from Internet-based sources in
particular.
• Compose documents with appropriate formatting using word-processing skills and principles of design (e.g.,
margins, tabs, spacing, columns, page orientation).
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.7.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Differentiate between primary and secondary source materials.
• Integrate relevant information gathered.
• Understand plagiarism and the ethics of writing (know what it means to borrow ideas from authors).
• Create documents using word-processing skills and publishing programs, and create simple databases and
spreadsheets to manage information and create reports.
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.8.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources,
and presenting research in individual and group projects.
• Differentiate between paraphrasing and using direct quotes in a report.
• Integrate relevant information gathered.
• Understand the concept of plagiarism and how (or why) to avoid it; understand rules for paraphrasing,
summarizing, and quoting, as well as conventions for incorporating information from Internet-based sources in
particular.
• Compose documents with appropriate formatting using word-processing skills and principles of design (e.g.,
margins, tabs, spacing, columns, page orientation).
• Organize and present research using the standards in the Writing strand.
• Document information and quotations and use a consistent format for footnotes or endnotes.
• Use standard bibliographic format to document sources (e.g., MLA, APA, CMS).
DC.6.R.1 Apply steps for obtaining information from a variety of sources, organizing information, documenting
sources, and presenting research in individual and group projects.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Use an expanded range of print and electronic resources (atlases, databases, online resources).
• Gather relevant information through interviews.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key
words.
• Communicate about basic technology components using appropriate vocabulary related to external and internal
computer or other technology operations.
• Organize and present research using the standards in the Writing strand.
• Provide appropriate documentation in a consistent format.
• Evaluate the research project as a whole.
Strand   Standard #   Grade Difference   Degree of Match
                                         3 = Excellent match between the
LT       U.3          0                  two documents
                                         3 = Excellent match between the
IT       E.2          0                  two documents
                                         3 = Excellent match between the
LT       U.3          0                  two documents

                                         2 = Good match, with minor aspects
LD       V.8          0                  of the CCSS not addressed
                                         1 = Weak match, major aspects of
LT       G.4          -1                 the CCSS not addressed
                                         1 = Weak match, major aspects of
BR       PC.3         -1                 the CCSS not addressed

                                         2 = Good match, with minor aspects
IT       E.3          0                  of the CCSS not addressed
LT       U.1          0

                                         2 = Good match, with minor aspects
LT       U.3          0                  of the CCSS not addressed

                                         2 = Good match, with minor aspects
LT       U.4          0                  of the CCSS not addressed

                                         2 = Good match, with minor aspects
IT       E.2          0                  of the CCSS not addressed

                                         2 = Good match, with minor aspects
LD       O.5          0                  of the CCSS not addressed

                                         2 = Good match, with minor aspects
LT       F.6          0                  of the CCSS not addressed

                                         2 = Good match, with minor aspects
LT       S.11         -1                 of the CCSS not addressed

LT       S.8          0
                                         3 = Excellent match between the
LT       G.4          0                  two documents
                                         1 = Weak match, major aspects of
LT       P.9          -1                 the CCSS not addressed
                                         1 = Weak match, major aspects of
LT       U.1          -2                 the CCSS not addressed
LT       U.1          1

IT       E.3          0

                                         2 = Good match, with minor aspects
LT       C.3          0                  of the CCSS not addressed
                  3 = Excellent match between the
BR   F.20    0    two documents
                  3 = Excellent match between the
IT   E.2     0    two documents
                  1 = Weak match, major aspects of
LT   T.7     -1   the CCSS not addressed

                  2 = Good match, with minor aspects
LT   F.7     0    of the CCSS not addressed
LT   U.1     0
                  3 = Excellent match between the
LT   P.8     0    two documents
                  3 = Excellent match between the
LT   F.6     1    two documents
                  3 = Excellent match between the
LT   D.10    0    two documents

LT   D.12    -1
                  1 = Weak match, major aspects of
LT   F.6     1    the CCSS not addressed
                  3 = Excellent match between the
LT   TN.11   -3   two documents

                  2 = Good match, with minor aspects
BR   F.12    0    of the CCSS not addressed
                  3 = Excellent match between the
LT   U.3     0    two documents
IT   E.5     0

IT   DP.6    0

IT   DP.7    0
                  3 = Excellent match between the
LT   T.7     0    two documents
LT   TN.16   0

LT   U.4     0

LT   F.8     0
IT   E.1     0
                  3 = Excellent match between the
LT   F.9     0    two documents

LT   F.6     -1
EL   2       0
LT   S.13    0

LT   D.12    0
LT   TN.14   0
                  3 = Excellent match between the
LD   V.11    0    two documents
LD   V.12    0

LD   V.13    0

                  2 = Good match, with minor aspects
LT   C.5     0    of the CCSS not addressed

LD   Q.4     0
LT   F.6     2

LT   G.6     0

LT   F.8     0

LT   D.12    0

LT   U.1     0

W    E.3     0

                  2 = Good match, with minor aspects
LT   LNF.7   -1   of the CCSS not addressed
IT   E.2     -1

                  2 = Good match, with minor aspects
IT   DP.7    0    of the CCSS not addressed

LT   U.1     0

IT   E.4     0

IT   DP.6    0
                  3 = Excellent match between the
LT   C.5     0    two documents

                  2 = Good match, with minor aspects
BR   F.5     0    of the CCSS not addressed

LT   U.1     0
LT   U.2     0
LT   U.3     0

LT   U.4     0

                  2 = Good match, with minor aspects
IT   DP.7    0    of the CCSS not addressed

                  2 = Good match, with minor aspects
IT   E.1     0    of the CCSS not addressed

LT   T.3     -1
LT   D.10    0

LT   F.6     0

LT   TN.13   0

LT   P.9     0
LT   S.11    0

LT   D.10    0

LT   G.2     0
LT   LNF.7   0

LT   T.3     -1
LT   T.7     1
                  1 = Weak match, major aspects of
BR   F.1     0    the CCSS not addressed
                  3 = Excellent match between the
LD   Q.2     0    two documents
LD   Q.3     0

LD   O.7     0

LD   V.10    0

BR   F.1     0

IT   A.7     0
LT   C.1     0

LT   G.2     0

LT   T.3     0

LT   F.4     0
LT   F.5     0

LT   S.9     0
LT   S.10    0
LT   TN.11   0
                  3 = Excellent match between the
LD   Q.2     0    two documents
LD   Q.3     0
LD   Q.4     0

LD   O.6     0

LD   O.7     0

LD   V.10    0
IT   E.1     0
IT   E.5     0

LT   G.2     0

LT   T.3     0

LT   F.4     0
LT   F.5     0
LT   D.8     0

LT   S.9     0
LT   S.10    0
LT   TN.11   0
LT   TN.12   0
                 3 = Excellent match between the
IT   E.1     0   two documents
IT   E.5     0

IT   A.7     0
LT   C.1     0

LT   G.2     0

LT   T.3     0

LT   F.4     0
LT   F.5     0
LT   S.10    0
                 3 = Excellent match between the
LD   V.8     0   two documents
LD   V.9     0

LD   V.10    0

LD   V.11    0


LT   P.7     0

LT   S.9     0
LT   S.10    0

W    I.2     0
                 3 = Excellent match between the
LD   O.7     0   two documents

BR   F.1     0

IT   E.4     0
IT   E.5     0
LT   T.3     0
LT   F.5     0

LT   LNF.6   0
LT   D.8     0
LT   TN.11   0
LT   TN.12   0

W    I.1     0


W    E.3     0

W    E.4     0
W    E.5     0

                 2 = Good match, with minor aspects
LT   LNF.6   0   of the CCSS not addressed
LT   D.8     0

LT   S.9     0
LT   TN.11   0
LT   F.5     0

                 2 = Good match, with minor aspects
LD   Q.2     0   of the CCSS not addressed
LD   Q.3     0

LD   O.5     0

LD   O.6     0




R    1       0

M    1       0
M    2       0
                 3 = Excellent match between the
IT   E.3     0   two documents
LT   D.8     0
LT   TN.11   0
W    I.1     0
                  3 = Excellent match between the
LD   Q.2     0    two documents

LD   O.7     0

BR   F.1     0

IT   E.1     0
IT   E.2     0

IT   A.7     0

LT   G.2     0

LT   T.3     0
LT   F.5     0

LT   LNF.6   0
LT   D.8     0

LT   S.9     0
LT   S.10    0
LT   TN.12   0

W    I.1     0
                  3 = Excellent match between the
LT   U.3     0    two documents
                  3 = Excellent match between the
IT   E.2     0    two documents
LT   U.2     0
IT   E.1     -3

                  2 = Good match, with minor aspects
LT   C.4     -2   of the CCSS not addressed
                  3 = Excellent match between the
BR   PC.4    0    two documents
                  1 = Weak match, major aspects of
BR   PC.3    -1   the CCSS not addressed
                  3 = Excellent match between the
IT   E.3     0    two documents
LT   U.1     0

                  2 = Good match, with minor aspects
LT   C.3     -1   of the CCSS not addressed
                  1 = Weak match, major aspects of
LT   U.4     0    the CCSS not addressed

                  2 = Good match, with minor aspects
IT   E.2     0    of the CCSS not addressed
                 2 = Good match, with minor aspects
IT   E.1    0    of the CCSS not addressed

LD   O.5    0
                 1 = Weak match, major aspects of
LT   C.4    -1   the CCSS not addressed

                 2 = Good match, with minor aspects
LD   V.12   1    of the CCSS not addressed
LD   Q.4    -1
                 1 = Weak match, major aspects of
IT   E.3    0    the CCSS not addressed
IT   DP.5   -1

                 2 = Good match, with minor aspects
IT   DP.5   -1   of the CCSS not addressed
                 1 = Weak match, major aspects of
IT   A.8    -3   the CCSS not addressed
                 1 = Weak match, major aspects of
M    1      -3   the CCSS not addressed

                 2 = Good match, with minor aspects
BR   F.20   0    of the CCSS not addressed

                 2 = Good match, with minor aspects
IT   E.2    0    of the CCSS not addressed
                 3 = Excellent match between the
IT   E.1    -1   two documents
                 3 = Excellent match between the
IT   DP.4   0    two documents

IT   DP.7   -1

                 2 = Good match, with minor aspects
LD   V.11   0    of the CCSS not addressed
                 1 = Weak match, major aspects of
IT   E.3    0    the CCSS not addressed
                 3 = Excellent match between the
IT   E.1    -1   two documents
IT   E.1    0

