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CCSS ELA

VIEWS: 10 PAGES: 120

									Grade   Strand   Standard #
K       R.L      1
K       R.L      2
K       R.L      3
K       R.L      4
K       R.L      5
K       R.L      6
K       R.L      7
K       R.L      9
K       R.L      10
1       R.L      1
1       R.L      2
1       R.L      3
1       R.L      4
1       R.L      5
1       R.L      6
1       R.L      7
1       R.L      9
1       R.L      10
2       R.L      1
2       R.L      2
2       R.L      3
2       R.L      4
2       R.L      5
2       R.L      6
2       R.L      7
2       R.L      9
2       R.L      10
3       R.L      1
3       R.L      2
3       R.L      3
3       R.L      4
3       R.L      5
3       R.L      6
3       R.L      7
3       R.L      9
3       R.L      10
4       R.L      1
4       R.L      2
4       R.L      3
4       R.L      4
4       R.L      5
4       R.L      6
4       R.L      7
4       R.L      9
4       R.L      10
5       R.L      1
5       R.L      2
5       R.L      3
5       R.L      4
5       R.L      5
5   R.L   6
5   R.L   7
5   R.L   9
5   R.L   10
K   R.I   1
K   R.I   2
K   R.I   3
K   R.I   4
K   R.I   5
K   R.I   6
K   R.I   7
K   R.I   8
K   R.I   9
K   R.I   10
1   R.I   1
1   R.I   2
1   R.I   3
1   R.I   4
1   R.I   5
1   R.I   6
1   R.I   7
1   R.I   8
1   R.I   9
1   R.I   10
2   R.I   1
2   R.I   2
2   R.I   3
2   R.I   4
2   R.I   5
2   R.I   6
2   R.I   7
2   R.I   8
2   R.I   9
2   R.I   10
3   R.I   1
3   R.I   2
3   R.I   3
3   R.I   4
3   R.I   5
3   R.I   6
3   R.I   7
3   R.I   8
3   R.I   9
3   R.I   10
4   R.I   1
4   R.I   2
4   R.I   3
4   R.I   4
4   R.I   5
4   R.I   6
4   R.I   7
4   R.I   8
4   R.I   9
4   R.I   10
5   R.I   1
5   R.I   2
5   R.I   3
5   R.I   4
5   R.I   5
5   R.I   6
5   R.I   7
5   R.I   8
5   R.I   9
5   R.I   10
K   R.F   1
K   R.F   1.a
K   R.F   1.b
K   R.F   1.c
K   R.F   1.d
K   R.F   2
K   R.F   2.a
K   R.F   2.b
K   R.F   2.c
K   R.F   2.d
K   R.F   2.e
K   R.F   3
K   R.F   3.a
K   R.F   3.b
K   R.F   3.c
K   R.F   3.d
K   R.F   4
1   R.F   1
1   R.F   1.a
1   R.F   2
1   R.F   2.a
1   R.F   2.b
1   R.F   2.c
1   R.F   2.d
1   R.F   3
1   R.F   3.a
1   R.F   3.b
1   R.F   3.c
1   R.F   3.d
1   R.F   3.e
1   R.F   3.f
1   R.F   3.g
1   R.F   4
1   R.F   4.a
1   R.F   4.b
1   R.F   4.c
2   R.F   3
2   R.F   3.a
2   R.F   3.b
2   R.F   3.c
2   R.F   3.d
2   R.F   3.e
2   R.F   3.f
2   R.F   4
2   R.F   4.a
2   R.F   4.b
2   R.F   4.c
3   R.F   3
3   R.F   3.a
3   R.F   3.b
3   R.F   3.c
3   R.F   3.d
3   R.F   4
3   R.F   4.a
3   R.F   4.b
3   R.F   4.c
4   R.F   3
4   R.F   3.a
4   R.F   4
4   R.F   4.a
4   R.F   4.b
4   R.F   4.c
5   R.F   3
5   R.F   3.a
5   R.F   4
5   R.F   4.a
5   R.F   4.b
5   R.F   4.c
K   W     1
K   W     2
K   W     3
K   W     5
K   W     6
K   W     7
K   W     8
1   W     1
1   W     2
1   W     3
1   W     5
1   W     6
1   W     7
1   W     8
2   W     1
2   W     2
2   W     3
2   W     5
2   W     6
2   W     7
2   W     8
3   W     1
3   W     1.a
3   W     1.b
3   W   1.c
3   W   1.d
3   W   2
3   W   2.a
3   W   2.b
3   W   2.c
3   W   2.d
3   W   3
3   W   3.a
3   W   3.b
3   W   3.c
3   W   3.d
3   W   4
3   W   5
3   W   6
3   W   7
3   W   8
3   W   10
4   W   1
4   W   1.a
4   W   1.b
4   W   1.c
4   W   1.d
4   W   2
4   W   2.a
4   W   2.b
4   W   2.c
4   W   2.d
4   W   2.e
4   W   3
4   W   3.a
4   W   3.b
4   W   3.c
4   W   3.d
4   W   3.e
4   W   4
4   W   5
4   W   6
4   W   7
4   W   8
4   W   9
4   W   9.a
4   W   9.b
4   W   10
5   W   1
5   W   1.a
5   W   1.b
5   W   1.c
5   W   1.d
5   W   2
5   W   2.a
5   W   2.b
5   W    2.c
5   W    2.d
5   W    2.e
5   W    3
5   W    3.a
5   W    3.b
5   W    3.c
5   W    3.d
5   W    3.e
5   W    4
5   W    5
5   W    6
5   W    7
5   W    8
5   W    9
5   W    9.a
5   W    9.b
5   W    10
K   SL   1
K   SL   1.a
K   SL   1.b
K   SL   2
K   SL   3
K   SL   4
K   SL   5
K   SL   6
1   SL   1
1   SL   1.a
1   SL   1.b
1   SL   1.c
1   SL   2
1   SL   3
1   SL   4
1   SL   5
1   SL   6
2   SL   1
2   SL   1.a
2   SL   1.b
2   SL   1.c
2   SL   2
2   SL   3
2   SL   4
2   SL   5
2   SL   6
3   SL   1
3   SL   1.a
3   SL   1.b
3   SL   1.c
3   SL   1.d
3   SL   2
3   SL   3
3   SL   4
3   SL   5
3   SL   6
4   SL   1
4   SL   1.a
4   SL   1.b
4   SL   1.c
4   SL   1.d
4   SL   2
4   SL   3
4   SL   4
4   SL   5
4   SL   6
5   SL   1
5   SL   1.a
5   SL   1.b
5   SL   1.c
5   SL   1.d
5   SL   2
5   SL   3
5   SL   4
5   SL   5
5   SL   6
K   L    1
K   L    1.a
K   L    1.b
K   L    1.c
K   L    1.d
K   L    1.e
K   L    1.f
K   L    2
K   L    2.a
K   L    2.b
K   L    2.c
K   L    2.d
K   L    4
K   L    4.a
K   L    4.b
K   L    5
K   L    5.a
K   L    5.b
K   L    5.c
K   L    5.d
K   L    6
1   L    1
1   L    1.a
1   L    1.b
1   L    1.c
1   L    1.d
1   L    1.e
1   L    1.f
1   L    1.g
1   L    1.h
1   L   1.i
1   L   1.j
1   L   2
1   L   2.a
1   L   2.b
1   L   2.c
1   L   2.d
1   L   2.e
1   L   4
1   L   4.a
1   L   4.b
1   L   4.c
1   L   5
1   L   5.a
1   L   5.b
1   L   5.c
1   L   5.d
1   L   6
2   L   1
2   L   1.a
2   L   1.b
2   L   1.c
2   L   1.d
2   L   1.e
2   L   1.f
2   L   2
2   L   2.a
2   L   2.b
2   L   2.c
2   L   2.d
2   L   2.e
2   L   3
2   L   3.a
2   L   4
2   L   4.a
2   L   4.b
2   L   4.c
2   L   4.d
2   L   4.e
2   L   5
2   L   5.a
2   L   5.b
2   L   6
3   L   1
3   L   1.a
3   L   1.b
3   L   1.c
3   L   1.d
3   L   1.e
3   L   1.f
3   L   1.g
3   L   1.h
3   L   1.i
3   L   2
3   L   2.a
3   L   2.b
3   L   2.c
3   L   2.d
3   L   2.e
3   L   2.f
3   L   2.g
3   L   3
3   L   3.a
3   L   3.b
3   L   4
3   L   4.a
3   L   4.b
3   L   4.c
3   L   4.d
3   L   5
3   L   5.a
3   L   5.b
3   L   5.c
3   L   6
4   L   1
4   L   1.a
4   L   1.b
4   L   1.c
4   L   1.d
4   L   1.e
4   L   1.f
4   L   1.g
4   L   2
4   L   2.a
4   L   2.b
4   L   2.c
4   L   2.d
4   L   3
4   L   3.a
4   L   3.b
4   L   3.c
4   L   4
4   L   4.a
4   L   4.b
4   L   4.c
4   L   5
4   L   5.a
4   L   5.b
4   L   5.c
4   L   6
5   L   1
5   L   1.a
5   L   1.b
5   L   1.c
5      L     1.d
5      L     1.e
5      L     2
5      L     2.a
5      L     2.b
5      L     2.c
5      L     2.d
5      L     2.e
5      L     3
5      L     3.a
5      L     3.b
5      L     4
5      L     4.a
5      L     4.b
5      L     4.c
5      L     5
5      L     5.a
5      L     5.b
5      L     5.c
5      L     6
6      R.L   1
6      R.L   2
6      R.L   3
6      R.L   4
6      R.L   5
6      R.L   6
6      R.L   7
6      R.L   9
6      R.L   10
7      R.L   1
7      R.L   2
7      R.L   3
7      R.L   4
7      R.L   5
7      R.L   6
7      R.L   7
7      R.L   9
7      R.L   10
8      R.L   1
8      R.L   2
8      R.L   3
8      R.L   4
8      R.L   5
8      R.L   6
8      R.L   7
8      R.L   9
8      R.L   10
9-10   R.L   1
9-10   R.L   2
9-10   R.L   3
9-10   R.L   4
9-10   R.L   5
9-10    R.L   6
9-10    R.L   7
9-10    R.L   9
9-10    R.L   10
11-12   R.L   1
11-12   R.L   2
11-12   R.L   3
11-12   R.L   4
11-12   R.L   5
11-12   R.L   6
11-12   R.L   7
11-12   R.L   9
11-12   R.L   10
6       R.I   1
6       R.I   2
6       R.I   3
6       R.I   4
6       R.I   5
6       R.I   6
6       R.I   7
6       R.I   8
6       R.I   9
6       R.I   10
7       R.I   1
7       R.I   2
7       R.I   3
7       R.I   4
7       R.I   5
7       R.I   6
7       R.I   7
7       R.I   8
7       R.I   9
7       R.I   10
8       R.I   1
8       R.I   2
8       R.I   3
8       R.I   4
8       R.I   5
8       R.I   6
8       R.I   7
8       R.I   8
8       R.I   9
8       R.I   10
9-10    R.I   1
9-10    R.I   2
9-10    R.I   3
9-10    R.I   4
9-10    R.I   5
9-10    R.I   6
9-10    R.I   7
9-10    R.I   8
9-10    R.I   9
9-10    R.I   10
11-12   R.I   1
11-12   R.I   2
11-12   R.I   3
11-12   R.I   4
11-12   R.I   5
11-12   R.I   6
11-12   R.I   7
11-12   R.I   8
11-12   R.I   9
11-12   R.I   10
K-12    R     R.1
K-12    R     R.2
K-12    R     R.3
K-12    R     R.4
K-12    R     R.5
K-12    R     R.6
K-12    R     R.7
K-12    R     R.8
K-12    R     R.9
K-12    R     R.10
6       W     1
6       W     1.a
6       W     1.b
6       W     1.c
6       W     1.d
6       W     1.e
6       W     2
6       W     2.a
6       W     2.b
6       W     2.c
6       W     2.d
6       W     2.e
6       W     2.f
6       W     3
6       W     3.a
6       W     3.b
6       W     3.c
6       W     3.d
6       W     3.e
6       W     4
6       W     5
6       W     6
6       W     7
6       W     8
6       W     9
6       W     9.a
6       W     9.b
6       W     10
7       W     1
7       W     1.a
7       W     1.b
7   W   1.c
7   W   1.d
7   W   1.e
7   W   2
7   W   2.a
7   W   2.b
7   W   2.c
7   W   2.d
7   W   2.e
7   W   2.f
7   W   3
7   W   3.a
7   W   3.b
7   W   3.c
7   W   3.d
7   W   3.e
7   W   4
7   W   5
7   W   6
7   W   7
7   W   8
7   W   9
7   W   9.a
7   W   9.b
7   W   10
8   W   1
8   W   1.a
8   W   1.b
8   W   1.c
8   W   1.d
8   W   1.e
8   W   2
8   W   2.a
8   W   2.b
8   W   2.c
8   W   2.d
8   W   2.e
8   W   2.f
8   W   3
8   W   3.a
8   W   3.b
8   W   3.c
8   W   3.d
8   W   3.e
8   W   4
8   W   5
8   W   6
8   W   7
8   W   8
8   W   9
8   W   9.a
8   W   9.b
8       W   10
9-10    W   1
9-10    W   1.a
9-10    W   1.b
9-10    W   1.c
9-10    W   1.d
9-10    W   1.e
9-10    W   2
9-10    W   2.a
9-10    W   2.b
9-10    W   2.c
9-10    W   2.d
9-10    W   2.e
9-10    W   2.f
9-10    W   3
9-10    W   3.a
9-10    W   3.b
9-10    W   3.c
9-10    W   3.d
9-10    W   3.e
9-10    W   4
9-10    W   5
9-10    W   6
9-10    W   7
9-10    W   8
9-10    W   9
9-10    W   9.a
9-10    W   9.b
9-10    W   10
11-12   W   1
11-12   W   1.a
11-12   W   1.b
11-12   W   1.c
11-12   W   1.d
11-12   W   1.e
11-12   W   2
11-12   W   2.a
11-12   W   2.b
11-12   W   2.c
11-12   W   2.d
11-12   W   2.e
11-12   W   2.f
11-12   W   3
11-12   W   3.a
11-12   W   3.b
11-12   W   3.c
11-12   W   3.d
11-12   W   3.e
11-12   W   4
11-12   W   5
11-12   W   6
11-12   W   7
11-12   W    8
11-12   W    9
11-12   W    9.a
11-12   W    9.b
11-12   W    10
K-12    W    R.1
K-12    W    R.2
K-12    W    R.3
K-12    W    R.4
K-12    W    R.5
K-12    W    R.6
K-12    W    R.7
K-12    W    R.8
K-12    W    R.9
K-12    W    R.10
6       SL   1
6       SL   1.a
6       SL   1.b
6       SL   1.c
6       SL   1.d
6       SL   2
6       SL   3
6       SL   4
6       SL   5
6       SL   6
7       SL   1
7       SL   1.a
7       SL   1.b
7       SL   1.c
7       SL   1.d
7       SL   2
7       SL   3
7       SL   4
7       SL   5
7       SL   6
8       SL   1
8       SL   1.a
8       SL   1.b
8       SL   1.c
8       SL   1.d
8       SL   2
8       SL   3
8       SL   4
8       SL   5
8       SL   6
9-10    SL   1
9-10    SL   1.a
9-10    SL   1.b
9-10    SL   1.c
9-10    SL   1.d
9-10    SL   2
9-10    SL   3
9-10    SL   4
9-10    SL   5
9-10    SL   6
11-12   SL   1
11-12   SL   1.a
11-12   SL   1.b
11-12   SL   1.c
11-12   SL   1.d
11-12   SL   2
11-12   SL   3
11-12   SL   4
11-12   SL   5
11-12   SL   6
K-12    SL   R.1
K-12    SL   R.2
K-12    SL   R.3
K-12    SL   R.4
K-12    SL   R.5
K-12    SL   R.6
6       L    1
6       L    1.a
6       L    1.b
6       L    1.c
6       L    1.d
6       L    1.e
6       L    2
6       L    2.a
6       L    2.b
6       L    3
6       L    3.a
6       L    3.b
6       L    4
6       L    4.a
6       L    4.b
6       L    4.c
6       L    4.d
6       L    5
6       L    5.a
6       L    5.b
6       L    5.c
6       L    6
7       L    1
7       L    1.a
7       L    1.b
7       L    1.c
7       L    2
7       L    2.a
7       L    2.b
7       L    3
7       L    3.a
7       L    4
7       L    4.a
7       L   4.b
7       L   4.c
7       L   4.d
7       L   5
7       L   5.a
7       L   5.b
7       L   5.c
7       L   6
8       L   1
8       L   1.a
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   4
8       L   4.a
8       L   4.b
8       L   4.c
8       L   4.d
8       L   5
8       L   5.a
8       L   5.b
8       L   5.c
8       L   6
9-10    L   1
9-10    L   1.a
9-10    L   1.b
9-10    L   2
9-10    L   2.a
9-10    L   2.b
9-10    L   2.c
9-10    L   3
9-10    L   3.a
9-10    L   4
9-10    L   4.a
9-10    L   4.b
9-10    L   4.c
9-10    L   4.d
9-10    L   5
9-10    L   5.a
9-10    L   5.b
9-10    L   6
11-12   L   1
11-12   L   1.a
11-12   L   1.b
11-12   L   2
11-12   L   2.a
11-12   L      2.b
11-12   L      3
11-12   L      3.a
11-12   L      4
11-12   L      4.a
11-12   L      4.b
11-12   L      4.c
11-12   L      4.d
11-12   L      5
11-12   L      5.a
11-12   L      5.b
11-12   L      6
K-12    L      R.1
K-12    L      R.2
K-12    L      R.3
K-12    L      R.4
K-12    L      R.5
K-12    L      R.6
6-8     R.H    1
6-8     R.H    2
6-8     R.H    3
6-8     R.H    4
6-8     R.H    5
6-8     R.H    6
6-8     R.H    7
6-8     R.H    8
6-8     R.H    9
6-8     R.H    10
9-10    R.H    1
9-10    R.H    2
9-10    R.H    3
9-10    R.H    4
9-10    R.H    5
9-10    R.H    6
9-10    R.H    7
9-10    R.H    8
9-10    R.H    9
9-10    R.H    10
11-12   R.H    1
11-12   R.H    2
11-12   R.H    3
11-12   R.H    4
11-12   R.H    5
11-12   R.H    6
11-12   R.H    7
11-12   R.H    8
11-12   R.H    9
11-12   R.H    10
6-8     R.ST   1
6-8     R.ST   2
6-8     R.ST   3
6-8     R.ST   4
6-8     R.ST    5
6-8     R.ST    6
6-8     R.ST    7
6-8     R.ST    8
6-8     R.ST    9
6-8     R.ST    10
9-10    R.ST    1
9-10    R.ST    2
9-10    R.ST    3
9-10    R.ST    4
9-10    R.ST    5
9-10    R.ST    6
9-10    R.ST    7
9-10    R.ST    8
9-10    R.ST    9
9-10    R.ST    10
11-12   R.ST    1
11-12   R.ST    2
11-12   R.ST    3
11-12   R.ST    4
11-12   R.ST    5
11-12   R.ST    6
11-12   R.ST    7
11-12   R.ST    8
11-12   R.ST    9
11-12   R.ST    10
6-8     W.HST   1
6-8     W.HST   1.a
6-8     W.HST   1.b
6-8     W.HST   1.c