                 2 = Good match, with minor aspects
IT   E.4    -1   of the CCSS not addressed

IT   DP.6   -1
                 1 = Weak match, major aspects of
IT   E.1    -1   the CCSS not addressed
                 3 = Excellent match between the
LT   C.5    -1   two documents
IT   E.3    -3
                  1 = Weak match, major aspects of
BR   F.12    0    the CCSS not addressed
                  3 = Excellent match between the
IT   E.5     0    two documents
LT   U.3     0
IT   E.1     0

                  2 = Good match, with minor aspects
IT   E.3     0    of the CCSS not addressed

IT   DP.7    0

LT   C.4     1
LT   TN.15   0
                  3 = Excellent match between the
LD   V.12    0    two documents

LD   V.8     0

LD   V.11    0

LD   V.13    0
LD   V.9     0
LD   V.10    0
                  3 = Excellent match between the
IT   DP.7    0    two documents
IT   E.2     0

IT   E.4     0
IT   DP.5    1

IT   E.4     -1
                  3 = Excellent match between the
LT   LNF.7   -1   two documents
IT   A.8     -1
IT   E.2     -1
                  3 = Excellent match between the
IT   E.3     1    two documents

IT   DP.7    0

LT   U.1     0

IT   E.4     0

IT   DP.6    0

                  2 = Good match, with minor aspects
LT   U.2     1    of the CCSS not addressed

IT   DP.7    0
IT   E.3     0
LT   C.4    1
LT   C.5    0

IT   E.4    -1

EL   7      0
                 3 = Excellent match between the
LT   C.5    0    two documents
IT   E.1    0

                 2 = Good match, with minor aspects
BR   F.1    -1   of the CCSS not addressed

BR   F.5    0
M    2      0
IT   E.1    0
IT   E.2    0
IT   E.3    0

IT   E.4    0
IT   E.5    0

IT   DP.6   0

IT   DP.7   0

                 2 = Good match, with minor aspects
IT   E.1    0    of the CCSS not addressed

IT   DP.7   0
                 3 = Excellent match between the
IT   E.1    0    two documents

                 2 = Good match, with minor aspects
IT   E.3    0    of the CCSS not addressed

LT   F.5    0
                 3 = Excellent match between the
LD   Q.4    0    two documents
LD   V.9    0

LD   V.10   0
LD   V.11   0
LD   V.12   0

LD   V.13   0

LD   V.14   0

                 2 = Good match, with minor aspects
IT   E.3    0    of the CCSS not addressed
LT   F.5     0
                 3 = Excellent match between the
IT   DP.6    0   two documents

                 2 = Good match, with minor aspects
IT   E.5     0   of the CCSS not addressed

                 2 = Good match, with minor aspects
LD   Q.3     0   of the CCSS not addressed




R    1       0

W    E.4     0
                 1 = Weak match, major aspects of
BR   F.1     0   the CCSS not addressed
                 3 = Excellent match between the
LD   Q.3     0   two documents

IT   E.1     0
IT   E.2     0
IT   E.3     0

IT   A.7     0
LT   C.1     0

LT   G.2     0

LT   T.3     0
LT   F.5     0
LT   D.8     0
LT   TN.11   0
                 3 = Excellent match between the
IT   E.1     0   two documents
IT   E.3     0

IT   A.7     0

LT   T.3     0
LT   TN.11   0
LT   F.5     0

                 2 = Good match, with minor aspects
IT   E.2     0   of the CCSS not addressed
IT   E.3     0
LT   C.1     0

LT   G.2     0

LT   F.4     0

LT   LNF.6   0
                 3 = Excellent match between the
LD   V.11    0   two documents

LD   V.8     0
LD   V.9     0

LD   V.10    0
                 3 = Excellent match between the
IT   E.1     0   two documents
IT   E.2     0
IT   E.3     0
IT   E.5     0

IT   A.7     0
LT   C.1     0

LT   G.2     0

LT   T.3     0

LT   LNF.6   0
LT   D.8     0
LT   TN.11   0
                 3 = Excellent match between the
IT   E.3     0   two documents

IT   A.7     0
LT   D.8     0
LT   TN.11   0
                 3 = Excellent match between the
IT   E.4     0   two documents
IT   DP.6    0




R    1       0
                3 = Excellent match between the
LD   Q.3    0   two documents

IT   A.7    0

M    1      0
                3 = Excellent match between the
LD   Q.2    0   two documents
LD   Q.4    0

LD   O.6    0
IT   E.2    0
IT   E.3    0
IT   DP.6   0




R    1      0

W    E.4    0
W    E.5    0

W    R.6    0

                2 = Good match, with minor aspects
BR   F.1    0   of the CCSS not addressed
LT   S.10   0
                3 = Excellent match between the
BR   PC.1   0   two documents

BR   PC.3   0

BR   PC.5   0
BR   PC.6   0
BR   PC.7   0
                3 = Excellent match between the
BR   PC.3   0   two documents
                3 = Excellent match between the
BR   PC.5   0   two documents
                3 = Excellent match between the
BR   PC.6   0   two documents
                3 = Excellent match between the
BR   PC.9   0   two documents
                  2 = Good match, with minor aspects
BR   PA.12   0    of the CCSS not addressed

BR   PA.15   0
BR   PA.16   0
                  3 = Excellent match between the
BR   PA.10   0    two documents
BR   PA.11   0

                  2 = Good match, with minor aspects
BR   PA.15   0    of the CCSS not addressed

BR   PA.17   0
                  3 = Excellent match between the
BR   PA.12   0    two documents

                  2 = Good match, with minor aspects
BR   PA.16   0    of the CCSS not addressed

BR   PA.11   0

                  2 = Good match, with minor aspects
BR   P.20    0    of the CCSS not addressed
                  3 = Excellent match between the
BR   P.19    0    two documents
                  1 = Weak match, major aspects of
BR   P.11    -2   the CCSS not addressed

                  2 = Good match, with minor aspects
LT   U.4     0    of the CCSS not addressed
                  1 = Weak match, major aspects of
BR   PC.5    1    the CCSS not addressed

BR   PC.1    1

BR   PC.3    1
BR   PC.7    1
BR   PC.8    1
BR   PC.5    0
                  3 = Excellent match between the
BR   PC.2    0    two documents

                  2 = Good match, with minor aspects
BR   PA.10   0    of the CCSS not addressed

BR   PA.11   0

BR   PA.12   0
                  3 = Excellent match between the
BR   PA.9    0    two documents
                  3 = Excellent match between the
BR   PA.10   0    two documents

                  2 = Good match, with minor aspects
BR   PA.16   1    of the CCSS not addressed
                  3 = Excellent match between the
BR   PA.11   0    two documents




                  3 = Excellent match between the
BR   P.13    0    two documents




                  3 = Excellent match between the
BR   P.13    0    two documents




                  3 = Excellent match between the
BR   P.13    0    two documents




                  3 = Excellent match between the
EL   8       0    two documents
                  3 = Excellent match between the
BR   P.4     -1   two documents




                  3 = Excellent match between the
BR   P.13    0    two documents

                  2 = Good match, with minor aspects
BR   P.14    0    of the CCSS not addressed
                  3 = Excellent match between the
BR   P.10    -1   two documents
                  3 = Excellent match between the
BR   F.20    0    two documents
                  3 = Excellent match between the
BR   F.20    0    two documents
                  3 = Excellent match between the
BR   F.20    0    two documents
                 1 = Weak match, major aspects of
BR   F.20   0    the CCSS not addressed
                 3 = Excellent match between the
BR   P.3    0    two documents


BR   P.5    0
BR   P.11   0

                 3 = Excellent match between the
BR   P.5    0    two documents
BR   P.9    0




EL   6      0

                 3 = Excellent match between the
BR   P.5    0    two documents
BR   P.9    0
                 3 = Excellent match between the
BR   P.3    0    two documents
BR   P.11   0




EL   6      0
                 3 = Excellent match between the
LD   V.8    0    two documents
                 3 = Excellent match between the
BR   P.10   0    two documents
                 3 = Excellent match between the
BR   P.10   0    two documents
                 3 = Excellent match between the
BR   F.12   0    two documents

                 2 = Good match, with minor aspects
IT   E.1    0    of the CCSS not addressed
                 3 = Excellent match between the
LD   O.6    -1   two documents

BR   F.5    -1
                 1 = Weak match, major aspects of
LD   V.12   -1   the CCSS not addressed
                3 = Excellent match between the
BR   P.2   0    two documents

BR   P.1   0

LD   V.8   0
LD   V.9   0
BR   P.3   0
BR   P.4   0
                3 = Excellent match between the
LD   V.8   0    two documents




BR   P.2   0

                2 = Good match, with minor aspects
LD   V.8   -2   of the CCSS not addressed

LD   V.8   0




BR   P.2   0
                3 = Excellent match between the
BR   P.1   0    two documents




EL   8     0
                3 = Excellent match between the
BR   P.3   0    two documents




EL   4     -1
EL   6      1

                 2 = Good match, with minor aspects
BR   F.5    0    of the CCSS not addressed

BR   F.1    -1
BR   F.12   1
                 3 = Excellent match between the
BR   F.5    0    two documents

BR   F.1    -1
                 3 = Excellent match between the
BR   F.5    0    two documents
                 1 = Weak match, major aspects of
LD   V.12   0    the CCSS not addressed
BR   P.4    0
LD   V.11   1




EL   8      1
LD   V.9    0

LD   V.10   0
LD   Q.4    0
LD   V.9    0

LD   V.10   0
                 1 = Weak match, major aspects of
BR   F.1    0    the CCSS not addressed
LT   S.11   0

                 2 = Good match, with minor aspects
BR   P.1    1    of the CCSS not addressed




BR   P.2    1

                 2 = Good match, with minor aspects
LD   V.8    0    of the CCSS not addressed
BR   P.4    2
                3 = Excellent match between the
LD   V.11   0   two documents
EL   1      0
EL   2      0

EL   3      0
EL   7      0

LD   V.8    0
LD   V.9    0

                2 = Good match, with minor aspects
BR   F.1    0   of the CCSS not addressed

LD   O.7    0
                3 = Excellent match between the
LD   O.7    0   two documents

BR   F.1    0
                3 = Excellent match between the
LD   O.7    0   two documents
                3 = Excellent match between the
LT   S.10   0   two documents

LT   S.9    0


LT   P.7    0
EL   1      0



EL   6      0

                2 = Good match, with minor aspects
W    I.1    0   of the CCSS not addressed
                3 = Excellent match between the
W    I.1    0   two documents
                1 = Weak match, major aspects of
W    I.2    0   the CCSS not addressed

W    E.4    0
                1 = Weak match, major aspects of
R    1      0   the CCSS not addressed

                2 = Good match, with minor aspects
R    1      0   of the CCSS not addressed
                1 = Weak match, major aspects of
W    I.1    0   the CCSS not addressed

                2 = Good match, with minor aspects
W    I.1    0   of the CCSS not addressed
                  2 = Good match, with minor aspects
W    I.1     0    of the CCSS not addressed
                  1 = Weak match, major aspects of
R    1       0    the CCSS not addressed

                  2 = Good match, with minor aspects
W    E.5     -2   of the CCSS not addressed
                  3 = Excellent match between the
W    E.3     -1   two documents

                  2 = Good match, with minor aspects
W    R.3     0    of the CCSS not addressed

W    I.1     -1

                  2 = Good match, with minor aspects
W    R.3     0    of the CCSS not addressed

                  2 = Good match, with minor aspects
R    1       0    of the CCSS not addressed




R    1       -1
                  1 = Weak match, major aspects of
W    E.3     0    the CCSS not addressed
IT   E.2     -1
LT   LNF.7   -1



                  1 = Weak match, major aspects of
W    E.3     -1   the CCSS not addressed

W    E.3     0
IT   E.2     -1

                  2 = Good match, with minor aspects
IT   E.2     -1   of the CCSS not addressed
LD   Q.3     0

W    E.3     0



                  1 = Weak match, major aspects of
EL   4       -1   the CCSS not addressed

                  2 = Good match, with minor aspects
IT   E.4     -1   of the CCSS not addressed
W    E.3   -1

W    I.1   0
                3 = Excellent match between the
W    E.3   0    two documents
W    I.2   0
W    E.4   0

W    I.1   0
W    R.5   0

                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed

                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed




W    E.3   -1
                1 = Weak match, major aspects of
W    E.3   0    the CCSS not addressed
                1 = Weak match, major aspects of
EL   7     0    the CCSS not addressed
                3 = Excellent match between the
W    I.1   0    two documents

                2 = Good match, with minor aspects
W    I.1   0    of the CCSS not addressed

                2 = Good match, with minor aspects
W    I.1   0    of the CCSS not addressed
                1 = Weak match, major aspects of
LT   U.2   2    the CCSS not addressed
LD   Q.1   1

                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed
                3 = Excellent match between the
W    E.2   1    two documents

W    I.1   0
W    I.2   0

W    E.3   0
W    E.4   0
EL   5     0
                1 = Weak match, major aspects of
W    R.5   0    the CCSS not addressed

                2 = Good match, with minor aspects
LD   D.1   0    of the CCSS not addressed
M    2     -2



                3 = Excellent match between the
R    1     0    two documents




R    1     -1

W    E.4   -1
                1 = Weak match, major aspects of
LD   O.5   0    the CCSS not addressed

W    E.4   -1

R    1     1

                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed




R    1     0

W    I.1   0
W    I.2   0
W    E.4   0

                2 = Good match, with minor aspects
W    E.5   0    of the CCSS not addressed



                3 = Excellent match between the
W    E.3   0    two documents

W    E.4   0
                1 = Weak match, major aspects of
W    E.4   0    the CCSS not addressed
                2 = Good match, with minor aspects
W    E.4   -1   of the CCSS not addressed

W    E.4   0

W    E.5   0
                1 = Weak match, major aspects of
W    E.4   0    the CCSS not addressed

                2 = Good match, with minor aspects
W    I.1   0    of the CCSS not addressed

                2 = Good match, with minor aspects
W    I.1   0    of the CCSS not addressed
                1 = Weak match, major aspects of
LT   F.6   0    the CCSS not addressed

                2 = Good match, with minor aspects
W    I.2   1    of the CCSS not addressed

W    I.2   -1

                2 = Good match, with minor aspects
W    E.3   -1   of the CCSS not addressed

W    E.4   -1

                2 = Good match, with minor aspects
W    R.7   0    of the CCSS not addressed




R    1     -1




R    1     0
R    1     0

W    E.4   0
W    I.1   0



W    E.6   0

W    E.5   0
               3 = Excellent match between the
LD   O.5   0   two documents

LD   O.6   0

W    E.4   0

W    R.6   0
               3 = Excellent match between the
EL   5     0   two documents

W    E.4   0


W    E.3   0

W    R.6   0




               3 = Excellent match between the
R    1     0   two documents

W    E.4   0

W    R.6   0
                 3 = Excellent match between the
W    E.3     0   two documents

W    E.4     0
IT   E.2     0

                 2 = Good match, with minor aspects
W    E.3     0   of the CCSS not addressed
                 3 = Excellent match between the
W    E.4     0   two documents
W    E.5     0




                 3 = Excellent match between the
R    1       0   two documents
                 3 = Excellent match between the
W    E.4     0   two documents
W    E.5     0

W    R.6     0
M    2       0



                 3 = Excellent match between the
EL   4       1   two documents

                 2 = Good match, with minor aspects
LT   G.3     1   of the CCSS not addressed

W    R.7     1

W    E.4     1

                 3 = Excellent match between the
W    E.3     0   two documents

W    R.6     0

                 2 = Good match, with minor aspects
W    E.3     0   of the CCSS not addressed
LT   TN.16   2
LT   G.3     1
W    E.3     5
                 3 = Excellent match between the
LD   O.6     0   two documents
IT   E.5     0

W    R.6     0

                 3 = Excellent match between the
W    E.3     0   two documents

W    E.4     0
                 3 = Excellent match between the
IT   E.5     0   two documents

LT   LNF.6   0

W    R.6     0
                 3 = Excellent match between the
LD   Q.4     0   two documents

LD   O.5     0

W    R.6     0
EL   5       0


EL   4       0



EL   6       0

                 3 = Excellent match between the
LD   D.1     0   two documents
LD   Q.4     0

LD   O.5     0

LD   O.6     0
                 3 = Excellent match between the
LD   O.5     0   two documents

LD   O.6     0
R    1     0

               2 = Good match, with minor aspects
LD   Q.2   1   of the CCSS not addressed
IT   E.1   1




W    E.3   1

IT   E.1   0
               3 = Excellent match between the
IT   E.2   0   two documents
IT   E.3   0
LT   C.1   0

LT   G.2   0
LT   D.8   0




R    1     0


W    E.3   0
M    2     0
               3 = Excellent match between the
BR   F.1   0   two documents

IT   E.1   0
IT   E.3     0

IT   E.4     0
IT   E.5     0

IT   A.7     0
LT   C.1     0

LT   G.2     0

LT   T.3     0
LT   F.5     0
LT   D.8     0

LT   S.9     0
LT   S.10    0
LT   TN.12   0
                  3 = Excellent match between the
LT   LNF.6   0    two documents
LT   D.8     0
IT   E.2     0
IT   E.3     0

IT   E.4     0
LT   C.1     0
                  3 = Excellent match between the
W    E.5     0    two documents

W    R.6     0
M    2       0

                  2 = Good match, with minor aspects
LD   Q.2     0    of the CCSS not addressed
                  3 = Excellent match between the
LD   D.1     0    two documents

                  2 = Good match, with minor aspects
LD   D.1     0    of the CCSS not addressed
LD   Q.2     0
                  3 = Excellent match between the
LD   Q.3     0    two documents

                  2 = Good match, with minor aspects
LD   Q.4     0    of the CCSS not addressed
LD   O.6     0
                  1 = Weak match, major aspects of
LD   D.2     1    the CCSS not addressed
                  3 = Excellent match between the
LD   D.1     0    two documents
                  3 = Excellent match between the
LD   Q.4     -1   two documents
                3 = Excellent match between the
LT   U.3   1    two documents

                2 = Good match, with minor aspects
LD   Q.3   0    of the CCSS not addressed
                3 = Excellent match between the
EL   2     0    two documents
                3 = Excellent match between the
LD   D.1   0    two documents
LD   Q.2   0
                3 = Excellent match between the
LD   D.1   0    two documents
                3 = Excellent match between the
LD   Q.2   -1   two documents
LD   Q.3   -1
                3 = Excellent match between the
LD   Q.4   0    two documents
                1 = Weak match, major aspects of
LD   O.6   0    the CCSS not addressed
LD   Q.3   0
LT   T.6   0
LD   O.8   2
LD   Q.2   -1
                3 = Excellent match between the
LD   Q.4   0    two documents
LD   Q.3   -1
                3 = Excellent match between the
LD   O.6   0    two documents
                1 = Weak match, major aspects of
LD   O.7   0    the CCSS not addressed
                1 = Weak match, major aspects of
LD   O.6   0    the CCSS not addressed
LD   Q.1   0
LD   Q.4   0
LD   Q.3   0
                3 = Excellent match between the
LD   D.1   0    two documents

                2 = Good match, with minor aspects
LD   D.1   0    of the CCSS not addressed
                3 = Excellent match between the
LD   D.1   0    two documents
                3 = Excellent match between the
LD   D.1   0    two documents

                2 = Good match, with minor aspects
LD   D.1   0    of the CCSS not addressed

                2 = Good match, with minor aspects
LD   Q.2   0    of the CCSS not addressed
IT   E.1   0
M    2     0
               2 = Good match, with minor aspects
LD   Q.3   0   of the CCSS not addressed
IT   E.5   0
LD   Q.4   1

               2 = Good match, with minor aspects
LD   O.5   0   of the CCSS not addressed
IT   E.2   0

LT   U.4   0
LT   U.3   0
IT   E.1   0

               2 = Good match, with minor aspects
M    3     0   of the CCSS not addressed


               2 = Good match, with minor aspects
EL   4     0   of the CCSS not addressed

EL   7     0

               3 = Excellent match between the
LD   D.1   0   two documents

LD   Q.2   0

LD   Q.3   0


LD   D.1   0


LD   D.1   0


LD   D.1   0


LD   D.1   0
LD   Q.2   1
               1 = Weak match, major aspects of
LD   Q.2   0   the CCSS not addressed
               2 = Good match, with minor aspects
R    1     0   of the CCSS not addressed
               1 = Weak match, major aspects of
M    2     0   the CCSS not addressed
               1 = Weak match, major aspects of
LD   Q.4   0   the CCSS not addressed
               3 = Excellent match between the
LD   Q.4   0   two documents

LD   O.5   0


LD   D.1   0

               3 = Excellent match between the
LD   D.1   0   two documents
               3 = Excellent match between the
LD   Q.4   0   two documents
               3 = Excellent match between the
LD   Q.2   0   two documents
LD   Q.3   0

LD   O.6   0

BR   F.1   0
LD   Q.2   0

W    E.4   0
W    E.5   0




               3 = Excellent match between the
R    1     0   two documents
M    2     0
               3 = Excellent match between the
EL   7     0   two documents
EL   6      0
EL   5      0