6-8     W.HST   1.d
6-8     W.HST   1.e
6-8     W.HST   2
6-8     W.HST   2.a
6-8     W.HST   2.b
6-8     W.HST   2.c
6-8     W.HST   2.d
6-8     W.HST   2.e
6-8     W.HST   2.f
6-8     W.HST   4
6-8     W.HST   5
6-8     W.HST   6
6-8     W.HST   7
6-8     W.HST   8
6-8     W.HST   9
6-8     W.HST   10
9-10    W.HST   1
9-10    W.HST   1.a
9-10    W.HST   1.b
9-10    W.HST   1.c
9-10    W.HST   1.d
9-10    W.HST   1.e
9-10    W.HST   2
9-10    W.HST   2.a
9-10    W.HST   2.b
9-10    W.HST   2.c
9-10    W.HST   2.d
9-10    W.HST   2.e
9-10    W.HST   2.f
9-10    W.HST   4
9-10    W.HST   5
9-10    W.HST   6
9-10    W.HST   7
9-10    W.HST   8
9-10    W.HST   9
9-10    W.HST   10
11-12   W.HST   1
11-12   W.HST   1.a
11-12   W.HST   1.b
11-12   W.HST   1.c
11-12   W.HST   1.d
11-12   W.HST   1.e
11-12   W.HST   2
11-12   W.HST   2.a
11-12   W.HST   2.b
11-12   W.HST   2.c
11-12   W.HST   2.d
11-12   W.HST   2.e
11-12   W.HST   4
11-12   W.HST   5
11-12   W.HST   6
11-12   W.HST   7
11-12   W.HST   8
11-12   W.HST   9
11-12   W.HST   10
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.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.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.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.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.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.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.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.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.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.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.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.6 Craft and Structure: Compare and contrast the point of view from which different stories are narrated, including the
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.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.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.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.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.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.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.3 Key Ideas and Details: With prompting and support, describe the connection between two individuals, events, ideas
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.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.8 Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support po
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.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.5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic m
CC.1.R.I.6 Craft and Structure: Distinguish between information provided by pictures or other illustrations and information provi
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.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.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.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.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.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.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.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.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.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.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.6 Craft and Structure: Compare and contrast a firsthand and secondhand account of the same event or topic; describ
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.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.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.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.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.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.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.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.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.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.b Phonics and Word Recognition: Associate the long and short sounds with the common spellings (graphemes) for
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, a
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.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.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.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.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.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.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.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.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.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.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.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
CC.4.R.F.4.a Fluency: Read grade-level text with purpose and understanding.
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.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.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.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.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.5 Production and Distribution of Writing: With guidance and support from adults, respond to questions and suggestion
CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a variety of digital tools to pro
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.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions
CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produc
CC.1.W.7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., explore a numb
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.5 Production and Distribution of Writing: With guidance and support from adults and peers, focus on a topic and streng
CC.2.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produc
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.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from provided
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.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.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.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.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.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.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.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.c Text Types and Purposes: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in add
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.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other informatio
CC.4.W.2.c Text Types and Purposes: Link ideas within categories of information using words and phrases (e.g., another, for e
CC.4.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top
CC.4.W.2.e Text Types and Purposes: Provide a concluding statement or section related to the information or explanation pres
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.c Text Types and Purposes: Use a variety of transitional words and phrases to manage the sequence of 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.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization
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.8 Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant informati
CC.4.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.4.W.9.a Research to Build and Present Knowledge: Apply grade 4 Reading standards to literature (e.g., “Describe in depth
CC.4.W.9.b Research to Build and Present Knowledge: Apply grade 4 Reading standards to informational texts (e.g., “Explain h
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.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.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.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.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.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.a Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or character
CC.5.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, description, and pacing, to develop experie
CC.5.W.3.c Text Types and Purposes: Use a variety of transitional words, phrases, and clauses to manage the sequence of ev
CC.5.W.3.d Text Types and Purposes: Use concrete words and phrases and sensory details to convey experiences and 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.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.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.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.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.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.2 Comprehension and Collaboration: Confirm understanding of a text read aloud or information presented orally or thr
CC.K.SL.3 Comprehension and Collaboration: Ask and answer questions in order to seek help, get information, or clarify some
CC.K.SL.4 Presentation of Knowledge and Ideas: Describe familiar people, places, things, and events and, with prompting and
CC.K.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions as desired to provide ad
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.b Comprehension and Collaboration: Build on others’ talk in conversations by responding to the comments of others
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.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to gather addition
CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing
CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clar
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.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.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.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.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.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.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.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.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explic
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.1.d Comprehension and Collaboration: Review the key ideas expressed and draw conclusions in light of information 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.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.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.1.d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, whe
CC.K.L.1.e Conventions of Standard English: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for,
CC.K.L.1.f Conventions of Standard English: Produce and expand complete sentences in shared language activities.
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.c Conventions of Standard English: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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 Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and nuances in w
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.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (
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.e Conventions of Standard English: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walke
CC.1.L.1.f Conventions of Standard English: Use frequently occurring adjectives.
CC.1.L.1.g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
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.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.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 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of word relation
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.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at hom
CC.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,
CC.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to,
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.c Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves).
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.1.f Conventions of Standard English: Produce, expand, and rearrange complete simple and compound sentences (e.g.,
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.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.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening
CC.2.L.3.a Knowledge of Language: Compare formal and informal uses of English.
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.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.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe foods tha
CC.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl
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.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.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.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.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.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.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.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.c Conventions of Standard English: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
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.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening
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.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.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.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.4.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi
CC.5.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
CC.5.L.1.a Conventions of Standard English: Explain the function of conjunctions, prepositions, and interjections in general and
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.c Conventions of Standard English: Use verb tense to convey various times, sequences, states, and conditions.
CC.5.L.1.d Conventions of Standard English: Recognize and correct inappropriate shifts in verb tense.*
CC.5.L.1.e Conventions of Standard English: Use correlative conjunctions (e.g., either/or, neither/nor).
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.b Conventions of Standard English: Use a comma to separate an introductory element from the rest of the sentence.
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 ta
CC.5.L.2.d Conventions of Standard English: Use underlining, quotation marks, or italics to indicate titles of works.
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.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.a Vocabulary Acquisition and Use: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to
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.a Vocabulary Acquisition and Use: Interpret figurative language, including similes and metaphors, in context.
CC.5.L.5.b Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs.
CC.5.L.5.c Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonyms, antonyms, homogr
CC.5.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specifi
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.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.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.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.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including
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.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.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including
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.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.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structur
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
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.8.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including
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.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.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.9 Integration of Knowledge and Ideas: Analyze how an author draws on and transforms source material in a speci
CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 9, read and comprehend literature, includ
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.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.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.7 Integration of Knowledge and Ideas: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded
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.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, inc
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.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.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction in
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.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.7 Integration of Knowledge and Ideas: Compare and contrast a text to an audio, video, or multimedia version of the te
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.7.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction in
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.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.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.8.R.I.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction a
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.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.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.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g.,
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
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.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.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurativ
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.6 Craft and Structure: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
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.9 Integration of Knowledge and Ideas: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.
CC.11-12.R.I.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literary nonfic
CC.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences fro
CC.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize
CC.K-12.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas develop and interact over the cours
CC.K-12.R.R.4 Craft and Structure: Interpret words and phrases as they are used in a text, including determining technical, con
CC.K-12.R.R.5 Craft and Structure: Analyze the structure of texts, including how specific sentences, paragraphs, and larger po
CC.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content and style of a text.
CC.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse formats and media, in
CC.K-12.R.R.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, includin
CC.K-12.R.R.9 Integration of Knowledge and Ideas: Analyze how two or more texts address similar themes or topics in order to
CC.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational tex
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.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.d Text Types and Purposes: Establish and maintain a formal style.
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.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.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the top
CC.6.W.2.e Text Types and Purposes: Establish and maintain a formal style.
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.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.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.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.
CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, an
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.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.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
CC.7.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
CC.7.W.1.a Text Types and Purposes: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reason
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.d Text Types and Purposes: Establish and maintain a formal style.
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.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
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.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experie
CC.7.W.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal s
CC.7.W.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to c
CC.7.W.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or even
CC.7.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, an
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 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, ref
CC.7.W.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and con
CC.7.W.9.b Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and
CC.7.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
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.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.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.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.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.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.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.8.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorte
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.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.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms
CC.9-10.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argum
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.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.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.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the informa
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.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.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.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization
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.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update ind
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.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.b Research to Build and Present Knowledge: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “D
CC.9-10.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and sho
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.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.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norm
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.a Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information so that each
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.d Text Types and Purposes: Use precise language, domain-specific vocabulary, and techniques such as metap
CC.11-12.W.2.e Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norm
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.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation an
CC.11-12.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, reflection, and mu
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.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on what is experienced, observe
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.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update in
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.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.b Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
CC.11-12.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and sh
CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, usin
CC.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and infor
CC.K-12.W.R.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective te
CC.K-12.W.R.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organizat
CC.K-12.W.R.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing,
CC.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing an
CC.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects based o
CC.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources,
CC.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analys
CC.K-12.W.R.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and s
CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups
CC.6.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explic
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.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.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.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups
CC.7.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under stud
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.1.d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, mod
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.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.3 Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness o
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.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.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.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.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.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.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material unde
CC.11-12.SL.1.b Comprehension and Collaboration: Work with peers to promote civil, democratic discussions and decision-ma
CC.11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe re
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.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.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual
CC.11-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating a comma
CC.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collabo
CC.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, i
CC.K-12.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use of evidence and rheto
CC.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners
CC.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express
CC.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and communicative tasks, demonst
CC.6.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage
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.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.6.L.2.a Conventions of Standard English: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenth
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.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.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.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotation
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.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.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punct
CC.7.L.2.a Conventions of Standard English: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoya
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, reading, or listening
CC.7.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminatin
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.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.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by ch
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.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonym/antonym, analogy) to
CC.7.L.5.c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotation
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.a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and the
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 su
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, punct
CC.8.L.2.a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