EL   4      0

EL   3      0

W    R.6    0
EL   1      0
EL   2      0

                 2 = Good match, with minor aspects
EL   1      0    of the CCSS not addressed

                 2 = Good match, with minor aspects
EL   4      -1   of the CCSS not addressed

                 2 = Good match, with minor aspects
EL   3      -1   of the CCSS not addressed

                 2 = Good match, with minor aspects
EL   3      -1   of the CCSS not addressed

                 2 = Good match, with minor aspects
BR   PC.2   -1   of the CCSS not addressed
EL   6      -1
EL   7      -1
                 3 = Excellent match between the
EL   7      -1   two documents

                 2 = Good match, with minor aspects
BR   PC.2   -1   of the CCSS not addressed
                 3 = Excellent match between the
EL   2      0    two documents

                 2 = Good match, with minor aspects
LD   V.8    0    of the CCSS not addressed
                 3 = Excellent match between the
LD   V.11   -2   two documents

                 2 = Good match, with minor aspects
LD   V.8    -2   of the CCSS not addressed
                 3 = Excellent match between the
LD   V.9    0    two documents
                 1 = Weak match, major aspects of
LD   V.9    -2   the CCSS not addressed
                 1 = Weak match, major aspects of
LD   V.8    0    the CCSS not addressed
LD   Q.2    0

                 2 = Good match, with minor aspects
BR   PC.2   0    of the CCSS not addressed

EL   4      0
                 3 = Excellent match between the
EL   3      0    two documents

EL   3      0

                 2 = Good match, with minor aspects
EL   3      0    of the CCSS not addressed



                 2 = Good match, with minor aspects
EL   4      -3   of the CCSS not addressed

                 2 = Good match, with minor aspects
EL   5      0    of the CCSS not addressed

                 2 = Good match, with minor aspects
BR   PC.2   0    of the CCSS not addressed
                 3 = Excellent match between the
EL   5      -1   two documents

                 2 = Good match, with minor aspects
BR   PC.2   0    of the CCSS not addressed

                 2 = Good match, with minor aspects
EL   1      -1   of the CCSS not addressed




                 2 = Good match, with minor aspects
EL   8      0    of the CCSS not addressed
                 3 = Excellent match between the
EL   2      1    two documents

                 2 = Good match, with minor aspects
LD   V.10   0    of the CCSS not addressed

BR   P.16   0
LD   V.11   -1

                 2 = Good match, with minor aspects
LD   V.11   -1   of the CCSS not addressed
                 3 = Excellent match between the
LD   V.8    -1   two documents
                 2 = Good match, with minor aspects
BR   P.14   0    of the CCSS not addressed
                 3 = Excellent match between the
LD   V.8    0    two documents

                 2 = Good match, with minor aspects
LD   Q.3    0    of the CCSS not addressed
                 1 = Weak match, major aspects of
LD   O.5    1    the CCSS not addressed

                 2 = Good match, with minor aspects
EL   3      0    of the CCSS not addressed
                 3 = Excellent match between the
EL   3      0    two documents




                 1 = Weak match, major aspects of
EL   8      1    the CCSS not addressed



                 3 = Excellent match between the
EL   4      -2   two documents
                 3 = Excellent match between the
BR   PC.1   0    two documents

EL   4      0
EL   6      1

EL   3      -1
                 3 = Excellent match between the
EL   6      -1   two documents
                 3 = Excellent match between the
EL   4      0    two documents
                 3 = Excellent match between the
EL   2      -2   two documents

BR   P.7    0



                 3 = Excellent match between the
EL   6      0    two documents
                 3 = Excellent match between the
LD   V.12   0    two documents
                 3 = Excellent match between the
LD   V.11   0    two documents
                 3 = Excellent match between the
LD   V.12   -1   two documents
                3 = Excellent match between the
LD   V.8    0   two documents
                3 = Excellent match between the
BR   P.14   1   two documents
                3 = Excellent match between the
BR   P.16   1   two documents

LD   V.10   0
                3 = Excellent match between the
LD   V.12   0   two documents
                1 = Weak match, major aspects of
LD   V.11   0   the CCSS not addressed
                1 = Weak match, major aspects of
LD   V.10   2   the CCSS not addressed
                3 = Excellent match between the
EL   1      0   two documents
EL   2      0

EL   3      0



EL   4      0
EL   5      0
EL   6      0

EL   7      0




EL   8      0

                2 = Good match, with minor aspects
EL   2      0   of the CCSS not addressed
EL   1      0



EL   4      0

                2 = Good match, with minor aspects
BR   P.6    1   of the CCSS not addressed

                2 = Good match, with minor aspects
EL   2      0   of the CCSS not addressed
                2 = Good match, with minor aspects
EL   4     -1   of the CCSS not addressed


                2 = Good match, with minor aspects
EL   4     0    of the CCSS not addressed

                2 = Good match, with minor aspects
EL   1     0    of the CCSS not addressed



                2 = Good match, with minor aspects
EL   4     -1   of the CCSS not addressed

EL   5     -1



                2 = Good match, with minor aspects
EL   4     -1   of the CCSS not addressed
                1 = Weak match, major aspects of
EL   7     0    the CCSS not addressed
                3 = Excellent match between the
EL   3     0    two documents

                2 = Good match, with minor aspects
EL   6     0    of the CCSS not addressed
                3 = Excellent match between the
EL   3     0    two documents
                3 = Excellent match between the
EL   3     0    two documents
                3 = Excellent match between the
EL   2     -1   two documents

EL   3     2



                3 = Excellent match between the
EL   6     -1   two documents




BR   P.2   0
                 3 = Excellent match between the
EL   8      0    two documents

                 2 = Good match, with minor aspects
LD   V.13   0    of the CCSS not addressed
                 3 = Excellent match between the
LD   V.10   0    two documents

LD   Q.4    0
                 1 = Weak match, major aspects of
LD   V.11   0    the CCSS not addressed
                 1 = Weak match, major aspects of
LD   Q.2    -1   the CCSS not addressed

                 2 = Good match, with minor aspects
BR   P.4    0    of the CCSS not addressed

                 2 = Good match, with minor aspects
BR   P.4    0    of the CCSS not addressed

                 2 = Good match, with minor aspects
LD   V.9    0    of the CCSS not addressed

LD   V.13   0
                 3 = Excellent match between the
LD   V.9    0    two documents
                 3 = Excellent match between the
LD   V.13   0    two documents

                 2 = Good match, with minor aspects
LD   V.13   0    of the CCSS not addressed

                 2 = Good match, with minor aspects
LD   V.11   0    of the CCSS not addressed
                 1 = Weak match, major aspects of
EL   2      0    the CCSS not addressed




EL   4      -1
                 1 = Weak match, major aspects of
EL   2      0    the CCSS not addressed

                 2 = Good match, with minor aspects
LD   V.8    0    of the CCSS not addressed
LD   V.9    0
LD   V.10   0

LD   V.11   0

LD   V.12   0

LD   V.13   0



                 2 = Good match, with minor aspects
EL   4      0    of the CCSS not addressed



                 3 = Excellent match between the
EL   4      0    two documents


                 3 = Excellent match between the
EL   4      1    two documents



                 1 = Weak match, major aspects of
EL   4      0    the CCSS not addressed
                 3 = Excellent match between the
EL   5      0    two documents

                 2 = Good match, with minor aspects
W    R.7    0    of the CCSS not addressed



                 1 = Weak match, major aspects of
EL   6      0    the CCSS not addressed

EL   2      0
EL   5      -1

EL   3      1


EL   4      -1




EL   8      1
EL   6      0
                 1 = Weak match, major aspects of
LD   Q.4    0    the CCSS not addressed

EL   2      0

                 3 = Excellent match between the
LD   D.1    0    two documents
LD   Q.4    0

LD   Q.3    0
                 3 = Excellent match between the
LD   V.13   0    two documents
                 3 = Excellent match between the
LD   V.12   1    two documents

LD   V.10   -1
                 3 = Excellent match between the
LD   V.10   0    two documents

LD   V.8    -1

                 2 = Good match, with minor aspects
LD   V.14   0    of the CCSS not addressed

                 2 = Good match, with minor aspects
LD   V.12   0    of the CCSS not addressed
                 3 = Excellent match between the
LT   F.11   1    two documents
LD   V.12   0
                 3 = Excellent match between the
LD   Q.4    0    two documents
LD   V.9    2


                 3 = Excellent match between the
EL   6      0    two documents

EL   3      0
EL   1      0
EL   2      0
                 3 = Excellent match between the
EL   2      0    two documents


                 3 = Excellent match between the
EL   6      0    two documents
EL   5      0
EL   4      0

                3 = Excellent match between the
EL   4      0   two documents
                3 = Excellent match between the
LD   V.11   0   two documents
                3 = Excellent match between the
W    R.6    0   two documents

LD   O.6    0

LD   V.11   0

                2 = Good match, with minor aspects
W    R.6    0   of the CCSS not addressed
                3 = Excellent match between the
LT   S.10   0   two documents
                3 = Excellent match between the
LD   V.8    0   two documents
LD   V.9    0

LD   V.10   0

LD   V.11   0
                3 = Excellent match between the
LD   V.8    0   two documents
                3 = Excellent match between the
LD   V.11   0   two documents
                3 = Excellent match between the
LT   S.9    0   two documents

W    I.2    0
EL   1      0
                3 = Excellent match between the
LT   S.9    0   two documents
                3 = Excellent match between the
LD   V.9    0   two documents

                2 = Good match, with minor aspects
LT   T.3    0   of the CCSS not addressed

IT   E.1    0

                2 = Good match, with minor aspects
IT   E.1    0   of the CCSS not addressed

IT   E.2    0

IT   E.3    0
                 2 = Good match, with minor aspects
LT   F.4     0   of the CCSS not addressed

                 2 = Good match, with minor aspects
LD   V.9     0   of the CCSS not addressed
LT   S.10    0
                 1 = Weak match, major aspects of
IT   E.2     0   the CCSS not addressed

LT   S.9     0
LT   S.10    0

LD   V.9     0

                 2 = Good match, with minor aspects
IT   A.5     0   of the CCSS not addressed
IT   A.6     0

M    1       0
M    2       0

                 2 = Good match, with minor aspects
LT   G.2     0   of the CCSS not addressed

LT   LNF.6   0




R    1       0

                 2 = Good match, with minor aspects
LT   T.4     0   of the CCSS not addressed

                 2 = Good match, with minor aspects
LT   F.7     0   of the CCSS not addressed

                 2 = Good match, with minor aspects
LT   S.11    0   of the CCSS not addressed
LT   LNF.8   0

LT   P.9     0
                 3 = Excellent match between the
LT   P.9     0   two documents
                 1 = Weak match, major aspects of
LT   TN.13   0   the CCSS not addressed
                      2 = Good match, with minor aspects
LT   D.10    0        of the CCSS not addressed

                      2 = Good match, with minor aspects
LT   C.2     0        of the CCSS not addressed
                      1 = Weak match, major aspects of
IT   E.2     0        the CCSS not addressed

IT   E.3     0

                      2 = Good match, with minor aspects
LT   F.4     0        of the CCSS not addressed

LT   F.6     0

                      2 = Good match, with minor aspects
LT   F.4     0        of the CCSS not addressed

LT   F.6     0
                      1 = Weak match, major aspects of
LT   LNF.7   0        the CCSS not addressed

LT   S.10    0

                      2 = Good match, with minor aspects
LT   D.9     0        of the CCSS not addressed
                      1 = Weak match, major aspects of
LT   C.1     0        the CCSS not addressed
                      1 = Weak match, major aspects of
LT   LNF.7   0        the CCSS not addressed
                      3 = Excellent match between the
IT   E.5     0 to 1   two documents




W    E.4     0 to 1

LD   Q.2     -1




W    E.3     -1



W    E.3     0 to 1

LT   T.3     -1
                      1 = Weak match, major aspects of
LT   TN.13   0 to 1   the CCSS not addressed
LT   G.2     -1

LT   T.3     -1
LT   S.11    -1
                      1 = Weak match, major aspects of
LT   F.4     0 to 1   the CCSS not addressed
LT   TN.13   0 to 1
LT   F.5     -1

LT   TN.12   -1

                      2 = Good match, with minor aspects
IT   A.9     0 to 1   of the CCSS not addressed


LT   P.7     0 to 1

LD   V.8     -1

LT   S.10    -1

LD   V.9     -1

LD   Q.4     0 to 1
IT   E.6     0 to 1

LT   G.2     0 to 1

                      2 = Good match, with minor aspects
LT   F.5     -1       of the CCSS not addressed
LT   F.4     -1
                      1 = Weak match, major aspects of
LT   T.3     -1       the CCSS not addressed
                      1 = Weak match, major aspects of
LT   C.1     0 to 1   the CCSS not addressed

LT   C.1     -1

LT   G.2     0 to 1
LT   G.2     -1
                      1 = Weak match, major aspects of
LT   TN.12   0 to 1   the CCSS not addressed




                      2 = Good match, with minor aspects
W    E.2     0 to 1   of the CCSS not addressed
W    E.2    -1

                     2 = Good match, with minor aspects
LT   T.3    0 to 1   of the CCSS not addressed

LT   T.4    -1

LT   G.2    0 to 1

LT   F.5    0 to 1

LT   F.5    -1

                     2 = Good match, with minor aspects
LT   S.10   0 to 1   of the CCSS not addressed


LT   P.8    0 to 1


LT   P.10   -1
LT   S.14   -1

LT   F.5    -1

LT   T.4    -1


IT   DP.6   -1
                     3 = Excellent match between the
LT   F.5    0 to 1   two documents

LT   D.9    0 to 1

LT   F.5    -1

                     2 = Good match, with minor aspects
LT   F.4    0 to 1   of the CCSS not addressed


LT   P.10   -1

LT   G.2    -1
                     3 = Excellent match between the
LT   C.1    0 to 1   two documents

LT   G.2    0 to 1
LT   LNF.8   -1
LT   C.1     -1

LT   G.2     -1

LT   TN.15   -1

LT   TN.16   -1

LT   LNF.6   0 to 1


LT   LNF.7   0 to 1



LT   TN.12   0 to 1

                      2 = Good match, with minor aspects
LT   T.3     0        of the CCSS not addressed

IT   E.1     0

                      2 = Good match, with minor aspects
IT   E.1     0        of the CCSS not addressed

IT   A.5     0
IT   A.6     0
                      3 = Excellent match between the
LT   F.4     0        two documents
LT   F.5     0

                      2 = Good match, with minor aspects
LD   V.9     0        of the CCSS not addressed

                      2 = Good match, with minor aspects
IT   E.2     0        of the CCSS not addressed
                      3 = Excellent match between the
IT   E.1     0        two documents
                  2 = Good match, with minor aspects
R    1       0    of the CCSS not addressed

                  2 = Good match, with minor aspects
IT   DP.4    -2   of the CCSS not addressed
                  3 = Excellent match between the
IT   E.1     -2   two documents

IT   A.7     -2

                  2 = Good match, with minor aspects
IT   A.6     0    of the CCSS not addressed

                  2 = Good match, with minor aspects
LT   T.4     0    of the CCSS not addressed
                  3 = Excellent match between the
LT   F.7     0    two documents
                  3 = Excellent match between the
LD   V.8     0    two documents

LD   V.9     0
                  3 = Excellent match between the
LT   S.11    0    two documents

IT   E.3     0
LT   LNF.8   0

                  2 = Good match, with minor aspects
IT   E.1     0    of the CCSS not addressed
                  1 = Weak match, major aspects of
IT   A.6     0    the CCSS not addressed
                  1 = Weak match, major aspects of
IT   A.7     0    the CCSS not addressed

                  2 = Good match, with minor aspects
LT   F.5     0    of the CCSS not addressed

LT   S.10    0
                        1 = Weak match, major aspects of
W    E.4     0          the CCSS not addressed

                        2 = Good match, with minor aspects
IT   E.1     0          of the CCSS not addressed

LT   T.3     0
                        1 = Weak match, major aspects of
LD   V.9     0          the CCSS not addressed
LD   V.10    0

                        2 = Good match, with minor aspects
IT   E.2     0          of the CCSS not addressed

LT   LNF.7   0

                        2 = Good match, with minor aspects
IT   A.5     0          of the CCSS not addressed

IT   A.7     0

                        2 = Good match, with minor aspects
M    1       0          of the CCSS not addressed
                        1 = Weak match, major aspects of
IT   DP.4    0          the CCSS not addressed
                        1 = Weak match, major aspects of
IT   E.1     0          the CCSS not addressed
                        3 = Excellent match between the
IT   E.5     0 to 1     two documents
IT   E.5     -1
                        3 = Excellent match between the
IT   E.1     0 to 1     two documents

IT   E.1     -1
IT   E.2     -1

IT   E.2     0 to 1

IT   E.3     -1

IT   E.3     0 to 1
                        3 = Excellent match between the
IT   E.4     -1         two documents
                        3 = Excellent match between the
IT   E.6     0 to 1     two documents
                        3 = Excellent match between the
LD   Q.3     -2 to -1   two documents

IT   E.1     -2 to -1

IT   E.2     -2 to -1
IT   DP.7    -2 to -1


IT   DP.6    -3 to -2
                        3 = Excellent match between the
IT   E.1     0 to 1     two documents
IT   E.6     0 to 1

IT   A.8     0 to 1

IT   A.9     0 to 1

IT   E.1     -1
IT   E.2     -1

IT   E.3     -1
IT   DP.7    -1
IT   A.9     -1


IT   A.10    -1

                        1 = Weak match, major aspects of
IT   DP.6    -1         the CCSS not addressed
                        3 = Excellent match between the
IT   A.8     0 to 1     two documents

IT   A.8     -1

                        2 = Good match, with minor aspects
LT   C.1     -1         of the CCSS not addressed
LT   G.2     -1

LT   T.3     -1
LT   LNF.6   -1

LT   C.1     0 to 1

LT   G.2     0 to 1

                        2 = Good match, with minor aspects
IT   E.1     -1         of the CCSS not addressed

IT   E.1     0 to 1




W    E.2     0 to 1
IT   A.9    -1

IT   A.11   -1

IT   A.11   0 to 1


IT   A.10   0 to 1

IT   A.9    0 to 1

                     2 = Good match, with minor aspects
IT   E.2    0 to 1   of the CCSS not addressed

IT   E.2    -1

IT   E.2    0 to 1

IT   E.2    -1


IT   DP.6   -1

IT   E.4    0 to 1

IT   E.4    -1

                     2 = Good match, with minor aspects
IT   A.9    0 to 1   of the CCSS not addressed

IT   A.9    -1
                     3 = Excellent match between the
W    E.4    0        two documents



W    E.3    0


                     3 = Excellent match between the
W    E.3    0        two documents
W    E.4    0
                     3 = Excellent match between the
W    E.4    0        two documents


W    E.4    -1
W    E.3   -1

                2 = Good match, with minor aspects
EL   2     0    of the CCSS not addressed

                2 = Good match, with minor aspects
W    E.4   1    of the CCSS not addressed

                2 = Good match, with minor aspects
W    E.2   0    of the CCSS not addressed




                1 = Weak match, major aspects of
R    1     0    the CCSS not addressed


W    E.2   0




                1 = Weak match, major aspects of
R    1     0    the CCSS not addressed


W    E.2   0

                2 = Good match, with minor aspects
W    E.3   1    of the CCSS not addressed
W    E.4   1

                2 = Good match, with minor aspects
W    I.1   0    of the CCSS not addressed




W    I.1   -2
                1 = Weak match, major aspects of
W    I.1   0    the CCSS not addressed
                3 = Excellent match between the
W    I.1   0    two documents




W    I.1   -2

                2 = Good match, with minor aspects
W    I.1   0    of the CCSS not addressed

EL   2     0



                1 = Weak match, major aspects of
W    I.1   -2   the CCSS not addressed


W    I.1   -3
                3 = Excellent match between the
W    I.1   2    two documents
                1 = Weak match, major aspects of
W    R.5   0    the CCSS not addressed

                2 = Good match, with minor aspects
M    3     0    of the CCSS not addressed
                  3 = Excellent match between the
R    1       0    two documents




                  2 = Good match, with minor aspects
R    1       0    of the CCSS not addressed

                  2 = Good match, with minor aspects
IT   E.1     0    of the CCSS not addressed




R    1       0
IT   A.6     -1

                  2 = Good match, with minor aspects
LT   G.2     0    of the CCSS not addressed

LT   LNF.6   0
                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed

M    1     0

                3 = Excellent match between the
W    E.4   0    two documents

                2 = Good match, with minor aspects
W    E.4   0    of the CCSS not addressed
                3 = Excellent match between the
W    R.5   0    two documents
                1 = Weak match, major aspects of
IT   A.6   0    the CCSS not addressed



                3 = Excellent match between the
W    E.3   0    two documents



                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed



                2 = Good match, with minor aspects
W    E.3   0    of the CCSS not addressed
                3 = Excellent match between the
W    R.6   -1   two documents
                1 = Weak match, major aspects of
W    R.5   0    the CCSS not addressed
                3 = Excellent match between the
W    I.1   1    two documents