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, reading, or listening
CC.8.L.3.a Knowledge of Language: Use verbs in the active and passive voice and in the conditional and subjunctive mood to a
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.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.b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the wo
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.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.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.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.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.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.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.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuanc
CC.9-10.L.5.a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their ro
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.11-12.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and u
CC.11-12.L.1.a Conventions of Standard English: Apply the understanding that usage is a matter of convention, can change ov
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.a Conventions of Standard English: Observe hyphenation conventions.
CC.11-12.L.2.b Conventions of Standard English: Spell correctly.
CC.11-12.L.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contex
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 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and p
CC.11-12.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a wo
CC.11-12.L.4.b Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different mea
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.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g.,
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.b Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar denotations.
CC.11-12.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and p
CC.K-12.L.R.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and
CC.K-12.L.R.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization,
CC.K-12.L.R.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different conte
CC.K-12.L.R.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and
CC.K-12.L.R.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanin
CC.K-12.L.R.6 Vocabulary Acquisition and Use: Acquire and use accurately a range of general academic and domain-specific
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.3 Key Ideas and Details: Identify key steps in a text’s description of a process related to history/social studies (e.g.,
CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabular
CC.6-8.R.H.5 Craft and Structure: Describe how a text presents information (e.g., sequentially, comparatively, causally).
CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded langua
CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos, or
CC.6-8.R.H.8 Integration of Knowledge and Ideas: Distinguish among fact, opinion, and reasoned judgment in a text.
CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the relationship between a primary and secondary source on the sa
CC.6-8.R.H.10 Range of Reading and Level of Text Complexity: By the end of grade 8, read and comprehend history/social stu
CC.9-10.R.H.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources, atte
CC.9-10.R.H.2 Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an
CC.9-10.R.H.3 Key Ideas and Details: Analyze in detail a series of events described in a text; determine whether earlier events
CC.9-10.R.H.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabula
CC.9-10.R.H.5 Craft and Structure: Analyze how a text uses structure to emphasize key points or advance an explanation or an
CC.9-10.R.H.6 Craft and Structure: Compare the point of view of two or more authors for how they treat the same or similar top
CC.9-10.R.H.7 Integration of Knowledge and Ideas: Integrate quantitative or technical analysis (e.g., charts, research data) with
CC.9-10.R.H.8 Integration of Knowledge and Ideas: Assess the extent to which the reasoning and evidence in a text support th
CC.9-10.R.H.9 Integration of Knowledge and Ideas: Compare and contrast treatments of the same topic in several primary and
CC.9-10.R.H.10 Range of Reading and Level of Text Complexity: By the end of grade 10, read and comprehend history/social
CC.11-12.R.H.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources, co
CC.11-12.R.H.2 Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an
CC.11-12.R.H.3 Key Ideas and Details: Evaluate various explanations for actions or events and determine which explanation b
CC.11-12.R.H.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including analyzi
CC.11-12.R.H.5 Craft and Structure: Analyze in detail how a complex primary source is structured, including how key sentence
CC.11-12.R.H.6 Craft and Structure: Evaluate authors’ differing points of view on the same historical event or issue by assessin
CC.11-12.R.H.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in divers
CC.11-12.R.H.8 Integration of Knowledge and Ideas: Evaluate an author’s premises, claims, and evidence by corroborating or
CC.11-12.R.H.9 Integration of Knowledge and Ideas: Integrate information from diverse sources, both primary and secondary,
CC.11-12.R.H.10 Range of Reading and Level of Text Complexity: By the end of grade 12, read and comprehend history/socia
CC.6-8.R.ST.1 Key Ideas and Details: Cite specific textual evidence to support analysis of science and technical texts.
CC.6-8.R.ST.2 Key Ideas and Details: Determine the central ideas or conclusions of a text; provide an accurate summary of the
CC.6-8.R.ST.3 Key Ideas and Details: Follow precisely a multistep procedure when carrying out experiments, taking measurem
CC.6-8.R.ST.4 Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phras
CC.6-8.R.ST.5 Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections co
CC.6-8.R.ST.6 Craft and Structure: Analyze the author’s purpose in providing an explanation, describing a procedure, or discus
CC.6-8.R.ST.7 Integration of Knowledge and Ideas: Integrate quantitative or technical information expressed in words in a text
CC.6-8.R.ST.8 Integration of Knowledge and Ideas: Distinguish among facts, reasoned judgment based on research findings, a
CC.6-8.R.ST.9 Integration of Knowledge and Ideas: Compare and contrast the information gained from experiments, simulation
CC.6-8.R.ST.10 Range of Reading and Level of Text Complexity: By the end of grade 8, read and comprehend science/technic
CC.9-10.R.ST.1 Key Ideas and Details: Cite specific textual evidence to support analysis of science and technical texts, attendi
CC.9-10.R.ST.2 Key Ideas and Details: Determine the central ideas or conclusions of a text; trace the text’s explanation or dep
CC.9-10.R.ST.3 Key Ideas and Details: Follow precisely a complex multistep procedure when carrying out experiments, taking
CC.9-10.R.ST.4 Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phra
CC.9-10.R.ST.5 Craft and Structure: Analyze the structure of the relationships among concepts in a text, including relationships
CC.9-10.R.ST.6 Craft and Structure: Analyze the author’s purpose in providing an explanation, describing a procedure, or discu
CC.9-10.R.ST.7 Integration of Knowledge and Ideas: Translate quantitative or technical information expressed in words in a tex
CC.9-10.R.ST.8 Integration of Knowledge and Ideas: Assess the extent to which the reasoning and evidence in a text support t
CC.9-10.R.ST.9 Integration of Knowledge and Ideas: Compare and contrast findings presented in a text to those from other sou
CC.9-10.R.ST.10 Range of Reading and Level of Text Complexity: By the end of grade 10, read and comprehend science/tech
CC.11-12.R.ST.1 Key Ideas and Details: Cite specific textual evidence to support analysis of science and technical texts, attend
CC.11-12.R.ST.2 Key Ideas and Details: Determine the central ideas or conclusions of a text; summarize complex concepts, pr
CC.11-12.R.ST.3 Key Ideas and Details: Follow precisely a complex multistep procedure when carrying out experiments, taking
CC.11-12.R.ST.4 Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phr
CC.11-12.R.ST.5 Craft and Structure: Analyze how the text structures information or ideas into categories or hierarchies, demo
CC.11-12.R.ST.6 Craft and Structure: Analyze the author’s purpose in providing an explanation, describing a procedure, or disc
CC.11-12.R.ST.7 Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in dive
CC.11-12.R.ST.8 Integration of Knowledge and Ideas: Evaluate the hypotheses, data, analysis, and conclusions in a science or
CC.11-12.R.ST.9 Integration of Knowledge and Ideas: Synthesize information from a range of sources (e.g., texts, experiments
CC.11-12.R.ST.10 Range of Reading and Level of Text Complexity: By the end of grade 12, read and comprehend science/tec
CC.6-8.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content.
CC.6-8.W.HST.1.a Text Types and Purposes: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim
CC.6-8.W.HST.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant, accurate data and evidence
CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships
CC.6-8.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style.
CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the arg
CC.6-8.W.HST.2 Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, sci
CC.6-8.W.HST.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
CC.6-8.W.HST.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, q
CC.6-8.W.HST.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relation
CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain
CC.6-8.W.HST.2.e Text Types and Purposes: Establish and maintain a formal style and objective tone.
CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the info
CC.6-8.W.HST.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organiza
CC.6-8.W.HST.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and
CC.6-8.W.HST.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing a
CC.6-8.W.HST.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including 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.9 Research to Build and Present Knowledge: Draw evidence from informational texts to support analysis reflect
CC.6-8.W.HST.10 Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter tim
CC.9-10.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content.
CC.9-10.W.HST.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing c
CC.9-10.W.HST.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying data and evidence for eac
CC.9-10.W.HST.1.c Text Types and Purposes: Use words, phrases, and clauses to link the major sections of the text, create c
CC.9-10.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the n
CC.9-10.W.HST.1.e Text Types and Purposes: Provide a concluding statement or section that follows from or supports the arg
CC.9-10.W.HST.2 Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, sc
CC.9-10.W.HST.2.a Text Types and Purposes: Introduce a topic and organize ideas, concepts, and information to make impor
CC.9-10.W.HST.2.b Text Types and Purposes: Develop the topic with well-chosen, relevant, and sufficient facts, extended defi
CC.9-10.W.HST.2.c Text Types and Purposes: Use varied transitions and sentence structures to link the major sections of the
CC.9-10.W.HST.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to manage the complexi
CC.9-10.W.HST.2.e Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the n
CC.9-10.W.HST.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the inf
CC.9-10.W.HST.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organiz
CC.9-10.W.HST.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editi
CC.9-10.W.HST.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and upda
CC.9-10.W.HST.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to an
CC.9-10.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and
CC.9-10.W.HST.9 Research to Build and Present Knowledge: Draw evidence from informational texts to support analysis, refle
CC.9-10.W.HST.10 Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter ti
CC.11-12.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content.
CC.11-12.W.HST.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the cl
CC.11-12.W.HST.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
CC.11-12.W.HST.1.c Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major se
CC.11-12.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the
CC.11-12.W.HST.1.e Text Types and Purposes: Provide a concluding statement or section that follows from or supports the ar
CC.11-12.W.HST.2 Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, s
CC.11-12.W.HST.2.a Text Types and Purposes: Introduce a topic and organize complex ideas, concepts, and information so th
CC.11-12.W.HST.2.b Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant fac
CC.11-12.W.HST.2.c Text Types and Purposes: Use varied transitions and sentence structures to link the major sections of the
CC.11-12.W.HST.2.d Text Types and Purposes: Use precise language, domain-specific vocabulary and techniques such as m
CC.11-12.W.HST.2.e Text Types and Purposes: Provide a concluding statement or section that follows from and supports the
CC.11-12.W.HST.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organ
CC.11-12.W.HST.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, edi
CC.11-12.W.HST.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and upd
CC.11-12.W.HST.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to a
CC.11-12.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and
CC.11-12.W.HST.9 Research to Build and Present Knowledge: Draw evidence from informational texts to support analysis, ref
CC.11-12.W.HST.10 Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter
 details in a text.

or events in a story.


y and define the role of each in telling the story.
p between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
he adventures and experiences of characters in familiar stories.
 ies with purpose and understanding.

g of their central message or lesson.

or appeal to the senses.
hat give information, drawing on a wide reading of a range of text types.

characters, setting, or events.
es of characters in stories.
e and poetry of appropriate complexity for grade 1.
and how to demonstrate understanding of key details in a text.
s, and determine their central message, lesson, or moral.

mes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  beginning introduces the story and the ending concludes the action.
   by speaking in a different voice for each character when reading dialogue aloud.
 ds in a print or digital text to demonstrate understanding of its characters, setting, or plot.
ame story (e.g., Cinderella stories) by different authors or from different cultures.
 ehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end o
  referring explicitly to the text as the basis for the answers.
   cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 ings) and explain how their actions contribute to the sequence of events.
ext, distinguishing literal from nonliteral language.
g about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
f the characters.
 ontribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
s of stories written by the same author about the same or similar characters (e.g., in books from a series).
  end literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
  xt says explicitly and when drawing inferences from the text.
ext; summarize the text.
, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
ext, including those that allude to significant characters found in mythology (e.g., Herculean).
 er to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage
re narrated, including the difference between first- and third-person narrations.
ma and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
 s and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from differe
   literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high e
  plicitly and when drawing inferences from the text.
ext, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the t
 in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ext, including figurative language such as metaphors and similes.
  rovide the overall structure of a particular story, drama, or poem.
 vents are described.
ute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).
 ., mysteries and adventure stories) on their approaches to similar themes and topics.
  literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
details in a text.
etails of a text.
 individuals, events, ideas, or pieces of information in a text.
  n words in a text.

 presenting the ideas or information in a text.
  between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
author gives to support points in a text.
 in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
 es with purpose and understanding.


pieces of information in a text.
words and phrases in a text.
, glossaries, electronic menus, icons) to locate key facts or information in a text.
ons and information provided by the words in a text.


wo texts on the same topic (e.g., in illustrations, descriptions, or procedures).
mational texts appropriately complex for grade 1.
 nd how to demonstrate understanding of key details in a text.
 of specific paragraphs within the text.
ntific ideas or concepts, or steps in technical procedures in a text.
 ade 2 topic or subject area.
dings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
 answer, explain, or describe.
  how a machine works) contribute to and clarify a text.
hor makes in a text.
 ented by two texts on the same topic.
nd informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with s
 referring explicitly to the text as the basis for the answers.
ain how they support the main idea.
 ntific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
ds and phrases in a text relevant to a grade 3 topic or subject area.
 ks) to locate information relevant to a given topic efficiently.

 photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
ntences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
 key details presented in two texts on the same topic.
ehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band
xt says explicitly and when drawing inferences from the text.
y key details; summarize the text.
 tific, or technical text, including what happened and why, based on specific information in the text.
ds or phrases in a text relevant to a grade 4 topic or subject area.
  ect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
me event or topic; describe the differences in focus and the information provided.
ntitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information c
 support particular points in a text.
c in order to write or speak about the subject knowledgeably.
 rmational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffold
plicitly and when drawing inferences from the text.
re supported by key details; summarize the text.
duals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
ds and phrases in a text relevant to a grade 5 topic or subject area.
son, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  similarities and differences in the point of view they represent.
ces, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
 support particular points in a text, identifying which reasons and evidence support which point(s).
 opic in order to write or speak about the subject knowledgeably.
 informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band inde


 ecific sequences of letters.


unds (phonemes).



unds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/,or /x/.)
e-syllable words to make new words.
kills in decoding words.
ndences by producing the primary or most frequent sound for each consonant.
spellings (graphemes) for the five major vowels.
 , of, to, you, she, my, is, are, do, does).
ng the sounds of the letters that differ.


pitalization, ending punctuation).
unds (phonemes).

nemes), including consonant blends.
phonemes) in spoken single-syllable words.
 uence of individual sounds (phonemes).
kills in decoding words.
 consonant digraphs (two letters that represent one sound).

 representing long vowel sounds.
 ound to determine the number of syllables in a printed word.
breaking the words into syllables.




kills in decoding words.
 ly spelled one-syllable words.
 mmon vowel teams.
 und correspondences.




kills in decoding words.
efixes and derivational suffixes.




 ading as necessary.
kills in decoding words.
dences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of



 ading as necessary.
kills in decoding words.
dences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of



 ading as necessary.
   opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about t
   informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happe
questions and suggestions from peers and add details to strengthen writing as needed.
  riety of digital tools to produce and publish writing, including in collaboration with peers.
 cts (e.g., explore a number of books by a favorite author and express opinions about them).
nformation from experiences or gather information from provided sources to answer a question.
he book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
supply some facts about the topic, and provide some sense of closure.
  sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of cl
opic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
y of digital tools to produce and publish writing, including in collaboration with peers.
 cts (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
nformation from experiences or gather information from provided sources to answer a question.
 ey are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinio
 ic, use facts and definitions to develop points, and provide a concluding statement or section.
   short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide
ocus on a topic and strengthen writing as needed by revising and editing.
y of digital tools to produce and publish writing, including in collaboration with peers.
 cts (e.g., read a number of books on a single topic to produce a report; record science observations).
nformation from provided sources to answer a question.
nt of view with reasons.
  on, and create an organizational structure that lists reasons.
e, for example) to connect opinion and reasons.

ey ideas and information clearly.
de illustrations when useful to aiding comprehension.

  but) to connect ideas within categories of information.

nts using effective technique, descriptive details, and clear event sequences.
s; organize an event sequence that unfolds naturally.
gs to develop experiences and events or show the response of characters to situations.


 ing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are define
 evelop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Langua
ogy to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
wledge about a topic.
nformation from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
w with reasons and information.
n organizational structure in which related ideas are grouped to support the writer’s purpose.

 stance, in order to, in addition).
 n presented.
ey ideas and information clearly.
graphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ations, or other information and examples related to the topic.
 rases (e.g., another, for example, also, because).
m about or explain the topic.
mation or explanation presented.
nts using effective technique, descriptive details, and clear event sequences.
 narrator and/or characters; organize an event sequence that unfolds naturally.
nts or show the responses of characters to situations.
  sequence of events.
 y experiences and events precisely.

elopment and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in stand
 evelop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Langua
 chnology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient com
wledge through investigation of different aspects of a topic.
  gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
 ts to support analysis, reflection, and research.
  (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts
 onal texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
  and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
w with reasons and information.
n organizational structure in which ideas are logically grouped to support the writer’s purpose.

e.g., consequently, specifically).
 n presented.
ey ideas and information clearly.
cus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehe
ations, or other information and examples related to the topic.
 ords, phrases, and clauses (e.g., in contrast, especially).
m about or explain the topic.
mation or explanation presented.
nts using effective technique, descriptive details, and clear event sequences.
 narrator and/or characters; organize an event sequence that unfolds naturally.
 acing, to develop experiences and events or show the responses of characters to situations.
anage the sequence of events.
 y experiences and events precisely.

elopment and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in stand
evelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should de
 chnology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient com
al sources to build knowledge through investigation of different aspects of a topic.
  gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a li
 ts to support analysis, reflection, and research.
  (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., h
onal texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evide
  and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
partners about kindergarten topics and texts with peers and adults in small and larger groups.
 ing to others and taking turns speaking about the topics and texts under discussion).

 on presented orally or through other media by asking and answering questions about key details and requesting clarification if something is n
 ormation, or clarify something that is not understood.
  and, with prompting and support, provide additional detail.
s as desired to provide additional detail.
 deas clearly.
 artners about grade 1 topics and texts with peers and adults in small and larger groups.
 ng to others with care, speaking one at a time about the topics and texts under discussion).
o the comments of others through multiple exchanges.
pics and texts under discussion.
 ad aloud or information presented orally or through other media.
 n order to gather additional information or clarify something that is not understood.
evant details, expressing ideas and feelings clearly.
s when appropriate to clarify ideas, thoughts, and feelings.
ask and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
 artners about grade 2 topics and texts with peers and adults in small and larger groups.
ng the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
 omments to the remarks of others.
d about the topics and texts under discussion.
ad aloud or information presented orally or through other media.
 n order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
 e facts and relevant, descriptive details, speaking audibly in coherent sentences.
 awings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ask and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1and 3 on page 26 for specific expec
 ns (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their
 d required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ng the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
 presented, stay on topic, and link their comments to the remarks of others.
 he discussion.
ext read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
eaker, offering appropriate elaboration and detail.
 xperience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
ms that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or
ask and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expec
 ns (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their o
 d required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 ut assigned roles.
ollow up on information, and make comments that contribute to the discussion and link to the remarks of others.
 n ideas and understanding in light of the discussion.
  presented in diverse media and formats, including visually, quantitatively, and orally.
 o support particular points.
 xperience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly a
 ations when appropriate to enhance the development of main ideas or themes.
nglish (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when
 ns (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their
 d required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 ut assigned roles.
 mments that contribute to the discussion and elaborate on the remarks of others.
ns in light of information and knowledge gained from the discussions.
sented in diverse media and formats, including visually, quantitatively, and orally.
 w each claim is supported by reasons and evidence.
uencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an unde
 nd) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 ng formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)
 glish grammar and usage when writing or speaking.


g., dog, dogs; wish, wishes).
g., who, what, where, when, why, how).
 from, in, out, on, off, for, of, by, with).
 uage activities.
 glish capitalization, punctuation, and spelling when writing.


wel sounds (phonemes).
 of sound-letter relationships.
meaning words and phrases based on kindergarten reading and content.
 accurately (e.g., knowing duck is a bird and learning the verb to duck).
 (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
 onships and nuances in word meanings.
s) to gain a sense of the concepts the categories represent.
  and adjectives by relating them to their opposites (antonyms).
e (e.g., note places at school that are colorful).
 he same general action (e.g., walk, march, strut, prance) by acting out the meanings.
eading and being read to, and responding to texts.
 glish grammar and usage when writing or speaking.


sic sentences (e.g., He hops; We hop).
 I, me, my; they, them, their, anyone, everything).
e (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

 so, because).
clarative, interrogative, imperative, and exclamatory sentences in response to prompts.
glish capitalization, punctuation, and spelling when writing.



ng patterns and for frequently occurring irregular words.
 awareness and spelling conventions.
meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
 word or phrase.

eir inflectional forms (e.g., looks, looked, looking).
 standing of word relationships and nuances in word meanings.
a sense of the concepts the categories represent.
 es (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
  (e.g., note places at home that are cozy).
manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or
 ading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I nam
 glish grammar and usage when writing or speaking.