W    I.1   -1



                2 = Good match, with minor aspects
W    I.1   -1   of the CCSS not addressed
                1 = Weak match, major aspects of
W    R.5   0    the CCSS not addressed
                 2 = Good match, with minor aspects
R    1       0   of the CCSS not addressed



                 3 = Excellent match between the
W    E.3     0   two documents




                 3 = Excellent match between the
R    1       0   two documents
                 1 = Weak match, major aspects of
LT   LNF.8   0   the CCSS not addressed




                 2 = Good match, with minor aspects
W    E.5     0   of the CCSS not addressed




W    E.3     0




                 3 = Excellent match between the
W    E.5     0   two documents




                 3 = Excellent match between the
W    E.5     0   two documents
              2 = Good match, with minor aspects
W   E.2   0   of the CCSS not addressed

W   R.6   0




              1 = Weak match, major aspects of
W   E.3   0   the CCSS not addressed



              2 = Good match, with minor aspects
W   E.2   0   of the CCSS not addressed




              2 = Good match, with minor aspects
W   E.3   0   of the CCSS not addressed




W   E.2   0




              2 = Good match, with minor aspects
W   E.3   0   of the CCSS not addressed

              2 = Good match, with minor aspects
W   E.4   0   of the CCSS not addressed



              3 = Excellent match between the
W   E.2   0   two documents




              1 = Weak match, major aspects of
W   E.3   0   the CCSS not addressed

W   R.6   0
              1 = Weak match, major aspects of
W   E.3   0   the CCSS not addressed

W   R.6   0

              2 = Good match, with minor aspects
W   E.4   0   of the CCSS not addressed




W   E.5   0



              2 = Good match, with minor aspects
W   I.1   0   of the CCSS not addressed




W   E.2   0



              2 = Good match, with minor aspects
W   I.1   0   of the CCSS not addressed



              2 = Good match, with minor aspects
W   I.1   0   of the CCSS not addressed



              2 = Good match, with minor aspects
W   I.1   0   of the CCSS not addressed


W   E.4   0
              1 = Weak match, major aspects of
W   R.6   0   the CCSS not addressed

              2 = Good match, with minor aspects
W   E.4   0   of the CCSS not addressed
                     3 = Excellent match between the
W    E.2    0        two documents
                     1 = Weak match, major aspects of
W    R.6    0        the CCSS not addressed
                     1 = Weak match, major aspects of
M    2      0        the CCSS not addressed




                     2 = Good match, with minor aspects
W    E.3    0        of the CCSS not addressed




                     2 = Good match, with minor aspects
R    1      0        of the CCSS not addressed
                     1 = Weak match, major aspects of
IT   A.6    0        the CCSS not addressed

LT   F.6    0

LT   S.10   0

                     2 = Good match, with minor aspects
W    E.4    0        of the CCSS not addressed

                     2 = Good match, with minor aspects
W    E.4    0        of the CCSS not addressed


                     2 = Good match, with minor aspects
W    E.3    0 to 1   of the CCSS not addressed




W    E.4    0 to 1
W   E.5   0 to 1




W   E.3   -1




W   E.4   -1




W   E.6   -1




                   2 = Good match, with minor aspects
W   E.4   0 to 1   of the CCSS not addressed



W   E.3   0 to 1




W   E.5   0 to 1




W   E.3   -1
W   E.4   -1




W   E.6   -1


                   2 = Good match, with minor aspects
W   E.3   0 to 1   of the CCSS not addressed




W   E.4   0 to 1




W   E.5   0 to 1




W   E.3   -1




W   E.4   -1
W    E.6    -1
                     1 = Weak match, major aspects of
W    R.6    0 to 1   the CCSS not addressed


W    R.6    -1




                     1 = Weak match, major aspects of
W    E.5    0 to 1   the CCSS not addressed




W    E.6    -1




                     2 = Good match, with minor aspects
W    E.4    0 to 1   of the CCSS not addressed




W    E.4    -1




                     1 = Weak match, major aspects of
W    E.4    0 to 1   the CCSS not addressed


IT   DP.7   0 to 1
IT   DP.6   -1




W    E.4    -1




                     2 = Good match, with minor aspects
W    E.4    0 to 1   of the CCSS not addressed




W    E.5    0 to 1




W    E.4    -1




W    E.6    -1
                     1 = Weak match, major aspects of
W    R.6    0 to 1   the CCSS not addressed


W    R.6    -1
                   2 = Good match, with minor aspects
W   E.4   0 to 1   of the CCSS not addressed




W   E.4   -1




                   1 = Weak match, major aspects of
W   E.4   0 to 1   the CCSS not addressed




W   E.4   -1

                   2 = Good match, with minor aspects
W   I.1   0 to 1   of the CCSS not addressed



W   I.1   -1


W   I.1   0 to 1



W   I.1   -1


W   I.1   0 to 1



W   I.1   -1
                   1 = Weak match, major aspects of
W   I.1   0 to 1   the CCSS not addressed



W   I.1   -1

                   1 = Weak match, major aspects of
W   I.1   0 to 1   the CCSS not addressed



W   I.1   -1

                   1 = Weak match, major aspects of
W   I.1   0 to 1   the CCSS not addressed



W   I.1   -1
                   1 = Weak match, major aspects of
W   R.6   0 to 1   the CCSS not addressed


W   R.6   -1




                   2 = Good match, with minor aspects
W   E.4   0 to 1   of the CCSS not addressed




R   1     0 to 1
R   1     -1




W   E.4   -1




                   2 = Good match, with minor aspects
R   1     0 to 1   of the CCSS not addressed
R   1     -1




W   E.4   -1




W   E.4   0 to 1




                   2 = Good match, with minor aspects
W   E.4   0 to 1   of the CCSS not addressed



W   E.3   0 to 1




W   E.3   -1
W   E.4   -1


                   2 = Good match, with minor aspects
W   E.3   0 to 1   of the CCSS not addressed




W   E.3   -1


                   2 = Good match, with minor aspects
W   E.3   0 to 1   of the CCSS not addressed




W   E.3   -1




                   3 = Excellent match between the
W   E.3   0 to 1   two documents




W   E.3   -1
W   E.2   0 to 1




W   E.2   -1




W   E.3   0 to 1




W   E.3   -1




W   E.4   -1
                   3 = Excellent match between the
W   E.3   0 to 1   two documents




W   E.4   0 to 1




W   E.3   -1




W   E.4   -1

W   R.5   -1
                   1 = Weak match, major aspects of
W   E.3   -1       the CCSS not addressed




W   E.3   0 to 1




W   E.4   0 to 1




W   E.3   -1
W   E.4   -1




                   3 = Excellent match between the
W   E.3   -1       two documents




W   E.4   -1




W   E.4   0 to 1
                   2 = Good match, with minor aspects
W   E.3   0 to 1   of the CCSS not addressed




W   E.3   -1
                   1 = Weak match, major aspects of
W   R.5   0 to 1   the CCSS not addressed

W   R.5   -1




W   E.3   0 to 1




W   E.3   -1
W   I.1   -1




W   I.1   -1




                   3 = Excellent match between the
W   I.1   -1       two documents




                   2 = Good match, with minor aspects
W   E.3   0 to 1   of the CCSS not addressed

W   R.5   0 to 1




W   E.3   -1

W   R.5   -1
                   1 = Weak match, major aspects of
W   R.5   0 to 1   the CCSS not addressed

W   R.5   -1
                   1 = Weak match, major aspects of
W   E.4   0 to 1   the CCSS not addressed




W   E.4   -1




                   1 = Weak match, major aspects of
W   E.4   0 to 1   the CCSS not addressed




W   E.4   -1




                   2 = Good match, with minor aspects
W   E.2   0 to 1   of the CCSS not addressed
W   E.4   0 to 1




W   E.2   -1




W   E.3   -1




W   E.4   -1




                   2 = Good match, with minor aspects
W   E.2   0 to 1   of the CCSS not addressed




W   E.2   -1
                    2 = Good match, with minor aspects
W    E.2   0 to 1   of the CCSS not addressed




W    E.4   0 to 1




W    E.2   -1




W    E.4   -1
                    1 = Weak match, major aspects of
LD   O.6   0        the CCSS not addressed

                    3 = Excellent match between the
LD   D.1   0        two documents

                    2 = Good match, with minor aspects
LD   O.6   0        of the CCSS not addressed

LD   Q.2   -1
                    1 = Weak match, major aspects of
LD   Q.3   -1       the CCSS not addressed

                    2 = Good match, with minor aspects
M    1     -1       of the CCSS not addressed
IT   A.6   -1
IT   A.7   -1
                1 = Weak match, major aspects of
LD   O.6   -1   the CCSS not addressed
IT   A.6   -1

                2 = Good match, with minor aspects
M    2     -1   of the CCSS not addressed
                1 = Weak match, major aspects of
LD   D.1   -1   the CCSS not addressed


LD   O.6   -1

                2 = Good match, with minor aspects
LD   D.1   0    of the CCSS not addressed

LD   O.5   0
                3 = Excellent match between the
LD   D.1   0    two documents

                2 = Good match, with minor aspects
LD   Q.2   0    of the CCSS not addressed
                3 = Excellent match between the
IT   E.1   1    two documents

                2 = Good match, with minor aspects
LD   Q.3   0    of the CCSS not addressed
LD   Q.4   0
                3 = Excellent match between the
LD   O.6   1    two documents
                3 = Excellent match between the
M    2     0    two documents
                1 = Weak match, major aspects of
LD   D.1   0    the CCSS not addressed

                2 = Good match, with minor aspects
LD   D.1   0    of the CCSS not addressed

                1 = Weak match, major aspects of
LD   D.1   0    the CCSS not addressed

                3 = Excellent match between the
LD   D.1   0    two documents

                2 = Good match, with minor aspects
LD   Q.4   0    of the CCSS not addressed
                1 = Weak match, major aspects of
LD   O.6   0    the CCSS not addressed
                1 = Weak match, major aspects of
LD   Q.2   0    the CCSS not addressed
                1 = Weak match, major aspects of
LD   O.6   0    the CCSS not addressed
                     1 = Weak match, major aspects of
M    2      0        the CCSS not addressed
                     1 = Weak match, major aspects of
LD   O.7    0        the CCSS not addressed

                     2 = Good match, with minor aspects
LD   D.1    0 to 1   of the CCSS not addressed



LD   D.1    -1

                     2 = Good match, with minor aspects
LD   D.1    0 to 1   of the CCSS not addressed



LD   D.1    -1

                     2 = Good match, with minor aspects
LD   D.1    0 to 1   of the CCSS not addressed



LD   D.1    -1

                     2 = Good match, with minor aspects
LD   D.1    0 to 1   of the CCSS not addressed