 (e.g., feet, children, teeth, mice, fish).

gular verbs (e.g., sat, hid, told).
 depending on what is to be modified.
ompound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
 glish capitalization, punctuation, and spelling when writing.


 ccurring possessives.
 (e.g., cage → badge; boy → boil).
aries, as needed to check and correct spellings
aking, reading, or listening.

meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
 word or phrase.
known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
 known word with the same root (e.g., addition, additional).
dict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
 digital, to determine or clarify the meaning of words and phrases.
nces in word meanings.
e (e.g., describe foods that are spicy or juicy).
 bs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
 ading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that m
 glish grammar and usage when writing or speaking.
es, and adverbs in general and their functions in particular sentences.



 k) verb tenses.

nd adverbs, and choose between them depending on what is to be modified.
 glish capitalization, punctuation, and spelling when writing.




 tudied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
milies, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
aries, as needed to check and correct spellings.
aking, reading, or listening.

spoken and written standard English.
meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  word or phrase.
known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
 known word with the same root (e.g., company, companion).
 gital, to determine or clarify the precise meaning of key words and phrases.
nces in word meanings.
nd phrases in context (e.g., take steps).
e (e.g., describe people who are friendly or helpful).
  describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
 al, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinn
 glish grammar and usage when writing or speaking.
 and relative adverbs (where, when, why).
 walking; I will be walking) verb tenses.
 arious conditions.
 onal patterns (e.g., a small red bag rather than a red small bag).

  inappropriate fragments and run-ons.*
wo; there, their).*
 glish capitalization, punctuation, and spelling when writing.

h and quotations from a text.
mpound sentence.
 ences as needed.
aking, reading, or listening.


 resenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
 in text) as a clue to the meaning of a word or phrase.
 and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 lationships, and nuances in word meanings.
g., as pretty as a picture) in context.
adages, and proverbs.
their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
demic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined
 glish grammar and usage when writing or speaking.
  terjections in general and their function in particular sentences.
ked; I will have walked) verb tenses.
tes, and conditions.
 glish capitalization, punctuation, and spelling when writing.

 the rest of the sentence.
   thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, St
 les of works.
 ences as needed.
aking, reading, or listening.
  ener interest, and style.
  sters) used in stories, dramas, or poems.
meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
 sons in text) as a clue to the meaning of a word or phrase.
  and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
 , thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 lationships, and nuances in word meanings.
 hors, in context.
adages, and proverbs.
nyms, antonyms, homographs) to better understand each of the words.
demic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, a
  citly as well as inferences drawn from the text.
  through particular details; provide a summary of the text distinct from personal opinions or judgments.
s of episodes as well as how the characters respond or change as the plot moves toward a resolution.
ext, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
 the overall structure of a text and contributes to the development of the theme, setting, or plot.
 eaker in a text.
 ory, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” whe
  es (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
 ehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the
 the text says explicitly as well as inferences drawn from the text.
pment over the course of the text; provide an objective summary of the text.
 how setting shapes the characters or plot).
ext, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a speci
onnet) contributes to its meaning.
  fferent characters or narrators in a text.
 audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or came
place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
 ehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the
   what the text says explicitly as well as inferences drawn from the text.
pment over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
 ama propel the action, reveal aspects of a character, or provoke a decision.
ext, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or a
  how the differing structure of each text contributes to its meaning and style.
 e audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
n of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
 es, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the m
 ehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
f what the text says explicitly as well as inferences drawn from the text.
  l its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective sum
  nflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., h
xt, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surpri
n a work of literature from outside the United States, drawing on a wide reading of world literature.
cene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and
source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a pla
mprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed a
 of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  nalyze their development over the course of the text, including how they interact and build on one another to produce a complex account; pro
evelop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and d
n the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words
ecific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its ov
shing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
a, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (In
  th- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar
 omprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as nee
citly as well as inferences drawn from the text.
articular details; provide a summary of the text distinct from personal opinions or judgments.
 llustrated, and elaborated in a text (e.g., through examples or anecdotes).
 xt, including figurative, connotative, and technical meanings.
 into the overall structure of a text and contributes to the development of the ideas.
ow it is conveyed in the text.
 ormats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
 in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
vents with that of another (e.g., a memoir written by and a biography on the same person).
ehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 he text says explicitly as well as inferences drawn from the text.
 elopment over the course of the text; provide an objective summary of the text.
   text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
 xt, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  the major sections contribute to the whole and to the development of the ideas.
 ow the author distinguishes his or her position from that of others.
ultimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the wo
 in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
 me topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
ehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  what the text says explicitly as well as inferences drawn from the text.
   the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
ween individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
 xt, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including ana
ng the role of particular sentences in developing and refining a key concept.
 ow the author acknowledges and responds to conflicting evidence or viewpoints.
 different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
 ms in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is int
nflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
ehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
  what the text says explicitly as well as inferences drawn from the text.
over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn betwe
a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
 d refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  e how an author uses rhetoric to advance that point of view or purpose.
ent mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
 claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
 literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From
 prehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By th
of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an obj
 lain how specific individuals, ideas, or events interact and develop over the course of the text.
  a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or term
 uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
 he rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
 ation presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a proble
 U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and
 h-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the
omprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range
make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 evelopment; summarize the key supporting details and ideas.
nd interact over the course of a text.
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 aragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

 se formats and media, including visually and quantitatively, as well as in words.
c claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 emes or topics in order to build knowledge or to compare the approaches the authors take.
 rary and informational texts independently and proficiently.
ant evidence.

 ng credible sources and demonstrating an understanding of the topic or text.
mong claim(s) and reasons.

e argument presented.
ey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 sing strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., ch
ails, quotations, or other information and examples.
deas and concepts.
m about or explain the topic.

  information or explanation presented.
nts using effective technique, relevant descriptive details, and well-structured event sequences.
 roducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 iption, to develop experiences, events, and/or characters.
vey sequence and signal shifts from one time frame or setting to another.
 nd sensory language to convey experiences and events.

elopment, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
 ults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions sho
nd publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum
 estion, drawing on several sources and refocusing the inquiry when appropriate.
and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiari
 ts to support analysis, reflection, and research.
  (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories]in terms of thei
onfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evide
  and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ant evidence.
  and organize the reasons and evidence logically.
  using accurate, credible sources and demonstrating an understanding of the topic or text.
y the relationships among claim(s), reasons, and evidence.

 d supports the argument presented.
ey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formattin
ails, quotations, or other information and examples.
 elationships among ideas and concepts.
m about or explain the topic.

d supports the information or explanation presented.
nts using effective technique, relevant descriptive details, and well-structured event sequences.
 int of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 iption, to develop experiences, events, and/or characters.
vey sequence and signal shifts from one time frame or setting to another.
 nd sensory language to capture the action and convey experiences and events.
ated experiences or events.
elopment, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
 ults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpo
nd publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
 estion, drawing on several sources and generating additional related, focused questions for further research and investigation.
and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
 ts to support analysis, reflection, and research.
  (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 un
onfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is
  and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ant evidence.
rom alternate or opposing claims, and organize the reasons and evidence logically.
  using accurate, credible sources and demonstrating an understanding of the topic or text.
 y the relationships among claim(s), counterclaims, reasons, and evidence.

d supports the argument presented.
ey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
concrete details, quotations, or other information and examples.
clarify the relationships among ideas and concepts.
m about or explain the topic.