LD   D.1    -1

                     2 = Good match, with minor aspects
LD   D.1    0 to 1   of the CCSS not addressed



LD   D.1    -1


IT   DP.6   -1
R    1     -1

                    2 = Good match, with minor aspects
LD   Q.3   0 to 1   of the CCSS not addressed

LD   Q.4   0 to 1

LD   Q.3   -1
LD   Q.4   -1

                    2 = Good match, with minor aspects
LD   O.6   0 to 1   of the CCSS not addressed
LD   O.6   -1

M    2     0 to 1

M    4     0 to 1
                    1 = Weak match, major aspects of
LD   O.7   -1       the CCSS not addressed


                    2 = Good match, with minor aspects
LD   D.1   0 to 1   of the CCSS not addressed


                    2 = Good match, with minor aspects
LD   D.1   0 to 1   of the CCSS not addressed

LD   Q.2   0 to 1

LD   Q.3   0 to 1
                    1 = Weak match, major aspects of
LD   Q.2   0 to 1   the CCSS not addressed

LD   Q.3   0 to 1

LD   Q.4   0 to 1
LD   D.1   -1

LD   Q.3   -1

                    2 = Good match, with minor aspects
LD   Q.3   0 to 1   of the CCSS not addressed

LD   Q.4   0 to 1

LD   D.1   -1
LD   Q.2   -1

LD   Q.3   -1

LD   Q.4   -1


                    2 = Good match, with minor aspects
LD   O.6   0 to 1   of the CCSS not addressed


LD   O.7   -1

                    2 = Good match, with minor aspects
EL   1     0        of the CCSS not addressed

                    2 = Good match, with minor aspects
EL   1     0        of the CCSS not addressed
                    1 = Weak match, major aspects of
EL   1     0        the CCSS not addressed

                    2 = Good match, with minor aspects
EL   1     0        of the CCSS not addressed
                    1 = Weak match, major aspects of
W    R.5   0        the CCSS not addressed




EL   5     0

                    2 = Good match, with minor aspects
EL   6     0        of the CCSS not addressed




EL   5     0
                    3 = Excellent match between the
EL   6     0        two documents
                2 = Good match, with minor aspects
LD   O.6    0   of the CCSS not addressed

EL   3      0

EL   2      0




EL   5      0

                2 = Good match, with minor aspects
W    R.5    0   of the CCSS not addressed

                2 = Good match, with minor aspects
LD   Q.3    0   of the CCSS not addressed

LD   O.6    0

                1 = Weak match, major aspects of
LD   V.7    0   the CCSS not addressed

LD   V.8    0
                1 = Weak match, major aspects of
LD   V.8    0   the CCSS not addressed

                3 = Excellent match between the
LD   V.7    0   two documents
                3 = Excellent match between the
LD   V.10   0   two documents

                2 = Good match, with minor aspects
LD   V.8    0   of the CCSS not addressed

                2 = Good match, with minor aspects
LD   V.9    0   of the CCSS not addressed
                1 = Weak match, major aspects of
LD   V.9    0   the CCSS not addressed

                1 = Weak match, major aspects of
LD   V.7    0   the CCSS not addressed
                1 = Weak match, major aspects of
LD   V.8    0   the CCSS not addressed


LD   V.7    0

LD   V.9    0

LD   V.10   0
                 2 = Good match, with minor aspects
EL   1       0   of the CCSS not addressed
                 3 = Excellent match between the
EL   3       0   two documents
EL   2       0
                 3 = Excellent match between the
EL   2       0   two documents
EL   5       0
                 3 = Excellent match between the
EL   3       0   two documents
EL   4       0
                 3 = Excellent match between the
LD   V.7     0   two documents

LD   V.8     0
                 3 = Excellent match between the
LD   V.8     0   two documents

LD   V.9     0
                 3 = Excellent match between the
LD   V.7     0   two documents

                 3 = Excellent match between the
LD   V.10    0   two documents


                 3 = Excellent match between the
W    I.1     0   two documents

LD   V.9     0

                 2 = Good match, with minor aspects
LD   V.9     0   of the CCSS not addressed
                 1 = Weak match, major aspects of
LT   TN.11   1   the CCSS not addressed

W    R.5     0

                 2 = Good match, with minor aspects
LD   O.7     0   of the CCSS not addressed




W    E.2     0
EL   2       0

EL   5       0

EL   7       0
                     1 = Weak match, major aspects of
EL   3      0        the CCSS not addressed

                     2 = Good match, with minor aspects
LD   V.8    0        of the CCSS not addressed

                     2 = Good match, with minor aspects
LD   V.8    0        of the CCSS not addressed

LD   V.9    0

                     3 = Excellent match between the
LD   V.7    2        two documents

                     2 = Good match, with minor aspects
LD   V.11   0        of the CCSS not addressed

                     1 = Weak match, major aspects of
LD   V.11   0        the CCSS not addressed

                     2 = Good match, with minor aspects
LD   V.10   0        of the CCSS not addressed
                     1 = Weak match, major aspects of
LD   V.10   0        the CCSS not addressed

LD   V.9    0
                     1 = Weak match, major aspects of
LD   V.9    0        the CCSS not addressed
                     1 = Weak match, major aspects of
LD   V.8    0        the CCSS not addressed

LD   V.9    0
LD   V.10   0
EL   1      0 to 1
EL   2      0 to 1

EL   3      0 to 1

EL   4      0 to 1




EL   5      0 to 1




EL   6      0 to 1
EL   1     -1


EL   2     -1


EL   3     -1

EL   4     -1




EL   5     -1

IT   A.9   0 to 1

LD   O.7   -1
EL   1     0 to 1
EL   2     0 to 1




EL   6     0 to 1
                    3 = Excellent match between the
EL   4     -1       two documents

EL   4     0 to 1


EL   3     -1

                    2 = Good match, with minor aspects
EL   4     0 to 1   of the CCSS not addressed


EL   3     -1

                    1 = Weak match, major aspects of
EL   3     -1       the CCSS not addressed

                    2 = Good match, with minor aspects
EL   4     -1       of the CCSS not addressed


LD   O.5   0 to 1
W    E.5    0 to 1

W    R.6    0 to 1

LD   Q.3    -1


LD   O.5    -1

W    R.6    0 to 1


W    R.6    -1
                     3 = Excellent match between the
LD   V.7    0 to 1   two documents
LD   V.8    0 to 1

LD   V.8    -1


LD   V.10   -1
                     3 = Excellent match between the
LD   V.7    0 to 1   two documents
LD   V.8    0 to 1

LD   V.8    -1


LD   V.10   -1


LD   V.9    0 to 1
                     3 = Excellent match between the
LD   V.7    0 to 1   two documents
LD   V.8    0 to 1


LD   V.9    0 to 1


LD   V.10   -1

LD   V.8    -1

LD   V.7    0 to 1
LD   V.8    0 to 1
LD   V.9    0 to 1


LD   V.10   -1

LD   V.8    -1

LD   V.7    0 to 1
LD   V.8    0 to 1

LD   V.8    -1


LD   V.10   -1


LD   V.9    0 to 1
                     3 = Excellent match between the
LD   V.9    -1       two documents


LD   V.9    0 to 1
                     3 = Excellent match between the
LD   V.9    -1       two documents

                     2 = Good match, with minor aspects
LD   V.7    0 to 1   of the CCSS not addressed
LD   V.8    0 to 1


LD   V.9    0 to 1

LD   V.9    -1


LD   V.10   -1

                     2 = Good match, with minor aspects
EL   1      0 to 1   of the CCSS not addressed
EL   1      -1
                     1 = Weak match, major aspects of
LD   V.9    0 to 1   the CCSS not addressed

LD   V.9    -1
                     3 = Excellent match between the
EL   2      0 to 1   two documents

EL   2      -1
EL   1      0 to 1
EL   1      -1
                      3 = Excellent match between the
EL   2      0 to 1    two documents

EL   2      -1

                      2 = Good match, with minor aspects
EL   1      0 to 1    of the CCSS not addressed
EL   1      -1

                      2 = Good match, with minor aspects
LD   V.9    0 to 1    of the CCSS not addressed

LD   V.9    -1
LD   V.8    0 to 1

                      2 = Good match, with minor aspects
LT   S.10   0 to 1    of the CCSS not addressed


LT   P.10   -1




                      2 = Good match, with minor aspects
R    1      0 to 2    of the CCSS not addressed




R    1      -1 to 1
R   1   -2




                  2 = Good match, with minor aspects
R   1   0 to 2    of the CCSS not addressed




R   1   -1 to 1




R   1   -2
                  3 = Excellent match between the
R   1   -1 to 1   two documents




R   1   -2




R   1   0 to 2
Grade   Strand   Standard #
4       R.L      7
K       R.I      4
K       R.I      8
1       R.I      6
4       R.I      6
K       R.F      3.b
K       R.F      3.c
4       R.F      4.a
K       W        5
K       W        6