d supports the information or explanation presented.
nts using effective technique, relevant descriptive details, and well-structured event sequences.
 int of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 n, and reflection, to develop experiences, events, and/or characters.
vey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
 nd sensory language to capture the action and convey experiences and events.
ated experiences or events.
elopment, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
 ults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpo
nd publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
 estion (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for m
and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
 ts to support analysis, reflection, and research.
  (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religi
onfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidenc
  and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  ve topics or texts, using valid reasoning and relevant and sufficient evidence.
 ernate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evide
nce for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns
   of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim
hile attending to the norms and conventions of the discipline in which they are writing.
    and supports the argument presented.
 omplex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
nformation to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedi
  facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the t
 tions of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  anage the complexity of the topic.
hile attending to the norms and conventions of the discipline in which they are writing.
  and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
events using effective technique, well-chosen details, and well-structured event sequences.
 ation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression
ption, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 y build on one another to create a coherent whole.
y language to convey a vivid picture of the experiences, events, setting, and/or characters.
   is experienced, observed, or resolved over the course of the narrative.
 evelopment, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are define
 nning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audien
e, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to displ
search projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriat
 thoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research qu
  texts to support analysis, reflection, and research.
  terature(e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or
  terary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the e
 on, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ntive topics or texts, using valid reasoning and relevant and sufficient evidence.
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences cla
  supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audien
   to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evid
while attending to the norms and conventions of the discipline in which they are writing.
m and supports the argument presented.
 complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
  ant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s kn
 he major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  chniques such as metaphor, simile, and analogy to manage the complexity of the topic.
while attending to the norms and conventions of the discipline in which they are writing.
m and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  events using effective technique, well-chosen details, and well-structured event sequences.
 uation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create
ription, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 ey build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, grow
 ry language to convey a vivid picture of the experiences, events, setting, and/or characters.
at is experienced, observed, or resolved over the course of the narrative.
 development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defin
 anning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audie
ce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
esearch projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropria
 uthoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of th
al texts to support analysis, reflection, and research.
 o literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,
 o literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles an
  tion, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
antive topics or texts, using valid reasoning and relevant and sufficient evidence.
y complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  r events using effective technique, well-chosen details, and well-structured event sequences.
e development, organization, and style are appropriate to task, purpose, and audience.
planning, revising, editing, rewriting, or trying a new approach.
uce and publish writing and to interact and collaborate with others.
 research projects based on focused questions, demonstrating understanding of the subject under investigation.
 print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
nal texts to support analysis, reflection, and research.
  ction, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 ns (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and express
 d required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
  ls and deadlines, and define individual roles as needed.
 on and detail by making comments that contribute to the topic, text, or issue under discussion.
 derstanding of multiple perspectives through reflection and paraphrasing.
 rmats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
stinguishing claims that are supported by reasons and evidence from claims that are not.
 ally and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume,
 ges, music, sound) and visual displays in presentations to clarify information.
monstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific ex
 ns (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and express
  ched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on idea
  oward specific goals and deadlines, and define individual roles as needed.
 others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
 nd, when warranted, modify their own views.
ed in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
  aluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
 ints in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
  in presentations to clarify claims and findings and emphasize salient points.
monstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific ex
 ns (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and express
  ched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on idea
aking, track progress toward specific goals and deadlines, and define individual roles as needed.
 akers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
and, when warranted, qualify or justify their own views in light of the evidence presented.
e media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
  aluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduce
 ints in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, ade
 tations to clarify information, strengthen claims and evidence, and add interest.
monstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific ex
borative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on othe
esearched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issu
  ns and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, a
   questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, ve
mmarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new co
 in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
dence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and
  graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to ad
 demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for sp
aborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on o
 researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or iss
cussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
 o questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge i
nthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additiona
d in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the c
  use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
vidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives
 l, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to a
 , demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 fo
conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
erse media and formats, including visually, quantitatively, and orally.
use of evidence and rhetoric.
 dence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and
splays of data to express information and enhance understanding of presentations.
 unicative tasks, demonstrating command of formal English when indicated or appropriate.
 glish grammar and usage when writing or speaking.
  objective, possessive).

umber and person.*
unclear or ambiguous antecedents).*
 and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
 glish capitalization, punctuation, and spelling when writing.
 off nonrestrictive/parenthetical elements.*

aking, reading, or listening.
 ecognizing and eliminating wordiness and redundancy.*

meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
aragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
nd roots as clues to the meaning of a word (e.g., audience, auditory, audible).
, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 lationships, and nuances in word meanings.

e/effect, part/whole, item/category) to better understand each of the words.
 ds with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
demic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehensio
 glish grammar and usage when writing or speaking.
 nd their function in specific sentences.
ound-complex sentences to signal differing relationships among ideas.
ng and correcting misplaced and dangling modifiers.*
 glish capitalization, punctuation, and spelling when writing.
 was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

aking, reading, or listening.
 ecognizing and eliminating wordiness and redundancy.*
meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
aragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
nd roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
 , dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning o
word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 lationships, and nuances in word meanings.
hological allusions) in context.
nym/antonym, analogy) to better understand each of the words.
 ds with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
demic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehensio
 glish grammar and usage when writing or speaking.
nitives) in general and their function in particular sentences.

gative, conditional, and subjunctive mood.

 glish capitalization, punctuation, and spelling when writing.
 use or break.


aking, reading, or listening.
and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state con
meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
aragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
nd roots as clues to the meaning of a word (e.g., precede, recede, secede).
 , dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning o
word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 lationships, and nuances in word meanings.

nderstand each of the words.
 ds with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
demic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehensio
 English grammar and usage when writing or speaking.

 adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings a
 English capitalization, punctuation, and spelling when writing.
 to link two or more closely related independent clauses.


 tions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
 le-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
at indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meanin
 a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
d relationships, and nuances in word meanings.
ontext and analyze their role in the text.
 denotations.
ain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
 d English grammar and usage when writing or speaking.
onvention, can change over time, and is sometimes contested.
 sulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
 d English capitalization, punctuation, and spelling when writing.
nctions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 tful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
  ple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
 , paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 hat indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
 (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise mean
of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 rd relationships, and nuances in word meanings.
   in context and analyze their role in the text.
  r denotations.
main-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
ard English grammar and usage when writing or speaking.
ard English capitalization, punctuation, and spelling when writing.
unctions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 ltiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference
d nuances in word meanings.
 mic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; d
 secondary sources.
 dary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
  story/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
a text, including vocabulary specific to domains related to history/social studies.
aratively, causally).
 pose (e.g., loaded language, inclusion or avoidance of particular facts).
   photographs, videos, or maps) with other information in print and digital texts.
gment in a text.
 condary source on the same topic.
 prehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
d secondary sources, attending to such features as the date and origin of the information.
 ndary source; provide an accurate summary of how key events or ideas develop over the course of the text.
ne whether earlier events caused later ones or simply preceded them.
   a text, including vocabulary describing political, social, or economic aspects of history/social science.
ance an explanation or analysis
 at the same or similar topics, including which details they include and emphasize in their respective accounts.
  harts, research data) with qualitative analysis in print or digital text.
dence in a text support the author’s claims.
pic in several primary and secondary sources.
omprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
nd secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
 ondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
mine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
 n a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines
  luding how key sentences, paragraphs, and larger portions of the text contribute to the whole.
event or issue by assessing the authors’ claims, reasoning, and evidence.
mation presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a pro
 ence by corroborating or challenging them with other information.
   primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.
d technical texts.
   accurate summary of the text distinct from prior knowledge or opinions.
  iments, taking measurements, or performing technical tasks.
 specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
how the major sections contribute to the whole and to an understanding of the topic.
 ng a procedure, or discussing an experiment in a text.
 ressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
ed on research findings, and speculation in a text.
m experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
mprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
nd technical texts, attending to the precise details of explanations or descriptions.
   text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
g out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.
n-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
  xt, including relationships among key terms (e.g., force, friction, reaction force, energy).
bing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
xpressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an e
vidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
  xt to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or acc
comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently
and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
 rize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
ng out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
 in-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
  ries or hierarchies, demonstrating understanding of the information or ideas.
  ibing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
  mation presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem
onclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of
s (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting informatio
   comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

 and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
ccurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
nd clarify the relationships among claim(s), counterclaims, reasons, and evidence.

 rom and supports the argument presented.
 n of historical events, scientific procedures/ experiments, or technical processes.
 rganize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), gr
nitions, concrete details, quotations, or other information and examples.
on and clarify the relationships among ideas and concepts.
to inform about or explain the topic.

 rom and supports the information or explanation presented.
 he development, organization, and style are appropriate to task, purpose, and audience.
  and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how we
 duce and publish writing and present the relationships between information and ideas clearly and efficiently.
wer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that all
 e print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the d
  o support analysis reflection, and research.
 d revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 m alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons,
 ata and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form
ctions of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
ne while attending to the norms and conventions of the discipline in which they are writing.
  from or supports the argument presented.
 on of historical events, scientific procedures/ experiments, or technical processes.
nformation to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedi
 cient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
 the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
y to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely reade
ne while attending to the norms and conventions of the discipline in which they are writing.
  from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  the development, organization, and style are appropriate to task, purpose, and audience.
 y planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and a
oduce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to
ed research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appr
ple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the resea
   to support analysis, reflection, and research.
nd revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

   the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequenc
  ghly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclai
 yntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons an
 one while attending to the norms and conventions of the discipline in which they are writing.
ws from or supports the argument presented.
  tion of historical events, scientific procedures/ experiments, or technical processes.
epts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings),
  gnificant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audienc
k the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 nd techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that r
ws from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
 h the development, organization, and style are appropriate to task, purpose, and audience.
  by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and
  roduce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
ned research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when app
 iple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms
 ts to support analysis, reflection, and research.
 and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ding as needed at the high end of the range.

ils in the text.


 n earlier sections.



 independently and proficiently.




ting descriptions, dialogue, stage directions) when writing or speaking about a text.

and directions in the text.
d traditional literature from different cultures.
 affolding as needed at the high end of the range.

cts upon a topic; summarize the text.
myth, poem).

ependently and proficiently.




n illustration depicts).




mplexity band proficiently, with scaffolding as needed at the high end of the range.


uence, and cause/effect.



 how key events occur).


 grades 2–3 text complexity band independently and proficiently.




and explain how the information contributes to an understanding of the text in which it appears.
ity band proficiently, with scaffolding as necessary at the high end of the range.




es 4–5 text complexity band independently and proficiently.