1       W        5

1       W        6

1       W        7

2       W        6

2       W        8
4       W        1.c

4       W        2.c
4       W        2.d
4       W        2.e
4       W        3.c

4       W        4

4       W        8

4       W        9.a

4       W        9.b

5       W        3.b
5       W        3.c
5       W        3.d

K       SL       2

K       SL       3

K       SL       5
1   SL   1.b

1   SL   3

1   SL   5

5   SL   1.a

5   SL   1.d

K   L    1.d
K   L    1.e
K   L    1.f
K   L    2.c

K   L    5

K   L    5.d

1   L    1.e
1   L    1.f
1   L    1.h
1   L    1.i

1   L    5

1   L    5.c

1   L    5.d


1   L    6
2   L    1.c

2   L    1.f
2   L    3
2   L    3.a

2   L    5.a

2   L    5.b
4   L    1.c
4   L    3


4   L    6

5   L    1.a
5   L    1.c
5   L    1.e
5   L    2.b
5       L     2.c
5       L     2.d

5       L     4.a
5       L     5.b


5       L     6

6       R.L   10

7       R.L   10

8       R.L   6

8       R.L   10



9-10    R.L   10


11-12   R.L   7



11-12   R.L   10

6       R.I   10

7       R.I   7

7       R.I   10

8       R.I   10


9-10    R.I   10


11-12   R.I   4

11-12   R.I   6


11-12   R.I   9


11-12   R.I   10
6       W     1.d
6       W     2.d
6       W   2.e

6       W   4

6       W   10

7       W   1.a
7       W   1.d
7       W   2.e

7       W   2.f

7       W   3.b

7       W   3.c

7       W   3.d
7       W   3.e

7       W   4

7       W   9


7       W   9.a

7       W   10

8       W   10

9-10    W   1.e

9-10    W   2.f

9-10    W   4


9-10    W   6

9-10    W   10

11-12   W   1.d


11-12   W   2.a

11-12   W   2.e


11-12   W   3.a

11-12   W   3.b
11-12   W    3.e

11-12   W    6

11-12   W    10

6       SL   1.a

7       SL   1.a

7       SL   1.d

8       SL   3


11-12   SL   1.a

11-12   SL   1.b


11-12   SL   1.c

11-12   SL   5

11-12   SL   6

6       L    1

6       L    2.a

6       L    5.c

7       L    2

7       L    2.a
7       L    2.b
7       L    3

7       L    3.a

7       L    4.d

7       L    5.b

7       L    5.c
8       L    1.b

8       L    1.c
8       L    1.d

8       L    2
8       L   2.a
8       L   2.b
8       L   2.c
8       L   3

8       L   3.a
8       L   5.b

9-10    L   5.a

11-12   L   1.a

11-12   L   3

11-12   L   4

11-12   L   4.a

11-12   L   4.b

11-12   L   4.d
11-12   L   5.b


11-12   L   6
Standard
CC.4.R.L.7 Integration of Knowledge and Ideas: Make connections between the text of a story or drama and a visual or oral pre
CC.K.R.I.4 Craft and Structure: With prompting and support, ask and answer questions about unknown words in
a text.
CC.K.R.I.8 Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives
to support points in a text.
CC.1.R.I.6 Craft and Structure: Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
CC.4.R.I.6 Craft and Structure: Compare and contrast a firsthand and secondhand account of the same event or
topic; describe the differences in focus and the information provided.
CC.K.R.F.3.b Phonics and Word Recognition: Associate the long and short sounds with the common spellings
(graphemes) for the five major vowels.
CC.K.R.F.3.c Phonics and Word Recognition: Read common high-frequency words by sight. (e.g., the, of, to, you,
she, my, is, are, do, does).
CC.4.R.F.4.a Fluency: Read grade-level text with purpose and understanding.
CC.K.W.5 Production and Distribution of Writing: With guidance and support from adults, respond to questions
and suggestions from peers and add details to strengthen writing as needed.
CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a variety of
digital tools to produce and publish writing, including in collaboration with peers.
CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add details to strengthen writing as needed.
CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.
CC.1.W.7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g.,
explore a number of ―how-to‖ books on a given topic and use them to write a sequence of instructions).
CC.2.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.
CC.2.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information
from provided sources to answer a question.
CC.4.W.1.c Text Types and Purposes: Link opinion and reasons using words and phrases (e.g., for instance, in
CC.4.W.2.c Text Types and Purposes: Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
CC.4.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or
CC.4.W.2.e Text Types and Purposes: Provide a concluding statement or section related to the information or
CC.4.W.3.c Text Types and Purposes: Use a variety of transitional words and phrases to manage the sequence
CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
CC.4.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes and categorize information, and provide a list of
CC.4.W.9.a Research to Build and Present Knowledge: Apply grade 4 Reading standards to literature (e.g.,
―Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a
CC.4.W.9.b Research to Build and Present Knowledge: Apply grade 4 Reading standards to informational texts
(e.g., ―Explain how an author uses reasons and evidence to support particular points in a text‖).
CC.5.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.
CC.5.W.3.c Text Types and Purposes: Use a variety of transitional words, phrases, and clauses to manage the
CC.5.W.3.d Text Types and Purposes: Use concrete words and phrases and sensory details to convey
CC.K.SL.2 Comprehension and Collaboration: Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering questions about key details and requesting
CC.K.SL.3 Comprehension and Collaboration: Ask and answer questions in order to seek help, get information,
or clarify something that is not understood.
CC.K.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions as desired
to provide additional detail.
CC.1.SL.1.b Comprehension and Collaboration: Build on others‘ talk in conversations by responding to the
comments of others through multiple exchanges.
CC.1.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.
CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
CC.5.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known about the topic to explore ideas under
CC.5.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
CC.K.L.1.d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who,
what, where, when, why, how).
CC.K.L.1.e Conventions of Standard English: Use the most frequently occurring prepositions (e.g., to, from, in,
CC.K.L.1.f Conventions of Standard English: Produce and expand complete sentences in shared language
CC.K.L.2.c Conventions of Standard English: Write a letter or letters for most consonant and short-vowel sounds
CC.K.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and
nuances in word meanings.
CC.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same
general action (e.g., walk, march, strut, prance) by acting out the meanings.
CC.1.L.1.e Conventions of Standard English: Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
CC.1.L.1.f Conventions of Standard English: Use frequently occurring adjectives.
CC.1.L.1.h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).
CC.1.L.1.i Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond, toward).
CC.1.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of
word relationships and nuances in word meanings.
CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note
places at home that are cozy).
CC.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner
(e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining
CC.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
CC.2.L.1.c Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves).
CC.2.L.1.f Conventions of Standard English: Produce, expand, and rearrange complete simple and compound
sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by
CC.2.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking,
CC.2.L.3.a Knowledge of Language: Compare formal and informal uses of English.
CC.2.L.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g.,
describe foods that are spicy or juicy).
CC.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g.,
toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
CC.4.L.1.c Conventions of Standard English: Use modal auxiliaries (e.g., can, may, must) to convey various
CC.4.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking,
CC.4.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered
CC.5.L.1.a Conventions of Standard English: Explain the function of conjunctions, prepositions, and interjections
in general and their function in particular sentences.
CC.5.L.1.c Conventions of Standard English: Use verb tense to convey various times, sequences, states, and
CC.5.L.1.e Conventions of Standard English: Use correlative conjunctions (e.g., either/or, neither/nor).
CC.5.L.2.b Conventions of Standard English: Use a comma to separate an introductory element from the rest of
CC.5.L.2.c Conventions of Standard English: Use a comma to set off the words yes and no (e.g., Yes, thank you),
to set off a tag question from the rest of the sentence (e.g., It‘s true, isn‘t it?), and to indicate direct address (e.g.,
CC.5.L.2.d Conventions of Standard English: Use underlining, quotation marks, or italics to indicate titles of
CC.5.L.4.a Vocabulary Acquisition and Use: Use context (e.g., cause/effect relationships and comparisons in text)
as a clue to the meaning of a word or phrase.
CC.5.L.5.b Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and
CC.5.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in addition).
CC.6.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with
CC.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with
CC.8.R.L.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience
or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
CC.8.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band
CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: 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. 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
CC.11-12.R.L.7 Integration of Knowledge and Ideas: 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.)
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: 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. 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
CC.6.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
CC.7.R.I.7 Integration of Knowledge and Ideas: Compare and contrast a text to an audio, video, or multimedia
version of the text, analyzing each medium‘s portrayal of the subject (e.g., how the delivery of a speech affects
CC.7.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
CC.8.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend
literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
CC.9-10.R.I.10 Range of Reading and Level of Text Complexity: 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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10
CC.11-12.R.I.4 Craft and Structure: 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).
CC.11-12.R.I.6 Craft and Structure: 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
CC.11-12.R.I.9 Integration of Knowledge and Ideas: 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,
CC.11-12.R.I.10 Range of Reading and Level of Text Complexity: 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. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades
CC.6.W.1.d Text Types and Purposes: Establish and maintain a formal style.
CC.6.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or
CC.6.W.2.e Text Types and Purposes: Establish and maintain a formal style.
CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
CC.6.W.10 Range of Writing: 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,
CC.7.W.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
CC.7.W.1.d Text Types and Purposes: Establish and maintain a formal style.
CC.7.W.2.e Text Types and Purposes: Establish and maintain a formal style.
CC.7.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports
the information or explanation presented.
CC.7.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
CC.7.W.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.
CC.7.W.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
CC.7.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated
CC.7.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
CC.7.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
CC.7.W.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g.,
―Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history‖).
CC.7.W.10 Range of Writing: 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,
CC.8.W.10 Range of Writing: 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,
CC.9-10.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and
supports the argument presented.
CC.9-10.W.2.f Text Types and Purposes: 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).
CC.9-10.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
CC.9-10.W.6 Production and Distribution of Writing: 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.
CC.9-10.W.10 Range of Writing: 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.
CC.11-12.W.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CC.11-12.W.2.a Text Types and Purposes: 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.
CC.11-12.W.2.e Text Types and Purposes: Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CC.11-12.W.3.a Text Types and Purposes: 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.
CC.11-12.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CC.11-12.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
CC.11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing feedback, including new arguments or
CC.11-12.W.10 Range of Writing: 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.
CC.6.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
CC.7.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
CC.7.SL.1.d Comprehension and Collaboration: Acknowledge new information expressed by others and, when
warranted, modify their own views.
CC.8.SL.3 Comprehension and Collaboration: Delineate a speaker‘s argument and specific claims, evaluating the
soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
CC.11-12.SL.1.a Comprehension and Collaboration: 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.
CC.11-12.SL.1.b Comprehension and Collaboration: Work with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CC.11-12.SL.1.c Comprehension and Collaboration: 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.
CC.11-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and
CC.11-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language
CC.6.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CC.6.L.2.a Conventions of Standard English: Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
CC.6.L.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
CC.7.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CC.7.L.2.a Conventions of Standard English: Use a comma to separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore an old[,] green shirt).
CC.7.L.2.b Conventions of Standard English: Spell correctly.
CC.7.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking,
CC.7.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing
and eliminating wordiness and redundancy.*
CC.7.L.4.d Vocabulary Acquisition and Use: 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).
CC.7.L.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words.
CC.7.L.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
CC.8.L.1.b Conventions of Standard English: Form and use verbs in the active and passive voice.
CC.8.L.1.c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative,
conditional, and subjunctive mood.
CC.8.L.1.d Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.*
CC.8.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CC.8.L.2.a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or
CC.8.L.2.b Conventions of Standard English: Use an ellipsis to indicate an omission.
CC.8.L.2.c Conventions of Standard English: Spell correctly.
CC.8.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking,
CC.8.L.3.a Knowledge of Language: Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty
CC.8.L.5.b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand
CC.9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and
analyze their role in the text.
CC.11-12.L.1.a Conventions of Standard English: Apply the understanding that usage is a matter of convention,
can change over time, and is sometimes contested.
CC.11-12.L.3 Knowledge of Language: 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
CC.11-12.L.4 Vocabulary Acquisition and Use: 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
CC.11-12.L.4.a Vocabulary Acquisition and Use: 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.
CC.11-12.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., conceive, conception, conceivable).
CC.11-12.L.4.d Vocabulary Acquisition and Use: 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).
CC.11-12.L.5.b Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar
CC.11-12.L.6 Vocabulary Acquisition and Use: 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
ma and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
nd directions in the text.

								
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