VCs ending with /l/, /r/,or /x/.)
labic words in context and out of context.




labic words in context and out of context.




 an opinion or preference about the topic or book (e.g., My favorite book is . . .).
about the topic.
provide a reaction to what happened.




er, and provide some sense of closure.




use, and, also) to connect opinion and reasons, and provide a concluding statement or section.

o signal event order, and provide a sense of closure.
ations for writing types are defined in standards 1–3 above.)
demonstrate command of Language standards 1–3 up to and including grade 3 on page 29.)



s, purposes, and audiences.




comprehension.




writing types are defined in standards 1–3 above.)
emonstrate command of Language standards 1–3up to and including grade 4 on page 29.)
hers; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

de a list of sources.

 text [e.g., a character’s thoughts, words, or actions].”).

s, purposes, and audiences.




 when useful to aiding comprehension.
 writing types are defined in standards 1–3 above.)
Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)
hers; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

nd finished work, and provide a list of sources.

specific details in the text [e.g., how characters interact]”).
ntifying which reasons and evidence support which point[s]”).
s, purposes, and audiences.



sting clarification if something is not understood.




s under discussion).




ghts, and feelings.
d 3 on page 26 for specific expectations.)
 hers’ ideas and expressing their own clearly.
 e ideas under discussion.
s under discussion).
asize or enhance certain facts or details.
d 3 on page 26 for specific expectations.)
hers’ ideas and expressing their own clearly.
 e ideas under discussion.




 ideas or themes; speak clearly at an understandable pace.

ussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expect
 hers’ ideas and expressing their own clearly.
 e ideas under discussion.




themes; speak clearly at an understandable pace.

e 28 for specific expectations.)
) by defining or choosing them or by acting out the meanings.
l simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).




was watched by the little boy).




When other kids are happy that makes me happy).
ss, heat/preheat).




oral relationships (e.g., After dinner that night we went looking for them).




of key words and phrases.




es of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when disc
rect address (e.g., Is that you, Steve?).




of key words and phrases.




al relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).




g what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
mes and topics.
with scaffolding as needed at the high end of the range.



unds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.


g., lighting, sound, color, or camera focus and angles in a film).
 fiction use or alter history.
with scaffolding as needed at the high end of the range.

jective summary of the text.

and tone, including analogies or allusions to other texts.


 irector or actors.
e, including describing how the material is rendered new.
 ndependently and proficiently.

c details; provide an objective summary of the text.
 or develop the theme.
ces on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
 cts as mystery, tension, or surprise.
 n’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
 ow a later author draws on a play by Shakespeare).
ntly, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dram
xt leaves matters uncertain.
o produce a complex account; provide an objective summary of the text.
e characters are introduced and developed).
 aning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare a
 gic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

ion interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
om the same period treat similar themes or topics.
oficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories,




e high end of the range.



n meaning and tone.


eech affects the impact of the words).

ent interpretations of facts.
e high end of the range.



 meaning and tone, including analogies or allusions to other texts.



 e when irrelevant evidence is introduced.



n objective summary of the text.
connections that are drawn between them.
 ord choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).


ized in each account.
y false statements and fallacious reasoning.
oms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.
at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complex
 t leaves matters uncertain.
complex analysis; provide an objective summary of the text.

he meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
 nd engaging.
 , or beauty of the text.
dress a question or solve a problem.
 eme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, pre
 dependence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rh
 eded at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR tex
s drawn from the text.


meaning or tone.




e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




 ns for writing types are defined in standards 1–3 above.)
oach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
 oarding skills to type a minimum of three pages in a single sitting.

 of others while avoiding plagiarism and providing basic bibliographic information for sources.

nd fantasy stories]in terms of their approaches to similar themes and topics”).
 supported by reasons and evidence from claims that are not”).
s, purposes, and audiences.
nd cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




 ns for writing types are defined in standards 1–3 above.)
oach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Languag
 ing to and citing sources.
h and investigation.
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

he same period as a means of understanding how authors of fiction use or alter history”).
ning is sound and the evidence is relevant and sufficient to support the claims”).
 s, purposes, and audiences.




 , charts, tables), and multimedia when useful to aiding comprehension.




periences and events.


 ns for writing types are defined in standards 1–3 above.)
oach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Languag
ct and collaborate with others.
 ocused questions that allow for multiple avenues of exploration.
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
asoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
 s, purposes, and audiences.

 ounterclaims, reasons, and evidence.
e’s knowledge level and concerns.
and evidence, and between claim(s) and counterclaims.


  and analysis of content.
g., figures, tables), and multimedia when useful to aiding comprehension.
he audience’s knowledge of the topic.




 ers; create a smooth progression of experiences or events.




 ations for writing types are defined in standards 1–3 above.)
 for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and includ
k to other information and to display information flexibly and dynamically.
 aden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigatio
urce in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and f

 Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
er the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
nd audiences.

zation that logically sequences claim(s), counterclaims, reasons, and evidence.
 anner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
asons, between reasons and evidence, and between claim(s) and counterclaims.


n, and analysis of content.
matting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
s appropriate to the audience’s knowledge of the topic.




arrator and/or characters; create a smooth progression of experiences or events.

sense of mystery, suspense, growth, or resolution).


ctations for writing types are defined in standards 1–3 above.)
 t for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including
w arguments or information.
 oaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investiga
ons of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, av

nal works of American literature, including how two or more texts from the same period treat similar themes or topics”).
 on of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premise
and audiences.

alysis of content.




while avoiding plagiarism.

 and audiences.
ing on others’ ideas and expressing their own clearly.
probe and reflect on ideas under discussion.




e eye contact, adequate volume, and clear pronunciation.

 and 3 on page 53 for specific expectations.)
ing on others’ ideas and expressing their own clearly.
ssue to probe and reflect on ideas under discussion.

ic as needed.

 , text, or issue under study.

e eye contact, adequate volume, and clear pronunciation.

 and 3 on page 53 for specific expectations.)
ing on others’ ideas and expressing their own clearly.
ssue to probe and reflect on ideas under discussion.



 political) behind its presentation.
n irrelevant evidence is introduced.
use appropriate eye contact, adequate volume, and clear pronunciation.

  and 3 on page 53 for specific expectations.)
 exts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 ther research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
ws), clear goals and deadlines, and individual roles as needed.
nto the discussion; and clarify, verify, or challenge ideas and conclusions.
understanding and make new connections in light of the evidence and reasoning presented.
 n, development, substance, and style are appropriate to purpose, audience, and task.
easoning, and evidence and to add interest.
 dards 1 and 3 on pages 54 for specific expectations.)
s, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

ssue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
ble; and determine what additional information or research is required to deepen the investigation or complete the task.
 solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
mphasis, and tone used.
native or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audien
reasoning, and evidence and to add interest.
 standards 1 and 3 on page 54 for specific expectations.)
 learly and persuasively.


appropriate to task, purpose, and audience.




eaning or its part of speech.




hrase important to comprehension or expression.
e or clarify its precise meaning or its part of speech.




hrase important to comprehension or expression.




certainty or describing a state contrary to fact).



e or clarify its precise meaning or its part of speech.




hrase important to comprehension or expression.


al) to convey specific meanings and add variety and interest to writing or presentations.




en reading or listening.

of strategies.


mine or clarify its precise meaning, its part of speech, or its etymology.




eer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to compreh


h) as needed.
hen reading or listening.

e of strategies.


rmine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.




reer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to compre


when reading or listening.
general and specialized reference materials, as appropriate.

ege and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase importan




 text (e.g., how Madison defines faction in Federalist No. 10).


address a question or solve a problem.




–8 texts and topics.
model, graph, or table).




ary of the text.
ions defined in the text.
9–10 texts and topics.


ly or mathematically (e.g., in an equation) into words.

dict previous explanations or accounts.

 in the account.
ill accurate terms.
 on explanations in the text.
s 11–12 texts and topics.


ss a question or solve a problem.
 onclusions with other sources of information.
pt, resolving conflicting information when possible.




de formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




w approach, focusing on how well purpose and audience have been addressed.

elated, focused questions that allow for multiple avenues of exploration.
e; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

urposes, and audiences.

aim(s), counterclaims, reasons, and evidence.
s in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
ons and evidence, and between claim(s) and counterclaims.
 ., figures, tables), and multimedia when useful to aiding comprehension.
e to the audience’s knowledge of the topic.

as to the expertise of likely readers.

e of the topic).

 cant for a specific purpose and audience.
to link to other information and to display information flexibly and dynamically.
or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under inves
 h source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism

 purposes, and audiences.

 ganization that logically sequences the claim(s), counterclaims, reasons, and evidence.
s of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and p
nd reasons, between reasons and evidence, and between claim(s) and counterclaims.



clude formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
mples appropriate to the audience’s knowledge of the topic.

 ledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
ce of the topic).

 ficant for a specific purpose and audience.
g new arguments or information.
  or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under inve
mitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flo

 , purposes, and audiences.
e 5 on page 29.)
nd 3 on page 28 for specific expectations.)
rvation, and endangered when discussing animal preservation).
or informal tone).
d literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.



 beautiful. (Include Shakespeare as well as other authors.)




rehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and profi
nd of the grades 9–10 text complexity band independently and proficiently.




 advocacy (e.g., The Federalist, presidential addresses).
) for their themes, purposes, and rhetorical features.
high end of the grades 11–CCR text complexity band independently and proficiently.




g grade 6 on page53.)
seful to aiding comprehension.




emonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)


format for citation.




emonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)


format for citation.
standards 1–3 on up to and including grades 9-10 page 55.)

ing of the subject under investigation.
of ideas, avoiding plagiarism and following a standard format for citation.


s reasoning”).




e standards 1–3 up to and including grades 11-12 on page 55.)

ding of the subject under investigation.
ely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

s or topics”).
ons and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).
lete the task.


are appropriate to purpose, audience, and a range or formal and informal tasks.
ord or phrase important to comprehension or expression
word or phrase important to comprehension or expression.




sidering a word or phrase important to comprehension or expression.
andard format for citation.
standing of the subject under investigation.
 flow of ideas, avoiding plagiarism and following a standard format for citation.




edge level, concerns, values, and possible biases.




mprehension.




 rstanding of the subject under investigation.
e text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cit
d independently and proficiently.




exity band independently and proficiently.
tandard format for citation.


eralist, presidential addresses]”).
d following a standard format for citation.

								
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